Download Year 10 Science CORE Learning Cycle 1 Overview

Year 10 Science CORE Learning Cycle 1 Overview
Learning Cycle Overview:
Biology LOE1:
Hypothesis 1
Hypothesis 2
Hypothesis 3
Biology LOE2:
Hypothesis 4
Hypothesis 5
Hypothesis 6
Hypothesis 7
Hypothesis 8
Chemistry LOE1:
Hypothesis 1
Hypothesis 2
Hypothesis 3
Hypothesis 4
Chemistry LOE2:
Hypothesis 5
Hypothesis 6
Chemistry LOE3:
Hypothesis 7
Hypothesis 8
Physics LOE1:
Hypothesis 1
Hypothesis 2
Hypothesis 3
Physics LOE2:
Hypothesis 4
Hypothesis 5
Hypothesis 6
Physics LOE3:
Hypothesis 7
Hypothesis 8
The importance of a healthy body
Your diet is key to good health
Microbes can easily enter your body
All antibiotics destroy microorganisms
The importance of our nervous system and how it can be manipulated
All recreational drugs have similar effects
All drugs should be thoroughly tested
Different cells make up your nervous system
Only nerves allow communication within the body
Hormones are vital for menstruation
How does calcium carbonate cycle in the environment?
Calcium carbonate is a useful building material
Calcium carbonate behaves like other carbonates
Calcium carbonate can be recomposed
There are other useful bi-products made in the cycle
How is the Earth’s crust constantly kept moving?
The earth has the same structure throughout.
The tectonic plates move due to convection currents
How has the Earth’s atmosphere changed over time?
Over 200 million years the atmosphere has changed
Life has affected the composition of the atmosphere
How do solids and liquids transfer heat?
Substances differ due to their particles arrangement
Heat energy transfer can be controlled by shape
Only engineers are able to use heat science effectively
How does heat energy transfer happen in gasses and vacuums?
Infrared radiation is just another word for heat energy
Solar panels are good absorbers of infrared radiation
Efficiency is a useful measurement
How can we measure the effectiveness of insulation?
All non-metals are good insulators
All materials heat up in the same way
Week 1
Week 1/2
Week 2/3
Week 3
Week 3/4
Week 4
Week 4/5
Week 5
Year 10 Science CORE | Learning Cycle 1 | Medium Term Plan | Science 2015/16
Biology line of enquiry one: The importance of a healthy body
Intentions for learning from AQA:

Explain how carbs, fats, proteins, vitamins and minerals
are used by the body.

Describe how factors can change metabolic rate

Explain what impact inherited factors have on health

Explain benefits of exercise

Evaluate lifestyle on development of disease

Describe how the body can defend itself as well as the
actions of white blood cells

Explain how microbes make us feel ill

Evaluate pros and cons for vaccination

Describe aseptic techniques

Explain how antibiotics work as well as natural and
acquired immunity

Explain the difficulty in drug development to destroy
viruses but not body tissues

Explain microbe mutations in relation to epi/pandemics
Lesson 3: All antibiotics destroy microorganisms
Key words: antibiotics, specific, resistance, mutation, vaccine
Learning Intentions:
Students should develop an understanding that:
 drugs can be used to improve your health and destroy
microorganisms
 drugs must be trialled before they are deemed safe for the
public
Success Criteria:
 recall the definition for mutation and resistance
 describe aseptic techniques
 explain how antibiotics work as well as natural and acquired
immunity
 evaluate pros and cons for vaccination
Lesson 1: Your diet is key to good health
Lesson 2: Microbes can easily enter your body
Key words: carbohydrate, fat, protein, vitamin, mineral
Key words: bacteria, fungus, virus, white blood cell, antigen,
antibody
Learning Intentions:
Students should develop an understanding that:
 the specific contents of your diet are vital for good health
 metabolic rate can be determined by genetic as well as
environmental factors
Learning Intentions:
Students should develop an understanding that:
 the body has evolved ways to prevent infection from
microorganisms that could cause harm
Success Criteria:
 recall the key components of a healthy diet
 describe the role in the body of each key nutrient
 explain how metabolic rate may be influenced by a person
 evaluate nature vs nurture on metabolic rate
Success Criteria:
 recall the different types of microorganisms
 describe how the body can defend itself from infection
 explain how microbes make us feel ill
 evaluate lifestyle choice on development of disease
Year 10 Science CORE | Learning Cycle 1 | Medium Term Plan | Science 2015/16
Biology line of enquiry two: The importance of our nervous system and how it can be manipulated
Intentions for learning from AQA:

Describe the uses of milestone drugs as well explain why
drug testing must be carried out prior to approval

Describe effects of statins, recreational drugs, caffeine,
cannabis, heroin, cocaine and withdrawal.

Evaluate the impact of addiction, smoking, illegal drug
use, alcohol, PED.

Consider the ethics of PED and some risks involved

Describe a nerve impulse pathway as well as a reflex arc

Explain the role of chemical synapses

Describe how to measure reaction times and the
importance of them

Describe and explain why internal conditions need to be
maintained

Describe changes at puberty become pregnant

Describe the hormones involved in the menstrual cycle

Explain how oral contraceptives work

Use a flow diagram to explain how IVF works
Lesson 4: All recreational drugs have similar effects
Lesson 5: All drugs should be thoroughly tested
Key words: cannabis, cocaine, nicotine, caffeine, heroin
Key words: double blind, placebo, side effects, trial
Learning Intentions:
Students should develop an understanding that:
 There a variety of different drugs and they can affect your body
in different ways
Learning Intentions:
Students should develop an understanding that:
 drugs must undergo a rigorous procedure before they are
approved for general use
Success Criteria:
 Recall the main categories of drug types
 describe and explain the effects of statins, recreational drugs,
caffeine, cannabis, heroin, cocaine and withdrawal
 evaluate the impact of addiction, smoking, illegal drug use,
alcohol & PED
Success Criteria:
 recall the main steps in having a drug tested and approved
 describe why tests must be double blind and involve a placebo
 explain why drug testing must be carried out prior to approval
 evaluate the pros and cons of the drug testing procedure
Lesson 6: Different cells make up your nervous system
Lesson 7: Only nerves allow communication within the body
Lesson 8: Hormones are vital for menstruation
Key words: motor, relay, sensory, neurotransmitter, synapse
Key words: reflex arc, hormones, puberty
Key words: LH, FSH, oestrogen, period, menstruation, IVF
Learning Intentions:
Students should develop an understanding that:
 there are a variety of nerve types that allow you to sense and
interact with the world around you
Learning Intentions:
Students should develop an understanding that:
 chemical messengers travel around the body alongside the
central nervous system
Learning Intentions:
Students should develop an understanding that:
 a cascade or hormones are needed for a woman to become
pregnant
Success Criteria:
 recall the three types of neurones that make up your central
nervous system (CNS)
 describe how to measure reaction times and the importance of
them
 explain a scenario using a reflex arc
 evaluate why reflex arcs take longer to complete in practice
compared to theory (synapses)
Success Criteria:
 recall the names of human hormones
 describe the changes that occur during pregnancy
 explain the role of chemicals at neural synapses
 evaluate which is more important, the nervous system or the
endocrine system
Success Criteria:
 recall the names of the hormones in order needed for a female
to become pregnant
 describe the interaction of hormones during pregnancy
 Explain how oral contraceptives work
 Create a model that explains how IVF works
Year 10 Science CORE | Learning Cycle 1 | Medium Term Plan | Science 2015/16
Chemistry line of enquiry one:
Intentions for learning from National STEM Centre:

Limestone, mainly composed of the compound calcium
carbonate (CaCO3), is quarried and can be used as a building
material.

Calcium carbonate can be decomposed by heating (thermal
decomposition) to make calcium oxide and carbon dioxide.

The carbonates of magnesium, copper, zinc, calcium and
sodium decompose on heating in a similar way.

Calcium oxide reacts with water to produce calcium hydroxide,
which is an alkali that can be used in the neutralisation of
acids.

A solution of calcium hydroxide in water (limewater) reacts
with carbon dioxide to produce calcium carbonate. Limewater
is used as a test for carbon dioxide. Carbon dioxide turns
limewater cloudy.

