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Version 1.0 1 Copyright © 2011 AQA and its licensors. All rights reserved
GCSE Science B Scheme of Work
Introduction Science is essential for all of us in our everyday lives and for the future of our planet. For many candidates, it’s a highly inspirational subject, but for others, it poses
challenges that need to be addressed.
That’s why, at AQA, we believe that what you teach and how you teach it are vital when it comes to engaging your candidates. Therefore, to help you deliver our GCSE
Science B (Science in Context) course, we have provided ideas on how this can be done. You can use these suggestions, adapt them to suit your candidates, or use your
own schemes of work.
The delivery of the specification is flexible, and centres are encouraged to design schemes of work that best suit their individual circumstances, the needs and aspirations
of their candidates and the skills of their teachers.
The times shown are for time in lessons only. Half lesson times are shown in places to enable teachers to be more flexible in their approach by combining these in twos (or
threes) depending on the needs of their candidates.
With the introduction of modular courses, there are increased opportunities for delivering the specification in more creative ways. There are three possible timescales for
delivery: a one-year delivery; a two-year delivery alongside an additional science course; and a three-year delivery (perhaps starting in year 9 but consuming less time
each week).
Centres are strongly urged to adopt a contextual approach as a basis for the delivery of each topic of the specification, as it is felt that this will both create and maintain the
interest of candidates in science. However, the specification may be delivered either as a series of modules or in a linear format. This scheme of work is not intended to
dictate a particular order of topics.
Free resources Our GCSE Sciences website, The Science Lab, also provides free resources and interactive tools to help you inspire your candidates. Here you can access:
Exampro Extra Online – to create practice papers, and get model answers, practical guides and activities
Enhanced Results Analysis (ERA) – provides an instant breakdown of exam results
Assessment Planner – helps you to plan your assessments for the new GCSE Science specifications
Our community blog and forum – engage with other AQA teachers and participate in discussions that matter to you
Details of Nelson Thornes’ AQA GCSE Science Teacher Books and Student Books, exclusively endorsed by AQA.
Version 1.0 2 Copyright © 2011 AQA and its licensors. All rights reserved
GCSE Science B Scheme of Work
We also have the following free AQA reference material to help you:
Our GCSE Sciences website, The Science Lab, also provides free resources and interactive tools to help you inspire your candidates. Here you can access:
GCSE Science B Specification
Unit 1: specimen question papers and mark schemes
Unit 2: specimen question papers and mark schemes
Unit 3: specimen question papers and mark schemes
Unit 4: Controlled Assessment teachers’ notes and tasks (three per year)
Teacher support meetings
Ask AQA
Centre Controlled Assessment Adviser.
We want your candidates to be engaged and inspired by real science. We believe that the above resources will help you to achieve this. In addition, we provide a range of
GCSE Sciences, so you'll find that one of our courses will meet your candidates’ needs – whatever their abilities and aspirations. If you have any queries about GCSE
Science B, you can talk directly to the GCSE Science subject team on 08442 090 415 or e-mail science-gcse@aqa.org.uk
Version 1.0 3 Copyright © 2011 AQA and its licensors. All rights reserved
GCSE Science B Scheme of Work
Science B contexts The specification provides a range of contexts to lead the way that the content is taught. Centres can add their own contexts where they are more relevant to the
learning experiences that their candidates have encountered. These contexts are:
Unit 1 – My world
Theme 1 – My wider world
3.3.1.1 Our changing universe
3.3.1.2 Our changing planet
3.3.1.3 Materials our planet provides
3.3.1.4 Using materials from our planet
to make products
Theme 2 – Life on our planet
3.3.2.1 Life on our planet
3.3.2.2 Biomass and energy flow
through the biosphere
3.3.2.3 The importance of carbon
Unit 2 – My family and home
Theme 1- My family
3.4.1.1 Control of body systems
3.4.1.2 Chemistry in action in the body
3.4.1.3 Human inheritance and genetic
disorders
Theme 2 – My home
3.4.2.1 Materials used to construct our
homes
3.4.2.2 Fuels for cooking, heating and
transport
3.4.2.3 Generation and distribution of
electricity
Theme 3 – My property
3.4.3.1 The cost of running appliances
in the home
3.4.3.2 Electromagnetic waves in the
home
Unit 3 – Making my world a better
place
Theme 1 – Improving health and
wellbeing
3.5.1.1. The use (and misuse) of drugs
3.5.1.2 The use of vaccines
3.5.1.3 The use of ionising radiation in
medicine
Theme 2 – Making and improving
products
3.5.2.1 Uses of electroplating
3.5.2.2 Developing new products
3.5.2.3 Selective breeding and genetic
engineering
Theme 3 – Improving our
environment
3.5.3.1 Environmental concerns when
making and using products
3.5.3.2 Saving energy in the home
3.5.3.3 Controlling pollution in the
home
Unit 4 – Using practical and
Investigative Skills in Context.
3.6.1 Plan an investigation
3.6.2 Assess and manage risks when
carrying out practical work
3.6.3 Collect primary and secondary
data
3.6.4 Process primary and secondary
data
3.6.5 Analyse and interpret primary
and secondary data
Version 1.0 4 Copyright © 2011 AQA and its licensors. All rights reserved
GCSE Science B Scheme of Work
The big picture
Block 1
(12 lessons)
Block 2
(12 lessons)
Block 3
(12 lessons)
Block 4
(12 lessons)
Subject content:
3.3.1.1 Our changing universe
3.3.1.2 Our changing planet
Subject content:
3.3.1.3 Materials our planet provides
3.3.1.4 Using materials from our planet
to make products
Subject content:
3.3.2.1 Life on our planet
3.3.2.2 Biomass and energy flow
through the biosphere
3.3.2.3 The importance of carbon
Subject content:
3.4.1.1 Control of body systems
3.4.1.2 Chemistry in action in the body
Block 5
(12 lessons)
Block 6
(12 lessons)
Block 7
(12 lessons)
Block 8
(12 lessons)
Subject content:
3.4.1.3 Human inheritance and genetic
disorders
3.4.2.1 Materials used to construct our
homes
Subject content:
3.4.2.2 Fuels for cooking, heating and
transport
3.4.2.3 Generation and distribution of
electricity
Subject content:
3.4.3.1 The cost of running appliances
in the home
3.4.3.2 Electromagnetic waves in the
home
Subject content:
3.5.1.1 The use (and misuse) of drugs
3.5.1.2 The use of vaccines
Block 9
(12 lessons)
Block 10
(12 lessons)
Block 11
(12 lessons)
Subject content:
3.5.1.3 The use of ionising radiation in
medicine
3.5.2.1 Uses of electroplating
3.5.2.2 Developing new products
3.5.2.3 Selective breeding and genetic
engineering
Subject content:
3.5.3.1 Environmental concerns when
making and using products
3.5.3.3 Saving energy in the home
3.5.3.3 Controlling pollution in the
home
Subject content:
3.6 Controlled Assessment
Version 1.0 5 Copyright © 2011 AQA and its licensors. All rights reserved
GCSE Science B Scheme of Work
The Medium view
UNIT 1: My World
Block 1 (12 lessons)
3.3.1.1 Our Changing universe Observation of the solar system and galaxies (0.5)
Data analysis to evaluate the position of the Earth in the solar system (0.5)
Detection of different wavelengths from space (1)
Red-shift principle (1)
Red-shift as evidence of an expanding universe (1)
Red-shift supporting the Big Bang theory (1)
(5 lessons)
3.3.1.2 Our changing planet Changes to the Earth’s surface with time due to cooling (0.5)
Earth’s internal structure (0.5)
Tectonic plates (0.5)
Convection currents causing tectonic plate movement (0.5)
Effects of tectonic plate movement and prediction of earthquakes and volcanic eruptions(1)
Early Earth history and formation of the atmosphere and oceans (1)
Early Earth’s atmosphere (0.5)
Plants releasing oxygen into the atmosphere (0.5)
How greenhouse gases keep temperatures on Earth suitable for life (1)
Evaluating changes to the composition of the atmosphere over time (1)
(7 lessons)
Version 1.0 6 Copyright © 2011 AQA and its licensors. All rights reserved
GCSE Science B Scheme of Work
Block 2 (12 lessons)
3.3.1.3 Materials our planet provides Classifying materials as elements, compounds or mixtures (0.5)
Atomic number, mass number and atomic structure (1)
Differences between atoms, molecules and ions (0.5)
Mining, quarrying and using materials from the ground (1)
Impact of exploitation of the Earth’s crust and phytomining (1)
Separating salt from rock salt (1)
Fractional distillation of crude oil (1)
Aluminium extraction from its ore (1)
Iron and lead extraction from their ores (1)
Substances taken from the atmosphere and their uses (1)
(9 lessons)
3.3.1.4 Using materials from our planet to
make products
Mass conservation in chemical reactions (1)
Balancing equations (1)
Making new products (1)
(3 lessons)
Version 1.0 7 Copyright © 2011 AQA and its licensors. All rights reserved
GCSE Science B Scheme of Work
Block 3 (12 lessons)
3.3.2.1 Life on our planet Variety of life and kingdoms (0.5)
Classification using physical characteristics (0.5)
Importance of classification (0.5)
Materials needed for survival and competition between species (0.5)
Adaptation of plants (0.5)
Adaptation of animals (0.5
Adaptation of microbes (0.5)
Reasons for the distribution of organisms in habitats (0.5)
Evolution and natural selection (0.5)
Survival of the fittest and the role of genes (0.5)
Factors that affect plant growth (0.5)
Role of auxins in controlling plant growth (0.5)
(6 lessons)
3.3.2.2 Biomass and energy flow through
the biosphere
Production and flow of biomass through the biosphere (0.5)
Use of food chains (0.5)
Pyramids of biomass (0.5)
Calculating energy transfer in food chains (0.5)
Reasons for the inefficiency of the energy transfer in food chains (0.5)
The role of decomposers in the biosphere (0.5)
(3 lessons)
3.3.2.3 The importance of carbon The role of plants in the carbon cycle (0.5)
The role of animals in the carbon cycle (0.5)
The role of microbes in the carbon cycle (0.5)
Carbon stored in fossil fuels (0.5)
The formation of limestone from carbon dioxide (0.5)
How humans have interfered with the carbon cycle (0.5)
(3 lessons)
Version 1.0 8 Copyright © 2011 AQA and its licensors. All rights reserved
GCSE Science B Scheme of Work
Unit 2: My Family and Home
Block 4 (12 lessons)
3.4.1.1 Control of body systems Receptors and the nervous system (1)
Reflex actions (1)
Hearing sounds and effects of loud sounds (1)
Homeostasis and negative feedback (1)
Hormones in the body (1)
Insulin and diabetes (1)
Control of body temperature (1)
(7 lessons)
3.4.1.2 Chemistry in action in the body Chemical reactions in the body and why the stomach contains acid (1)
Hazards of acids and bases (1)
How to neutralise acids (1)
Patterns in the reactions of hydroxides and carbonates with acids (1)
Use of antacids (1)
(5 lessons)
Version 1.0 9 Copyright © 2011 AQA and its licensors. All rights reserved
GCSE Science B Scheme of Work
Block 5 (12 lessons)
3.4.1.3 Human inheritance and genetic
disorders
Animal cell structure and genetic make up (1)
Causes of variation (1)
Monohybrid inheritance (1)
Genetically inherited disorders (1)
Research into treatment of genetic disorders and genetic screening (1)
(5 lessons)
3.4.2.1 Materials used to construct our
homes
How we obtain limestone and its uses and conversion into quicklime and slaked lime (1)
Making cement and glass (0.5)
The composition and use of mortar and concrete (0.5)
Properties of metals and their uses (1)
Manufacturing polymers and their properties (1)
Properties and uses of ceramics (1)
Properties of composites and their uses (1)
Sustainable building developments (1)
(7 lessons)
Version 1.0 10 Copyright © 2011 AQA and its licensors. All rights reserved
GCSE Science B Scheme of Work
Block 6 (12 lessons)
3.4.2.2 Fuels for cooking, heating and
transport
Fuels in the home (0.5)
Hydrocarbons (0.5)
Problems of burning fossil fuels (1)
Combustion of hydrocarbons (1)
Patterns in the combustion of hydrocarbon fuels (1)
Measuring the energy content of different fuels (1)
(5 lessons)
3.4.2.3 Generation and distribution of
electricity
Renewable and non-renewable energy sources (1)
Generation of electricity using fossil fuels (1)
Generation of electricity using nuclear fuels (1)
Problems relating to the use of nuclear fuels (1)
Generation of electricity using renewable energy resources (1)
Problems relating to the use of renewable energy resources (1)
The distribution of electricity through the National Grid (1)
(7 lessons)
Version 1.0 11 Copyright © 2011 AQA and its licensors. All rights reserved
GCSE Science B Scheme of Work
Block 7 (12 lessons)
3.4.3.1 The cost of running appliances in
the home
Calculating power of appliances in the home from current and voltage (1)
Calculating energy transferred by appliances in the home (1)
Reading electricity meters and costs of using appliances (1)
Interpreting information from energy labels on appliances (1)
Drawing Sankey diagrams (1)
Interpreting Sankey diagrams (1)
Efficiency calculations (1)
(7 lessons)
3.4.3.2 Electromagnetic waves in the
home
Electromagnetic radiation, frequency of waves and wavelength (1)
The EM spectrum (1)
Using the wave equation (1)
Uses, properties and dangers of electromagnetic waves used in our homes (1)
Why X-rays and gamma rays are not use in the home (1)
(5 lessons)
Version 1.0 12 Copyright © 2011 AQA and its licensors. All rights reserved
GCSE Science B Scheme of Work
Unit 3 Block 8 (12 lessons)
3.5.1.1 The use (and misuse) of drugs Clinical trials of medicines used to treat disease (1)
Use, and effect of over-use, of antibiotics (1)
Medicines that relieve symptoms and issues of their over-use (1)
Impact of drinking alcohol (1)
Impact of smoking tobacco (1)
Impact the use and abuse of medical and recreational drugs (1)
(6 lessons)
3.5.1.2 The use of vaccines Diseases caused by bacteria and viruses (0.5)
How pathogens enter the body (0.5)
How pathogens make us feel ill (1)
The role of platelets and phagocytes in defence against pathogens (1)
Lymphocytes and antibodies (1)
How vaccinations protect us from infections (1)
Concerns over vaccinations and their effect on occurrence of diseases (1)
(6 lessons)
Version 1.0 13 Copyright © 2011 AQA and its licensors. All rights reserved
GCSE Science B Scheme of Work
Block 9 (12 lessons)
3.5.1.3 The use of ionising radiation in medicine Characteristics of X-rays and gamma rays and their effect on living cells (1)
Characteristics and properties of alpha and beta particles and gamma rays (1)
How X-rays can be used to diagnose medical disorders (0.5)
Medical imaging using gamma rays (0.5)
How radiation levels are monitored (1)
(4 lessons)
3.5.2.1 Uses of electroplating What electrolysis is and why we electroplate objects made of metal (1)
How electroplating works (1)
Why electroplate jewellery and risks of the electroplating industry (1)
(3 lessons)
3.5.2.2 Developing new products Smart paints –uses, advantages and disadvantages (0.5)
Superconductors – uses, advantages and disadvantages (0.5)
Smart materials – uses, advantages and disadvantages (0.5)
Chromic materials – uses, advantages and disadvantages (0.5)
(2 lessons)
3.5.2.3 Selective breeding and genetic
engineering
Selective breeding of animals (0.5)
Selective breeding of plants (0.5)
Cloning and tissue culture (1)
Genetic engineering (0.5)
Insulin production (0.5)
(3 lessons)
Version 1.0 14 Copyright © 2011 AQA and its licensors. All rights reserved
GCSE Science B Scheme of Work
Block 10 (12 lessons)
3.5.3.1 Environmental concerns when making
and using products
How making and using products increases emissions of greenhouse gases (0.5)
The effects of increased greenhouse gases and the Kyoto agreement (0.5)
Eutrophication (1)
Indicator species used to monitor water and air pollution (1)
Methods of degrading plastics (0.5)
Water-soluble plastics and their uses (0.5)
The environmental impact of landfill sites, incineration and recycling (1)
(5 lessons)
3.5.3.2 Saving energy in the home Heat transfer by conduction, convection and radiation in the home (1)
Minimising heat loss in the home (1)
U-values for different materials and their interpretation (1)
Payback time of energy-saving measures (0.5)
Data analysis of efficiency and cost-effectiveness of energy-saving measures (0.5)
4 lessons
3.5.3.3 Controlling pollution in the home Common pollutants in homes and symptoms of exposure to them (0.5)
Risks and control measures of household hazards (0.5)
Domestic boilers – air supply and link to incomplete combustion and formation of
toxic products (1)
Radon as a household pollutant (1)
3 lessons
Version 1.0 15 Copyright © 2011 AQA and its licensors. All rights reserved
GCSE Science B Scheme of Work
Block 11 (12 lessons)
Unit 4 Using paracticle and investigative skills Although the Controlled Assessment appears at the end of this scheme of work as a
separate block, it may be more appropriate to deliver it within the theme that the
assessment addresses. Candidates should be given the opportunity to practise the
required skills throughout their course of study in order to maximise the marks
obtained.
Version 1.0 16 Copyright © 2011 AQA and its licensors. All rights reserved
GCSE Science B Scheme of Work
Unit 1: The Lesson View
My World
Theme 1: My wider world
Block 1
3.3.1.1 Our changing universe
For many centuries, our ancestors thought the Earth was the centre of the universe. Science has since taught us that this was incorrect. We know that the Earth lies
within the Milky Way galaxy (a group of stars), which is located somewhere within the universe. Scientists have discovered that the Sun is one star in the Milky Way.
Even smaller in scale than a galaxy is a solar system. Our solar system comprises one star (the Sun) and planets circling around it.
Scientists use many different techniques to observe and search for patterns in the universe in an attempt to understand and gather evidence concerning how it
began, what it is like and how it is changing. They have gathered much evidence from the use of telescopes, both on Earth and in space and from the study of light
reaching us from stars in distant galaxies.
Refe
ren
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Summary of
Specification
Content
Learning outcomes and
indicative example(s)
What most candidates
should be able to do
Su
gg
este
d tim
ing
(lesso
ns)
Possible teaching and learning
activities
Resources
Examination
Hints and Tips
3.3.1.1 Our changing universe
1 Observation of the
solar system and
galaxies.
Know that observations of
the solar system and the
galaxies in the universe can
be carried out on the Earth or
from space.
0.5
Show candidates a range of images
taken on Earth and in space of the
solar system and galaxies.
Show images of telescopes on Earth
and in space. Discussion of the pros
and cons of each and why they are
used.
Images of the solar system
and galaxies taken from Earth
and in space.
Images of telescopes on Earth
and in space.
Knowledge of
telescopes should
be limited to their
use: no working
details are
required.
Version 1.0 17 Copyright © 2011 AQA and its licensors. All rights reserved
GCSE Science B Scheme of Work
Refe
ren
ce
Summary of
Specification
Content
Learning outcomes and
indicative example(s)
What most candidates
should be able to do
Su
gg
este
d tim
ing
(lesso
ns)
Possible teaching and learning
activities
Resources
Examination
Hints and Tips
Data analysis to
evaluate the
position of the
Earth in the solar
system.
Use data and evidence to
discuss the position of the
Earth in the solar system.
0.5
Candidates to use data on the planets
in the solar system, eg temperature
and day length, to put the planets in
the correct order and explain how the
data backs up their ideas.
Data on the planets in the
solar system.
2 Detection of
different
wavelengths from
space.
Know that observations are
made with telescopes that
may detect visible light or
other electromagnetic
radiations such as radio
waves or X-rays from space,
and that these observations
provide evidence for changes
taking place in the universe.
1 Briefly introduce visible light as a wave
and name other waves in the EM
spectrum that are different sizes that
our eyes can’t sense.
Candidates to research images of
space made with telescopes detecting
different waves. They should find out
why the different waves are used.
Introduce the idea that the universe is
expanding using microwave images
from COBE.
Computers to research
telescope images – useful
website
Hubble Image Gallery
http://heritage.stsci.edu/gallery
/gallery.html
COBE (Cosmic Background
Explorer Satellite) – useful
website
http://lambda.gsfc.nasa.gov/pr
oduct/cobe/
3 Red-shift principle Understand that if a wave
source is moving relative to
an observer there will be a
change in the observed
wavelength and frequency
(Doppler effect).
