year 9 scheme of learning music -...

Year 9 Scheme of learning

Music

Subject Music Key Stage 3 Year Group 9 Term: Lent

General Topic or Theme Jazz Music Cross-curricular links Drama, English, ICT, Media

Unit: Jazz Improvisation Activities: Composing, Performing, Listening & Appraising

Prior Learning: It would be helpful if pupils had experience of group work, involving performance, knowledge of vocabulary and notation reading skills.

Aims of the Music Curriculum at GRANGE School:

Successful learners who enjoy learning, make progress and achieve their best in music. Confident individuals, who are able to perform, listen and compose safely and find healthy fulfillment from discussing creative ideas. Responsible citizens who make a positive contribution to an increasing creative society.

Independent Enquirers Creative Thinkers Reflective Learners Team Workers Self Managers Effective Participators

v √ √ √

Key Concepts: Knowledge, Skills & Understanding

Integration of Practice Cultural Understanding

Critical Understanding Creativity Communication

1.1a Developing knowledge, skills and

understanding.

1.2a Understanding musical traditions and the part music plays in national and global

culture and in personal identity.

1.3a Engaging with and analysing music, developing views and justifying opinions.

1.4a Using existing musical knowledge, skills and understanding for new purposes and in new

contexts.

1.5a Exploring how thoughts, feelings, ideas and emotions can be expressed through

music.

1.1b Participating, collaborating and working with others as musicians

1.2b Exploring how ideas, experiences and emotions are conveyed in a range of music

from different times and cultures.

1.3 b Drawing on experience of a wide range of musical

contexts and styles to inform judgements.

1.4b Exploring ways music can be combined with other art forms and other subject

disciplines.

Key Processes: Pupils should be able to:

Performing, Composing & Listening Reviewing & Evaluating 2.1a sing in solo or group contexts, developing vocal techniques and musical expression. 2.2a analyse, review, evaluate and compare pieces of music

2.1b perform with control of instrument-specific techniques and musical expression 2.2b identify conventions and contextual influences in music of different styles,

genres and traditions

2.1c practise, rehearse and perform with awareness of different parts, the roles and

contributions of different members of the group, the audience and venue.

2.2c communicate ideas and feelings about music, using expressive language and musical

vocabulary to justify their opinions

2.1d create, develop and extend musical ideas by selecting and combining resources

within musical structures, styles, genres and traditions 2.2d adapt their own musical ideas and refine and improve their own and others’ work.

2.1e improvise, explore and develop musical ideas when performing

2.1f listen with discrimination and internalise and recall sounds

2.1g identify the expressive use of musical elements, devices, tonalities and structures.

Range & Content

3a performance activities in a range of contexts within and beyond the classroom 3b a range of live and recorded music from different times and cultures 3c a range of classical and popular traditions and current trends in music that reflect

cultural diversity and a global dimension 3d staff notation and other relevant notations in a range of musical styles, genres and

traditions

3e consideration of contextual influences that affect the way music is created, performed and

heard 3f the use of music technologies to create, manipulate and refine sounds 3g the role of music and musicians in society, of the music industry and of artistic and

intellectual property rights

Lesson

Learning Intentions

(We Are Learning To)

Main lesson (include differentiation where possible) STARTER MAIN PLENARY

Learning

Outcomes Resources

Success Criteria/ AfL

(What I’m Looking For)

1

55 mins

Lesson

Learning Intentions


Main lesson (include differentiation where possible)

STARTER MAIN PLENARY

Learning

Outcomes Resources



2

55 min

Lesson

Learning Intentions




Learning

Outcomes Resources



3

55 min

Lesson

Learning Intentions




Learning

Outcomes Resources



4

55 min

Curriculum Opportunities

4a develop individual performance skills, both vocal and instrumental, including the use

of music technology 4b develop listening and aural perception skills in practical activities, including composing

and performing 4c develop creative and compositional skills, including songwriting, arranging

and improvising 4d work with a range of musicians and watch and listen to live musical performances

where possible, to extend their musical learning.

