Schemes of Work

Recall structure of plant and animal cells as teams with whiteboards.

GF - Justify why the majority of disease causing organisms are prokaryotic.

Use plasticine to make a model of a bacteria cell.

Extension: make a model (scaled up) of an animal cell to visualise difference in size.

Equipment Required:

Plasticine.

Explore structure of animal and plant cells using models

Equipment Required:

Models of animal and plant cells

Specialised cell Chinese whispers.

Equipment Required:

Pictures of specialised cells

Observe examples of specialised cells under a microscope

Equipment Required:

Microscopes
Slides of specialised cells

View images created by an electron microscope compared to a light microscope.
Students to independently come up with the differences between microscope imaging.

Equipment Required:

Pictures of images taken by an electron microscope and images taken by a light microscope.

EW - Evaluate an electron microscope against a light microscope.

Use pre-made slides of cells and graticules to calculate the real size of the cells.

Equipment Required:

Microscopes. Pre-made slides of cells. Graticules.

AQA Biology Required Practical 1 - Microscopy

Equipment Required:

AQA Biology Required Practical 1 - Microscopy
Microscopes
Onion & knife
Iodine
slides
cover slips

AQA Biology Required Practical 2 - Microbiology

Equipment Required:

AQA Biology Required Practical 2 - Microbiology

Review and use agar plates from AQA Biology Required Practical 2 - Microbiology to calculate cross-sectional areas

Equipment Required:

Agar plates from AQA Biology Required Practical 2 - Microbiology

B1.1 Exam Questions (Foundation)
B1.1 Exam Questions (Higher & Separates)

B1.1 Exam Questions Mark Scheme (Foundation)
B1.1 Exam Questions Mark Scheme (Higher)
B1.1 PiXL Intervention Resources

Quiz pupils about their knowledge of DNA and chromosomes, testing keywords.
GF: question as to why chromosomes exist in pairs.

Flow diagram of the stages of the cell cycle describing the key points of each stage. Have flow diagram cycle round.

Stretch: Describe/Draw annotate what happens to the replicated chromosomes during mitosis.
Challenge: Explain how mitosis makes sure that the division results in two genetically identical daughter cells.
GF: Explain why it is important that cell division is a very controlled process.

Explore the treatments used for cancer, discuss how these work.

https://www.youtube.com/watch?v=OcigJn8UJNQ
Describe the difference between malignant and benign tumours.
Explain how cancers can spread to other parts of the body.

Analyse data on biological and lifestyle factors linked to forms of cancer.
GF/EW: Evaluate how well different factors can be limited to decrease the chance of getting cancer.

Stretch - recall why new cells need to be made
Challenge - Explain why multicellular organisms are made of different types of cell?

Double bubble stem cells and specialised cells.

GF: Discuss the ethical issues surrounding the use of artificial embryonic stem cells in people

EW: Evaluate the practical risks and benefits, as well as social and ethical issues, of the use of stem cells in medical research and treatments.

THIS PRACTICAL IS FOR HIGHER CLASSES, as it requires strict aseptic technicques!!

EW: Research the uses of meristem cells by humans.
GF: Evaluate the use of cloned plants to selective breeding of plants.
GF: You are now in charge of all scientific research funding in the UK, you have to select one programme to receive all the available money which would you select, human stem cells or meristems?

Practical: Cauliflower Cloning - Tissue Culture and Micropropagation
https://www.saps.org.uk/secondary/teaching-resources/706-cauliflower-cloning-tissue-culture-and-micropropagation
PROBABLY BEST FOR HIGHER ABILITY AS REQUIRES ASEPTIC TECHNIQUE

Equipment Required:

HIGHER ONLY: CAULIFLOWER CLONING


Each student/pair requires:
 'Diluvials' or small sterilised glass jars containing medium (MS, 20g/l sucrose, 2.5mg/l Kinetin, 0.032% SDICN – see media prep notes)
 White ceramic tiles / chopping board
 Forceps
 Scalpel
 0.5% Solution Sodium Dichloroisocyanurate (SDICN) in small glass jar with cap (for sterilising forceps)
 10ml 0.5% SDICN solution in Universal bottle (28ml glass bottle) with screw cap. (1 x 4g Milton tablet in 160ml DI water, 2 in 320ml, 4 in 640ml or 5 in 800ml - see media prep notes)
 Petri dish
 Safety glasses and disposable gloves
 Lab coat
Students/pairs require access to:
 70% ethanol for wiping down surfaces
 paper towels
 Cauliflower curd (the white 'floret' part) cut into 10mm3 pieces. Curd should be taken from a fresh, whole cauliflower, not ready-prepared cauliflower pieces.
 Glass or plastic beaker for waste solutions

Activity 1:
Dropping food colouring into beakers of water to see the diffusion. (could vary temperature of water to see how it affects the rate)

Activity 2:
Spraying perfume in corner of the room. Hands up when they can smell it.

Equipment Required:

Activity 1:
food colouring pipettes
250mL beakers
thermometers
kettles
ice
timers

Activity 2:
perfume spray

Task 1: What factors could affect the rate of diffusion?
Task 2: Draw sketch graphs for the different factors that can affect the rate of diffusion

SUPER CHALLENGE:Explain, using examples from nature how factors can affect the rate of diffusion.
CHALLENGE:Explain how each factor affects the rate of diffusion in terms of particles.
STRETCH:Describe the factors that can affect the rate of diffusion in terms of particles.

http://highered.mheducation.com/sites/0072495855/student_view0/chapter2/animation__how_osmosis_works.html

A single layer of plant cells is placed on a microscope slide and either distilled water or 5% sodium chloride solution is added to the cells. Osmosis will occur resulting in either turgid cells or plasmolysed cells.

http://www.nuffieldfoundation.org/practical-biology/observing-osmosis-plasmolysis-and-turgor-plant-cells

Equipment Required:

per group:
Microscope
Microscope slides, 1 per specimen
Cover slips, 1 per specimen
Distilled water
Salt solution (sodium chloride) 5% w/v
Teat pipettes
Forceps
Pieces of filter paper

per class:
Red onion, cut into slices approximately 1 cm wide, 1 or 2
Alternatives:
Rhubarb stem
Ivy-leaved toadflax (Cymbalaria muralis)
Cladophora (a filamentous alga)
Video microscope (if available)

Set up cubes of agar jelly and see how far liquid penetrates them by diffusion over five minutes. Calculate surface area to volume ratio for cubes of different sizes and consider the problems faced by large organisms.

Equipment Required:

Each Group:
Beaker 100 cm3,
Ruler,
Stopclocks

Agar cubes 2 cm x 2cm,
Agar cubes 1 cm x 1 cm,
Agar cubes 0.5 cm x 0.5 cm,
Hydrochloric acid, 0.1 M,
20ml cylinders

Research adaptations lungs, gills and leaves, describing the chemicals exchanged with directions, adaptations these organs have to carry out the exchange and explain how these adaptations help to maximise the exchange.

Explain why larger organisms need increasingly more complex exchange surfaces.

Venn Diagram to sort conditions between diffusion, osmosis and active transport (passive, uses energy, against concentration gradient, across a membrane, movement of water et.c)

Describe the exchange that takes place in the small intestine.

Explain why villi cells need a high number of mitochondria / why so much active transport needs to take place in the small intestines.

GF: Evaluate whether it is worth the small intestines using energy to actively transport sugar into the blood.

http://www.htwins.net/scale2/

Equipment Required:

x

https://www.youtube.com/watch?v=IYSlId-Ri7Q

Use examples from the digestive system to go from cell to organ system, giving the role of each part.
http://www.siumed.edu/~dking2/erg/gicells.htm
e.g. goblet cells in small intestine http://www.siumed.edu/~dking2/erg/gicells.htm#goblet

Identify the organs of the digestive system, the order and the role of each organ and which enzymes are created in each.

Describe the role of bile in aiding digestion.
Explain why emulsifying fats makes digestion more effective
E/W - Describe how a burger is broken down into fatty acids, glycerol, amino acids and sugars in the blood.