1 Show a video clip of vehicle with siren
travelling and ask candidates to
describe the differences in the sound
of the siren as it travels closer and
then further away. Introduce Doppler
shift and explain that light behaves in a
similar way.
Video clip of vehicle with siren.
Treatment of red-
shift should be
limited to a study
of the black lines
within the
spectrum.
Version 1.0 18 Copyright © 2011 AQA and its licensors. All rights reserved
GCSE Science B Scheme of Work
Refe
ren
ce
Summary of
Specification
Content
Learning outcomes and
indicative example(s)
What most candidates
should be able to do
Su
gg
este
d tim
ing
(lesso
ns)
Possible teaching and learning
activities
Resources
Examination
Hints and Tips
Practical using ray boxes and prisms
to show how white light is made up of
the colours of the spectrum, as an
introduction to red-shift.
Ray boxes, slits and prisms.
4 Red-shift as
evidence of an
expanding
universe
Explain why there is a red-
shift in light observed from
most distant stars and
galaxies. The further away
stars or galaxies are, the
more their light is red-shifted.
This indicates that distant
galaxies are moving away
from us, and that the further
away a galaxy is the faster it
is moving away.
1 Show candidates a video clip of the
Big Bang. Ask them to discuss how
they think scientists came up with this
theory.
Complete a card sort on the main
sequence of events after the Big Bang.
Recap on red-shift theory from last
lesson. Candidates to explain how the
spectra of distant galaxies would look if
they were travelling towards us or
travelling further away.
Video clip of the Big Bang.
Card sort giving the main
sequence of events after the
Big Bang.
5 Red-shift
supporting the
Big Bang theory.
Explain how the observed
red-shift provides evidence
that the universe is
expanding and supports the
‘Big Bang’ theory (that the
universe began from a very
small initial point).
1 Set a hydrogen balloon alight. Ask
candidates what evidence there was of
an explosion (pieces of balloon flying
outwards, heat).
Ask candidates where the heat from
the Big Bang is now. Show microwave
images to show energy left from the
Hydrogen balloon
COBE microwave images.
Version 1.0 19 Copyright © 2011 AQA and its licensors. All rights reserved
GCSE Science B Scheme of Work
Refe
ren
ce
Summary of
Specification
Content
Learning outcomes and
indicative example(s)
What most candidates
should be able to do
Su
gg
este
d tim
ing
(lesso
ns)
Possible teaching and learning
activities
Resources
Examination
Hints and Tips
Use data and evidence to
discuss and evaluate the
origin, structure and
continuing evolution of the
universe.
‘Big Bang’.
Ask candidates how it can be shown
that the universe expanded after the
Big Bang. Discussion of red-shift of
spectra from distant planets.
Version 1.0 20 Copyright © 2011 AQA and its licensors. All rights reserved
GCSE Science B Scheme of Work
3.3.1.2 Our changing planet
The Earth is a planet that has changed since its formation and is still changing. The surface of the Earth has cooled after a period of intense volcanic activity and has
become able to sustain plant and animal life. The surface of the Earth continues to change due to the activity of volcanoes and earthquakes, mainly along the edges
of tectonic plate boundaries.
Alongside these changes the atmosphere has altered to enable life to evolve, from being rich in carbon dioxide to containing enough oxygen to support life.
Environmental scientists are beginning to understand the processes that cause the natural greenhouse effect and maintain the heat balance and global climate that
enable life on Earth.
Refe
ren
ce
Summary of
Specification
Content
Learning outcomes and
indicative example(s)
What most candidates
should be able to do
Su
gg
este
d tim
ing
(lesso
ns)
Possible teaching and learning
activities
Resources
Examination
Hints and Tips
3.3.1.2 Our changing planet
1 Changes to the
Earth’s surface
with time due to
cooling.
Earth’s internal
structure.
Know that the surface of the
Earth has changed over time
as a result of cooling.
Know that the Earth consists
of a mantle, core and crust,
surrounded by the
atmosphere.
0.5
0.5
Show candidates a mix of oil and wax
that has been gently heated to melt it.
Allow to cool and ask candidates to
describe how this is a simple model of
the surface of the Earth.
Show candidates 3D images of the
Earth’s structure.
Ask candidates to make models of the
Earth’s internal structure with different
materials to represent the atmosphere,
crust, mantle and core.
Oil/wax mix.
3D images of the Earth’s
structure.
2 Tectonic plates Know that the Earth’s crust 0.5 Show candidates images of Pangaea Useful information about Candidates need
Version 1.0 21 Copyright © 2011 AQA and its licensors. All rights reserved
GCSE Science B Scheme of Work
Refe
ren
ce
Summary of
Specification
Content
Learning outcomes and
indicative example(s)
What most candidates
should be able to do
Su
gg
este
d tim
ing
(lesso
ns)
Possible teaching and learning
activities
Resources
Examination
Hints and Tips
Convection
currents causing
tectonic plate
movement
and the upper part of the
mantle are cracked into a
number of large pieces
(tectonic plates).
Explain how convection
currents within the mantle
cause the movement of
tectonic plates.
0.5
and the Earth’s surface today. Ask how
and why they have changed. Introduce
tectonic plates – these could be
modelled with plasticene.
Discuss the structure of the mantle and
model using convection currents
shown with a potassium permanganate
crystal in water being gently heated.
Describe how these currents cause the
tectonic plates to move.
Pangaea can be found at
http://library.thinkquest.org/177
01/high/pangaea/
Images of the Earth’s surface
in the past and the present
day.
Plasticene
Potassium permanganate.
to understand
why there are
convection
currents in the
mantle.
5 Effects of tectonic
plate movement
and prediction of
earthquakes and
volcanic
eruptions.
Describe how movement of
tectonic plates can have
disastrous consequences
such as earthquakes and
volcanic eruptions.
Use data and evidence to
suggest implications of the
1 Use plasticene to model what happens
when tectonic plates are moving
together or further apart.
Show video clips of active volcanoes
and earthquakes.
Ask if any candidates have
experienced an earthquake or been on
Plasticene.
Video clips of earthquakes and
active volcanoes.
Version 1.0 22 Copyright © 2011 AQA and its licensors. All rights reserved
GCSE Science B Scheme of Work
Refe
ren
ce
Summary of
Specification
Content
Learning outcomes and
indicative example(s)
What most candidates
should be able to do
Su
gg
este
d tim
ing
(lesso
ns)
Possible teaching and learning
activities
Resources
Examination
Hints and Tips
accurate prediction of
earthquakes and volcanic
eruptions.
holiday in a volcanic area.
Demonstrate a model volcano.
Show images of the Earth from space
showing active volcanoes. Link these
images to the tectonic plates.
Ask candidates to use these images
and an atlas to predict where they
think earthquakes and volcanic
eruptions might happen.
Discuss how seismic activity is
monitored.
Ask candidates to explain why it is so
important that earthquakes and
volcanic eruptions can be predicted
accurately.
Model volcano.
Volcanic images from space.
Atlas
A good video clip can be found
at:
www.teachers.tv/videos/how-
science-works-journey-to-etna-
lava-flow-and-gas-emissions
6, 7 Early Earth
history and
formation of the
atmosphere and
oceans.
Know that during the first
billion years of the Earth’s
existence there was intense
volcanic activity.
1 Card sort giving a timeline of events in
early Earth’s history.
Show images of volcanologists
collecting samples from volcanoes.
Card sort on early Earth’s
history.
Images of volcanologists.
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Content
Learning outcomes and
indicative example(s)
What most candidates
should be able to do
Su
gg
este
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ing
(lesso
ns)
Possible teaching and learning
activities
Resources
Examination
Hints and Tips
Know that volcanic activity
released the gases that
formed the early atmosphere
and water vapour that
condensed to form the
oceans.
Discussion of the gases released by
volcanoes and how cooling of water
vapour formed the oceans.
8 Early Earth’s
atmosphere
Understand that some
theories suggest that, during
this period, the Earth’s
atmosphere was mainly
carbon dioxide and there
would have been little or no
oxygen gas. There may also
have been water vapour and
small proportions of methane
and ammonia.
0.5
Pass air over heated copper using gas
syringes and measure the percentage
of oxygen.
Discuss how this would have been
different in early Earth’s history.
Give candidates the percentages of
different gases in the early Earth’s
atmosphere and present day and ask
them to draw pie charts to show the
data.
Copper, gas syringes.
Data on composition of
atmosphere past and present.
9 Plants releasing
oxygen into the
atmosphere
Describe how plants
produced the oxygen that is
now in the atmosphere by
photosynthesis.
0.5 Collect gas produced by aquatic plants
and test for oxygen.
Elodea near bright lamp with
funnel and tube to collect
oxygen to test.
Knowledge of
photosynthesis is
limited to plants
using carbon
dioxide and
Version 1.0 24 Copyright © 2011 AQA and its licensors. All rights reserved
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indicative example(s)
What most candidates
should be able to do
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(lesso
ns)
Possible teaching and learning
activities
Resources
Examination
Hints and Tips
producing
oxygen. Detailed
knowledge of the
process is not
required.
10, 11 How greenhouse
gases keep
temperatures on
Earth suitable for
life.
Describe how the
atmosphere surrounding the
Earth allows light energy
radiated from the sun to pass
through.
Explain how greenhouse
gases in the atmosphere
keep temperatures on Earth
stable and warm enough to
support life allowing short-
wave radiation to pass
through the atmosphere to
the Earth’s surface but
absorbing the outgoing long-
wave radiation from the
Earth.
1 Give candidates data the different
planets in the solar system, their
atmosphere, distance from the sun and
the surface temperature of the planet.
Ask candidates to look for patterns
related to distance from the sun and
the composition of their atmosphere.
Introduce the concept of greenhouse
gases as a jacket to maintain
temperatures suitable for life.
Data on the planets can be
obtained from
www.windows2universe.org/ou
r_solar_system/planets_table.
html
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indicative example(s)
What most candidates
should be able to do
Su
gg
este
d tim
ing
(lesso
ns)
Possible teaching and learning
activities
Resources
Examination
Hints and Tips
Evaluating
changes to the
composition of
the atmosphere
over time.
Use data and evidence to
evaluate changes to the
composition of the
atmosphere over time.
1 Give candidates a variety of data on
the Earth’s atmosphere over time.
Ask candidates to prepare a talk to
evaluate these changes.
Data on the Earth’s
atmosphere.
Version 1.0 26 Copyright © 2011 AQA and its licensors. All rights reserved
GCSE Science B Scheme of Work
Theme 1: My wider world
Block 2
3.3.1.3 Materials our planet provides
The Earth’s crust, sea and atmosphere, and the organisms living on Earth, are the ultimate sources from which all useful substances are obtained. Metals, metal
ores, limestone and fossil fuels are examples of materials obtained from the Earth. Scientists are sometimes able to use these materials directly, but many have to
be processed or reacted with other substances to make useful products.
Understanding the chemical structure of these raw materials and their chemical reactions enables scientists to make the best use of them.
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indicative example(s)
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Su
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(lesso
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Possible teaching and learning
activities
Resources
Examination
Hints and Tips
3.3.1.3 Materials our planet provides
1 Classifying
materials as
elements,
compounds or
mixtures.
Be able to classify materials
as elements, compounds or
mixtures.
0.5 Show candidates a range of elements;
ask them to find them on the periodic
table labelling them as solid, liquid or
gas and metal or non-metal.
Use Lego bricks to model elements as
pure substances.
Show a range of compounds and give
their formulae.
Show candidates how to model these
Range of elements,
compounds and mixtures.
Periodic tables
Lego bricks or molymods.
BBC GCSE Bitesize animation
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indicative example(s)
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should be able to do
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gg
este
d tim
ing
(lesso
ns)
Possible teaching and learning
activities
Resources
Examination
Hints and Tips
Explain the difference
between atoms, molecules
and ions.
with different coloured Lego bricks,
reinforcing the point that there are two
or more elements chemically
combined. BBC GCSE Bitesize
animation activities will reinforce this.
Show a range of simple mixtures, eg
sea water.
Use Lego bricks to show atoms and
molecules. Candidates to write their
own definitions of them.
Demonstrate hydrogen balloon and
use Lego bricks to model the reaction
resulting in the formation of water.
Class practical reacting iron and sulfur
to make iron sulfide then modelled with
Lego bricks.
Model with Lego bricks in a beaker and
discuss simple methods of separation
used at KS3.
activities:
www.bbc.co.uk/schools/gcsebi
tesize/science/
Hydrogen balloon
Iron, sulfur and ignition tubes.
Magnets
Lego bricks
Periodic tables
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indicative example(s)
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should be able to do
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gg
este
d tim
ing
(lesso
ns)
Possible teaching and learning
activities
Resources
Examination
Hints and Tips
Ask candidates to suggest what makes
up these mixtures and how they might
be able to separate them.
2, 4 Atomic number,
mass number and
atomic structure.
Define the terms atomic
number and mass number.
Describe the structure of the
atom in terms of numbers of
protons, neutrons and
electrons and their
arrangement.
Atoms contain the same
number of protons (positive
charge) and electrons
(negative charge). The
protons and the neutrons (no
charge) are at the centre, in
the nucleus, and the
electrons are positioned
around the outside of the
atom.
0.5 Show images of the internal structure
of the atom. Introduce the idea of ions
when electrons are gained or lost.
Candidates to use a periodic table to
draw the structure of the first 20
elements in the periodic table.
Work through the first few with them,
introducing the use of atomic number
and mass number to determine the
particles present.
Introduce electronic structure and
arrangement of electrons in atoms.
Candidates to complete a table
summarising the number of protons,
neutrons and electrons in each atom
and the arrangement of the electrons
Images of the internal structure
of the atom.
Knowledge of
atomic structure
will be limited to
the first 20
elements of the
periodic table.
Candidates will be
required to
calculate the
number of
protons, neutrons
and electrons in
an atom of an
element given the
atomic number
and mass number
of the element.
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indicative example(s)
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gg
este
d tim
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(lesso
ns)
Possible teaching and learning
activities
Resources
Examination
Hints and Tips
in shells.
5, 6 Mining, quarrying
and using
materials from the
ground.
Know that useful materials
can be removed from the
ground by mining or
quarrying.
Give examples of substances
used straight from the ground
(gold, sulfur, limestone and
marble).
1 Show images of quarries, underground
and open-cast mines. Ask candidates
to write a list of materials that they
think we obtain in this way.
Show samples of gold alongside
images of panning.
Show samples of sulfur alongside
images of it being mined.
Show samples of limestone and
marble alongside images of buildings
and statues.
Candidates to discuss the properties of
these substances that mean they can
be taken straight from the ground.
Images of quarries, mines,
gold panning, sulfur mines,
buildings and statues.
Samples of gold, sulfur,
limestone and marble.
A useful website aimed at all
key stages
www.virtualquarry.co.uk Some
selection is necessary.
5, 6 Impact of
exploitation of the
earths crust and
phytomining.
Use scientific data and
evidence to discuss, evaluate
or suggest implications of:
the social, economic
and environmental
1 Candidates to research and then
explain what phytomining is.
Show video clips of the miners’ strikes
in Britain in the 1970’s.
Computers for research.
Video clips of the miners’
strikes.
Version 1.0 30 Copyright © 2011 AQA and its licensors. All rights reserved
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indicative example(s)
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(lesso
ns)
Possible teaching and learning
activities
Resources
Examination
Hints and Tips
impacts of exploiting the
Earth’s crust, sea and
atmosphere, and living
organisms.
methods of cleansing
coal and metal mines
such as phytomining.
Discuss the social and economic
impact of mine closures on mining
communities.
Show images of large open cast
mining operations.
Discuss the environmental impact of
such workings. Give candidates data
on the cost of various minerals and
countries from which they are mined.
Ask them to evaluate the economic
effect of these mines on the country.
Images of open cast mines.
Data on cost of minerals and
where they are mined.
There are many useful
websites that can be found by
entering ‘phytomining’ into any
search engine.
7 Separating salt
from rock salt
Describe how salt is
separated from rock salt
before use.
1 Show images of rock salt mining.
Discuss direct use for salting roads in
winter.
Ask candidates to plan how rock salt
could be separated to give salt suitable
for use in cooking. Give them key
words such as filtration, distillation and
evaporation to get them started and
show suitable equipment if needed.
Images of rock salt mines and
gritters.
Useful information on the
mining process for rock salt
and its uses etc can be found
at www.saltsense.co.uk
Table salt
Version 1.0 31 Copyright © 2011 AQA and its licensors. All rights reserved
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Summary of
Specification
Content
Learning outcomes and
indicative example(s)
What most candidates
should be able to do
Su
gg
este
d tim
ing
(lesso
ns)
Possible teaching and learning
activities
Resources
Examination
Hints and Tips
Class practical separating salt from
rock salt. Candidates to evaluate their
method, suggesting improvements that
would mean that the separate parts of
the mixture were obtained.
Conical flasks, filter paper,
funnels, pestles and mortars,
evaporating basins.
8 Fractional
distillation of
crude oil
Describe how fuels
(hydrocarbons) are
separated from crude oil
(fractional distillation).
1 Show candidates a sample of crude oil
and ask what it is used for. Spider
diagram of ideas. Show examples of
the fractions if available.
Demonstrate fractional distillation of an
ethanol/water mix. Ask candidates to
explain why this mixture can be
separated in this way and how this
could be used with crude oil.
Show video clips of a working oil
refinery to given them an idea of the
huge scale of the apparatus used in
industry.
Candidates to label a diagram of the
fractional distillation column with the
different fractions, their boiling points,
Useful information on the
process of how fuels are
separated from crude oil can
be found at:
www.green-planet-solar-
energy.com/fractional-
distillation-of-crude-oil.html
Samples of crude oil and its
different fractions. Distillation
apparatus with ethanol/water
mix.
Video clips of oil refineries.
Data on the different fractions
of oil.
Diagrams of the distillation
The names of
fractions obtained
from crude oil are
not required but
candidates should
know trends in
boiling point and
viscosity and be
able to link these
with the number
of carbon atoms.
Knowledge of
cracking is not
required.
Version 1.0 32 Copyright © 2011 AQA and its licensors. All rights reserved
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indicative example(s)
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should be able to do
Su
gg
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(lesso
ns)
Possible teaching and learning
activities
Resources
Examination
Hints and Tips
viscosities and number of carbon
atoms in the chain. Candidates should
describe the patterns in each of these.
Demonstrate fractional distillation of
crude oil using CLEAPSS mixture
(take care to avoid confusion with the
continuous process in a fractionating
column).
column to label.
9 (a) Aluminium
extraction from its
ore.
Describe how metals are
separated from their ores.
Metals more reactive than
carbon, such as aluminium,
are extracted by electrolysis
of molten compounds. The
use of large amounts of
energy in the extraction of
these metals makes them
expensive.
1 React different metals in water/acid so
candidates can come up with their own
order of reactivity.
Add carbon to their list. Then label to
show the extraction method of the
more reactive ones – electrolysis.
Show video clips of the electrolysis
process.
Discussion of how to get a molten
mixture – look up the melting point of
aluminium.
Candidates to discuss the reason why
Range of different metals to
react with water and acid.
Video clips of electrolysis.
Data on the melting points of
some metals and the costs per
tonne of the most reactive
metals can be found at
www.lenntech.com/periodic-
chart-elements/melting-
point.htm
Details of the
industrial process
for electrolysis are
not required.
Version 1.0 33 Copyright © 2011 AQA and its licensors. All rights reserved
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indicative example(s)
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should be able to do
Su
gg
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(lesso
ns)
Possible teaching and learning
activities
Resources
Examination
Hints and Tips
this process is so expensive.
9 (b),
(c)
Iron and lead
extraction from
their ores.
Describe how metals are
separated from their ores:
metals less reactive than
carbon are extracted from
their ores using carbon and
carbon monoxide as
reducing agents. Lead and
iron may be made from their
oxides by reduction:
extraction of lead:
carbon and carbon
monoxide can act as
reducing agents (2PbO
+ C → 2Pb + CO2 and
PbO + CO → Pb +
CO2).
extraction of iron: iron
oxide (Fe2O3) and coke
(carbon) are heated to
produce iron. The coke
burns to produce
carbon dioxide (C + O2
→ CO2). The carbon
dioxide reacts with the
1 Recap on the reactivity series of
metals.
Show video clip of a blast furnace in
action.
Ignition tube demonstration of blast
furnace – potassium permanganate,
mineral wool plug, iron oxide mixed
with carbon. Labelling of a blast
furnace diagram.