4e work individually, in musical groups of different sizes and as a class 4f build on their own interests and skills, taking on different roles and responsibilities and

developing music leadership skills 4g make links between music and other subjects and areas of the curriculum.

Lesson

Learning Intentions




Learning

Outcomes Resources



5

55 min

Lesson

Learning Intentions




Learning

Outcomes Resources



6

55 min

Biology

Grange School

Schemes of Learning

Biology- Year 9

Term: 2 Unit: Attainment target: Humans as Organisms Duration: 10 weeks

Lesson KS 3

Year 9 WALT

WILF

Suggested teaching /

learning activities /

examples

Resources Assessment

Opportunities Homework

1

Variation

Some students will understand the two types of variation. Most will be able to explain causes of variation.

Describe some characteristic features that show variation among members of your classroom. Draw a frequency table and a bar graph to show this variation. .

Board works ks3

KS3 Science Workbook-pg 58-59.

Study ‘Inheritance’ and provide definitions to the following key words: Chromosome,gene, gametes, fertilisation and variation.

2-3

Inheritance

All students should be able to define inheritance. Some students will be able to explain the inheritance of features from parent organisms.

Introduce and remind students about nucleus in cells, using diagrams. Explain how chromosomes and genes help in the transmission of features. Discuss inherited characteristics by giving examples of similarities and differences between parents and offspring.

. Cambridge Checkpoint Science 3- Textbook(pg 94-98) ICT – powerpoint presentation

. Checkpoint past question booklet

Refer to homework booklet Pg 2-5

4 Selective Breeding

All students will know certain desirable qualities of plants. Most will understand How selective breeding is done in plant and animal populations. Some will be able to explain the work of Charles Darwin.

. Research selective breeding using secondary sources giving at least one example to write an account about how to selectively breed a certain characteristic in an organism e.g. of a flower grower trying to achieve a flower of a certain colour, or similarly for a vegetable with a desirable property.

Boardworks-KS3 Science .

Checkpoint past question booklet


5

Revision

For

Checkpoin

t

Examinati

on Characteris

tics of

Living

Organisms/

Cells

All students will know the characteristics of organisms. Most will understand cell structure and function. Some will be able to state the function of specialised cells.

Drawing and labelling of plant and animal cells. Class discussion on specialised cells and their functions.

Board works ks3 Ks 3 revision worksheets



6

Reproducti

on in

Plants

All students will know the parts of a flower. Most students will understand pollination, fertilisation and dispersal. Some students will be able to identify features of seeds for dispersal.

Labelling parts of the flower and stating their functions. Identifying features of wind and animal dispersed seeds.

Worksheets www.worldofteaching.com.


Testbase questions in Homework booklet Pg 11-12

8

Food Chains & Food Webs

All students can describe a simple food chain. Most students will understand energy losses in food chains. Some will be able to Create food chains with 4/5 links.

Class discussion on trophic levels in food chains. Students extract food chains with 4/5 links from food webs Drawing diagrams of pyramids of numbers & biomass on billboard posters.

Ks3 science –Board works

Ks 3 Revision Worksheets


Refer to homework booklet Pg13-14

9-10

Transport in Humans/ Blood cells.

All students will recall the structure of the heart. Most students will understand double circulation. Some students will be able to explain the function of blood cells & vessels.

Labelling the parts of the heart. Drawing blood cells and stating their functions

www.worldofteaching.com ks 3 worksheets



Cross-curricular links: Subject links: Botany, Medicine

http://www.worldofteaching.com/




Art & Design

SCHEME OF LEARNING ART AND DESIGN

Year 9, Term 2, 2014/15 ‘Art terminologies and expressions (Cubism, Silhouette, Scrafito, Tie and Dye/ Batik)

Objectives

Refreshing prior learning, i.e., basic painting skills,

tone, focal point, sequencing, painting processes,

self expression etc.

Develop and build on previous painting skills

learned.

Ability to apply a range of materials to the act of

Silhouette and Scrafito.