Foods to be tested
pestle & mortars
filter paper
conical flasks
test tubes
Benedicts soln, iodine,
Biuret soln
Ethanol (fats)
kettles
Pipettes
Forceps
10ml cylinders
SUDAN lll DOESNT WORK- USE ETHANOL

Equipment Required:

Foods to be tested
pestle & mortars
filter paper
conical flasks
test tubes
Benedicts soln, iodine,
Biuret soln,
Ethanol (fats)
kettles
Pipettes
Forceps
10ml cylinders
SUDAN lll DOESNT WORK- USE ETHANOL

Demo: how the rate of the catalase reaction can be measured using a gas syringe or inverted cylinder of water and timer to prepare for the Required practical next lesson.

Describe the role of different enzymes in the digestive system including the substrates and products as well as their locations in the body.
Explain why pepsin (protease) works in the stomach but trypsin (from the small intestine) wouldn't and vice versa

Amylase soln 1%
starch soln 1%,
iodine soln
water bath 40c 2 racks
thermometers
stopclock
pipettes
10ml cylinders
spotting tiles
test tubes
pH Range (4, 7, 9)

1. Measure 10 cm3 of starch solution using the 10 cm3 plastic syringe and place into the boiling tube.
2. Measure 1 cm3 of buffer solution using the 1 cm3 plastic syringe then add this to the starch solution.
3. Measure 1 cm3 of amylase solution using the 1 cm3 plastic syringe then add this to the test tube.
4. Place both tubes into the beaker of water to warm up.
5. Put one drop of iodine solution into each well of the spotting tile.
6. Add the amylase solution to the starch solution and mix.
7. Take out a drop of the starch amylase mixture and add to a well in the spotting tile.
8. Repeat this every 30 seconds until there is no change in colour or 5 minutes has passed.
9. Repeat steps 1 to 8 for different pH values.

Equipment Required:

Amylase soln 1%
starch soln 1%,
iodine soln
water bath 40c 2 racks
thermometers
stopclock
pipettes
10ml cylinders
spotting tiles
test tubes
Buffer solns. Phs(4, 7, 9)
Kettles
Beakers

Pluck dissection

Equipment Required:

pluck
dissection kit
rubber tube for blowing up lungs

Describe the movement of gases from the air to the blood.
Explain the ways in which the lungs are adapted for rapid gas exchange with the blood.
GF: Compare and contrast the structure and function of lungs to the gills.

Heart Dissection

Equipment Required:

Class dissection kits hearts for 1 between 2

Describe the movement of the blood from the lungs to the heart, around the body and back to the lungs.
Explain the advantages of having a double circulatory system compared to a single circulatory system.
Explain why the left ventricle muscle is larger than the right ventricle.

Explain how an artificial pacemaker keeps someone alive.

Describe or match up the components of the blood with the role they have.

Compare the structure of the 3 types of vessel.
Venn Diagram of the 3 types and factors of them e.g: transport blood, wall one cell thick, contains valves, permeable, impermeable etc.
Explain why the walls of the blood vessels are different by linking their structure to their function.

Describe the different ways in which CVD can be treated.
Link the form of treatment to the stage of CVD/condition of patient.
GF: Evaluate the provision of treatment for CVD compared to education about preventative measures.

Explain how physical and mental health can influence each other.
Explain how infections can lead to other conditions.

Collect, present and analyse data about health risks and diseases, looking for correlations.
Evaluate the relevance of BMI (possibly against the waist to hip ratio).

Card sort or virtual tour of the leaf tissue.

Hot-seating 'who am I?' Students are allocated one of the specialised cells and they are hot - seated and the other students have to guess what they are.

In groups build models of root hair cells, xylem, phloem with fact sheets to support (if needed)

Equipment Required:

modelling equipment (6 boxes)

Show transpiration using potometer

Equipment Required:

Transpiration demo
Celery translocation demo potometer

EW - Describe and explain the functions of the root hair cells, xylem and phloem and how they are specialised to do them.

use the students to model photosynthesis by getting someone to be the sun and handing the energy (heat pack) over to show endothermic.