Work through word and symbol
equations for extraction of iron and
lead.
Candidates could use Lego bricks to
model the process, allowing them to
add up the atoms on each side of the
equation to check they are balanced.
Video clip of the blast furnace.
Ignition tubes, potassium
permanganate, mineral wool,
iron oxide and carbon mix.
Diagrams of the blast furnace
to label.
Lego bricks
Reduction should
be treated as the
removal of
oxygen.
HT only
Candidates
should be able
to balance the
symbol
equations.
Foundation Tier
candidates will be
expected to
interpret and give
word equations.
Note: Details of
the blast furnace
are not required.
Version 1.0 34 Copyright © 2011 AQA and its licensors. All rights reserved
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Summary of
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Content
Learning outcomes and
indicative example(s)
What most candidates
should be able to do
Su
gg
este
d tim
ing
(lesso
ns)
Possible teaching and learning
activities
Resources
Examination
Hints and Tips
coke to produce carbon
monoxide (C + CO2 →
2CO). When heated,
the iron oxide reacts
with the carbon
monoxide to produce
iron. Iron oxide is
reduced and carbon
monoxide is oxidised
(Fe2O3 + 3CO → 2Fe +
3CO2).
10 Substances taken
from the
atmosphere and
their uses
Describe air (the
atmosphere) as a mixture of
gases with different boiling
points that can be fractionally
distilled to provide new
materials for industrial
processes (helium for
balloons, argon for filament
lamps and electrical
discharge tubes, nitrogen for
ammonia - which is used for
making fertilisers) and either
used directly or used to make
1 Give candidates data on the
composition of the atmosphere and
ask them to produce a graph of the
data.
Discuss the difficulty in this due to wide
variations in the percentage present.
Ask candidates to research each of the
substances and to find out what they
are directly used for and what useful
products they can be made into.
Data on the composition of the
atmosphere. Computers for
research.
Computers for research.
HT only
The boiling
points of gases
will be supplied
in questions if
required.
Version 1.0 35 Copyright © 2011 AQA and its licensors. All rights reserved
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Summary of
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Content
Learning outcomes and
indicative example(s)
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should be able to do
Su
gg
este
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ing
(lesso
ns)
Possible teaching and learning
activities
Resources
Examination
Hints and Tips
another product. Discuss the global use of fertilisers to
emphasise the importance of nitrogen
to us.
Packaging of plant fertilisers
containing nitrogen.
Version 1.0 36 Copyright © 2011 AQA and its licensors. All rights reserved
GCSE Science B Scheme of Work
3.3.1.4 Using materials from our planet to make products
Commercial organisations make products for consumers to buy. Chemical companies have to make profits and need to maximise the amount of product from the
starting materials. For this reason, chemists often have to work quantitatively, ie accurately to measure the amounts of reactants and products.
When buying a product the consumer is often encouraged to think about the energy used, and waste produced, in making the product, in addition to its cost and
effectiveness.
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indicative example(s)
What most candidates
should be able to do
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(lesso
ns)
Possible teaching and learning
activities
Resources
Examination
Hints and Tips
3.3.1.4 Using materials from our planet to make products
1 Mass
conservation in
chemical
reactions
Explain why mass is
conserved in chemical
reactions and that during a
reaction products with
different properties are
formed as a result of atoms
rearranging.
1 Recap on balancing equations and
discussion of the fact that atoms
cannot be lost or gained.
Practical burning magnesium,
recording the mass before and after.
Each group of candidates to have a
different starting mass graphs of
results to show regular pattern of
reaction. Discussion of the mass of
oxygen that has reacted.
Demonstrate reaction of a vitamin C
tablet added to water in a plastic drinks
bottle. Weigh reactants and bottle
before. Release pressure then
reweigh.
Magnesium turnings, crucibles,
electronic balances.
Screw top plastic drinks bottle,
vitamin C tablet.
Candidates
should be able to
interpret symbol
equations in
terms of numbers
of atoms.
Knowledge and
understanding of
masses in
chemical
reactions is
limited to
conservation of
mass.
Higher Tier
candidates should
Version 1.0 37 Copyright © 2011 AQA and its licensors. All rights reserved
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indicative example(s)
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gg
este
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(lesso
ns)
Possible teaching and learning
activities
Resources
Examination
Hints and Tips
Candidates to explain how they know
that the carbon dioxide produced had
mass.
also be able to
calculate the
mass of reactant
or product from
information given
about the other
substances in an
equation.
2 Balancing
equations
Know that, when producing
new products, chemical
reactions can be represented
by using balanced chemical
equations.
1 Show candidates a range of useful
products obtained from chemical
reactions. For each one work though a
word equation, demonstrating the
reaction if possible.
Candidates then to use Lego bricks to
model the equations and then write
balanced equations from them.
Candidates to define their rules for use
of numbers before and after elements
in formulae and also use of brackets.
Range of useful products
made by chemical reactions.
Lego bricks
Higher Tier
candidates
should also be
able to balance
chemical
equations.
3 Making new
products
Explain why, in order to
produce a product
economically and safely, it is
important that the correct
amount of material is used.
1 Candidates to make a new product, eg
Epsom salt from reactants.
Use a chemical catalogue to look up
the cost of the reactants and discuss
Sulfuric acid, magnesium
carbonate, filter papers,
funnels, conical flasks,
evaporating basins.
Candidates
should be aware
of the cost
implications of
waste.
Version 1.0 38 Copyright © 2011 AQA and its licensors. All rights reserved
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Summary of
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Content
Learning outcomes and
indicative example(s)
What most candidates
should be able to do
Su
gg
este
d tim
ing
(lesso
ns)
Possible teaching and learning
activities
Resources
Examination
Hints and Tips
Use scientific data and
evidence to discuss, evaluate
or suggest implications of:
material costs when
making products
costs of energy
consumption when
making products
the ‘value for money’ of
a range of products.
other costs to consider, eg heating,
equipment, lighting, wages.
Ask whether the waste produced can
be used for other things or whether
money has to be spent disposing of
them safely.
Give candidates data on the cost of a
range of products, their reactants and
energy required to make them.
Candidates should evaluate which
product is best value for money.
Chemical catalogues.
Data on costs of products and
reactants.
Detailed
calculations of
costing and yield
are not required.
Data will be
provided for
candidates when
they are asked
questions that
relate to costs.
Version 1.0 39 Copyright © 2011 AQA and its licensors. All rights reserved
GCSE Science B Scheme of Work
Theme 2: Life on our planet
Block 3
3.3.2.1 Life on our planet
There is a wide variety of life on Earth that has evolved over time and is still changing today. Scientists have been able to classify this wide variety of life into different
groups. Scientists realise that living organisms continually evolve to become better adapted for the environment they live in. This means that many species on Earth
are still evolving by a process called natural selection.
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Learning outcomes and
indicative example(s)
What most candidates
should be able to do
Su
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este
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(lesso
ns)
Possible teaching and learning
activities
Resources
Examination
Hints and Tips
3.3.2.1 Life on our planet
1 Variety of life and
kingdoms.
Classification
using physical
characteristics.
Understand that there is a
huge variety of life, which is
categorised into kingdoms.
Understand that animals and
plants can be classified
according to their physical
characteristics.
0.5 Show candidates Darwin’s tree of life.
Discuss the different kingdoms and
how they are broken down.
Give candidates a range of images of
animals and plants to place into the
correct kingdom, phylum and class.
Candidates could be given the
opportunity to watch some of the David
Attenborough series ‘Life on Earth’.
Ask candidates to classify organisms
from images provided or live or
Darwin’s tree of life poster or
image.
Images of different animals
and plants.
‘Life on Earth’ DVD or video
clips from the internet.
Live or preserved organisms to
classify.
Candidates
should
understand the
use of models in
classifying
organisms and be
able to interpret
evolutionary
trees.
Note: Knowledge
of the specific
characteristics
that classify
Version 1.0 40 Copyright © 2011 AQA and its licensors. All rights reserved
GCSE Science B Scheme of Work
preserved samples if available. This
could be an opportunity for using
school grounds or local nature
reserves for a visit for sampling, eg
pond dipping, heathland sampling.
Given candidates a list of physical
features of different vertebrates.
Candidates should be able to classify
them based on their features.
Fieldwork visit to a Local
Nature Reserve (LNR) or in
school grounds.
organisms into
groups is not
required.
3
4
Importance of
classification
Materials needed
for survival and
competition
between species
Explain why classification is
important as an international
method of grouping living
organisms with similar
characteristics to aid naming
and identification.
Use scientific data and
evidence to discuss, evaluate
or suggest implications of the
advantages of classifying the
range of species that exist on
the planet and the methods
used.
Know that, to survive,
organisms require a supply
of materials from their
surroundings and from other
living organisms:
a) plants need sunlight,
water and nutrients to
survive
0.5 Give candidates a list of well-known
animals in Latin. Ask candidates to
suggest what they might be.
Discussion of why organisms are given
Latin names, giving examples of
organisms with more than one
common name.
Candidates to research the
advantages of using classification and
its importance.
Candidates to plan and carry out an
investigation where they grow Brassica
seedlings with different amounts of
sunlight, water and nutrients.
Candidates should continue to grow
these over a period of time and
analyse and evaluate their results in a
future lesson.
List of organisms in Latin.
Computers for research.
Brassica seeds, compost, pots
and plant fertiliser.
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b) animals need food,
mates and a suitable
territory.
Use scientific data and
evidence to discuss, evaluate
or suggest implications of the
following: know the factors
for which organisms are
competing in a given
environment.
Discussion of the materials needed by
animals.
Given candidates data on a range of
organisms in a habitat.
Candidates should explain the factors
which the organisms are competing
for.
Data on organisms in a
habitat.
5 (a)
5 (b)
Adaptation of
plants.
Adaptation of
animals.
Explain how animals, plants
and microbes may be
adapted for survival in the
conditions where they
normally live:
a) plants adapt to
conditions through
changes in surface
area, water storage
tissues and extensive
root systems
b) in the case of animals
factors should include
surface area, insulation,
body fat and water
storage.
0.5
0.5
Show candidates examples of cacti
and succulents. Discuss features that
allow these plants to survive arid
conditions.
Show examples of carnivorous plants
and ask how they are adapted for soils
with poor nutrients.
Show images of animals with specific
adaptations, eg polar bear, camel. Ask
candidates to label features that help
these animals to survive in their natural
habitats.
Practical investigating the size and
surface areas of different-sized flasks
and how this affects how quickly they
cool. Link the results back to the
animals discussed.
Cacti, succulents and
carnivorous plants.
Images of animals with
adaptations.
Range of different sized flasks,
kettle and thermometers.
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Give candidates a range of other
animal images to label with surface
area, insulation, body fat and water
storage as appropriate.
5 (c) Adaptation of
microbes.
Reasons for the
distribution of
organisms in
habitats.
Explain how animals, plants
and microbes may be
adapted for survival in the
conditions where they
normally live:
c) microbes
(extremophiles) have
been found living in the
Arctic, volcanic vents,
very dry environments,
and severe chemical
environments.
Use scientific data and
evidence to discuss, evaluate
or suggest implications of the
following:
how organisms have
adapted to the
conditions in which they
live
the reasons for the
distribution of animals
or plants in a particular
habitat.
1 Recap on KS3 work on microbes –
types and features.
Ask candidates to research evidence
of extremophiles found in different
environments, focusing on the
conditions found in each environment.
Candidates then to suggest
appropriate adaptations for each
microbe in order to survive.
Ask candidates to research a habitat of
their choice, eg sand dunes or rocky
shores. Ask candidates to find out a
range of different organisms found
there and the range or environmental
variations. Candidates should use their
knowledge of adaptations to explain
why the distribution of organisms
varies.
This section of the specification gives
opportunity for further fieldwork a local
habitat if time allows.
Computers for research.
.
The Society of General
Microbiology provides a useful
point for information on
microbes at
www.microbiologyonline.org.uk
Computers for research.
Field visit to a local habitat.
6 Evolution and Explain how evolution occurs 1 Ask candidates to discuss possible
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7,8
natural selection.
Survival of the
fittest and the role
of genes.
via natural selection.
Use scientific data and
evidence to discuss, evaluate
or suggest implications of the
similarities and differences
between species to gain an
understanding of
evolutionary and ecological
relationships.
Explain how individuals with
characteristics most suited to
the environment are more
likely to survive and breed
successfully.
Know that the genes that
have enabled these
individuals to survive are
then passed on to the next
generation.
theories for the range of organisms on
earth – including creation theory.
Use a card sort to explain Darwin’s
theory of evolution and natural
selection.
Show video clips explaining the theory
and alternative theories.
Look at examples of fossils and
identify similarities with modern-day
organisms, eg bivalves.
Ask candidates to explain how the
fossil record is evidence of evolution
by natural selection.
Give candidates a story about the
peppered moth and changes in its
population before, during and after the
industrial revolution. Ask candidates to
prepare a presentation explaining how
data on peppered moth populations is
evidence of natural selection and
survival of the fittest.
Ask candidates to think back to work
on genes at KS3 and predict why they
think that the colouration of the moths
changed.
Card sort on Darwin’s theory of
evolution.
Video clips on evolution.
Examples of fossils and
images of modern-day
descendants.
Peppered moth stories.
Images of the industrial
revolution.
9
Factors that affect
plant growth.
Explain the effect of the
external features light
1 Candidates to analyse and evaluate
their investigations of the growth of
Brassica seedlings previously
set up in varying conditions.
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10
Role of auxins in
controlling plant
growth
(phototropism), temperature,
day length and gravity
(gravitropism) on plant
growth.
Explain the role of auxins in
controlling plant growth.
Brassica seedlings carried out in an
earlier lesson.
Set up a seedling on a rotating drum to
show the effects of gravitropism
alongside seedlings grown on their
side.
Show images of bluebell woods and
ask candidates which factors affect
their growth.
Look at images of sunflowers
throughout a day or time lapse images
of plant growth.
Candidates could also set up a plot in
the school grounds to investigate the
effect of weedkillers on their growth.
Give candidates diagrams of
experiments on plant growth by Darwin
(1880), Boysen-Jensen (1913). And
Paal (1919) ask them to use this
information to explain how auxins
control plant growth using the
experimental evidence to back up their
ideas.
Seedlings growing horizontally,
and set up on rotating drum.
Time lapse images of
sunflowers through the day.
Weedkillers
Information sheets on the
experiments of Darwin,
Boysen-Jensen and Paal.
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3.3.2.2 Biomass and energy flow through the biosphere
The total living organic matter produced in a given area is called the biomass. Biomass refers to all living things. Ecologists can find out what happens to energy and
biomass as it passes along the food chain by observing the numbers and sizes of the organisms in food chains.
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3.3.2.2 Biomass and energy flow through the biosphere
1, 2,
3, 4
Production and
flow of biomass
through the
biosphere
Know that energy enters the
biosphere as sunlight.
Know that sunlight is
converted to chemical energy
and stored in organic
compounds (biomass) by
producers.
Know that biomass is broken
down to release energy
through respiration by
consumers.
Know that energy leaves the
biosphere as heat.
1 Give candidates a blank diagram of the
biosphere to label with light energy,
producers, biomass, consumers,
respiration, and heat. Recap on KS3
work on photosynthesis and plants for
food.
Candidates could do a practical to find
the biomass of different amounts of
vegetables, eg cabbage leaves or
lettuce leaves. Dehydrate using an
oven to give mass of water in each
then burn in a furnace or using
crucibles to give dry mass.
Candidates could use forehead
thermometers to show energy in the
form of heat leaving consumers.
Recap on KS3 work on food chains.
Blank diagrams of the
biosphere.
Cabbage and lettuce leaves,
electronic balance, access to a
drying oven / furnace – or
crucibles.
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Hints and Tips
5
Use of food
chains
Understand that food chains
show the flow of matter and
energy between all the
producers and consumers in
a given ecosystem.
Candidates to explain what the arrows
represent.
Give candidates examples of food
chains labelled with biomass and
energy flow.
Ask them to explain the changes that
take place as you move through the
chain.
Data on food chains including
biomass and energy flow.
Note: The
construction of
food webs and
chains, and of
pyramids of
numbers, is not
required.
6, 12
7
Pyramids of
biomass.
Calculating
energy transfer in
Know that the mass of living
material (biomass) and
amount of energy at each
stage in a food chain is less
than it was at the previous
stage.
Use scientific data and
evidence to discuss, evaluate
or suggest implications of
interpreting and constructing
pyramids of biomass.
Calculate the percentage of
energy transfer at each stage
1 Teacher-led example of how to
construct pyramids of biomass.
Give candidates data on a range of
food webs and ask them to construct
pyramids of biomass for each one.
Candidates to discuss why a pyramid
of numbers can be a non-pyramidal
shape but a pyramid of biomass can
only be pyramid shaped.
Candidates to use data on energy
transfer in food chains to calculate the
Data on biomass in a range of
different food chains.
Data on energy transfer in food
chains.
Candidates will be
given appropriate
information to be
able to construct
pyramids of
biomass.
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Hints and Tips
food chains of a food chain. percentage of energy transfer. They
will need one or two worked examples
to get them started.
8
9,10,
11
Reasons for the
inefficiency of the
energy transfer in
food chains.
The role of
decomposers in
Explain the reasons for the
inefficiency of the energy
transfer:
a) (a)some plant material
passes out of the body
of a herbivore as faeces
without being digested
b) (b)energy is used in
respiration
c) (c) some energy passes
to decomposers in dead
remains.
Use scientific data and
evidence to discuss, evaluate
or suggest implications the
efficiency of energy transfer
at different stages of a food
chain.
Microorganisms function
better in warm, moist
1 Concept map of ideas, where is energy
lost form food chains.
Candidates to label a diagram of a cow
with their ideas.
Ask why dung beetles are able to
survive on faeces.
What evidence is there for energy
being lost through respiration?
Show images of fungi and ask how
they survive on dead remains.
Practical rotting kitchen scraps in
different conditions – candidates
Images of a cow, fungi, dung
beetles.
Kitchen scraps
Thermometers
Sealable containers
Visit to a local recycling centre.
Compost bags
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Hints and Tips
the biosphere. conditions and in a plentiful
supply of oxygen.
Know that when living things
die their bodies are broken
down by decomposers, so
releasing the elements they
contain.
Know that these minerals
can be used by plants to
grow so the cycle repeats
over again.
Use scientific data and
evidence to discuss, evaluate
or suggest implications of:
The recycling of organic
waste products from the
garden or kitchen.
observing changes as decomposition
occurs.
Show fully composted waste and
describe the differences seen. If time
allows a visit to a local recycling centre
could be included – with a focus on
their composting of garden waste.
Discussion of why gardeners add
compost to their soils.
Candidates could write a guide to
home composting designed to
encourage more of the public to
recycle their organic waste.
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3.3.2.3 The importance of carbon
Carbon is the basis of all organic molecules and is the major element within our bodies.
The carbon cycle is the process through which carbon is cycled through the air, ground, plants, animals, and fossil fuels. Large amounts of carbon exist in the
atmosphere as carbon dioxide (CO2). Carbon dioxide is cycled by green plants and algae during photosynthesis to make organic molecules. Decomposers break
down dead organic matter, and release carbon dioxide into the air. Carbon is also ‘locked away’ in fossil fuels such as coal, petroleum, and natural gas. Carbon may
be used in the formation of calcium carbonate.
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3.3.2.3 The importance of carbon
1,2,
3,4
The role of plants
in the carbon
cycle
The role of
animals in the
carbon cycle
Know that carbon dioxide is
removed from the
environment by green plants
and algae for photosynthesis.
Know that the carbon from
carbon dioxide is used to
make carbohydrates, fats
and proteins, which make up
the bodies of plants and
algae.
Know that when green plants
and algae are eaten by
animals some of the carbon
becomes part of the fats and
proteins that make up their
1 Demonstrate a plant in a carbon
dioxide-rich atmosphere sealed in a
bag with a carbon dioxide sensor.
Observe decreases in carbon dioxide
levels under bright sunlight.
Candidate to burn grass in crucibles to
show the carbon remains. Discussion
of how carbon dioxide is used to make
carbohydrates, fats and proteins in
plants.
This useful website provides a
good introduction to the carbon
cycle
www.windows2universe.org/ea
rth/Water/co2_cycle.html
Plant in sealed bag, CO2
sensor.
Grass and crucibles
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bodies.