Understand and practise the methods and processes

used in Cubism.

Enhanced ability, understanding and appreciation

through greater experience in Tie and Dye / Batik

techniques in African traditional patterns and designs.

Students being shown examples by various local

artists and examples from books etc., on techniques.

Outcomes.

Students are required to complete a variety of several

timed designs and compositions in Cubism, Silhouette,

Scrafito ‘set ups’ with a variety of materials/mediums,

techniques and methods.

Students produce designs and patterns on fabric using the

African traditional resist methods of Tie and Dye / Batik,

with African motifs and symboles.

Various other tasks listed below.

Elements

Pattern

Texture

Colour

Line

Tone

Shape

Form

Space

Practices

Drawing

Painting

Printmaking

Sculpture

Photography

ICT

Art Words

Technique, form, shape, line, tone, modelling, light,

hatching/cross-hatching, drawing, sketching,

illumination, draughtsman, shading, pencil, medium,

discipline.

Suggested Artists

Picasso, Cezanne, Braque, African traditional artists,

Abeokuta tie and dye artists.

Please continue over leaf

Week 1 and 2 Week 3 and 4 Week 5 and 6 Week 7 and 8 Week 9 - 10

Activity

Refreshing prior

learning, i.e., basic

painting skills, tone,

focal point,

sequencing, painting

processes, self

expression etc.

Students shown images

of various tools,

equipment and materials

in art. The uses and

relevance of these are

discussed.

Terminologies and

expressions in relation

to colours are identified

and discussed.

The various art

movements are

mentioned and some of

these are discussed with

‘tips’ given and

examples displayed.

Students could copy any

of the art style /

movement on display

that fascinates them.

Students produce

silhouette bust of

themselves

Students produce

silhouette of animals in

action or any silhouette of

active activity

Students will produce

silhouette composition of

a theme such as : -

- the crucifixion of Christ

- political rally

- a story passage

- riot

- etc.

Students criticise and

evaluate each other’s

works using appropriate

terminologies and art

expressions.

Making processes of scrafito

surface is discussed and all

the required materials are

highlighted and made

available.

Students come up with ideas

for their scrafito through a

variety of sketches based on

the given theme e.g.

- Silent night

- Hide and seek

- Tattoos marks and

patterns

- Symbols and signs in

caves.

Students prepare surfaces for

their scrafito.

Students produce their

scrafitos based on their

theme choice.

Students criticise and

evaluate each other’s works

using appropriate

terminologies and art

expressions.

Students study the

works of cubist artist.

Students identify the

basic characteristics

in the cubist

paintings.

Students gather

information to

produce own painting

using the cubist style.

Students produce

own panting in

cubism

A study of African

traditional patterns

and designs.

Students are shown

examples of tie and

dye materials by

various local artists

and as well as

examples from

books etc., on

techniques.

Students are taken

through enhanced

ability,

understanding and

appreciation

through experience

in Tie and Dye /

Batik techniques

using African

motifs and patterns

Week 1 and 2 Week 3 and 4 Week 5 and 6 Week 7 and 8 Week 9 and 10

Resources

All art department graphic materials, Art department displays, internet, Pencils, pens, felt tips, coloured pencils, oil pastels etc. ICT

equipment. Paper and sketchbooks, Posters, demonstrations, Art department books, Library books, Past work/Previous examples,

Homework research.

Homework

Study and reproduce any

painting of interest

representing any of the

art movement discussed

in class.

Produce a silhouette burst

of a notable personality in

your society.

Students produce their

scrafitos based on their

theme choice.

Students produce

Tie and Dye /

Batik techniques

using African

motifs and patterns

Students produce

own panting in

cubism

Assessment

and Evaluation

Assessment opportunities to take place through constant teacher / student dialogue (Levels to be given to students in the form of

assessment sheets with comments and copies kept in sketchbooks. Formal assessment at end of project.

Differentiation

Differentiation partly takes place through the complexity of the source of material students are asked to use individually and the

‘depth’ of the ideas individual students are asked to explore.