Equipment Required:

Heat packs

Circus task

Graphing from data and describing the trends. Then link to the explanation.
Use the students to model and pair off every time a collision occurs to show that even as you increase one type of student (molecule) the reaction must stop increasing at some point.

Observe the impact of plant growth with varying conditions that will limit the rate of photosynthesis.

Equipment Required:

From lesson 1 equipment - plants in different environments to limit the light by placing in the dark and one in the light.

The carbon dioxide (place in a seal box or fish tank) and one in normal air.

For changing number of chloroplasts have plants with varying surface area / number of leaves on the plant

Plan for half the lesson. Then carry out.

Equipment Required:

Elodea-freshly cut ends,
Boiling tubes
0.2% sodium hydrogen carbonate soln
lamps
metre rules
stopclocks

Screaming Jelly Baby
Show the reaction is exothermic by modelling with the students and have them giving the heat packs to 'the environment'.

Equipment Required:

Screaming Jelly Baby
Heat packs

Recap MRSGREN.

GF Why is it important to warm up and warm down before and after vigorous exercise?

Slow mo of Usain Bolt - point out how he holds his breath - ask how he can possibly keep energy going to his muscles without O2.

Investigate how the type of sugar affects the rate of anaerobic respiration.

IV - sugar
DV - Time
CV - conc / vol of solution (50mL) / amount of yeast (50mL) / same starting temperature (35%) half kettle water and half tap water.

Mix yeast and sugar solution in a conical flask, cover with balloon to compare the rate of the carbon dioxide production (qualitative)

Equipment Required:

Set up one teacher demo before the lesson (to see bigger difference)

conical flasks
glucose solution x 6
sucrose solution x 6
yeast solution
balloons
pipettes
kettles
large beakers

Microbe blind date activity.
Students not involved answer the questions on the work sheet. (found in T drive)

Label an outline of the human body with the bodies natural defences

Model the effects of white blood cells using plasticine or MWB. Take photos and stick into students books.

Equipment Required:

plasticine

Put glitter onto your hand and greeting students at the door see how the glitter transmits around the classroom.

Each student gets a test tube of water except for one who gets a weak acid. Students swap with 3 others in the room. Then work backwards to try and establish who started with the disease. Test with Universal indicator solution or paper to see they have the disease (red means infected)

Equipment Required:

glitter in a box (SNK likes proper glitter not glitter glue)

one test tube per each student of water
1 test tube given to teacher to have acid in
UI bottles x 6 (minimum)
pipettes

Watch this video before showing a class. Consider if it is appropriate, in particular with any ASD students in the class.
https://www.youtube.com/watch?v=Ffhi1CPzT48

GF: What effect could non vaccination have on socio-economical issues (think NHS, nurseries)

.

EW: (Construct a matrix map) To compare fungi, virus, bacteria and protists to include size, site of reproduction and effects in the body

Show an image of a student with measles and ask students to consider how it is transmitted.

Split students into teams and allocate them a virus disease to research and either create a presentation or a poster to display for a market place fact collecting activity. Their presentations should include:
1. How the disease is transmitted
2. The effects of the disease
3. How the spread of the disease can be prevented

GF: Why will HIV never be truly eradicated?

show students a range of photos of the affected plants and ask them which photo matches to t

Show students a image of a protist and ask them describe if it is more like an animal or plant cell.

Show them the video after: https://www.bbc.com/education/clips/z2tq2hv

Students use a note maker document (A4 or A3 page split into 4/6/8 boxes) to take notes on information from different stations on the various plant diseases. Answering questions about each one.

EW: Make a script for a video segment for ‘Gardeners’ World’ on plant diseases – how to recognise them and why they harm your plants. (could video if time allows)
HT: Use ICT to include images etc. or make ‘model’ infected/healthy leaves to show.

Equipment Required:

iPad for videoing

GF: Justify why there is a large part of the scientific industry dedicated to the prevention and development of cures for plant diseases?

GF: What is the economic impact of plant diseases on the agricultural community?

Ask students to download a free app for stop time animation and bring devices in for the next lesson

Think, pair, Share "What can cause plant infection" Use a circle map to record ideas.