Understand that when green
plants, algae and animals
respire some of this carbon
becomes carbon dioxide and
is released into the
atmosphere.
Show a range of plant food products
made up of carbohydrates, proteins
and fats.
Ask candidates to identify the main
food group in each and describe what
it is mainly used for by our bodies.
Candidates to blow through a straw
into limewater to show that we release
CO2 when respiring.
Demonstrate other examples, eg
germinating peas and maggots held
over bicarbonate indicator.
Range of plant food products.
Limewater, boiling tubes and
straws.
Maggots, germinating peas,
muslin, bicarbonate indicator.
5,6 The role of
microbes in the
carbon cycle.
Carbon stored in
fossil fuels.
Understand that when plants,
algae and animals die, some
animals and microorganisms
feed on their remains and
release carbon dioxide into
the atmosphere when they
respire.
Know that carbon is stored in
fossil fuels and is released as
1 Practical investigating yeast respiration
and release of CO2 with different
temperatures and food supplies.
Link with other forms of microbes and
animals involved in decomposition.
Show video clips of an organism
decomposing after death (time lapse).
Yeast, sucrose, bungs,
delivery tubing, measuring
cylinders.
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carbon dioxide when they are
burnt.
Emphasis the release of CO2 into the
atmosphere.
Card sorts showing the sequence of
the formation of coal oil and gas
millions of years ago from remains of
plants and animals.
Link carbon in these organisms to
carbon in coal, oil and gas.
Demonstrate heating water in a boiling
tube using coal to show sooty deposits
of carbon.
Card sorts on the formation of
coal, oil and gas.
Boiling tube and coal.
7 The formation of
limestone from
carbon dioxide.
Explain how limestone
(calcium carbonate) is
formed from carbon dioxide
dissolved in water:
a) Over long time scales,
carbon is removed from
seawater when the
shells and bones of
marine animals and
plankton collect on the
sea floor. These shells
and bones are made of
1 Show candidates a bottle of fizzy drink
and ask how they know that CO2 can
dissolve in the water in the drink.
Demonstrate calcium carbonate
reacting with hydrochloric acid to form
carbon dioxide. Ask candidates to test
crushed shells (eg cockle, oyster) and
limestone with dilute hydrochloric acid
to show they also contain carbonates.
Discuss the conditions required for the
Bottle of fizzy drink.
Calcium carbonate,
hydrochloric acid, crushed
shells, limestone.
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Examination
Hints and Tips
How humans have
interfered with the
carbon cycle.
limestone, which
contains carbon. When
they are deposited on
the sea floor, carbon is
stored from the rest of
the carbon cycle for
some amount of time.
b) The amount of
limestone deposited in
the ocean depends on
the amount of warm,
tropical, shallow oceans
on the planet because
this is where limestone-
producing organisms
such as corals live.
Use scientific data and
evidence to discuss, evaluate
or suggest implications of:
human interference in the
natural carbon cycle, eg the
destruction of rain forests
and other forms of vegetation
without replanting.
formation of limestone.
Pupil modelling to bring together the
whole carbon cycle – A4 sheets
labelled with different stages of the
carbon cycle.
Candidates arrange themselves in the
correct order to pass along a ball
labelled as carbon.
Give candidates data on destruction of
rainforests and how much CO2 each
tree can lock up each year. Use this to
explain some of the implications for the
carbon cycle.
Data on destruction of
rainforests and amount of
carbon dioxide taken from the
atmosphere by trees.
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Unit 2: The Lesson View
My Family and Home
Theme 1: My family
Block 4
3.4.1.1 Control of body systems
To stay healthy, the body must keep itself at the right temperature, and control the sugar content in the bloodstream. The healthy body detects external changes
using sense organs and then processes this information in the brain. The nervous system then coordinates a response to this information, causing the body to make
physiological changes.
Although the body is able to regulate itself by the use of these automatic systems, health professionals realise that personal lifestyle is very important in staying
healthy.
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Hints and Tips
3.4.1.1 Control of body systems
1,2 Receptors and the
nervous system.
Give examples of receptor
cells that detect stimuli (light,
sound, smell, taste, touch,
heat).
Describe how information
from receptors passes along
1 Expose candidates to a range of
different stimuli and ask where the
sensations come from – define
receptor cells.
Look at nerve cells under a
microscope. Discussion of how they
Burning magnesium, a loud
buzzer, a stink bomb, sour
sweets, sandpaper, ice cubes.
Microscopes, lamps, prepared
nerve cell slides.
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Hints and Tips
cells (neurones) in nerves to
the brain. The brain
coordinates our response.
are specialised to carry information
around the body.
Find out reaction times using metre
rules, stopwatches or ICT.
Demonstrate the speed of
transmission by nerves by candidates
standing in a semi-circle, holding
hands and squeezing with eyes
closed.
Use blindfolds and open paper clips to
test pressure points and skin
sensitivity.
Metre rules, stopwatches,
blindfolds and paperclips.
3, 4 Reflex actions Know that some responses
to stimuli are automatic and
rapid and are called reflex
actions.
Describe how reflex actions
involve three neurones called
sensory, relay and motor
neurones.
1 Demonstrate the knee jerk reaction.
Candidates then to test their reflexes:
elbow, knee, foot.
Give a diagram of the reflex arc.
Discuss each step, then candidates
should annotate the diagram to show
the sequence in a reflex action.
Show images of the three different
forms of neurones and discuss their
Diagrams of the reflex arc.
Images of motor, sensory and
relay neurones.
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roles and how messages pass from
one to another via chemical
messengers at the synapses.
5,6 Hearing sounds
and effects of
loud sounds.
Explain how longitudinal
waves travel from vibrating
objects to our ears for us to
hear sounds.
Know that the human hearing
range is 20–20 000Hz.
Use scientific data and
evidence to discuss, evaluate
or suggest implications of the
environmental, social and
health implications of loud
sounds (eg from MP3 players
or night clubs).
1 Use a slinky spring to show transverse
and longitudinal waves and link to how
light and sound travel.
Use an oscilloscope, signal generator
and speaker to determine the hearing
range of the class.
Compare to data on the hearing range
of other animals.
Use video clips to show what happens
inside the ear when we hear sounds.
Discussion of the effects of loud
sounds from MP3 players and night
clubs.
Use a decibel meter to measure
different sounds in the classroom.
Discuss the level of decibels required
to cause permanent ear damage.
A good introduction on hearing
sounds and the effects of loud
sounds can be found at:
www.teachers.tv/videos/hearin
g-1
Slinky spring, oscilloscope,
signal generator, speaker, data
on the hearing range of
different animals, video clips of
the hairs in the cochlea
‘dancing’ to music.
Decibel meter
Note: A detailed
description of the
structure and
working of the
human ear is not
required.
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7,8 Homeostasis and
negative
feedback.
Know that the body needs to
maintain a constant internal
environment and that this is
called homeostasis.
Explain the principle of
negative feedback in
maintaining a constant
internal environment.
1 Concept map of factors that need to be
kept constant in the body as an
introduction to homeostasis.
Explain the principle of negative
feedback for some of the examples
given on their concept maps.
Candidates to draw flow diagrams to
show negative feedback responses for
each one.
Video clips on homeostasis could be
shown.
Higher Tier
candidates
should be able
to explain that
negative
feedback
between the
effect or and the
receptor of a
control system
reverses any
changes to the
system’s steady
state.
9 Hormones in the
body.
Know that chemical
substances called hormones
control many processes
within the body. Hormones
are secreted by glands and
are transported to their target
organs in the bloodstream.
1 Give candidates an outline of the
human body to label with the main
glands in the body and the hormones
that they produce.
Use a human torso model to identify
where the main glands are.
Discussion of what these hormones do
in the body and what organs they are
targeted towards.
Human body outline.
Human torso model.
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(lesso
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Possible teaching and learning
activities
Resources
Examination
Hints and Tips
Candidates to add the organs to their
diagram and annotate it with
descriptions of what the hormones do.
10 Insulin and
diabetes
Explain how the hormone
insulin controls the blood
glucose levels.
High blood glucose levels are
a symptom of diabetes.
Candidates should be aware
that some forms of diabetes
(Type 2 diabetes) may be
controlled by a change in
lifestyle (diet and exercise).
Type 1 diabetes is controlled
by insulin dosage and is
sometimes termed insulin-
dependent diabetes.
Candidates should be able to
describe how blood glucose
levels are monitored and
controlled by cells in the
pancreas:
a) if the blood glucose
1 What is diabetes?
Candidates to write down as many
ideas as they can and then feed back
ideas to the class.
Watch the video clips on diabetes and
control of blood glucose.
Explain how blood glucose levels are
controlled by hormones.
Candidates to draw and label graphs
to show changes in blood sugar.
Test two different urine samples with
Clinistix to find out which patient has
diabetes and which is normal.
Candidates to draw a flow diagram to
show what would happen to their blood
sugar if they did not eat any breakfast
but then had a chocolate bar at break
Video clips on diabetes.
Fake urine samples (one
containing glucose), Clinistix.
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indicative example(s)
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(lesso
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Examination
Hints and Tips
concentration is too
high, the pancreas
releases the hormone
insulin into the blood,
which causes the liver
to remove glucose from
the blood and store it as
insoluble glycogen
HT only
b) if the blood glucose
concentration is too
low, the pancreas
releases glucagon,
which causes the liver
to convert glycogen
back to glucose and
release it into the
blood.
Use scientific data and
evidence to discuss, evaluate
or suggest implications of:
social, economic, and health
implications of diabetes
time.
Candidates to write care plans for
patients with Type 1 and Type 2
diabetes.
11 Control of body
temperature.
Explain how the body
maintains a constant
1 Ask candidates what do they think
happens to the body when it’s too hot
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indicative example(s)
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(lesso
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Examination
Hints and Tips
temperature, using the
thermoregulatory centre in
the brain:
c) by increasing or
decreasing the amount
of sweating, which cools
the body by evaporation
d) by dilating the blood
vessels supplying the
skin capillaries,
increasing the blood
flow to, and
consequently the
amount of heat lost
from, the skin
e) by constricting the blood
vessels supplying the
skin capillaries,
decreasing the blood
flow and the amount of
heat lost.
or too cold. Get them to write down as
many ideas as they can.
Candidates to use forehead
thermometers to measure their own
temperature. Ask why they are all very
similar. Some candidates can then run
on the spot for a few minutes and
measure their temperature again.
Others can have their arms in iced
water and measure their temperature.
Discuss the dangers of the body
becoming too hot or cold.
Explain how the nervous system
regulates our core body temperature
using diagrams of the skin.
Emphasise the nervous response
through nerve cells carrying electrical
impulses.
Candidates could draw diagrams to
show differences in the skin when hot
and cold.
Forehead thermometers.
Iced water.
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indicative example(s)
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should be able to do
Su
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(lesso
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Possible teaching and learning
activities
Resources
Examination
Hints and Tips
Use ethanol on the back of the hand to
show how sweat cools the body down.
Ask candidates to give responses of
what happens to the hairs, sweat
glands and blood vessels in the skin
when the body is too hot or too cold.
Candidates to draw a flow diagram to
show what happens if you go from a
very hot room into a walk-in freezer
and then back out again.
Ethanol, pipette.
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GCSE Science B Scheme of Work
3.4.1.2 Chemistry in action in the body
Our bodies only function because many complex chemical reactions are continuously occurring with them. For example, our stomachs contain hydrochloric acid,
which helps enzymes to break down the protein that we eat and also helps to protect us from infection from microbes in our food. Sometimes excess acid can make
us feel uncomfortable and may cause heartburn and nausea.
Pharmacologists use their knowledge of neutralisation reactions to monitor and control stomach acid using antacids. They test the effectiveness of antacids in terms
of how efficiently they neutralise excess stomach acid before they are sold to the consumer.
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Examination
Hints and Tips
3.4.1.2 Chemistry in action in the body
1 Chemical
reactions in the
body.
Know that the body functions
properly due to a series of
complex chemical reactions.
Understand that the stomach
works most effectively in acid
conditions by helping to
break down food.
1 Candidates to make a list of where
they think chemical reactions happen
in the body.
Emphasise that all the reactions link
together to allow the body to function
normally.
Candidates to set up a range of test
tubes using bacon, protease and acid
to show that hydrochloric acid enables
the stomach to digest proteins in our
food effectively.
Recap on universal indicator and the
pH scale from work at KS3.
Test tubes, bacon,
hydrochloric acid and
protease.
Universal indicator, colour
charts and a range of solutions
Candidates
should have
knowledge of the
pH scale.
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Examination
Hints and Tips
of different pHs.
2 Hazards of acids
and bases.
Name some hazards of acids
and bases and some control
measures that can be put in
place to minimise risks from
them.
1 Card sort on hazard warning signs and
their meanings.
Identify the hazard signs that would be
used with acids and bases.
Use CLEAPSS hazcards to look at
suitable control measures when using
acids and bases in chemical reactions.
Demonstrate the reaction between
hydrochloric acid and sodium
hydroxide keeping the solution
produced for the following lesson.
Give candidates a blank risk
assessment table to complete for this
reaction.
Card sort on hazard warning
signs.
CLEAPSS hazcards for a
range of acids and bases.
1M hydrochloric acid and
sodium hydroxide.
Candidates
should be able to
identify
appropriate
hazard labels,
state what they
mean, and
describe control
measures that are
needed to
minimise risks
from these
hazards.
3 How to neutralise
acids.
Know that acids are
neutralised by reaction with
oxides, hydroxides or
carbonates to form salts and
other products.
1 Using the solution from the previous
lesson. Show that salts are one of the
products of neutralisation reactions by
evaporating away the water.
Ask candidates to react acid with an
NaCl solution, evaporating
basins, a range of different
acids, oxides, hydroxides and
carbonates to react together.
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Examination
Hints and Tips
oxide, hydroxide and carbonate and
suggest the products made. Each
group could be given a different acid to
investigate.
4,5 Patterns in the
reactions of
hydroxides and
carbonates with
acids
Know the patterns in the
reactions of soluble
hydroxides and carbonates
with acids.
Describe how a
neutralisation reaction
involves an acid and an
alkaline substance reacting
to form a salt and water:
a) hydrogen ions (H+)
make solutions acidic.
b) hydroxide ions (OHˉ)
make solutions alkaline.
c) This reaction can be
represented by the
equation:
H+(aq) + OH- (aq) →
H2O(l)
1 Work through one example of a
reaction of an acid with an oxide,
carbonate and hydroxide showing
word and balanced symbol equations.
Candidates to swap results with other
groups and write their own equations
for the other reactions that were
carried out.
They could use Lego bricks to model
the reactions to help them to be
balanced. Introduce ions and how they
make solutions either acidic or
alkaline.
HT only
Candidates work through the
symbol equation for hydrogen and
hydroxide ions.
Candidates
should be able to
give examples of
reactions of
common acids
with metal
carbonates.
They should also
be able to give
the reactions of
common acids
with sodium and
potassium
hydroxides.
HT only
Candidates will
be expected to
write balanced
symbol
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Resources
Examination
Hints and Tips
equations.
7 Use of antacids. Explain how an antacid
neutralises excess stomach
acid to help to treat heartburn
and nausea
Use scientific data and
evidence to discuss, evaluate
or suggest implications of the
effectiveness of a range of
antacid products.
1 Ask candidates what heartburn is and
what the symptoms are.
Look at a range of different antacid
treatments that can be bought at
chemists.
In groups candidates should plan and
carry out an investigation to test the
effectiveness of different antacid
treatments including sodium
bicarbonate, magnesium hydroxide,
calcium carbonate and aluminium
hydroxide.
Ask Higher Tier candidates to write
word and balanced symbol
equations for these reactions.
Range of antacid treatments.
Hydrochloric acid, sodium
bicarbonate, magnesium
hydroxide, calcium carbonate
and aluminium hydroxide,
universal indicator.
Candidates
should be able to
give examples of
substances used
as antacids
(sodium
bicarbonate,
magnesium
hydroxide,
calcium
carbonate,
aluminium
hydroxide) and
write word
equations to
illustrate
neutralisation.
HT only
Candidates will
be expected to
write balanced
symbol
equations.
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GCSE Science B Scheme of Work
Theme 1: My Family
Block 5
3.4.1.3 Human inheritance and genetic disorders
Our families show similarities and differences due to genetic and environmental causes. Inside our cells there is a nucleus containing chromosomes and genes,
which determine our characteristics. Sometimes we inherit faulty genes, which cause genetic disorders. Geneticists working on the human genome project are trying
to improve treatments and develop cures for these genetic disorders.
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indicative example(s)
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Examination
Hints and Tips
3.4.1.3 Human inheritance and genetic disorders
1,2 Animal cell
structure and
genetic make up
Research into
treatment of
genetic disorders
and genetic
screening.
Know that simple animal
cells have a nucleus,
cytoplasm and cell
membrane.
Know that the nucleus of a
cell contains chromosomes:
a) chromosomes carry
genes, which control the
characteristics of the
body
b) each chromosome
1 Look at human cheek cells under the
microscope and draw what they look
like.
Give candidates a simple animal cell
diagram to label.
Use microscope images to show that
there are chromosomes in the nucleus
and that these are made of many
genes.
Slides, cover slips,
microscopes, lamps,
methylene blue, cotton wool
buds, and disinfectant.
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activities
Resources
Examination
Hints and Tips
carries a large number
of genes.
Candidates could use recycled
materials to make model cells with
chromosomes/genes inside the
nucleus.
Discussion of genes being sets of
instructions that control all of the
characteristics in the body.
Recycled materials for
modelling.
3 Causes of
variation.
Know that differences in the
characteristics of individuals
(variation) may be due to
genetic causes or
environmental causes or a
combination of both.
1 Candidates to measure some aspects
of variation within their class, eg eye
colour, gender, height, mass, hand
span, tongue roller, and hair colour.
Candidates could draw different types
of graph for the continuous and non-
continuous variables.
Discussion of the causes of variation.
Candidates to categorise a range of
variables given as genetic,
environmental or both.
Bathroom scales, metre rules.
4, 5 Monohybrid
inheritance
Know that genes have
different forms called alleles,
which produce different
characteristics.
1 Show images of mice with different
coloured coats.
Work through a Punnett square
Images of mice.
Computers for research.
Candidates
should be able to
use Punnett
square diagrams
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(lesso
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activities
Resources
Examination
Hints and Tips
Describe the mechanism of
monohybrid inheritance
where the dominant and
recessive alleles are given.
diagram for fur colour defining
dominant and recessive alleles.
Ask candidates to produce their own
Punnett square diagrams for parent
mice with different combinations of
alleles.
Give candidates information on alleles
responsible for blue/brown eyes in
humans.
Ask candidates to draw Punnett
squares to show the different
probabilities of a child having blue or
brown eyes.
to predict or
explain the
mechanism of a
monohybrid
cross where
there are
dominant and
recessive alleles.
Note: Teachers
are reminded of
the need for
sensitivity when
human examples
are used.
6 Genetically
inherited
disorders.
Know that cystic fibrosis,
sickle-cell anaemia,
haemophilia and polydactyly
are genetically inherited
disorders.
1 Video clips on genetically inherited
disorders including the alleles that
cause the disorder and the symptoms
that the sufferer shows.
Give candidates information on the
alleles causing each disorder.
Candidates should draw Punnett
square diagrams for
A useful website providing a
series of videos on genetically
inherited disorders is
www.teachers.tv/videos/genes
-and-disease
Candidates are
not expected to
know whether a
disorder is
caused by a
dominant or
recessive allele
(this will be given
in the question).
No knowledge of
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Examination
Hints and Tips
hetero/homozygous parents to give
the probability of their offspring having
the disorder or being a carrier.
sex linkage is
required.
Note: Teachers
are reminded of
the need for
sensitivity when
human examples
are used.
6 Research into
treatment of
genetic disorders
and genetic
screening.
Within this context,
candidates should be able to
use scientific data and
evidence to discuss, evaluate
or suggest implications of the
following:
the use of current
research in the
treatment of genetic
disorders
the likelihood of a
genetically inherited
disorder occurring
the use of genetic
screening.
1 Ask candidates to research genetic
screening and current research into
the treatment of genetic disorders.
They should produce a PowerPoint
presentation to share with the rest of
the class.
Computers for research.
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Theme 2: My Home
Block 5 continued
3.4.2.1 Materials used to construct our homes
Limestone can be changed chemically to make a variety of construction materials. It can be used to make quicklime and slaked lime. Limestone also provides a
starting point for the manufacture of cement, concrete and glass.