PE

GRANGESCHOOL

A Culture of Continuous Improvement

SCHEME OF LEARNING 2014/2015

Year 9 / 10

Term: LENT TERM Unit: Badminton Attainment target: Level 7- 9 Teacher: AKINDELE

Weeks

WALT: What

Are We

Learning

Today?

WILF: What I am

Looking For.

Children should be able

to:

Suggested teaching / learning activities / examples Resources

Assessment

Opportunities

Children:

Homework

1 Introduction to

Badminton

Game

Racket

Familiarisation

:

Racket Skills:

(1) Have the knowledge

of how to prepare for a

game of badminton, and

how to prepare the court

and equipment for the

game safely

(2) Learn the names of the

lines & areas of the court

(3) Explain the difference

between the forehand &

the backhand grip & be

able to successfully apply

both grips

(4) To maintain a rally

with a partner

(5) Ability to win a rally

to score a point

(6) To perform a low

serve

Warm up: Pulse raising activities involving movement specific to

badminton: side-stepping along lines of the court, jumps

on the spot, rats & rabbits (gradually introduce names of

lines/areas) Selected stretches to increase flexibility.

Rackets/nets out safely.

Racket Familiarisation:

Dropping the racket in a circle, running to collect racket

in front. Practices to improve hand-eye co-ordination &

control of racket. Hitting shuttle on racket, turning racket,

bouncing-stationary then moving.

Racket Skills: Introduce racket, name different parts: head, grip.

Demonstration of correct forehand grip on racket, &

ready position (racket head up). Shake hands with your

racket-check pupil’s grip/partner checks. Demonstrate

backhand grip, explain difference between 2:Palm of

hand behind the handle on the forehand side

Palm of thumb behind the handle on the backhand side

Stopwatches

Whistle

Cones

Visual resources

/task cards

Rackets

Shuttle Cork

Badminton Court

Badminton Net

Video Camera

Task 1

RALLY with a partner

Aim - To keep the rally

going.

Points to Look for

-How do you use your

racket and where do you

move during rally?

-Can you use a variety of

shots to keep the rally?

Work with different

players from within your

group to allow for equal

opportunity.

2-3 Rallying

(4) To maintain a rally

with a partner

(5) Ability to win a rally

to score a point

Rallying:

1. With a partner, hitting the shuttle over the net (half

court). Try to maintain a rally-competition: how many

consecutive shots in a row/time limit (20s) ‘Lives’ in

groups of 6/8 keep the shuttle going over the net; lose a

life if hit out of court/miss, 3 lives each. Round the World

Game/ Ladders: first pair to make 6 consecutive shots

moves up the court, other pair moves down

2. How do you beat your partner-pupils go & try.

Demonstrate how to win a rally (partner hits shuttle

out/in net/you play a winning shot) Pairs must now try to

beat their partner

3. Introduce mini-games (half court) up to 5 points,

explain shuttle has to land inside white lines

4. Fun Games: Half of the court vs. the other: if win

point, choose player from other side to join your team/sit

out

5. King of the Courts: game to 5 points, winners move up

1 half court, losers move down

Stopwatches

Whistle

Cones

Visual resources

/task cards

Rackets

Shuttle Cork

Badminton Court

Badminton Net

Video Camera

Task 1

RALLY with a partner

Aim - To keep the rally

going.

Points to Look for

-How do you use your

racket and where do you

move during rally?

-Can you use a variety of

shots to keep the rally?

Work with different

players from within

your group to allow for

equal opportunity.

Draw and label

a badminton

court with all

the

specifications.

Due date – Last

PE Period in

the 3rd week.

4 Service : Low

Serve

To be able to outwit

opponents using the serve

with control & accuracy.

To understand the

importance of movement

and shuttle placement in

order to win points.

To begin to develop

strategic and tactical play

during a rally.