Create a matrix map / table to show the cause, impact and possible solutions for different plant deficiencies and diseases

Annoate a simple diagram of a plant to show the physical and chemical defenses of a plant.

EW: Describe the physical and chemical defenses that plants have against the invasion of microorganisms.

GF: Suggest how plants have adapted to have these physical and chemical features to aid survival

Observe an exhibition of plants or photographs showing evidence of plant disease (as listed in the specification) and garden manuals, internet websites, testing kits (HT).
Search for illustrations on the internet to include in a report (HT).

"Dear Dr Gardner"
write an email to a help section of a gardening website asking for a diagnosis of a plant. Write a response including possible treatment or prevention.

modelling adaptations of plants

Equipment Required:

modelling materials:
straws
toilet rolls centers
sellotape
tissue paper
card

Plan a story board using a flow map of the stages of how vaccinations work. Make a stop time animation of the process. (free app Stop Motion Studio)

EW: Explain how a vaccine works.
EW: Explain why there is a sharp increase the in the number of white blood cells after a vaccination is given.

Create some illness cards and students act out role play situations for doctors and patients. Doctors needs to prescribe a course of treatment.

EW: Describe the importance of antibiotics and the impact of antibiotic resistance. Explain how this has impacted on cleaning practices in Britain’s hospitals. Research MRSA and C. difficile infections and treatment.

GF: Suggest what patients, doctors and scientists should do to ensure we will have effective antibiotics in the future.

Equipment Required:

x

Modelling of lock and key theory using plasticine shapes either as teacher demo to explain or with students making own to assess understanding.

Interpret graphs showing bacterial population growth

Discuss the impact of overuse of antibiotics after watching the video: https://www.nhs.uk/video/pages/antibiotics-dont-work-for-everything.aspx

Recall the structure of a virus and how it attacks the body and how drugs travel in the body (in the blood).
Then ask the question why are antibiotics not given for viral infections?

EW: Explain why doctors will not prescribe antibiotics for viral infections.

Use images of foxgloves and willow with the questions "where are drugs extracted from?"

https://www.youtube.com/watch?v=0ZWjzcsTd5M

watch the video and highlight the key points in a circle map

Discuss drug safety and how drugs are tested today.

Think, Pair Share possible effects if the dosage was incorrect. List ideas in a circle map.

Watch a video that show the stages of preclinical trials https://www.youtube.com/watch?v=fYfp4IdVsXI

Summarise the key steps using a flow map or a cartoon strip style.

Research MAB production and uses using ABPI and cancer research websites. Draw a flow diagram to describe how MABs are produced.

Discussion – would you choose to be treated with MABs?

EW: Evaluate the advantages and disadvantages of MABs.

GF: What are the the power and limitations the technological applications of science
EW: evaluate risks in relation to MABs.

model method for monoclonal antibodies

Equipment Required:

different coloured Plasticine
A3 sugar paper

Marketplace activity: provide stations with information sheets and diagrams. Students fill in a summary table and use info to create a poster:
• for diagnosis, eg to bind to HCG in pregnancy tests
• to measure levels of hormones and chemicals in the blood
• to locate specific molecules in a cell using a fluorescent dye
• to treat some diseases, eg to deliver a chemical to cancer cells without harming healthy cells.

DEMO: Particle models (using marbles or students)

Equipment Required:

Marbles in a Gratnell tray

EW: In terms of energy and particles, explain what happens to a substance as it changes from a solid to a liquid.

High numeracy: Whiteboard graph to show states of matter and latent heat.
Low numeracy: Whiteboard number lines and states of matter.

Equipment Required:

Whiteboards
Pens

DEMO:
making NaCl on a brick
- student led enquiry task (clues given and they are to work out what compound is formed) discuss change in properties from elements to compounds

Equipment Required:

fume cupboard
chlorine gas tube x2
sodium
brick
bunsen with long tube

Use molymods to model the reaction of H2 with O2 to produce H2O. How do students resolve the spare oxygen molecule?

Equipment Required:

Molymods

Use the items in the periodic elements tray to identify the symbol or name of the element.
Challenge - attempt the compounds.