Metals have several different uses in construction according to their properties and patterns in reactivity.
Polymers, ceramics and composites are examples of manufactured construction materials. Wood is an example of a natural construction material.
Understanding the structure, properties and chemical reactions of these materials enables the building industry to pick the most suitable material for a particular use.
Architects and construction companies are now considering more sustainable methods of house construction.
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indicative example(s)
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activities
Resources
Examination
Hints and Tips
3.4.2.1 Materials used to construct our homes
1,2,3 How we obtain
limestone, its
uses and
conversion
into quicklime
and slaked
lime.
Know that limestone is
obtained from the ground by
quarrying.
Give some uses of limestone
in the building industry.
Describe the conversion of
limestone into quicklime and
quicklime into slaked lime,
and know the chemical
formulae for these materials.
1 Show images of limestone quarries
and ask candidates to draw a concept
map showing uses of limestone in the
building industry.
Class practical mimicking production of
quicklime by heating powdered
limestone in a metal crucible under a
hot Bunsen flame (limelight).
Candidates to write word and symbol
equations for the reaction.
Powdered limestone, metal
crucibles.
Calcium oxide powder,
thermometers, universal indicator.
Materials and Their Properties -
Limestone: A case study, involving
quarry owners, scientists, local
residents and industrialists, allows
the audience to decide whether the
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(lesso
ns)
Possible teaching and learning
activities
Resources
Examination
Hints and Tips
Use scientific data and
evidence to discuss, evaluate
or suggest implications of:
the use of quarrying to obtain
raw materials for building.
Class practical making slaked lime
from quicklime by adding drops of
water to calcium oxide and measuring
the temperature with a thermometer.
Candidates to write word and symbol
equations for the reaction.
Ask candidates to prepare an
argument to explain the implications of
using quarrying to get raw materials
like limestone.
environmental consequences of
extracting limestone are
outweighed by the commercial
advantages
www.teachers.tv/videos/materials-
and-their-properties-limestone
4,5 Making cement
and glass.
Outline the manufacturing
processes for the production
of cement and glass.
0.5
Class practical: modelling the
manufacture of cement by mixing
together calcium sulfate, quicklime and
water.
Draw a flow diagram to show how
cement is manufactured in rotating
kilns.
Class practical: modelling making
glass by heating limestone powder,
sodium carbonate and sand on a tin lid
in a hot Bunsen flame (emphasise that
Calcium sulfate, quicklime,
limestone powder, sodium
carbonate, sand, tin lids, cement,
gravel, paper clips, slotted masses,
string, plastic cups.
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Examination
Hints and Tips
The
composition
and use of
mortar and
concrete.
Describe the composition
and use of mortar and
concrete.
0.5
in industry the temperature is much
greater).
Describe how mortar and concrete are
made and what their uses are.
Candidates to investigate how different
combinations of sand, cement and
gravel affect the strength of the mortar
or concrete made in plastic cups.
Paper clips could also be added to the
wet mix to model steel-reinforced
concrete.
6,7 Properties of
metals and
their uses.
Know the characteristic
properties of metals (good
heat and electrical
conductors, malleability,
resistance to corrosion,
strength and hardness).
Relate uses of metals in the
building industry to the
properties of these metals.
1 Card sort on the properties of metals
and their meanings.
Ask candidates to make a list of uses
of metals in the building industry. They
could do a survey around school
looking for places where metals have
been used in construction.
Practical investigation into the
properties of metals, eg connect strips
into a circuit to light up a bulb –
Card sort on properties of metals.
Range of different metal and non-
metal strips and wires.
Power packs, leads, crocodile clips
and bulbs.
Petri dishes.
Slotted masses.
Note:
Knowledge of
the structure
and bonding in
metals, and the
effects of
alloying on the
properties of a
metal, is not
required.
Copper is used
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Examination
Hints and Tips
compare with non-metals.
Bend strips into different shapes to
show how pipes could be made.
Place samples in Petri dishes of water
to study corrosion.
Hang masses off metal wires to
investigate their strength.
Try scratching the surface of some
metals and non-metals with a stone.
Ask candidates to draw an outline of a
house and to label it with metals
suitable for different uses and the
properties that make them best for this
job.
for water pipes
and hot water
cylinders
because it is
malleable,
strong, has a
high melting
point, is a good
conductor of
electricity and
does not react
with water.
Copper is used
for wiring
because it is
strong, ductile,
has a high
melting point
and is a good
conductor of
electricity.
Lead is used for
flashing on roofs
because it is
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Examination
Hints and Tips
unreactive and
malleable.
Steel is used to
make supporting
structures and
fixings because
it has a high
tensile strength.
Aluminium is
used in window
frames because
it is resistant to
corrosion,
malleable,
strong and light.
8,9,10 Manufacturing
polymers and
their
properties.
Know that most polymers are
manufactured using
chemicals obtained from
crude oil.
Describe how polymers are
produced when many small
molecules (monomers) join
together to form very large
1 Show candidates crude oil and a range
of different polymers.
Introduce the term ‘polymerisation’.
Use molymods to model monomers
joining together to form polymers.
Details of
polymerisation
are limited to
representation
of the formation
of polyethene
from ethene.
Note: The
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Examination
Hints and Tips
molecules (polymerisation).
Know that polymers are
flexible, poor conductors of
heat and electricity, resistant
to corrosion and waterproof,
and that most of them have
low melting points. These
properties relate to their uses
in the home.
Practical activities to demonstrate
some useful properties of polymers.
Flexibility, eg bendy rulers. Poor
conductivity of heat – place in a beaker
of boiling water. Poor conductivity of
electricity – simple circuit with bulb.
Corrosion resistance/waterproof –
samples left in a Petri dish of water.
Melting points – place in a cool Bunsen
flame.
Show examples of some of the uses of
polymers in the home. Ask candidates
to survey use of polymers around
school.
effects of cross-
linking, altering
chain length and
branching
chains on the
properties of
polymers is not
required.
Polymers used
in construction
are polyethene,
polypropene,
polystyrene and
PVC. Most
polymers have
low melting
points, which
makes them
easy to mould
into shapes.
They are used
for electrical and
thermal
insulation
because they
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Hints and Tips
are poor
conductors of
heat and
electricity, and
for pipes and
guttering,
containers for
water and other
chemicals.
11 Properties and
uses of
ceramics.
Relate the characteristic
properties of ceramics (eg
brittle, high melting point) to
their uses in construction.
1 Demonstrate that ceramics are brittle
by breaking a tile with a hammer.
Show they are hard by trying to scratch
the surface.
Demonstrate high melting point by
heating a piece in a hot Bunsen flame.
Demonstrate that they resist chemicals
by placing in acid.
Ask candidates to survey where
ceramics are used around the school
and to suggest why they have been
used.
Ceramics are
hard, brittle
solids with high
melting points
and are
resistant to
chemical attack.
They are used
for construction
and decoration
(bricks and
tiles), pottery
products
(bathroom
basins and
toilets) and
specialist
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indicative example(s)
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Examination
Hints and Tips
Show images of some specialist uses
like furnace linings and insulators on
power lines.
industrial
materials (eg
lining for
furnaces and
insulators on
power
transmission
lines).
12, 13 Properties of
composites
and their uses
Be able to recognise and
describe a composite
material (e.g. MDF,
fibreglass, reinforced
concrete).
Describe that the properties
of a composite as a
combination of the properties
of its components.
Use scientific data and
evidence to discuss, evaluate
or suggest implications of the
following:
the physical properties of
materials
the most suitable
1 Show candidates a range of composite
materials and ask them to suggest
what materials are combined together
in them and what properties make
them useful for their job.
Give candidates a range of
construction jobs and data on
properties of different materials.
Ask them to decide on the most
suitable material for each job,
explaining why they selected it.
Range of composite materials used
in building and the home.
Physical data for a range of
materials.
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activities
Resources
Examination
Hints and Tips
material for a particular
use
changes in the
properties of materials
resulting from a change
of structure.
6 – 13 Sustainable
building
developments
Use scientific data and
evidence to discuss, evaluate
or suggest implications of the
developments in modern
(sustainable) building
materials, and their
advantages and
disadvantages when
compared with more
traditional materials,
including straw bale, wood
frame and cob construction.
1 Show video clips of the TV series
Grand Designs where wood frames
and straw bales are used in
construction.
Introduce the idea of sustainability and
ask candidates to make a list of
construction materials and methods
that they think are sustainable or not.
Candidate to research advantages and
disadvantages of each method and
material.
Video clips of Grand Designs.
Computers for research.
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Theme 2: My home
Block 6
3.4.2.2 Fuels for cooking, heating and transport
The chemical energy in hydrocarbons is released when they are burned in air, which makes them useful as fuels. Crude oil is an important source for a range of
other fuels used for cooking and heating in our homes and for transport. Environmental scientists are concerned about issues concerning the use of fuels obtained
from crude oil for cooking, heating and transport.
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indicative example(s)
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(lesso
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Possible teaching and learning
activities
Resources
Examination
Hints and Tips
3.4.2.2 Fuels for cooking, heating and transport
1
2
Fuels in the
home
Hydrocarbons
Name suitable fuels for
cooking and heating our
homes and for providing
transport.
Know that hydrocarbons
contain carbon and
hydrogen only.
Use scientific data and
evidence to discuss,
evaluate or suggest
implications of the social,
0.5
0.5
Candidates to make a list of as many
different fuels as they can. Highlight
the ones used for cooking, heating and
transport.
Introduce hydrocarbons as only
containing hydrogen and carbon by
making models of methane using
molymods.
Candidates could test different oil
fractions for viscosity, ease of ignition
and sootiness of flame.
Molymods.
Range of oil fractions.
Watch glasses.
Suitable fuels
include natural
gas, petrol,
diesel, kerosene
(paraffin), and
heating oil.
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(lesso
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Possible teaching and learning
activities
Resources
Examination
Hints and Tips
economic and
environmental impacts of
the uses of fuels obtained
from crude oil for cooking,
heating and transport.
Discussion of the impact on the
environment of using these fuels.
Introduction to greenhouse gases
can be found at
http://lwf.ncdc.noaa.gov/oa/climate/
gases.html
Introduction to the effects of global
climate change can be found at
climate.jpl.nasa.gov/effects/
www.windows.ucar.edu/tour/link=/e
arth/climate/sea_level_rise.html
www.metoffice.gov.uk/climate/uk/ -
for UK and global weather trends
The Met Office website provides
good information on climate change
– www.metoffice.gov.uk
3 Problems of
burning fossil
fuels
Explain some of the
problems of burning fossil
fuels (pollution, carbon
dioxide production and
global warming) and that
resources of fossil fuels are
1 Quick recap on the formation of coal,
oil and gas.
Demonstration on burning methane
using safety flame on Bunsen. Funnel
the products through limewater and
Bunsen, glass funnel, delivery
tubing, limewater, universal
indicator, boiling tubes, U tube,
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(lesso
ns)
Possible teaching and learning
activities
Resources
Examination
Hints and Tips
finite. universal indicator using a pump. Point
out the sooty deposits left on the
funnel.
Candidates to research how many
years’ supply of coal, oil and gas are
left and more information on the
pollution caused by burning them. Ask
why different sources give different
estimates of remaining supplies.
beaker and ice.
Computers for research.
4,5 Combustion of
hydrocarbons.
Write word and symbol
equations for the
combustion of
hydrocarbons.
HT only
Write balanced symbol
equations for the
complete combustion of
hydrocarbons.
1 Recap on demonstration from last
lesson – what are the products of
combustion of hydrocarbons?
Candidates to model basic
hydrocarbon chains using molymods.
For each one ask them to react it with
model oxygen molecules and suggest
what the products are.
Work through word and symbol
equations for each one.
Molymods. HT only
Writing
balanced
symbol
equations is
required.
6 Patterns in the
combustion of
Explain the patterns in the
combustion of hydrocarbon
1 Recap on word and symbol equations
from last lesson using a card sort.
Card sort on word and symbol
equations.
Candidates
should
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(lesso
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activities
Resources
Examination
Hints and Tips
hydrocarbon
fuels.
fuels.
Challenge candidates to find patterns
in the amounts of reactants and
products made and patterns in the
formulae.
Ask groups to present their
suggestions to the rest of the class.
recognise the
pattern in
chemical
formulae based
on
CnH2n + 2.
They should be
able to
recognise
qualitative and
quantitative
patterns in the
amounts of
reactants and
products.
1 – 6
Measuring the
energy content
of different fuels.
Use scientific data and
evidence to discuss,
evaluate or suggest
implications of energy
content of different fuels.
1 Introduce the idea of specific heat
capacity of water and its use to
determine the energy content of
something being burnt.
Candidates to plan and carry out a
practical investigation to compare the
energy content of different fuels.
Boiling tubes, thermometers,
measuring cylinders, range of fuels
to burn.
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3.4.2.3 Generation and distribution of electricity
There is a range of ways of generating electricity to power our homes and there are many advantages and disadvantages of using different methods. In most power
stations electricity is generated by using a fuel to boil water, and then using the steam produced to turn a turbine, which rotates a generator to generate electricity.
Many people are becoming more concerned about the environmental problems and possible health risks of distributing electricity over the land by pylons and high-
voltage cables.
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(lesso
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activities
Resources
Examination
Hints and Tips
3.4.2.3 Generation and distribution of electricity
1 Renewable and
non-renewable
energy sources.
Define the terms renewable
and non-renewable in the
context of energy sources.
1 Ask why we are going to run out of
fossil fuels.
Introduce the term non-renewable.
Ask where nuclear fuels like uranium
come from.
Reinforce the idea that non-
renewables are finite resources (once
they’re dug up they won’t be replaced).
Introduce renewables as resources
that we won’t run out of. Emphasise
the role of the Sun in many of these
resources.
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indicative example(s)
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should be able to do
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gg
este
d tim
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(lesso
ns)
Possible teaching and learning
activities
Resources
Examination
Hints and Tips
Give candidates a list of energy
resources and ask them to classify
them as renewable or non-renewable.
2, 6 Generation of
electricity using
fossil fuels.
Know that fossil fuels
(natural gas, oil and coal)
release energy when they
are burned, which can be
used to generate electricity
for our homes.
Describe how electricity
can be generated from
fossil and nuclear fuels.
1 Candidates to write a sentence
explaining what fossil fuels are and
why we burn them.
Demonstrate a steam engine model
and give similarities to a power station
for generation of electricity.
Show video of how electricity is
produced by coal.
Label diagram of power station.
Card sort to sequence how electricity
is produced by coal.
Candidates to then write an
explanation of how electricity is
generated by fossil fuels.
Model steam engine.
Video clips of a coal-fired power
station (a visit to a power station
may be possible in some areas if
time allows).
Diagrams of power stations to label.
Card sort on how electricity is
generated.
Note: Details of
the construction
of generators
are not
required.
3,4 Generation of Explain how nuclear fuels 1 Watch video clip of a nuclear bomb Video clip of nuclear explosion. Note: Details of
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activities
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Examination
Hints and Tips
electricity using
nuclear fuels.
may be used as
alternatives to fossil fuels.
Know that nuclear fuels
produce energy from
nuclear fission.
Describe how electricity
can be generated from
fossil and nuclear fuels.
exploding. Questions to discuss as a
class:
What is inside the bomb?
What happens to the atoms in it
when it explodes?
What does this release?
Show a sequence of images to explain
how a nuclear power station works.
Watch the video clip of how the
nuclear power station works to
reinforce the key ideas. Candidates to
write an explanation of how power is
generated in this way in their own
words.
Images of nuclear power.
Video clip of a nuclear power
station (a visit to one may be
possible in some areas if time
allows).
nuclear fission
or fusion are not
required.
5 Problems related
to the use of
nuclear fuels.
Explain the problems of
using nuclear fuels
(problems of radioactive
emissions, disposal of
waste).
1 Research Chernobyl, Three Mile Island
and Windscale try to find out the
following:
What happened?
What were the effects of the
incident?
What were the consequences to
society?
Useful information giving a good
background to the Chernobyl and
Three Mile Island disasters can be
found at
http://library.thinkquest.org/17940/t
exts/nuclear_disasters/nuclear_disa
sters.html
Computers for research.
Candidates
need to
appreciate that
nuclear fuels do
not produce
gases that
cause global
warming but that
the waste
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Hints and Tips
Also research how nuclear waste is
disposed of.
Discussion: each candidate in the
group to lead a different role
(Greenpeace activist, nuclear scientist,
member of the public, politician).
Questions to consider:
How do the views of the
Greenpeace activist make
everyone else in the group feel?
Do the views of the nuclear
scientist change the minds of the
other members in the group?
Is the member of the public
affected by the views of the
others?
What decision does the politician
make and why?
All of these sites are concerned
with the use of nuclear fuels or the
hazards associated with them:
www.atomicarchive.com/Fission/Fis
sion2.shtml
www.ccnr.org/fission_ana.html
library.thinkquest.org/C006011/engl
ish/sites/dampfturbine.php3?v=2
hypertextbook.com/physics/matter/
energy-chemical/
www.iaea.org/Publications/Booklets
/Development/devnine.html
library.thinkquest.org/17940/texts/n
uclear_disasters/nuclear_disasters.
html
resources.schoolscience.co.uk/nire
x/index.html
materials
produced by
them are
radioactive.
Radioactive
emissions are
harmful to life so
the waste from
nuclear power
stations has to
be stored in a
safe place until
the radiation
falls to safe
levels.
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activities
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Examination
Hints and Tips
3 Generation of
electricity using
renewable
energy
resources
Explain how renewable
energy sources (wind,
solar, hydroelectric, wave,
tidal, biomass and
geothermal) may be used
as alternatives to fossil
fuels.
1 Give each group of candidates a
renewable energy source to research.
Candidates should find out how it is
used to generate electricity and should
prepare a presentation on their
findings to share with the group.
Demonstrate a model water turbine
linked to a generator or investigate the
effect of changing different variables
on the output of solar cells (eg
distance from the light source, the use
of different coloured filters and the
area of the solar cells).
Computers for research.
Model water turbine.
Solar cells, ammeters, bulbs, leads,
lamps and coloured filters.
Note: Details of
the construction
of generators
are not
required.
4 Problems related
to the use of
renewable
energy
resources.
Explain the problems of
using renewable energy
resources (unreliability and
possible effects on the
environment).
Use scientific data and
evidence to discuss,
evaluate or suggest
implications of the
following:
1 In the same groups as last lesson
candidates should research the
advantages and disadvantages of the
renewable energy resource over non-
renewable ones.
They should prepare a key points card
for their resource and then swap
groups to share and exchange ideas.
Computers for research.
These websites offer useful
information on the use of alternative
energy sources:
home.clara.net/darvill/altenerg/geot
hermal.htm
www.bbc.co.uk/climate/adaptation/
wind_power.shtml
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(lesso
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activities
Resources
Examination
Hints and Tips
the environmental
impact over time of
energy production, by
comparing the
advantages and
disadvantages of
using alternative
energy sources, and
the economic impact
of using alternative
energy sources.
www.therenewableenergycentre.co.
uk/hydroelectric-power/.
7 The distribution
of electricity
through the
National Grid.
Describe how electricity is
distributed through the
National Grid via high-
voltage cables.
Use scientific data and
evidence to discuss,
evaluate or suggest
implications of
environmental and health
concerns arising from the
distribution of electricity by
pylons and high-voltage
cables.
1 If possible, arrange a guest speaker
from a local Power Distribution
company. They can talk about the
different aspects of their work including
fitting supplies, line work and
transformer repairs. A model national
grid could be made. And images of the
National Grid and transformers could
be used to spark discussion of how
electricity is distributed.
Give candidates information on health
concerns from high-voltage cables.
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indicative example(s)
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should be able to do
Su
gg
este
d tim
ing
(lesso
ns)
Possible teaching and learning
activities
Resources
Examination
Hints and Tips
Ask candidates to explain what may
happen to house prices near pylons
and cables.
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GCSE Science B Scheme of Work
Theme 3: My Property
Block 7
3.4.3.1 The cost of running appliances in the home
It is useful for energy consultants to be able to compare the running costs of different electrical appliances in our homes. Energy is used for heating and to power
electrical appliances in the home. Electrical appliances transfer energy and the rate at which the energy is transferred in an electrical appliance is called the power.
Energy labels help consumers work out which appliances are most efficient and cost-effective.
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indicative example(s)
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(lesso
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activities
Resources
Examination
Hints and Tips
3.4.2.2 Fuels for cooking, heating and transport
1,2 Calculating
power of
appliances in the
home from
current and
voltage.
