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RAINHILL HIGH SCHOOL MEDIA ARTS COLLEGE YEAR 9 SCIENCE HALF-TERM 3 This half term I will learn about: Biology Diffusion, Osmosis and active transport Chemistry The periodic table and elements How reactivity is linked to atomic structure How Atoms for ions and bond The properties and reactions of group 1 and group 0 elements Physics Forces, speed and velocity Pressures in fluid Key Terms I will learn this half term are: Scalar Vector Alkali metals Nobel gases Electron configuration Velocity Upthrust Friction Diffusion Osmosis Active transport Circulatory System Call membrane Assessment this term will be : Past paper questions Learning Outcomes Homework Week 1 & 2 – Combined Science and Chemistry Describe the arrangement of the periodic table. Describe that elements in the same group in the periodic table have the same number of electrons in their outer shell (outer electrons) and this gives them similar chemical properties. Students should be able to: • explain how the position of an element in the periodic table is related to the arrangement of electrons in its atoms and hence to its atomic number • predict possible reactions and probable reactivity of elements from their positions in the periodic table. Worksheet on electron configuration and one on bonding diagrams Due to the differing needs of individual pupils and classes and the often limited practical resources not all classes will move through the curriculum at the same pace. Teachers will work together and use their professional judgement to adapt the pace of delivery. This may mean that the work your child is currently doing is not exactly matched to that stated on the overview document. Describe the early work on the periodic table and how before the discovery of protons, neutrons and electrons, scientists attempted to classify the elements by arranging them in order of their atomic weights. Describe the work done by Mendeleev Describe the formation of metal and non-metal ions. Students should be able to: • explain the differences between metals and non-metals on the basis of their characteristic physical and chemical properties. • explain how the atomic structure of metals and non-metals relates to their position in the periodic table • explain how the reactions of elements are related to the arrangement of electrons in their atoms and hence to their atomic number. Describe the elements in Group 0 of the periodic table and explain why they arecalled the noble gases. Students should be able to: • explain how properties of the elements in Group 0 depend on the outer shell of electrons of the atoms • predict properties from given trends down the group. Describe the structure and bonding of metals in group 1 of the periodic table; the elements in Group 1 of the periodic table, known as the alkali metals: Students should be able to: • explain how properties of the elements in Group 1 depend on the outer shell of electrons of the atoms • predict properties from given trends down the group. Week 3 & 4 – Combined Science and Physics Describe that an object that has been stretched has been elastically deformed if the object returns to its original length after the forces are removed. An object that does not return to its original length after the forces have been removed has been inelastically deformed. Worksheet on Scalars and vectors and calculation questions on elastic potential and speed/velocity Use evidence to show that the extension of an elastic object, such as a spring, is directly proportional to the force applied, provided that the limit of proportionality is not exceeded. Recognise that this relationship also applies to the compression of an elastic object, A force that stretches (or compresses) a spring does work and elastic potential energy is stored in the spring. Provided the Due to the differing needs of individual pupils and classes and the often limited practical resources not all classes will move through the curriculum at the same pace. Teachers will work together and use their professional judgement to adapt the pace of delivery. This may mean that the work your child is currently doing is not exactly matched to that stated on the overview document. spring does not go past the limit of proportionality the work done on the spring and the elastic potential energy stored are equal. Students should be able to: • describe the difference between a linear and non-linear relationship • calculate a spring constant in linear cases • interpret data from an investigation of the relationship between force and extension • calculate work done in stretching a spring using the equation given in Required practical 1: investigate the relationship between force and extension for a spring Physics candidates only - A fluid can be either a liquid or a gas. The pressure in a fluid causes a force to act at right angles (normal) to a surface. The pressure at the surface of a fluid can be calculated Students should be able to explain why, in a liquid, pressure at a point increases with the height of the column of liquid above that point and with the density of the liquid. Students should be able to calculate the differences in pressure at different depths in a liquid. Explain why a partially (or totally) submerged object experiences a greater pressure on the bottom surface than on the top surface. This creates a resultant force upwards. This force is called the upthrust and how the relationship between upthrust and weigh determines whether an object floats or sinks. Describe speed and the relationship between speed, distance and time. Distance is how far an object moves. Distance does not involve direction. Distance is a scalar quantity. Displacement includes both the distance an object moves, measured in a straight line from the start point to the finish point and the direction of that straight line. Displacement is a vector quantity. Speed does not involve direction. Speed is a scalar quantity. Students should be able to recall typical values of speed for a person walking, running and cycling as well as the typical values of speed for different types of transportation systems. Students should be able to make measurements of distance and time and then calculate speed. The velocity of an object is its speed in a given direction. Velocity is a vector quantity. This means that an object moving in a circle at constant speed Due to the differing needs of individual pupils and classes and the often limited practical resources not all classes will move through the curriculum at the same pace. Teachers will work together and use their professional judgement to adapt the pace of delivery. This may mean that the work your child is currently doing is not exactly matched to that stated on the overview document. The velocity of an object is its speed in a given direction. Velocity is a vector quantity. If an object moves along a straight line, how far it is from a certain point can be represented by a distance–time graph. The speed of an object can be calculated from the gradient of its distance–time graph. . Week 5 & 6 – Combined Science and Biology Be able describe diffusion across the cell membranes and that some of the substances transported in and out of cells by diffusion are oxygen and carbon dioxide in gas exchange, and of the waste product urea from cells into the blood plasma for excretion in the kidney. Questions on diffusion. Osmosis and active transport Identify factors which affect the rate of diffusion Link SA:VOL to rate of diffusion and use this to explain rate of diffusion in single-celled organisms. Students should be able to explain how the small intestine and lungs in mammals, gills in fish, and the roots and leaves in plants, are adapted for exchanging materials. Explain why multicellular organisms need adapted exchange surfaces and transport pathways. Describe osmosis Required Prac 3. Osmosis Spec Investigate the effect of a range of concentrations of salt or sugar solutions on the mass of plant tissue. Describe Active transport moves substances from a more dilute solution to a more concentrated solution (against a concentration gradient). This requires energy from respiration. Students should be able to link the structure of a root hair cell to its function. Describe the organisation of organisms in term of cells, tisues, organs and organ systems Due to the differing needs of individual pupils and classes and the often limited practical resources not all classes will move through the curriculum at the same pace. Teachers will work together and use their professional judgement to adapt the pace of delivery. This may mean that the work your child is currently doing is not exactly matched to that stated on the overview document.