To perform a low serve

To understand a modified

scoring system for a game

of singles

Participate in a full court

game of singles with

modified scoring

To be able to umpire in

order to control a game

Low Serve:

1. Demonstration of low serve: why/when would you use

it? Pupils practice serving over net into service box

2. Place hoop on floor as a target (half court), pupils must

serve the shuttle into the hoop (vary where the hoop is in

relation to the server) Competition: 5 turns each, who can

get the most serves into the hoop?

3. 1 partner holds hoop above the net at the correct height

for a low serve, other partner serves the shuttle through

the hoop, landing before service line. Progress to taking

hoops away

4. Partner A serves to Partner B who returns the serve.

Progress to maintaining a rally from the serve, & then a

game from the serve.

5. Understand full court singles-serving diagonally. Full

court game against partner with modified scoring: win a

point on either person’s serve, alternate service boxes to

serve, play to 11 points. Tram lines are out all of the time

6. Mini-tournament within class-round robin/individual

court tournament, class split into ability level groups on

court

Umpiring:

Other pupils umpire games, 2 umpires per court.

Keeping score, learning few basic rules. Spilt class into

ability groups. Pupils who are unable to participate could

also be given this role

Stopwatches

Whistle

Cones

Visual resources

/task cards

Rackets

Shuttle Cork

Badminton Court

Badminton Net

Video Camera

Demonstrate, either

verbally through

explanation or actions,

their understanding of

Underarm serve.

. Summary:

What makes a successful

service?

When you serve what do

you aim for?

Tell students to gather

around the middle of the

court. Review the form

and technique of the

forearm pass. Ask

students about some of

the certain names for the

pass such as dig, and

bump. Ask students to

demonstrate the proper

stance and how the hands

should be for forearm

pass.

5 Service : High

Serve

Effectively perform a

high serve in relation to a

game of singles/start a

game

High Serve: 1. Why is it best to use a high serve in a game of singles?

Demonstrate & explain the high serve. Pupils practice

high serving to their partner, who watches and comments

on their technique

2. Place hoop in back tram lines as a target (half court),

pupils must serve the shuttle into the hoop (vary where

the hoop is in relation to the server) Competition: 5 turns

each, who can get the most in the hoop

3. Partner A serves to Partner B who returns the serve.

Progress to maintaining a rally from the serve, & then a

game from the serve. Discuss advantages of a high serve-

forcing the partner back, creating space for attack etc

4. Half court vs. half court. Must start game with a

high serve. When win point, choose person form

other side to join your team. Winning team is that

which has all players on their side of net.

Stopwatches

Whistle

Cones

Visual resources

/task cards

Rackets

Shuttle Cork

Badminton Court

Badminton Net

Video Camera

.

Write the

qualities of a

badminton

player.

Due by the 1st

lesson in week

8.

6-8 Over Head

Clear

Drop Shot

Smash

Learn & develop new

skills

(4) Learning an increased

variety of overhead shots

and knowing when & why

to apply them in a game

(5) Increased ability to

work co-operatively with

partner & others

Over Head Clear:

1. Introduce & demonstrate the shot

2. Partner A serves high to B who clears the shuttle to

land in the back tram lines

3. Progression: maintain rally once B has cleared, then

move onto mini game half court, playing to 11 points

Drop Shot: 1. Demonstrate & explain the drop shot-played from the

back of the court to land just before the service line.

2. With partner, one high serves the other returns with a

drop shot. Mark out the zone in which the shuttle should

land, progress to competition: how many drop shots can

you land in target zone in 30s

3. Full court/half court depending on ability. Partner A

stays in service area and continually lifts the shuttle

underarm to B who stands in back tramlines playing drop

shots continuously. Progress to game, A must get shuttle

in back tram lines, B must get shuttle in service area.