Know that energy is
normally measured in
joules and that
1 watt = 1 joule/second.
Calculate the power
consumed by an electrical
appliance using the
formula:
Power (watts) =
potential difference (volts) x
current (amps)
1 Demonstrate the use of a joule meter
to investigate the energy transferred by
different appliances found in the home.
Look at the power rating of each
appliance and link to the number of
joules/second.
Discussion of the mains voltage in the
UK and how this can be used to
calculate current drawn using power
rating information and by rearranging
the equation.
Joule meter, range of household
electrical appliances.
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indicative example(s)
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should be able to do
Su
gg
este
d tim
ing
(lesso
ns)
Possible teaching and learning
activities
Resources
Examination
Hints and Tips
Show candidates how to find out the
voltage on battery appliances.
Ask candidates to find out the current
drawn from a range of household
appliances using power rating
information and voltage used.
Give candidates data on the voltage
and current of different appliances and
ask them to calculate their power in
watts and kilowatts.
Voltage and current data for
different appliances.
3 Calculating
energy
transferred by
appliances in the
home
Carry out simple
calculations for different
electrical appliances in the
home using the formula:
Power = energy
transferred ÷ time
1 Discuss the equation and how it can
be rearranged to give energy
transferred and time.
Give candidates a range of appliances,
get them to look up the power ratings
of each one and then calculate the
energy transferred in kilowatt-hours
depending on their usual use during
the day in hours.
Comparisons between lamps: different
Range of household appliances.
Lamps with different wattage bulbs.
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(lesso
ns)
Possible teaching and learning
activities
Resources
Examination
Hints and Tips
wattage of bulbs would be useful to
show how simple changes around the
home could save energy.
4,5 Reading
electricity
meters and
costs of using
appliances.
Interpret the readings taken
from a domestic electricity
meter and know that a unit
of electricity = 1 kWh.
Calculate the costs of using
different electrical
appliances using:
Total cost = number of
kilowatt-hours x cost per
kilowatt-hour.
Use scientific data and
evidence to discuss,
evaluate or suggest
implications of:
Costs of running home
appliances.
1 Show images of different types of
electricity meter and ask if candidates
know where the meter is in their home.
Discuss different ways of paying for
electricity – key meters, monthly direct
debit and quarterly bills.
Do candidates know how bills are paid
in their home?
Look at examples of bills and highlight
how the costs are calculated.
Candidates could be asked to read the
electricity meter in their home on a
daily or weekly basis (with permission
from their parents). They could then
look for trends in usage and try to
explain these, eg in terms of weather
conditions.
Images of different electricity
meters.
Copies of electricity bills.
Data on electricity meters and
usage of appliances.
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Summary of
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Content
Learning outcomes and
indicative example(s)
What most candidates
should be able to do
Su
gg
este
d tim
ing
(lesso
ns)
Possible teaching and learning
activities
Resources
Examination
Hints and Tips
Give candidates data from electricity
meters and ask them to calculate the
costs of the electricity used.
Candidates could also be given
information on the appliances in use in
each case so they could consider
where savings could be made.
6,8 Interpreting
information from
energy labels on
appliances.
Explain the meaning of the
term efficiency when
applied to simple energy
transfers in electrical
appliances, and give
reasons for the energy
losses in appliances.
Interpret information from
energy labels on
appliances and know why
this is useful.
1 Introduce the term efficiency.
Show candidates a range of
appliances and ask how each one
wastes energy.
Work through the information
contained on an EU energy label,
explaining what all the different areas
mean.
Give candidates a range of different
labels from different appliances and
ask them to interpret the information.
Ask candidates to write a simple guide
Ideas about how the efficiency of
domestic appliances is calculated
and displayed can be found on the
Consumer Utilities Service website
at
www.cus.net/electricity/subcats/ele
cappliances.html
Range of electrical appliances.
Range of EU energy labels.
Candidates
should
appreciate that
the EU energy
label is a
compulsory
notice applied to
all white goods
sold within the
EU. It allows
consumers to
clearly see the
efficiency and
energy
consumption of
a product.
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indicative example(s)
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gg
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(lesso
ns)
Possible teaching and learning
activities
Resources
Examination
Hints and Tips
for the public to explain how to use
these labels when buying white goods.
The leaflets might be used by electrical
retailers.
7 Drawing Sankey
diagrams
Draw Sankey diagrams that
show the types of energy
transferred by an electrical
appliance.
1 Work through how to draw a simple
Sankey diagram for a light bulb.
Use graph paper to draw it to scale
and emphasise that the energy inputs
and outputs should be fully labelled.
Give candidates information on the
energy inputs and outputs for a range
of other appliances. Candidates should
practise drawing Sankey diagrams for
each appliance.
Data on energy inputs and outputs
for different appliances.
f Interpreting
Sankey
diagrams
Interpret Sankey diagrams
that show the types of
energy transferred by an
electrical appliance.
1 Recap on drawing Sankey diagrams
from last lesson.
Candidates to write a description of
how to draw them.
Give candidates a range of Sankey
diagrams and ask them to record the
energy inputs and outputs for each
Range of Sankey diagrams for
home appliances.
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one.
Emphasise that the energy in should
be the same as energy out.
Ask candidates to interpret the Sankey
diagrams that they drew the previous
lesson.
g Efficiency
calculations
Calculate the efficiency of
an appliance using:
Efficiency =
useful energy out
total energy in
Efficiency =
useful power out
total power in
Use scientific data and
evidence to discuss,
evaluate or suggest
implications of the following
the efficiency of different
appliances used in the
1 Introduce the equations used to
calculate efficiency.
Ask candidates to calculate the
efficiency for each of the appliances
they have looked at over the last few
lessons (all those that they drew
Sankey diagrams for and interpreted
Sankey diagrams for)
Ask candidates to explain why it is
useful to consider the efficiency of
appliances for the home – what
benefits are there?
Calculators
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home.
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3.4.3.2 Electromagnetic waves in the home
Electronic engineers use electromagnetic radiation for radio, mobile phones, and cable and satellite television. Waves transfer energy from a source to other places
without any matter being transferred.
The various types of electromagnetic radiation form a continuous spectrum from high frequency (short wavelength) gamma rays to low frequency (long wavelength)
radio waves. The uses of different types of electromagnetic radiation depend on these and other properties. Home owners are often concerned about the risks of
using devices such as mobile phones that rely on electromagnetic waves.
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3.4.3.2 Electromagnetic waves in the home
1, 2 Electromagnetic
radiation,
frequency of
waves and
wavelength.
Know that electromagnetic
radiation travels as waves
and moves energy from
one place to another.
Know that the number of
waves per second
produced by a source is
called the frequency and is
measured in hertz (Hz).
1 Use skipping ropes/slinky springs to
introduce frequency and wavelength of
waves.
Recap on longitudinal waves for sound
and transverse waves for light
(electromagnetic radiation).
Candidates to draw and label a wave.
Skipping ropes, slinky springs.
3 The EM
spectrum.
Know the order of the
electromagnetic spectrum,
from radio waves (low
frequency/long wavelength)
to gamma rays (high
frequency/short
1 Show video clips on the EM spectrum.
Card sort putting the waves into the
correct order and label with sizes of
frequency and wavelength.
Video clips of the EM spectrum.
Card sort on the waves in the
spectrum.
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wavelength).
Know that the higher the
frequency of the wave the
higher the energy.
Discussion of the link between
frequency and energy of the wave.
Candidates could draw and label their
own EM spectrum.
The NASA site provides a good
introduction to the EM spectrum:
imagine.gsfc.nasa.gov/docs/scienc
e/know_l1/emspectrum.html
5, 6 Using the wave
equation.
Use the equation:
velocity (m/s) =
frequency (Hz) x
wavelength (m)
Name and describe the
uses of the different types
of electromagnetic waves
used in our homes:
a) radio waves – TV and
radio
b) microwaves – mobile
phones, satellite TV
and cooking
c) infra red – remote
controls for TV and
DVD players
d) visible light – fibre
optic cables
1 Introduce the wave equation and work
through how it can be rearranged to
give frequency or wavelength.
Recap on the speed of light and how
all EM waves travel at this speed.
Ask candidates to calculate the
frequency or wavelength of waves
from given examples.
They should then use their EM
spectrum diagram to identify which
type of wave each one is.
Calculators
Data on the frequency / wavelength
of different waves.
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e) UV – sun beds.
6 Uses, properties
and dangers of
electromagnetic
waves used in
our homes.
Use scientific data and
evidence to discuss,
evaluate or suggest
implications of the
following:
how the uses of
different types of
waves depend on their
properties
the dangers of using
electromagnetic
waves for various
purposes, eg sun
beds, mobile phones,
microwave cookers.
1 Candidates should be asked to
research the properties, uses and
dangers of microwaves, radio waves,
infra red, visible light and UV in the
home. These could be summarised in
the form of a table.
If available, show examples or images
of TV, radio, mobile phone, satellite
TV, ovens, remote controls, fibre
optics, sun beds to prompt research
Images or examples of different
uses of waves.
Candidates
should
appreciate the
dangers
associated with
the use of each
type of wave,
and will be
asked to show
an
understanding
of how decisions
about the use of
communication
devices are
made.
7 Why X-rays and
gamma rays are
not used in the
home
Know that X-rays and
gamma rays are not
normally used in the home
as they can damage the
body, but can be used in
medicine for X-rays and
radiotherapy.
1 Discussion of ideas – why are X-rays
and gamma rays not used in the
home?
Show images of radiographers wearing
protective clothing or standing behind
shielding to prompt responses.
Images of radiographers at work.
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Video clips of how X-rays work and
how gamma rays are used for
radiotherapy. Candidates to write an
explanation of these two uses.
Video clips of use of X-rays and
gamma rays in medicine.
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Unit 3: The Lesson View
Making My World a Better Place
Theme 1: Improving Health and Wellbeing
Block 8
3.5.1.1 The use (and misuse) of drugs
Most drugs are legal and used to improve our quality of life by helping cure or prevent disease, but many may cause side-effects if they are over-dosed. Some drugs
are illegal and some are used for recreational purposes. There is evidence that links respiratory and circulatory disorders to the misuse of tobacco and alcohol.
Drug testing for illegal drugs is carried out in some workplaces to improve the health and safety of employees.
Before new medicines can be released onto the market, they must be tested extensively and must be passed by the Medicines and Healthcare Regulatory Agency
(MHRA).
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3.5.1.1 The use (and misuse) of drugs
1, 2 Clinical trials of
medicines used
to treat disease.
Know that before a
medicine can be used for
treating a disease it
undergoes extensive
clinical trials.
1 Show a range of different medicine
bottles. Ask candidates how we know
they are safe to use and the effects on
our bodies.
A brief introduction to clinical trials
can be found at
www.mhra.gov.uk/Howweregulate/
Medicines/Licensingofmedicines/Cli
nicaltrials/Clinicaltrialsformedicinalp
Candidates
should
appreciate that
extensive
research is
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Know that disease may be
treated with medicines that
contain useful drugs (eg
penicillin is an antibiotic,
aspirin is anti-
inflammatory).
Use scientific data and
evidence to discuss,
evaluate or suggest
implications of the issues of
testing new drugs on
animals and humans.
Card sort on the steps taken in trialling
a new medicine.
Candidates to make a list of medicines
they have taken and what they were
for.
Categorise them into medicines that
relieve symptoms and medicines that
kill the microbe causing the disease.
Ask candidates to explain the
implications of testing of new
medicines on humans and animals.
roducts/index.htm
Range of different medicine bottles.
carried out in
laboratories
using cells,
tissues and
animals and in
clinical trials in
healthy
volunteers and
patients before
a new medicine
is marketed.
They should
also be aware
that the safety of
all medicines is
monitored
throughout their
use.
Strict
regulations
control the
testing of new
medicines on
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animals.
3, 4,
5, 7
Use, and effect
of overuse, of
antibiotics.
Know that most bacteria,
but not viruses, may be
killed by antibiotics.
Know that some bacteria
develop resistance to, or
may not be easily treated
by, antibiotics (eg MRSA).
Pathogens mutate
spontaneously, producing
resistant strains.
Describe the problems
caused by over-prescribing
of antibiotics, including
resistance and costs to the
NHS.
Know how resistant strains
develop:
antibiotics kill
individual pathogens
of the non-resistant
strain
1 Practical investigation comparing the
effectiveness of different antibiotics on
E.Coli and Staphylococcus grown in
Petri dishes.
Categorise common diseases into
those caused by bacteria and those
caused by viruses.
Emphasise that antibiotics only work
on those caused by bacteria.
Research on MRSA.
Candidates to find out why bacteria
mutate and why over-prescription is a
problem.
Useful information on dealing with
bacteria and antibiotics can be
found at www.typesofbacteria.co.uk
Bacteria cultures, Agar plates,
antibiotic discs.
Computers for research.
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individual resistant
pathogens survive and
reproduce, so the
population of the
resistant strain rises.
antibiotics are not
used to treat non-
serious infections
such as mild throat
infections in order to
slow down the rate of
development of
resistant strains.
Describe the problems
caused by over-prescribing
of antibiotics, including
resistance and costs to the
NHS.
6 Medicines that
relieve
symptoms and
issues of their
over-use
Know that some medicines,
including painkillers, help to
relieve the symptoms of
disease, but do not provide
a cure (eg aspirin,
1 Look at examples of medicines that
relieve symptoms.
Summarise what they do and how they
make us feel better.
Information leaflets on side-effects
of painkillers, antidepressants and
sleeping tablets.
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paracetamol, treatments for
high blood pressure,
antidepressants and
sleeping tablets).
Use scientific data and
evidence to discuss,
evaluate or suggest
implications of:
the issues caused by the
over-use of symptom-
relieving drugs
Look at some information leaflets on
some of the side-effects of their use/
overuse.
Discussion of why supermarkets limit
the amount of certain medicines that
you can buy in a single transaction.
12 Impact of
drinking alcohol.
Know that alcohol affects
the nervous system by
slowing down reactions
(loss of self-control) and
causes long-term damage
to the liver and brain.
Use scientific data and
evidence to discuss,
evaluate or suggest
implications of the
following:
the impact of alcohol on the
1 Show video clips of anti-drink-driving
adverts.
Discussion of the effects of alcohol on
the body.
Show images of livers from a healthy
person and a heavy drinker.
Get candidates to do a sobriety test in
the classroom. Ask how their reactions
would be different if they had been
drinking alcohol.
Video clips of anti-drink-driving
adverts.
Images of healthy and damaged
livers.
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body.
Show video clips of police TV
programmes with drunken individuals.
Candidates to explain the impact of
this sort of behaviour on society.
Quiz matching drinks to the number of
units that they contain.
If time candidates could investigate the
effect of alcohol on the heart rate of
daphnia.
Video clips of police arresting
drunks.
Daphnia, Petri dishes,
microscopes, lamps, ethanol,
pipettes.
Information on the effects of alcohol
can be found at
www.drinkaware.co.uk
This site provides a good starting
point.
10,
11
Impact of
smoking
tobacco.
Know that tobacco smoke
contains substances that
cause diseases of the
respiratory and circulatory
systems.
1 Concept map of ideas – how many
effects of smoking on the body can
candidates come up with?
Demonstration of the smoke machine
Smoke machine demo: with u tube
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Know that tobacco smoke
also contains carbon
monoxide, which reduces
the oxygen-carrying
capacity of the blood.
Use scientific data and
evidence to discuss,
evaluate or suggest
implications of the
following:
the link between
smoking and
respiratory and
circulatory diseases
the impact of tobacco
on the body.
in a fume cupboard.
Show candidates images or video clips
of healthy and damaged lungs.
Look at ciliated cells under a
microscope and discuss how they are
affected by tobacco smoke.
Look at packaging for nicotine patches
and gum and discuss why people find
it hard to give up.
Give candidates the price of a packet
of 20 cigarettes – ask them to
calculate how much it costs over a
year for someone to smoke 20 per
day.
Give candidates data on numbers of
smokers over the years and deaths
due to smoking-related diseases.
Candidates to identify and explain any
links that they can find.
of cotton wool, universal indicator,
and carbon monoxide monitor.
Images or video clips of healthy
and smoke-damaged lungs.
Nicotine gum and patches.
Data on the number of people
smoking over time and deaths due
to smoking-related diseases.
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8, 9 Impact of the
use and abuse
of medical and
recreational
drugs
Give examples of
recreational drugs that may
harm the body (alcohol,
nicotine, antidepressants,
amphetamines,
barbiturates, heroin,
cocaine and cannabis).
Know that some people
may become dependent
on, or addicted to,
recreational drugs because
the drug changes some of
the chemical processes in
the body, and that they
suffer withdrawal symptoms
without them (eg nicotine in
tobacco).
Use scientific data and
evidence to discuss,
evaluate or suggest
implications of:
the impact of legal and
illegal drugs on the body
1 Concept map of ideas – recreational
drugs that affect the body.
Emphasise the problem of addiction.
Candidates to use the ‘Talk to Frank’
website to research how they harm the
body and what withdrawn symptoms
might be like also where help and
support is available if needed.
Discussion of the laws related to drugs
misuse. Why are the police so hard on
drug-related crime?
Candidates to imagine a friend has
admitted use of a recreational drug to
them. They should write a description
of what they would say and do to help
their friend.
There are many sites that deal with
the impacts of recreational drugs.
Computers for research.
Using an asthmatic person as a
case study, this programme offers a
scientific look at drugs and how
they can be both beneficial and
detrimental to health:
www.teachers.tv/videos/life-and-
living-processes-drugs-and-health
Useful information can be found at
www.talktofrank.com
Candidates
should be able
to discuss the
use and abuse
of medical and
recreational
drugs and need
to know the
reasons why
tobacco and
alcohol are
considered
dangerous and
why their use is
discouraged (eg
advertising and
restriction of
sales to young
people).
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3.5.1.2 The use of vaccines
Medical scientists have known for a long time that recovery from some diseases, which we now know to be infections, leads to freedom from the same disease
again, often for life. This is called immunity.
Medical scientists have developed vaccination, which can prevent certain diseases occurring in the first place. Vaccination is the simplest, most efficient and cost-
effective way to prevent life-threatening infections in the community.
Vaccination has helped to reduce the frequency of certain diseases in many parts of the world.
There are occasional scares about the safety of some vaccines. Some people believe vaccines overload our immune system, making it less able to react to other
diseases that are now threatening our health such as meningitis, AIDS and cancer. Other people are concerned about possible side-effects of vaccines, although
these are usually mild and not life threatening.
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3.5.1.2 The use of vaccines
1
2
Diseases caused
by bacteria and
viruses.
How pathogens
enter the body.
Name some diseases
caused by bacteria
(tuberculosis, cholera,
typhoid) and viruses
(influenza, measles,
mumps, rubella, polio).
Know that pathogens can
enter the body through
wounds, the respiratory
system, the digestive
system and by sexual
transmission, as a result of
0.5
0.5
Card sort on diseases caused by
bacteria or viruses. Do candidates
know any diseases caused by fungi?
Give candidates a blank body outline.
Discuss how pathogens can enter the
body.
Candidates to annotate their diagram
Card sort on diseases caused by
bacteria and viruses.
Blank body outline diagrams.
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unhygienic conditions or
contact with infected
people.
with the different methods of entry.
3 How pathogens
make us feel ill.
Know that some types of
bacteria and viruses make
us feel ill when they
reproduce rapidly in the
body (bacteria by producing
toxins and viruses by
causing cell damage).
1 Show images of bacteria and viruses –
can candidates identify which ones are
which by recognising their features?
Candidates to research how bacteria
and viruses reproduce in our body and
then make us feel ill. They should draw
a sequence of labelled diagrams to
explain them
A good source of information can
be found at
www.bbc.co.uk/schools/gcsebitesiz
e/science/aqa/human/defendingaga
instinfectionrev1.shtml
Images of bacteria and viruses.
Computers for research
4, 5 The role of
platelets and
phagocytes.
Describe how platelets help
to form a barrier to infection
through a cut.
Describe how white blood
cells help to defend against
pathogens.
1 Group discussion of how skin heals
after a cut.
Show a sequence of images to
represent how a scab is formed.
Candidates to write their own
description from this.
Look at blood samples under a
microscope. Identify the platelets and
the two types of white cells.
Explain the role of phagocytes in the
Images showing scab formation.
Microscopes, lamps and prepared
slides of human blood.