Carbonates react with acids to produce carbon dioxide, a salt
and water. Limestone is damaged by acid rain.

Limestone is heated with clay to make cement. Cement is
mixed with sand to make mortar and with sand and aggregate
to make concrete.
Lesson 3: Calcium carbonate can be recomposed
Key words: cycle, decompose, hydroxide
How does calcium carbonate cycle in the environment?
Lesson 1: Calcium carbonate is a useful building material
Lesson 2: Calcium carbonate behaves like other carbonates
Key words: neutralisation, acid rain, cement, mortar, concrete
Key words: react, carbonate, thermal decomposition
Learning Intentions:
Students should develop an understanding that:
 Calcium carbonate (limestone) has limited uses for buildings
due it’s reactions with acidic rain
 Materials can be mixed with the limestone to increase its
usability
Learning Intentions:
Students should develop an understanding that:
 Carbonates all react in similar ways when heated
 Carbonates share the same chemical composition
Success Criteria:
 Identify the limitations of lime stone as a building material
 Recall that limestone is mainly made of calcium carbonate
 Recall the three separate mixtures containing calcium
carbonate for cement, mortar, and concrete.
Lesson 4: There are other useful bi-products made in the
reactions.
Key words: neutralise,
Learning Intentions:
Students should develop an understanding that:
 Calcium carbonate can be returned to its original composition
after it has been thermally decomposed
Success Criteria:
 Recall the stages of the carbonate cycle (carbonate, oxide,
hydroxide, carbonate)
 Identify that water is added to an oxide to make hydroxide
 Identify that carbon dioxide is added to hydroxide to make a
carbonate
 Describe how the chemicals look different to each other.
Learning Intentions:
Students should develop an understanding that:
 As well as recreating calcium carbonate there are other useful
substances created during the calcium carbonate cycle.
Success Criteria:
 Identify that calcium oxide is a base and can be used to
neutralise acids
 Recall how calcium hydroxide can be used to identify the
presence of carbon dioxide
 Describe why some industries may want to neutralise large
areas of land using calcium oxide
Success Criteria:
 Identify carbonates from chemical formulae
 Describe what is meant by the process of thermal
decomposition
 Identify the products carbonate thermal decomposition is
always a metal oxide and carbon dioxide.
Year 10 Science CORE | Learning Cycle 1 | Medium Term Plan | Science 2015/16
Chemistry line of enquiry two:
Intentions for learning from AQA GCSE specification:

The Earth consists of a core, mantle and crust, and is
surrounded by the atmosphere.

The Earth’s crust and the upper part of the mantle are cracked
into a number of large pieces (tectonic plates).

Convection currents within the Earth’s mantle driven by heat
released by natural radioactive processes cause the plates to
move at relative speeds of a few centimetres per year.
 The movements can be sudden and disastrous. Earthquakes
and / or volcanic eruptions occur at the boundaries between
tectonic plates.
How is the Earth’s crust constantly kept moving?
Lesson 5: The earth has the same structure throughout.
Lesson 6: The tectonic plates move due to convection currents
Key words: core, mantle, crust, atmosphere
Key words: convection, earthquake, boundaries, volcanos
Learning Intentions:
Students should develop an understanding that:
 The earth is made of three distinct layers: core, mantle, crust
 These layers are surrounded by the atmosphere
Learning Intentions:
Students should develop an understanding that:
 The tectonic plates move due to a convection currents in the
mantle
 Plate movements can have disastrous consequences
Success Criteria:
 Describe the structure of the earth
 Describe the properties of each section including state of
matter and relative temperatures
 Recall the outside layer is called the crust this is divided into
sections called tectonic plates
Success Criteria:
 Describe the process which causes the tectonic plates to move
 Recall what causes the convection currents in the mantle
 Identify the problems that plate movement causes at
boundaries.
Year 10 Science CORE | Learning Cycle 1 | Medium Term Plan | Science 2015/16
Chemistry line of enquiry three: How has the Earth’s atmosphere changed over time?
Intentions for learning from AQA GCSE specification:

For 200 million years, the proportions of different gases in the
atmosphere have been much the same as they are today:
■ about four-fifths (80%) nitrogen
■ about one-fifth (20%) oxygen
■ small proportions of various other gases, including carbon
dioxide, water vapour and noble gases.