Equipment Required:

Periodic table elements tray

Carousel of different separation techniques (outlined below)

Filtration

Equipment Required:

Sand, salt and water solution
Filter paper

Crystallisation

Equipment Required:

Copper sulfate solution
Evaporation dishes

DEMO: Simple distillation

Equipment Required:

Simple distillation setup with alcohol and water solution

DEMO: Fractional distillation (optional)

Equipment Required:

Demo- fractional distillation of oil.
test tubes
mineral wool & small burning trays

Paper chromatography

Equipment Required:

Chromatography paper
M&Ms or food colourings
spotting tiles
Pipettes

Justifying chosen separation techniques by separating a mixture of sand, salt, iron and water.

Equipment Required:

Salt
Sand
Conical flasks
Filter paper
Evaporating dishes
Sieve

EW: Explain the events and discoveries that led to our understanding of the structure of the atom today.

element card sort

Equipment Required:

laminated card sort for elements, mixtures and compounds.

modelling the structure of an atom to show the number of PEN in elements. extension ions.

Equipment Required:

Plasticine
modelling items

Determine the element using RAM periodic table. link to measurement errors.

Equipment Required:

Sealed jars with no labels filled with sand with the mass as below:
1. 7g
2. 12g
3. 59g
4. 16g
5. 11g
6. 20g
7. 23g
8. 65
9. 63.5g
10. 35.5g
11. 39g
12. 9g
13. 55g
14. 31g
15. 79g

Modelling electron arrangement

Equipment Required:

Electron shells sheets (forming ions)(laminated) and non perm ohp pens
or circles in books

Model transfer of electrons using plasticine/fluffy balls. Students then practice drawing electronic configuration of ions to establish the charges to develop recall of knowledge from C1.1

Equipment Required:

fluffy balls
plasticine

Students draw electronic configurations of hydrogen, lithium, sodium, fluorine, chlorine and bromine. Complete a double bubble map to compare a contrast each group.

GF: What would happen to the chemical properties of Sodium if it had a full outer shell of electrons?

periodic table battle ships:
Stretch: using symbols and names
Challenge: using group numbers and period numbers
Super challenge: using proton and mass numbers

Equipment Required:

A5 laminated periodic tables.
In tray in prep room labelled periodic table top trumps (2 per student needed)
lump or Plasticine or wooden block to hold up
whiteboard pens (in rooms)

Show students previous versions of periodic table and ask to identify the major differences

Ask students to apply knowledge from lesson 1 electronic configuration why Mendeleev might have left gaps

quiz testing knowledge and use of the periodic table to identify if elements are metals or non-metals and if they are proton donors or accepters.

GF: Why are isotopes chemically similar but physically different?

Drama piece to remember the names of different scientists involved in the development of the periodic table and the steps involved at each stage in contributing towards the periodic table.
(https://www.youtube.com/watch?v=pt55ttIaPX0)

GF: Discuss the relationship between group 0 elements and radioactive decay

Students draw the electronic configuration to work out that they have a full outside shell of electrons

Investigate the boiling point of group 0 elements and make observations from results

Investigate the physical properties of transition metals

Equipment Required:

samples of transition metals
hammer with heat proof mat
nail to scratch
magnets

Group 1 demo in water using universal indicator to show alkali solutions are formed. Try to catch the gas with a lit splint to demonstrate the squeaky pop.

Equipment Required:

Group 1 demo
(La Ni K)
filter paper
WUL
forceps
Universal Indicator
Gloves
3 large beakers
Spills to light hydrogen gas bubbles (in class)

GF: Describe the forces that are involved in the transfer of electrons

Model the increasing size of atoms down group 1 using fluffy balls and rings drawn on tables or students draw configurations in their books to deduce why the reactivity increases.

EW: Describe and explain why the reactivity of group 1 metals

Equipment Required:

fluffy balls

write word and symbol equations to show elements in same groups have similar reactions.

Create a double bubble thinking map to compare group 1 and transition metals.