Candidates
should be able
to describe
some of the
body’s natural
defence
mechanisms
against
microbes (eg
that platelets
help the blood to
clot at the site of
a wound and
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blood.
Candidates to use plasticene to model
their action on an invading microbe.
Plasticene.
that white blood
cells engulf and
digest foreign
cells).
Candidates
should know the
action of
phagocytes.
5, 6 Lymphocytes
and antibodies.
Describe how white blood
cells help to defend against
pathogens.
Describe how antibodies in
the blood provide immunity
to certain diseases.
1 Show a sequence of images explaining
how lymphocytes protect us from
pathogens.
Video clips and animations may
reinforce the idea of antibody
production.
Discussion of how long antibodies
remain in the blood for.
A good background on defending
against infection can be found at
www.bbc.co.uk/schools/gcsebitesiz
e/science/aqa/human/defendingaga
instinfectionrev4.shtml
Images of lymphocytes.
Video clips and animations of
lymphocytes.
Candidates
should know the
action of
lymphocytes.
7 How
vaccinations
protect us from
infections.
Explain how vaccination
protects humans from
infection.
1 Candidates to write a list of the
vaccinations that they think they’ve
had since birth.
If any candidates have travelled to
foreign countries on holiday have they
Candidates
should know
that vaccination
involves the
introduction of a
mild or dead
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needed further vaccinations?
Candidates to research the history of
the development of a smallpox vaccine
and draw a cartoon strip to give the
main sequence of events.
Discussion of how vaccinations work.
Computers for research.
form of the
infecting
bacterium or
virus, which
causes white
cells to produce
antibodies
against it. If the
same organism
later infects the
person, the
antibodies are
produced
quickly enough
to destroy the
organism and
prevent
development of
the disease.
7 Concerns over
vaccinations and
their effect on
occurrence of
diseases
Use scientific data and
evidence to discuss,
evaluate or suggest
implications of the
following:
the value to
1 Give candidates a range of newspaper
articles on concerns over use of
vaccinations. Ask them to summarise
the key worries shown.
Give candidates information on the
Newspaper articles on concerns
over vaccinations.
Information on the effects of
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individuals and
populations of being
vaccinated against
diseases, including
concerns about side-
effects and effects on
the immune system
how the occurrence of
diseases has changed
as a result of
increased use of
vaccinations.
problems caused by the disease being
vaccinated against. Ask candidates to
summarise the key benefits of
receiving the vaccinations.
Look at graphs of number of
vaccinations against number of
occurrences of a disease.
Candidates should explain the benefits
of vaccination to the community.
diseases on the body if not
vaccinated against.
Graphs of disease occurrence
against vaccinations.
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Theme 1: Improving health and wellbeing
Block 9
3.5.1.3 The use of ionising radiation in medicine
Over time scientists have discovered that ionising radiation can be very helpful to us but also very harmful. They have found out that certain parts of the
electromagnetic spectrum we use in our daily lives pose hazards that are specific to the type of electromagnetic wave.
Medical professionals diagnose and treat certain diseases, such as cancer, by using ionising radiation. Both professionals and patients need to be monitored and
protected from the harmful effects of the radiation.
Radiotherapy is the treatment of cancer using high-energy (ionising) radiation. The ionising radiation damages or destroys cells in the area being treated, making it
impossible for the cancer cells to continue to grow.
Before treatment with ionising radiation there are ethical issues that may have to be considered.
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Hints and Tips
3.5.1.3 The use of ionising radiation in medicine
1, 2,
3
Characteristics
of X-rays and
gamma rays and
their effect on
living cells
Know that X-rays and
gamma rays are examples
of transverse waves.
Know that X-rays and
gamma rays are a form of
electromagnetic radiation.
Understand that ionising
1 Recap on work on the EM spectrum.
Use slinky spring to model transverse
waves.
Ask candidates to find out what
ionising radiation is and its effect on
living cells.
Slinky spring.
Computers for research.
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radiation kills living cells
and because of this can be
used to treat cancer.
Candidates to summarise their findings
in bullet points.
Discussion of how they can be used to
treat cancer.
4 Characteristics
and properties
of alpha and
beta particles
and gamma
rays.
State the characteristics
and properties of the three
main types of nuclear
radiation emitted
continuously by radioactive
sources (alpha particles,
beta particles and gamma
rays).
1 Introduce radioactive elements by
highlighting some of them on the
periodic table.
Explain there are three main types of
radiation emitted.
Describe the nature and properties of
alpha, beta and gamma and
demonstrate the penetrating power of
each using school sources, a GM tube
and sheets of paper, aluminium and
lead.
Candidates to draw diagrams to show
the nature, properties and penetration
of each.
GM tube, radioactive source, paper,
aluminium and lead sheets.
Candidates
should be able
to describe the
properties
(penetrating
power, hazards)
and the nature
(particles or
waves) of alpha,
beta and
gamma
radiation emitted
from radioactive
sources.
5
How X-rays can
be used to
diagnose
Describe the characteristic
properties of X-rays
(penetration) that enable
0.5
Look at examples of X-rays. Can
candidates identify where the problem
was in the body?
Useful images and background
information on X-rays can be found
at
Candidates
should
appreciate that
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6
medical
disorders.
Medical imaging
using gamma
rays
them to be used to
diagnose medical
disorders.
Know that some medical
imaging equipment involves
the use of gamma rays,
which can be detected
using a gamma camera.
Use scientific data and
evidence to discuss,
evaluate or suggest
implications of the
following:
the advantages and
disadvantages of
using ionising
radiation for the
diagnosis (including
medical tracers) and
treatment of diseases
ethical issues that
may need to be
0.5
Discussion of the characteristics of X-
rays that mean they can be used in
this way.
Show video clips of tracers being used
in medicine.
Discuss release of gamma rays and
how they are detected by a gamma
camera.
Ask candidates to explain the
advantages and disadvantages of
using radiation in medicine.
www.teachingmedicalphysics.org.u
k
X-ray images.
Video clips of radioactive racers
being used in medicine.
View images of hospital scanners.
both external
and internal
radiation may be
used for
diagnosis.
X-rays pass
easily through
flesh but not
through denser
material such as
bone or metal
and can be
detected using
photographic
film.
Tracers are
specially
formulated
substances
which collect in
a specific part of
the body.
These
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considered by doctors
and patients before
the treatment of
cancers with ionising
radiation.
substances
(sometimes
called
radiopharmaceu
ticals) emit faint
gamma ray
signals which
are detected
using a gamma
camera.
Note: Details of
the gamma
camera are not
required.
7, 8,
9
How radiation
levels are
monitored.
Know that the use of high-
energy radiation can be
dangerous and needs to be
monitored.
Explain why people who
work with radiation wear
film badges and why these
are monitored regularly to
check the levels of radiation
1 Show candidates an example of a film
badge or images of one.
Discussion of the effect of radiation on
photographic film even when not
exposed to light.
Candidates to label a diagram of a
badge and explain how it works.
Radiation badges or images of
them.
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absorbed.
Be able to describe the
construction of a film
badge.
Use scientific data and
evidence to discuss,
evaluate or suggest
implications of:
care of health workers who
use ionising radiation as
part of their everyday work
Concept map of other ways of
protecting nuclear workers and ways of
monitoring radiation.
Demonstrate a hand-held GM tube in
monitoring background radiation and
radiation from school sources.
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Theme 2: Making and Improving Products
Block 9 continued
3.5.2.1 Uses of electroplating
Many household objects are made of metals that corrode in the presence of water and air. Electroplaters use their knowledge of the reactivity of metals to ensure
that our property lasts as long as possible and is suitable for purpose. Electrolysis is used to electroplate some metals. The electroplating industry is concerned
about the risks involved in the electroplating process because many of the materials used are hazardous.
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3.5.2.1 Uses of electroplating
1 – 5 What
electroplating is
and why we
electroplate
objects made of
metal
Give reasons for
electroplating metals
(prevention of corrosion,
decoration).
Name some household
objects that are
electroplated to prevent
corrosion.
Describe the process of
electroplating as the
application of a metal
coating to a metallic or
1 Show images of metallic objects
corroding.
Ask candidates what they think
electroplating is and why they think it is
done.
Write a list of common objects that are
electroplated.
Show an animation on electroplating
showing charged particles.
Introduce the names of the two
Images of metallic objects
corroding.
Electroplating animation.
Useful information on electrolysis
can be found at
www.gcsescience.com/ielectrolysis.
htm
Suitable objects
that are
electroplated
include
jewellery,
cutlery, cookery
utensils and
decorative
items.
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conducting surface by
electrolysis.
Know that electrolysis
involves the movement of
charged particles in an
electrolyte.
Know that the cathode is the
negative electrode and the
anode is the positive
electrode in an electrolysis
cell.
Use scientific data and
evidence to discuss,
evaluate or suggest
implications of the suitability
of different metals for
electroplating items.
electrodes.
Candidates may want to use the
internet to check their answers.
Give candidates a reactivity series of
metals. Ask which metals would be the
best for plating items for corrosion
resistance.
Metal reactivity series.
6, 7,
8
How
electroplating
works.
Know that the article to be
electroplated is made the
cathode, and immersed in
an aqueous solution
containing ions of the
1 Class practical: electrolysis of copper
sulfate solution using copper/iron
electrodes.
Investigate the factors that affect
Copper sulfate solution.
Copper electrodes, electronic
balance, leads, crocodile clips.
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required metal. The anode
is usually a bar of the metal
used for plating. During
electrolysis metal is
deposited on the article as
metal from the anode goes
into solution.
Understand that charged
particles are called ions and
that ions are atoms which
have either lost or gained an
electron.
Be able to complete simple
equations to show the
process at the cathode and
anode:
Mn+ + ne– → M
M → Mn+ + ne–
Use scientific data and
evidence to discuss,
evaluate or suggest
electrolysis of copper
sulfate/electroplating of copper.
Write simple equations to show the
processes occurring at the anode and
cathode.
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implications of the
knowledge of charged
particles to explain the
electroplating of metal
objects..
9 Why jewellery is
electroplated
and risks of the
electroplating
industry.
Explain why nickel jewellery
is electroplated with
precious metals (prevention
of allergies or for
decoration).
Use scientific data and
evidence to discuss,
evaluate or suggest
implications of the potential
risks to employees in the
electroplating industry
1 Show images of individuals with allergy
to nickel jewellery.
Use the reactivity series to suggest the
best metals to plate nickel jewellery
with.
Ask candidates to research chemicals
used by the electroplating industry.
For each one they should use
CLEAPSS hazcards to identify the
hazards, risks and control measures
linked to the industry.
Images of individuals with nickel
allergy.
Computers for research.
CLEAPSS hazcards
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3.5.2.2 Developing new products
Scientists are constantly seeking alternative products, especially in industry where being at the forefront of technology means commercial success. Materials
scientists study how things are put together (including their atomic structure) and their chemical and physical properties. They use this information to create new
materials and products. They look at what they require from materials and then alter the materials to make them better suited to their job in both the home and the
wider world.
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3.5.2.2 Developing new products
1 Smart paints -
use, advantages
and
disadvantages.
Superconductors
- use,
advantages and
disadvantages
Give examples of new
products and suggest uses
for them:
a) smart (self-healing)
paints – a coating that
heals its own
scratches when
exposed to sunlight
b) superconductors –
substances whose
resistance becomes
almost zero at low
temperatures, which
reduces energy losses
Within this context,
candidates should be able
0.5
0.5
Candidates to research smart paints
and superconductors.
They should prepare a presentation
giving their uses and advantages and
disadvantages over traditional
products.
Computers for research. Applications of
superconductors
include powerful
electromagnets
used in MRI
scanners and
magnetic
levitation (e.g.
Maglev trains).
Applications of
smart paints
include coating
virtually
anything that
can be
scratched,
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to use scientific data and
evidence to discuss,
evaluate or suggest
implications of the
following:
the advantages and
disadvantages of modern
products compared with
traditional products.
ranging from
electronics to
aircraft and
cars.
1 Smart materials -
uses,
advantages and
disadvantages.
Chromic
materials - use,
advantages and
disadvantages
Give examples of new
products and suggest uses
for them:
c) smart materials –
substances that are
able to change their
properties in response
to the environment
d) chromic materials –
thermochromic,
photochromic –
materials that change
their colour according
to changes in
temperature and light
intensity.
1 Class investigation of smart materials,
eg memory wire, pressure-sensitive
resistance film if available.
Candidates to research smart
materials and chromic materials.They
should prepare a presentation giving
their uses and advantages and
disadvantages over traditional
products.
Calibrate chromic strip to be used as a
forehead thermomenter.
Memory wire, pressure -sensitive
film.
Computers for research
Applications of
smart materials
include dental
braces,
spectacle
frames, shrink
wrap packaging
and wound
dressings.
Calibrate
chromic strip to
be used as a
forehead
thermometer.
Applications of
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Examination
Hints and Tips
Use scientific data and
evidence to discuss,
evaluate or suggest
implications of the
advantages and
disadvantages of modern
products compared with
traditional products.
chromic
materials
include
intelligent
packaging that
contains inks
that change
colour according
to storage
temperature,
spectacle
lenses,
windows, rear-
view mirrors,
light detectors,
optical switches
and light
intensity meters.
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3.5.2.3 Selective breeding and genetic engineering
The human population is increasing rapidly. This has had implications for feeding all of the people. Agricultural scientists have worked to produce animals and crops
with favourable characteristics in order to produce more food for the increased population.
Some people believe that the risks connected with selective breeding such as ‘inbreeding’ and the development of unfavourable characteristics are a disadvantage.
Biotechnologists have developed plant tissue culture (micro propagation), which allows the rapid production of many genetically identical plants that may be used for
food. They have also developed techniques that allow culture of animal and human organs.
Geneticists are also using their techniques to help couples with fertility problems or creating ‘designer babies’, and for gene replacement therapy.
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3.5.2.3 Selective breeding and genetic engineering
j Selective
breeding of
animals.
Selective
breeding of
plants.
Explain how selective
breeding of plants and
animals involves selecting
the parents with desired
characteristics, crossing
them, selecting from their
offspring, and then
repeating the process over
several generations.
1 Candidates to label diagrams of a pig,
cow, cabbage and potato with
desirable features.
Introduce selective breeding,
explaining the process and looking at
how it is done (artificial insemination,
pollen transfer).
Ask candidates to consider the
advantages and disadvantages of
selective breeding using images of a
furless cat or similar to provoke
debate.
Images of farm animals and crops.
Soft art brushes and flowers of
different colour to demonstrate,
pollen transfer.
Images of selective breeding in
pets.
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Candidates to write a step-by-step
guide for young farmers to explain how
they could selectively breed on their
farms.
2 Cloning and
tissue culture.
Understand that cloning
techniques involve
laboratory processes to
produce offspring that are
genetically identical to the
donor parent.
1 Look at natural clones, strawberry
runners, identical twins.
Practical taking Geranium cuttings or
training spider plant runners to make
clones of the mother plant.
Candidates to research tissue culturing
of animals and plants. They should
write a simple guide to how it is done.
Images of clones.
Geraniums, spider plants, compost,
pots.
Computers for research.
Cloning
techniques are
limited to tissue
culture, where
fragments of
tissue from an
animal or plant
are transferred
to an artificial
environment in
which they can
continue to
survive and
function. The
cultured tissue
may consist of a
single cell, a
population of
cells, or a whole
or part of an
organ.
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3
4
Genetic
engineering.
Insulin
production
Explain that genetic
engineering involves the
transfer of ‘foreign’ genes
into the cells of animals or
plants at an early stage in
their development so that
they develop with desired
characteristics.
Describe how human
insulin is produced using
genetically modified
bacteria.
Use scientific data and
evidence to discuss,
evaluate or suggest
implications of the
following:
the ethics of genetic
engineering compared
to selective breeding
the economic, social
and ethical issues
0.5
0.5
Ask what is meant by the term
‘genetically modified’.
Show candidates a range of products
containing genetically modified
material.
Describe the process of genetic
engineering using an example like
frost-resistant plants.
Candidates to make a flow diagram to
show how the process works.
Ask candidates to research how
human insulin is produced in this way
and draw a flow diagram to show the
different steps involved.
In groups, candidates to research the
ethics of genetically modified foods,
designer babies and gene replacement
GM products
Candidates will
be expected to
understand
examples of the
use of genetic
engineering and
to know some of
the changes that
can be made to
an organism’s
characteristics
by genetic
engineering.
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Hints and Tips
concerning genetic
engineering,
genetically modified
foods and ‘designer
babies’
the ethics of gene
replacement therapy
examples of risks
associated with
selective breeding and
genetic engineering.
therapy.
They should prepare a list of
arguments for and against each one,
emphasising any risks associated with
them.
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Theme 3: Improving Our Environment
Block 10
3.5.3.1 Environmental concerns when making and using products
In everyday life we rely on a vast array of products to sustain and improve our standard of living. Environmental scientists realise that some products have a
polluting effect on the environment during their manufacture, use and disposal. Scientists, technologists and engineers working in different areas are now seeking
ways to solve these problems and to make products more environmentally friendly.
Plant biologists and polymer scientists are involved in producing biodegradable plastics from plants that could be used for packaging.
Some consumers are concerned not only about the quality of products and their cost but also about the effect on the environment in production and disposal.
Consumers are often encouraged to consider the amount and type of packaging of the product
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Hints and Tips
3.5.3.1 Environmental concerns when making and using products
1
How making and
using products
increases
emissions of
greenhouse
gases
Describe the main ways in
which making and using
products may result in
increased emissions of
natural greenhouse gases
into the atmosphere,
causing global warming,
including:
(a) carbon dioxide from
0.5
Show candidates images of power
stations and vehicles and ask what
greenhouse gases they release.
Show images of landfill sites, paddy
fields, farm animals and composters.
Discussion of how they can all add
methane to the atmosphere – another
greenhouse gas.
Images of greenhouse gas
polluters.
Useful information and graphical
illustrations of the sources of each
greenhouse gas can be found at
www.solarnavigator.net/greenhous
e_gases.htm
Candidates
should
appreciate how
greenhouse
gases may be
produced by
human activity.
Methane is
formed when
domestic
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2, 3
The effects of
increased
greenhouse
gases and the
Kyoto agreement
the combustion of
fossil fuels in
vehicles and power
stations
(b) methane from
decomposition of
rubbish in landfill
sites and various
forms of agriculture
(c) nitrous oxide from
vehicle exhausts
and power stations
and as a result of
increased use of
nitrogen-based
fertilisers.
Explain how increased
greenhouse gases absorb
more long-wave radiation
from the Earth and
therefore more heat is
retained in the atmosphere.
0.5
Show images of vehicle exhausts,
power stations and crop sprayers and
discuss how these can add nitrous
oxides to the atmosphere.
Clips of ‘An Inconvenient Truth’ DVD
could be shown to emphasise the
possible impact of greenhouse gases
on the planet.
‘An Inconvenient Truth’ DVD.
.
A useful source of information
showing the increase of carbon
dioxide levels in the atmosphere
can be found at www.earth-
policy.org/Indicators/indicator5_dat
a2.htm
kitchen waste
and plants
decay and
where there is
very little air. It
is found
frequently
around water
and swamps.
Rice (a major
food product)
grows mainly in
flooded fields,
where bacteria
in waterlogged
soil release
methane.
Bacteria that
break down
organic matter
in wetlands and
bacteria that are
found in farm
animals also
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Examination
Hints and Tips
Know about international
agreements such as the
Kyoto agreement on
climate change to achieve
the stabilisation of the
dangerous gases carbon
dioxide, methane and
nitrous oxide.
Use scientific data and
evidence to discuss,
evaluate or suggest
implications of:
changes to the composition
of water and air as a
consequence of industrial
activity.
Candidates could then research the
Kyoto agreement and find out what it is
aiming to do.
A real-time simulation displaying
carbon dioxide emissions/birth
rates/death rates for each country
in the world can be found at
www.breathingearth.net
An excellent source of information
concerning methane as a
greenhouse gas can be found at
www.envirolink.org/external.html?w
ww=http%3A//www.GHGonline.org
&itemid=20020815134102387436&
itemname=Greenhouse%20Gas%2
0Online
Computers for research
produce
methane
naturally.
Amounts of
nitrogen-based
fertilisers used
have increased
with the need for
greater crop
yields, and use
of more
intensive
farming
practices.