During the first billion years of the Earth’s existence there was
intense volcanic activity. This activity released the gases that
formed the early atmosphere and water vapour that condensed
to form the oceans.

There are several theories about how the atmosphere was
formed. One theory suggests that during this period the
Earth’s atmosphere was mainly carbon dioxide and there would
have been little or no oxygen gas (like the atmospheres of Mars
and Venus today). There may also have been water vapour and
small proportions of methane and ammonia.

There are many theories as to how life was formed billions of
years ago. One theory as to how life was formed involves the
interaction between hydrocarbons, ammonia and lightning.

Plants and algae produced the oxygen that is now in the
atmosphere.

Most of the carbon from the carbon dioxide in the air gradually
became locked up in sedimentary rocks as carbonates and
fossil fuels.

The oceans also act as a reservoir for carbon dioxide but
increased amounts of carbon dioxide absorbed by the oceans
has an impact on the marine environment.

Nowadays the release of carbon dioxide by burning fossil fuels
increases the level of carbon dioxide in the atmosphere.
 Air is a mixture of gases with different boiling points and can be
fractionally distilled to provide a source of raw materials used
in a variety of industrial processes.
Lesson 7: Over 200 million years the atmosphere has changed
Lesson 8: Life has changed the composition of the atmosphere
Key words: proportion, composition, raw materials
Key words: amino acid, sedimentary rocks, carbonates, reservoir
Learning Intentions:
Students should develop an understanding that:
 The current atmosphere hasn’t changed much for the last 200
million years
 That the initial atmosphere is most likely to have come from
volcanos
Learning Intentions:
Students should develop an understanding that:
 Living organisms have affected the atmosphere’s composition
Success Criteria:
 Recall the composition of the earth’s atmosphere
 Describe how scientists think that volcanos influenced the
early atmosphere
 Recall what gasses were most common in the early
atmosphere
 Recall how we can separate air into raw materials
Success Criteria:
 Recall how early life may have started
 Recall that early plants and algae did photosynthesis, storing
carbon dioxide and releasing oxygen
 Recall that oceans also store large amounts of carbon dioxide
 Identify why carbon dioxide levels are increasing in the
atmosphere
Year 10 Science CORE | Learning Cycle 1 | Medium Term Plan | Science 2015/16
Physics line of enquiry one: How do solids and liquids transfer heat?
Intentions for learning from AQA GCSE Specification:

The use of kinetic theory to explain the different states of
matter.

The particles of solids, liquids and gases have different
amounts of energy.

The transfer of energy by conduction, convection, evaporation
and condensation involves particles, and how this transfer
takes place.

The factors that affect the rate of evaporation and
condensation.

The rate at which an object transfers energy by heating
depends on:

surface area and volume

the material from which the object is made

the nature of the surface with which the object is in
contact.

the bigger the temperature difference between an
object and its surroundings, the faster the rate at
which energy is transferred by heating.
Lesson 3: Only engineers are able to use heat science effectively
Key words: adaptation, evaporation, condensation
Learning Intentions:
Students should develop an understanding that:
 Evaporation and condensation can be explained by the particle
theory
 These state changes can be used to control an objects
temperature
Success Criteria:
 Describe evaporation and condensation in terms of particle
theory
 Explain how evaporation can be used to cool objects
 Explain how condensation can lead to heating objects up
 Identify places this is done in nature
Lesson 1: Substances differ due to their particles arrangement
Lesson 2: Heat energy transfer can be controlled by shape
Key words: solid, liquid, gas, kinetic energy, conduction
Key words: surface area, volume, ratio
Learning Intentions:
Students should develop an understanding that:
 Materials exist in different states of matter dependant on how
much energy the particles inside that material have
 All materials transfer heat energy; everything is either giving
energy out or taking it in
Learning Intentions:
Students should develop an understanding that:
 Heat energy transfer is controlled by a number of variables
Success Criteria:
 Recall and identify the three states of matter
 Describe the particles in each state of matter
 Explain why metals are good conductors of heat energy
 Recall that energy always goes from high heat energy to low
heat energy
Success Criteria:
 Identify the variables that control how fast an object heat
transfer
 Predict how changing the surface area of an object will affect
its heat transfer
 Recall how changes in material would affect an objects heat
transfer
 Identify how a change in temperature difference would affect
an objects heat transfer
Year 10 Science CORE | Learning Cycle 1 | Medium Term Plan | Science 2015/16
Physics line of enquiry two: How does heat energy transfer happen in gasses and vacuums?
Intentions for learning from AQA GCSE Specification:

All objects emit and absorb infrared radiation.

The hotter an object is the more infrared radiation it radiates
in a given time.

Dark, matt surfaces are good absorbers and good emitters of
infrared radiation.

Light, shiny surfaces are poor absorbers and poor emitters of
infrared radiation.

Light, shiny surfaces are good reflectors of infrared radiation.

Solar panels may contain water that is heated by radiation
from the Sun. This water may then be used to heat buildings or
provide domestic hot water.

Energy can be transferred usefully, stored, or dissipated, but
cannot be created or destroyed.

When energy is transferred only part of it may be usefully
transferred, the rest is ‘wasted’.

Wasted energy is eventually transferred to the surroundings,
which become warmer. The wasted energy becomes
increasingly spread out and so becomes less useful.

To calculate the efficiency of a device
Lesson 6: Efficiency is a useful measurement
Key words: efficiency, useful, wasted, percentage, dissipated
Learning Intentions:
Students should develop an understanding that:
 Efficiency is the measure of how much of the input energy into
a system is convert to a useful output
 Wasted energy in a system is spread out (dissipated) into the
surroundings)
Success Criteria:
 Recall what is meant by the term efficiency
 Apply understanding of term to interpret equation
 Calculate efficiency using equation
 Contrast the efficiency of a range of simple solar panels
Lesson 4: Infrared radiation is just another word for heat energy
Lesson 5: Solar panels are good absorbers of infrared radiation
Key words: emit, absorb, reflectors, infrared radiation
Key words: solar panel, domestic
Learning Intentions:
Students should develop an understanding that:
 The physical properties of an object control how good or bad it
is at transferring infrared radiation
Learning Intentions:
Students should develop an understanding that:
 Simple solar panels can be used to convert infrared radiation
into heating for domestic purposes
Success Criteria:
 Link prior knowledge to ideas of which materials absorb heat
best
 Recall that good emitters are good absorbers of infrared
radiation
 Identify that some substances do not absorb or emit infrared
well and are known as reflectors
 Predict which objects would emit/absorb the most infrared
radiation
Success Criteria:
 Identify the characteristics of a well-designed simple solar
panel
 Describe how a simple solar panel could work
 Explain the benefits of using simple solar panel domestically
Year 10 Science CORE | Learning Cycle 1 | Medium Term Plan | Science 2015/16
Physics line of enquiry three: How can we measure the effectiveness of insulation?
Intentions for learning from AQA GCSE Specification:

U-values measure how effective a material is as an insulator.

The lower the U-value, the better the material is as an
insulator.

The specific heat capacity of a substance is the amount of
energy required to change the temperature of one kilogram of
the substance by one degree Celsius.
Lesson 7: All non-metals are good insulators
Lesson 8: All materials heat up in the same way
Key words: U-value, insulator
Key words: specific, heat, capacity
Learning Intentions:
Students should develop an understanding that:
 U-values are measurements that are used to show the
effectiveness of insulators
Learning Intentions:
Students should develop an understanding that:
 Specific heat capacity is the amount of energy required to heat
a 1kg of a specific substance by one degree Celsius
Success Criteria:
 Recall that lower U-values indicate better insulators
 Investigate a range of insulating materials
 Relate U-values to cost of insulation
Success Criteria:
 Breakdown and identify the etymology of specific heat capacity
 Recall the meaning of specific heat capacity
 Relate the definition of specific heat capacity to the equation
 Use the equation to calculate specific heat capacity of a range
of objects
 Estimate specific heat capacity for a range of similar materials