Draw / sketch a graph to show the melting and boiling points of group 7 elements

DEMO Displacement reactions - http://www.rsc.org/learn-chemistry/resource/res00000733/reactions-of-halogens-as-aqueous-solutions?cmpid=CMP00006118

Model the decreases size of atoms down group 7 using fluffy balls and rings drawn on tables or students draw configurations in their books to deduce why the reactivity decreases.

EW: Describe and explain why the reactivity of group 7 metals decreases as you go down the group.

Equipment Required:

DEMO:
1 Spotting tile
Universal Indicator Paper
6 Plastic dropping pipettes
0.1% chlorine water
0.1% bromine water
1M iodine solution
0.1M potassium chloride
0.1M potassium bromide
0.1M potassium iodide

Model displacement reactions with students or using famous people for "attraction" factors

Demo:
Place a 250 cm3 conical flask on a heat resistant mat. Add acetone to the flask to a depth of 5 mm (approximately 30 cm3 of acetone). Trim a sheet of copper foil and bend it to hook over a glass rod. Check that when the copper foil is lowered into the flask it is held approximately 2 cm above the base.
Heat the copper directly until it is red hot, then lower it into the conical flask. Waves of colour will ripple across its surface as it catalyses the oxidation of the acetone. The effect is emphasised if the lights are turned off and the copper will continue to glow as long as there is a supply of acetone vapour.

http://www.rsc.org/learn-chemistry/resource/res00001235/catalytic-copper

Equipment Required:

Copper foil (0.25 mm or thicker) or coin
Acetone (highly flammable; irritant)
250 cm3 conical flask
Bunsen burner or blowtorch
Eye protection

Give students several diagrams each showing an electronic configuration of a different atom. Some metals and some non-metals.
Start with group 7 and group 1 elements - how could they interact to get a full outer shell?
Next do group 6 and group 2.
GF: group 6 and group 1.
Move on to two group 7 - how could they interact to get a full outer shell?
GF: two group 6.
Finally, two group 1 elements - cannot interact so electron delocalises.

Equipment Required:

Electronic configuration diagrams of different elements.
Minimum required per student group:
2 Na, 1 Ca, 1 O, 2 Fl.

Experts in bonding.
Put students in threes and get them each to find out information on each type of bond. Return and share their findings. Record results in table.

Demo electrostatic attraction with pupil particles.

Modelling of electron sharing, transfer and delocalisation with fluffy balls.

Equipment Required:

Fluffy balls.

Demo the process of forming an ionic bond using students and tennis balls.

Equipment Required:

Theory

When determining the charge of ions, get students to picture electrons as negative people. Gain more in your life you become more negative, lose them you become more positive.

Draw out electron structures of elements: 2 metal and 2 non metal elements and then attempt to draw their ions.

Determine trends in ions based on where they are found on the periodic table

Give students a compound and get them to attempt to draw out the ions of each element and attempt to determine what a bond may look like.

Give students several ionic compounds based on the elements they are made up of. Calculate charge on ions and then formula of compound.

Demo giant lattice with pupil particles. Use it to explain properties.

Students convert ideas into a diagram and extend themselves by using this to explain properties.

Back to back: in pairs each takes a turn at describing one type of model, limiting use of key terms.

EW: Compare and contrast using the ball and stick model and charged ionic lattice for representing ionic compounds.

Give students several ionic compounds based on the elements they are made up of. Calculate charge on ions and then formula of compound.

Practical demo: making NaCl on a brick

Equipment Required:

fume cupboard
chlorine gas in gas jar, sodium metal, Forceps,house brick
long bunsen burner

chlorine gas in jar NOT TEST TUBES KERRY, DOH!

Get students to draw out the electron structure of two fluorine atoms and give them the formula of fluorine F2.

Students to use this to determine how they may bond.

Extension: Repeat with O2

Equipment Required:

Giant covalent structures x 4 from top shelf in upstairs prep room, 2 red 1 blue 1 green

Demonstrate covalent bond. Get students to attempt to draw several.

Show structure of several simple covalent molecules

What do they share in common?

Go on to explain how their size influence their properties

Circus of giant covalent compounds. Students to research
- diamond
- graphite
- graphene
- silicone dioxide

EW: Explain why the melting and boiling point of sodium chloride is much higher than that of carbon dioxide.