Where large
applications of
fertiliser are
combined with
soil conditions
favourable to
denitrification,
large amounts
of nitrous oxide
can be
produced and
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emitted to the
atmosphere.
Similarly, the
widespread and
poorly controlled
use of animal
waste as
fertiliser can
lead to
substantial
emissions of
nitrous oxide
from agricultural
soils.
Candidates
should
appreciate that
the Kyoto
agreement was
generally seen
as an important
first step
towards a global
emission
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reduction
regime that
would stabilise
greenhouse gas
emissions, but
Australia and
the USA refused
to sign the
agreement. The
major feature of
the Kyoto
Protocol was
that it set up
binding targets
for 37
industrialised
countries and
the European
Community for
reducing
greenhouse gas
(GHG)
emissions.
These amount
to an average of
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5 per cent
against 1990
levels over the
five-year period
2008–12.
4, 5
Eutrophication
Describe how leaching of
artificial fertilisers,
pesticides and herbicides
causes pollution in lakes
and rivers (eutrophication).
Explain the process of
eutrophication resulting
from overuse of fertilisers.
1
Show examples or images of
chemicals often used by farmers.
Look at loam soil with magnifying
lenses and draw its structure.
Discussion of what happens if too
many chemicals are used.
Candidates to draw and label a flow
diagram to show the different stages in
eutrophication.
Candidates to prepare a letter for a
farmer who is overusing chemicals on
their farm. It should explain the
problems they are causing and their
effects on the environment. It should
also include solutions to their problem.
Examples of fertilisers, pesticides
and herbicides.
Magnifying lenses ad loam soil
samples.
A simple guide to water pollution
and its causes can be found at
www.water-pollution.org.uk
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Indicator species
used to monitor
water and air
pollution
Explain how indicator
species may also be used
to monitor changes in
pollution levels:
(a) water pollution –
bloodworm, water
louse, sludge
worm, rat-tailed
maggot
(b) air pollution –
lichen.
Use scientific data and
evidence to discuss,
evaluate or suggest
implications of the:
use data gained from
indicator species to
evaluate the levels of
pollution.
1
Discussion of how candidates think
that pollution in water and air is
monitored.
Show images of indicator species used
to monitor water pollution.
Give data on organisms found in
different sections of a river and ask
candidates to suggest what the water
quality is like.
Show candidates examples of lichens
and explain how they can be used to
indicate the amount of air pollution.
Candidates to survey lichens on walls
and trees in the school grounds and
compare them to the indicator species
to suggest air pollution levels in their
area.
Images of bloodworm, water louse,
sludge worm and rat-tailed maggot.
Samples or images of indicator
lichens.
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7
8
Methods of
degrading
plastics
Water-soluble
plastics and their
uses
Describe the methods of
degrading plastics:
(a) photo-degradable –
those that degrade
after prolonged
exposure to
sunlight
(b) oxo-degradable –
an additive helps to
break down the
plastic, allowing
access by
microbes.
Explain why water-soluble
plastics such as Polyvinyl
Alcohol (PVOH) and
Ethylene Vinyl Alcohol
(EVOH) can be used for
plastic films for packaging
and shopping bags.
Use scientific data and
0.5
0.5
Show examples of different forms of
plastic packaging.
Ask candidates to describe what they
think would happen to them after 50,
100, 150 and 200 years in a landfill
site.
Discussion of the need for
biodegradable plastics.
Show examples of photodegradable
and oxo-degradable plastics.
Discuss how these would change over
the same time period – use images to
show this if possible.
Show examples of water-soluble
plastics (PVOH and EVOH).
Examples of photo-degradable,
oxo-degradable and water-soluble
plastics and Petri dishes.
Images of degradable plastics and
non-degradable plastics over time.
Higher Tier
candidates
should
appreciate that
PVOH and
EVOH are
water-soluble
plastics and
biodegradable.
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evidence to discuss,
evaluate or suggest
implications of the
advantages and
disadvantages of using
plants to make plastics.
Candidates to put small samples in
Petri dishes of water and observe
changes over time.
Discuss the advantages and
disadvantages of using plants as an
alternative to make plastics.
7, 8
The
environmental
impact of landfill
sites,
incineration and
recycling
Use scientific data and
evidence to discuss,
evaluate or suggest
implications of the
following:
the advantages
and disadvantages
of using
biodegradable
products in landfill.
disposal of waste
material by
incinerating or
recycling
the environmental
impact of landfill
1
Concept map – how do we get rid of
waste from our homes?
Highlight landfill, incineration and
recycling.
Ask candidates to research the
advantages and disadvantages of
using biodegradable products and
plastics in landfill, incineration of
wastes and recycling of waste.
Groups to then feed back their findings
to the rest of the class.
Class survey of the materials currently
recycled in their area.
Computers for research.
The Environment Agency has a
website that is a good starting
point:
www.environment-
agency.gov.uk/business/topics/was
te/default.aspx
A good interactive site concerned
with recycling can be found at
www.recyclenow.com
Biodegradable
products break
down into
substances that
may be useful
(eg in compost).
Non-degradable
products use
productive land
in landfill, and
partial
breakdown
produces toxic
materials that
may leak into
the
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sites for the
disposal of waste
materials including
plastics.
Discussion of any materials which are
suitable for recycling that are not
currently collected.
environment.
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3.5.3.2 Saving energy in the home
Energy consultants advise home owners and builders of measures that may be taken to reduce the rate of heat loss in our homes. Over the past few years the parts
of the building regulations that relate to energy efficiency have been revised several times in line with the need for increased energy efficiency, and to reduce the
impact that buildings have on global warming. This has meant significant changes to the thickness of insulation required for buildings to help save money on utility
bills and reduce effects on the environment. Energy consultants also consider the ‘payback time’ when installing energy-saving measures.
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3.5.3.2 Saving energy in the home
1
Heat transfer by
conduction,
convection and
radiation in the
home.
Describe how heat is
transferred by conduction,
convection and radiation in
the home.
1
Practical investigation of conduction
through different materials (metals,
plastic, glass and wood) using data
logger and temperature probes. If not
available Vaseline, drawing pins and a
stopwatch would give a similar result.
Candidate modelling of conduction in
solids by linking arms and jumping
around to represent heating. Link to
solids materials in the home through
discussion.
Demonstration of potassium
permanganate in water being warmed
to show convection currents in liquids.
Conduction rods of different
materials, kettle, data loggers,
temperature probes or Vaseline,
drawing pins and stopwatches.
Potassium permanganate and
beakers.
Knowledge of
heat transfer
mechanisms
should be
limited to:
conduct
ion –
the
transfer
of heat
energy
through
a
substan
ce (e.g.
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Demonstration of smoking chimneys to
show convection currents in gases.
Link to gases in the home through
discussion.
Show radiant heater and discuss heat
transfer via waves not particles. Link to
examples in the home via discussion
Smoking chimneys apparatus.
Radiant heater.
metal)
without
the
substan
ce
moving.
Convec
tion –
the
transfer
of heat
energy
by
gases
or
liquids
Radiati
on – the
emissio
n of
heat
energy
by hot
objects.
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2
Minimising heat
loss in the home
Describe ways of
minimising heat loss in the
home (eg insulation, double
glazing, hot water tank
jackets, thermostatic
controls, draught
excluders).
1
Give candidates a diagram of a home
outline. Through discussion, annotate
this with different ways of reducing
heat loss.
Ask candidates to use their knowledge
of conduction, convection and radiation
to explain how each one works.
If available, show examples of each
one so their construction can be
recognised.
The Energy Saving Trust website
covers all different aspects of home
insulation, has links to other sites,
and has a section called ‘The
Energy Saving House’. This is an
interactive site where candidates
can find out the effect in terms of
energy saving and CO2 emissions
of installing various kinds of
insulation.
www.energysavingtrust.org.uk/Hom
e-improvements/Home-insulation-
glazing
Home outline diagrams.
Examples of loft insulation, double
glazing units, hot water tank jackets,
thermostats, and draught excluders.
3
U-values for
different
materials and
Know that the U-value is
the measure of the rate of
heat loss through a
1
Practical investigation comparing heat
loss from different materials by
drawing cooling curves.
A useful table of U-values - the
higher the figure, the higher the
heat loss can be found at
Candidates
should be able
to interpret U-
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their
interpretation
material.
Use scientific data and
evidence to discuss,
evaluate or suggest
implications of the:
U-values of different types
of material.
Discussion of how this type of
information can be used to formulate
U-values.
Give candidates data on U-values for a
range of materials.
Ask them to plan which materials to
use for insulation in a new home.
www.diydata.com/information/u_val
ues/u_values.php
Range of materials to test, beakers,
kettle, thermometers.
Data on U-values.
value data. Any
formulae
required to
interpret data
will be given.
4, 5
Payback time of
energy-saving
measures
Data analysis of
efficiency and
cost-
effectiveness of
energy saving
measures
Explain the term “payback
time” in relation to installing
energy-saving measures.
Explain the difference
between efficiency and
cost-effectiveness.
Use scientific data and
evidence to discuss,
evaluate or suggest
implications of the
0.5
0.5
Ask candidates to define payback time,
cost-effectiveness and efficiency
related to energy-saving measures.
Give candidates data on energy-saving
measures and ask them to draw
graphs to show these three issues.
Ask candidates to identify the most
and least effective measure in each
category.
Data on home energy-saving
measures.
Oxford City Council gives examples
of installation costs and payback
times for various types of home
insulation, at
www.oxford.gov.uk/environment/ins
ulation.cfm
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efficiency and cost-
effectiveness of methods
used to reduce domestic
energy consumption.
They could also try to explain why they
think some measures are more useful
than others and rank them from best to
worst.
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3.5.3.3 Controlling pollution in the home
Scientists realise that clean air is something we all need for a healthy home environment. In certain circumstances indoor pollution can be more serious than outdoor
pollution. Some of the build-up of indoor pollution in today's homes is a direct result of our efforts to be energy efficient. As energy consultants strive to design
homes that are more energy efficient an environment is created which is susceptible to indoor air quality problems. Air conditioning in our homes and offices means
that air is recycled many times over, often with fresh air entering only when we open doors or windows. Surveyors have realised that pollution may also be caused by
the type of soils beneath our homes.
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3.5.3.3 Controlling pollution in the home
1, 2, 3
Common
pollutants in
homes and
symptoms of
exposure to them
Name some of the common
pollutants in homes (dust,
mould and spores, pollen,
smoke, fumes from
household products).
Name some of the common
symptoms of exposure to
high indoor pollution levels
(asthma, headaches,
tiredness, dizziness,
nausea, itchy nose, sore
throat).
Interpret hazard labels on
0.5
Concept map of ideas – pollutants in
the home (candidates could be
prompted by suggesting causes of
allergies in the home).
Discussion of each pollutant and
symptoms of exposure, drawing on
experiences of the class, eg someone
may have a dust allergy.
Candidates to add common symptoms
to their spider diagram.
Microscopes, lamps, slides,
samples of pollen and dust.
Card sort on hazard warning signs.
Range of household products with
warning signs, eg bleaches.
CLEAPSS hazcards.
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4
Risks and control
measures of
household
hazards
household products.
State the risks associated
with these hazards, and
know ways of minimising
these risks.
Use scientific data and
evidence to discuss,
evaluate or suggest
implications of the
following:
the hazards and
risks caused by
using household
products.
methods of
reducing pollution
in the home
including the use of
less toxic products.
0.5
If time they could look at pollen and
dust under a microscope.
Card sort on hazard warning signs and
their meanings.
Show candidates a range of household
products which have hazard warning
labels. For each one they should
identify the hazard, determine how
high the risk is and suggest some
control measures in the home – most
labels will have some information on
them. CLEAPSS hazcards could also
be used if needed.
Discussion of alternatives to usual
cleaning products – show video clip of
“How Clean is Your House?” use of
white vinegar, etc.
Video clip of “How Clean is Your
House?”.
5, 6
Domestic boilers
Explain why domestic
1
Introduce boilers and their use in the
Balanced
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– air supply and
link to incomplete
combustion and
formation of toxic
products.
boilers need an adequate
supply of air to work
efficiently.
Explain how incomplete
combustion of fuels used in
domestic boilers results in
lower energy output and
the formation of toxic
combustion products
(carbon monoxide and
soot).
Use scientific data and
evidence to discuss,
evaluate or suggest
implications of:
the importance of
ventilation in the home.
home as an energy output.
Card sort for word equation of
complete combustion of methane.
Demonstrate the production of solid
soot particles by incomplete
combustion using a yellow Bunsen
burner flame or a candle flame to heat
a boiling tube of cold water.
Discuss the effects of breathing in
soot.
Ask candidates if they know any other
products of incomplete combustion –
ones that you can’t see or smell. Show
a carbon monoxide detector to prompt
responses.
Discussion of the problems with
carbon monoxide and how it affects
the human body. Candidates could
Card sort on combustion word
equation.
Boiling tubes, test tube holders,
Bunsen burners, candles.
Carbon monoxide detector.
chemical
equations for
incomplete
combustion are
not required.
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draw a red blood cell and annotate it
with the details.
Look at data on the number of deaths
in the home from carbon monoxide
poisoning. Are there any patterns over
the years or in certain areas?
Emphasise that most boilers are safe
so long as they are regularly serviced
to ensure that they have a good flow of
air for complete combustion.
Data on deaths from carbon
monoxide poisoning.
Useful background information on
domestic boilers can be found at
www.boiler-
care.co.uk/heating/carbon-
monoxide/
7, 8
Radon as a
household
pollutant
Know that radon is a
radioactive gas and is a
cause of cancer.
Understand that if rocks
and soil beneath the home
contain large
concentrations of radium or
uranium, radon may
become a pollutant.
1
Walk around the room with a hand-
held GM tube.
Ask candidates what the clicks are and
recap on radioactivity through
discussion of films or news articles,
including radioactive incidents. If a
uranium source is available
demonstrate the difference to
Useful background information on
radon pollution in the home can be
found at www.newark-
sherwooddc.gov.uk/pp/gold/viewGo
ld.asp?IDType=Page&ID=13628
Handheld GM tube.
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activities
Resources
Examination
Hints and Tips
Use scientific data and
evidence to discuss,
evaluate or suggest
implications of the
following:
the importance of
ventilation in the
home.
the dangers of
radon gas in the
home.
background radiation.
Ask candidates to find radon on the
periodic table. Explain that it is
radioactive and can cause cancer if it
gets into our homes.
Explain how radon is formed from
rocks containing radium or uranium.
Show candidates a geological map of
the country showing radium/uranium-
bearing rocks. Candidates could shade
in higher risk areas on an outline map
of the UK.
Ask candidates how radon gas may
escape from rocks and soils and enter
our homes.
Discussion of how to reduce the risks if
you live in these areas.
Give candidates data on the
concentrations of radon found in a
Uranium source.
Periodic tables.
Geological maps of the UK.
Outline maps of the UK.
Data on radon levels in homes in
different parts of the country and
safe levels.
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Hints and Tips
range of homes and give them the
level which is deemed safe.
Ask candidates to decide what
precautions should be taken by each
home owner in order to reduce the risk
of cancer from radon.
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Unit 4: Using Practical and Investigative Skills in Context – The Controlled Assessment Block 11
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activities
Resources
Examination
Hints and Tips
3.6.2
Plan an
investigation
Please refer to the marking
criteria tables for the
Controlled Assessment in
the specification document.
Although the Controlled
Assessment appears at the
end of this scheme of work,
it may be more appropriate
to deliver it within the
themes that the
assessment addresses.
Candidates should be given
the opportunity to practise
the required skills
2
Please refer to the Controlled
Assessment guidance, Teacher Notes
and Candidate Notes for further
guidance.
There will be three Controlled
Assessment tasks available each year.
Please refer to the Controlled
Assessment guidance.
3.6.3
Assess and
manage risks
when carrying out
practical work
2
3.6.4
Collect primary
and secondary
data
3
3.6.5
Select and
process primary
and secondary
2
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data
throughout their course of
study in order to maximise
the marks obtained.
3.6.6
Analyse and
interpret primary
and secondary
data
3
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Mathematical and other requirements
Mathematical requirements
One learning outcome of this specification is to provide learners with the opportunity to develop their skills in communication, mathematics and the use of technology
in scientific contexts. In order to deliver the mathematical element of this outcome, assessment materials for this specification contain opportunities for candidates to
demonstrate scientific knowledge using appropriate mathematical skills.
The areas of mathematics that arise naturally from the science content in science GCSEs are listed below. This is not a checklist for each question paper or for the
Controlled Assessment, but assessments reflect these mathematical requirements, covering the full range of mathematical skills over a reasonable period of time.
Candidates are permitted to use calculators in all assessments.
Candidates are expected to use units appropriately. However, not all questions reward the appropriate use of units.
All candidates should be able to:
1 Understand number, size, and scale and the quantitative relationship between units
2 Understand when and how to use estimation
3 Carry out calculations involving +, - , x, ÷, either singly or in combination, decimals, fractions, percentages and positive whole number powers,
4 Provide answers to calculations to an appropriate number of significant figures
5 Understand and use the symbols =, <, >, ~
6 Understand and use direct proportion and simple ratios
7 Calculate arithmetic means
8 Understand and use common measures and simple compound measures such as speed
9 Plot and draw graphs (line graphs, bar charts, pie charts, scatter graphs, histograms) selecting appropriate scales for the axes
10 Substitute numerical values into simple formulae and equations using appropriate units
11 Translate information between graphical and numeric form
12 Extract and interpret information from charts, graphs and tables
13 Understand the idea of probability
14 Calculate area, perimeters and volumes of simple shapes.
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GCSE Science B Scheme of Work
In addition, Higher Tier candidates should be able to:
15 Interpret, order and calculate with numbers written in standard form
16 Carry out calculations involving negative powers (only -1 for rate)
17 Change the subject of an equation
18 Understand and use inverse proportion
19 Understand and use percentiles and deciles.
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GCSE Science B Scheme of Work
Units, symbols and nomenclature
Units, symbols and nomenclature used in examination papers will normally conform to the recommendations contained in the
following:
The Language of Measurement: Terminology used in school science investigations. Association for Science Education (ASE), 2010. ISBN 978 0 86357 424
5.
Signs, Symbols and Systematics – the ASE companion to 16–19 Science. Association for Science Education (ASE), 2000. ISBN 0 86357 232 4.
Signs, Symbols and Systematics – the ASE companion to 5–16 Science. Association for Science Education (ASE), 1995. ISBN 0 86357 232 4.
Equation sheet An equation sheet will be provided for the examination in Unit 2.
Candidates will be expected to select the appropriate equation to answer the question.
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GCSE Science B Scheme of Work
Units, Symbols and Chemical Compounds
Quantities, units and symbols Candidates need to know how to measure and/or calculate the following quantities, using the correct units and their symbols:
Quantity Units/symbols
Mass kilogram, kg; gram, g; milligram, mg; microgram, g
Length kilometre, km; metre, m; centimetre, cm; millimetre, mm; micrometre, m
Volume cubic metre, m; cubic decimetre, dm (litre, l); cubic centimetre, cm (millilitre, ml)
Time hour, h; minute, min; second, s
Temperature degrees Celsius, C
Chemical quantity mole, mol
Potential difference (voltage) volt, V
Current ampere, A; milliampere, mA
Force newton, N
Energy/work kilojoule, kJ; joule, J; kilowatt-hour, kWh
Power kilowatt, kW; watt, W
Frequency hertz, Hz
Wavelength metre, m
Velocity (wave speed) metre per second, m/s
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GCSE Science B Scheme of Work
Chemical Symbols – Elements Candidates need to know the chemical symbols for the first 20 elements in the periodic table.
In addition they need to know the chemical symbols of the following metals and non-metals.
Metals Non-metals
Element Chemical symbol Element Chemical symbol
Copper Cu Sulfur S
Gold Au
Iron Fe
Lead Pb
Nickel Ni
Silver Ag
Zinc Zn
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GCSE Science B Scheme of Work
Chemical Formulae – Compounds Candidates need to know the names and formulae of the following chemical compounds.
Compound Formula
Aluminium hydroxide Al(OH)3
Ammonia NH3
Calcium carbonate CaCO3
Calcium hydroxide Ca(OH)3
Calcium oxide CaO
Carbon dioxide CO2
Chlorine gas Cl2
Hydrogen gas H2
Hydrogen chloride HCl
Magnesium hydroxide Mg(OH)2
Methane CH4
Nitrogen gas N2
Oxygen gas O2
Sodium bicarbonate NaHCO3
Water H2O
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