Smash: 1. Introduce & demonstrate the smash

2. A feeds half court serve to B who moves into the

shuttle and smashes down the shuttle

3. Place hoops down in various areas of court: try to hit

smash into hoop-competition. Repeat above but A must

try and return the smash

5. Sequence: high serve, clear, drop or smash. Depending on ability, low ability can practice basic shots

Stopwatches

Whistle

Cones

Visual resources

/task cards

Rackets

Shuttle Cork

Badminton Court

Badminton Net

Video Camera

SINGLES GAME –

assessment as player

and official

Aim - To show how

effective your movement,

strokes and tactics are

under the pressure of a

game. Demonstrate the

knowledge of the scoring

system and the laws of the

game.

Points to Look for

• Accuracy.

• Consistency.

• Use of space/stroke

selection to exploit

opponent.

• Ability to read the game

and to use effective

movement in order to be

in the right place at the

right time.

• Applies the rules..

9-10 Analysis / (6) Understand the true Analysis: Stopwatches DOUBLES GAME and

Scoring and

Umpiring.

scoring system for a game

of singles

(7) Develop and improve

pupils sense of tactical

awareness

(8) Awareness of etiquette in badminton

through stressing the

importance of rules

1. Reciprocal work with your partner: Partner A watches

partner B rally and perform a variety of shots. Partner A

then gives feedback on their technique

Scoring: 1. Demonstration of scoring system (full court)

2. Pairs play full court singles game with proper scoring:

score a point on any serve. Player serves in appropriate

service box, e.g. 5-6, player serves in left service box

(odd number). Games to 21 points (adapt depending on

time/ability)

3. Low ability: continue playing half court singles

working on weaknesses

4. Round robin tournament based on ability

5. Whole class discussion on basic tactics: pushing

partner back/sideways. Pupils with their partner discuss

basic tactics and strategy: attacking play or defensive

play? What’s the best way to win a point?

Umpiring: 1. Recap, develop & reinforce basic rules & etiquette of

the game

2. Pupils umpire tournament, and try keeping a basic

score card

Cool Down: Evaluation of lesson/Put equipment away. Evaluate what

they have learnt during the unit.

Whistle

Cones

Visual resources

/task cards

Rackets

Shuttle Cork

Badminton Court

Badminton Net

Video Camera

scoring/ laws

Aim - To show an

understanding of the use

of strokes and movement

when combining with

another player. Players

should compete in fours

of similar ability.

Points to Look for -

• Working as a team.

• Court coverage.

• Playing for each other.

• Effectiveness of serve

and return of serve.

• Ability to get and

maintain attack.

• Control of shuttle in

defence with a view to

regaining attack.

Physics

Grange School Schemes of Learning Physics

Year 9 – Higher

Term: Lent Unit: 2C Attainment target: Moments, Pressure and Density Duration: 9 weeks

Lesson POS

GCSE /

Grade

WALT: What Are

We Learning

Today?

WILF: What I am

Looking For

Suggested teaching /

learning activities /

examples

Resources

Assessment

Opportunitie

s

Homework

1

. Levers as a simple

Machine which use a

pivot.

To appreciate that a Lever

is a simple machine.

It enables a small force to

overcome a bigger load.

Discuss how to open a tin with

a tight fitting lid.

Demonstrate other common

examples of a lever in action

e.g. a wrench, wheel brace. Investigate, as a whole class activity, the effect of changing the distance between the force used and the pivot, and the size of the force on the effectiveness of a lever

Forcemeter, tin with tight fitting lid, lever, bottled drinks

Oral and

written

Assessment

Methods.

Group

Discussion

See Homework booklet

2 Understand the

Principle of moments

To appreciate that forces

can cause objects to turn

on a pivot and understand

the principle of moment

Decide which

measurements and

observations are necessary

and what equipment to use.

Choose the best way to

present results. Describe

patterns (correlations) seen

in results.

Interpret results using

scientific knowledge and

understanding. Draw conclusions.

Understand the principle of

moments by looking at a see

saw and introduce the idea of

balancing. Investigate the rule

of balancing using appropriate

apparatus. Derive the

principle of moments from

their experimental results.

See-saw, Balances,

weights/counters of

equal masses

Oral and written Assessment

Methods.

Group Discussion


3 Determine densities of

solids 1

Determine the density of a

regular solid. Pupils must

appreciate that they need

to know the mass and the

volume of an object to

calculate the density.

If pupils are not completely

happy with the concept of

volume it is helpful if solids

can be ‘matched’ by blocks

of 1 centimetre cubes.

The mass of the solids can then be found. Students investigate the density of different sized blocks of material.

Weighing balance, ruler /measuring tape, selection of solids of different materials but of similar size and shape e.g. cubes of one centimetre side.

Explain that materials can

only be compared if they

have equal volumes so

the mass of 1 cm3 or 1 m3

must be found in each

case. Oral and

written

Assessment

Methods.

Group

Discussion

4 Determine Densities of Solids 2

Select ideas and produce

plans for testing based upon

previous knowledge,

understanding and research.

Decide which measurements

and observations are

necessary and what equipment

to use.

Make observations and

measurements.


present results.

Describe patterns

(correlations) seen in results.

Interpret results using scientific

knowledge and understanding.

Draw conclusions.

Determine the density of an

irregular solid. Discuss ways of

finding the volume of an irregular

solid and a solid that floats in

water.

Investigate the density of a

number of different materials.

Weighing balance, ruler /measuring tape, and selection of solids of different materials. Other requirements as requested by pupils from their investigation plan.



plans for testing based

upon previous knowledge,

understanding and

research.

Decide which

measurements and




measurements.


present results.

Describe patterns

(correlations) seen in

results.

Interpret results using


understanding.

Draw conclusions.

Determine the density of an

irregular solid. Discuss ways

of finding the volume of an

irregular solid and a solid that

floats in water.

Investigate the density of a

number of different materials.

Weighing balance, ruler /measuring tape, and selection of solids of different materials. Other requirements as requested by pupils from their investigation plan.on plan.

5

Determine Densities of Liquid




understanding and

research.

Decide which

measurements and




measurements.

Draw conclusions.

Pupils discuss ways of finding

the density of a liquid and

then find the density of water,

salt water and other non-

hazardous liquids.


6

Determine Densities of Gases




understanding and

research.

Decide which

measurements and




measurements.

Draw conclusions.

Discuss the problems of

measuring the density of a

gas.

Explain suitable ways of

measuring the density of a

gas.

Demonstration of finding the

density of carbon dioxide.

Heat a sample of a metal carbonate and collect the gas produced in an upturned measuring cylinder.

The mass of the gas will be the difference in mass of the solid before and after heating.


7

Pressure Due To Solids

Explain that pressure is

caused by the action of a

force on an area.


measurements.

Explain the pressure due to a

solid.

Discuss appropriate examples

of experience of pressure

such as walking on snow,

mud, dry sand.

Students explain why knives

and drawing pins are effective

but only if used the right way

round.

Students can investigate

pressure by pressing objects

into plasticine, provided they

are pressed with equal forces,

shows that the smaller the

area of contact the greater the

pressure.

Different objects, plasticine / modelling clay.


8

Determine Densities of Liquid




understanding and

research.

Decide which

measurements and




measurements.

Draw conclusions.

Pupils discuss ways of finding

the density of a liquid and

then find the density of water,

salt water and other non-

hazardous liquids.


9

Determine Densities of

Liquid

Explain pressures in gases

and liquids (qualitative

only).

Explain results using


understanding.

Communicate this clearly to

others.

Demonstrate pressure in a

gas.

A container of at least three

litres is connected to a

vacuum or suction pump and

compressed by the pressure

of the atmosphere.

Alternatively a heat-proof

container containing a little

water, can be heated and then

have the top screwed on

tightly causing the same effect

as it cools.

Blowing up balloons or tyres

or heating tins with a lid on

causes an increase of

pressure which pupils should

explain using a particle model.

Flexible container e.g.

plastic bottle, vacuum or

suction pump, balloons,

tin with lid as suggested.

Air pressure is

relatively large so

good

demonstrations

are possible.

For either method

safety screens

and safety

goggles should be

used.


year 9 scheme of learning music -...

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