Your answer must reference the structure of bonding in each and how that influences the properties.

Get students to draw out two metal ions and think about how they could bond together, ensuring each gets a full outer shell of electrons.

Input: Show students how metals actually bond.
use the equipment to show how the atoms arrange themselves into neat rows. add water to represent the delocalised electrons saying that the water can move freely.

Equipment Required:

small beaker
metal ball bearings
distilled water

Give students a piece of metal each and get them to describe the properties it has.

Input Feedback to how the structure of the metal gives it those properties.

Give students the word equation.
Complete the practical.
Ask students to record everything they know or can deduce from the equation and practical given the rules they have been taught about the different types of bonding.

Ionic reaction: describe and explain how magnesium chloride is made.

Covalent reaction: describe and explain how the water is made.

Equipment Required:

Two practicals. Set up one on either side of classroom. 5 sets of each practical:

Ionic reaction:
magnesium ribbon, hydrochloric acid,
conical flask,
measuring cylinder

Covalent reaction:
copper oxide powder, sulphuric acid, conical flask, measuring cylinder, spatula

Order different types of alloys.
Temperature sensitive smart alloys practical
Place temp sensitive alloy at different temp and time how long it takes them to go back to original shape.
Extended writing: describe melting points and boiling points of metallic substances.

Extended writing: explain why the melting point and boiling point of metallic substances are high.

Extended writing: describe the structure of metal alloys.
Research some uses of metallic substances.

Extension: make links between the uses of metal substances, their properties and structure.

Research some uses of metal alloys.

Extension: make links between the uses of metal alloys, their properties and structure.

BBC Bitesize The properties and uses of metals

BBC Bitesize Bronze – the first alloy

Equipment Required:

Examples of different types of alloys.

Temp sensitive alloys.
Kettle

test different materials to see if they conduct electricity or not. Students consider why they do/don't

Equipment Required:

battery circuits with croc clips. bulbs.2.5v materials of conductors and non conductors to test.

growing metal crystals.
set up at start of lesson and look at towards the end.
????????

Equipment Required:

20mL of silver nitrate in small cylinders with lids. (1 between 2)
1 coil of copper metal each.
Sandpaper to rough up copper wire
Permanent pens to mark tubes
?????????????

Practical dissolving different types of ionic compunds and covalent compunds and testing if they conduct electrcity.
EW: Compare and contrast the properties of ionic and covalent compounds.

Equipment Required:

Power packs
Ammeters
Leads
Carbon electrodes
Plain water
Copper chloride
Salt water
Sugar water
Crocodile clips

Students observe samples of simple molecules to deduce their properties and their structure / bonding.

Equipment Required:

beakers with test tubes filled with
- water
- Carbon dioxide
- hydrogen chloride
- ammonia
- methane
- oxygen

take tubes from solids, liquids and gasses tray, minus the sand tubes

Create models of metallic structures.
Use copper wire and silver nitrate solution to grow silver crystals.
Practical: Metals and insulators electrical conduction.
Video clips:
BBC Bitesize The atomic structure of metals

YouTube: What are metallic bonds?

Equipment Required:

Examples of metals and insulators.
Electricity trolley
leads with crocodille clips.

Jigsaw research the four different types of covalent structure.
Compare ready made 3D examples of giant covalent structures.
EW: Why is a split ring commutator made out of Graphite.
GF: Why would Fullerenes be used in drug delivery rather than graphite?

Extended writing: describe the history of nanoscience
Video clip
YouTube: What is nanoscience?
https://www.youtube.com/watch?v=0U2hyQ1dyoU

Extended writing: link the uses of nanoparticles to their properties.

Extended writing: evaluate the use of nanoparticles in applications, eg sun cream.

Research uses and properties of nanoparticles.

https://www.youtube.com/watch?v=nYEmiQCr3JU

Investigate the effectiveness of nanoparticles in nappies. To prove that increasing mass affects how much water it can hold.

Equipment Required:

small balances
weighing boats
250mL beakers
glass stirring rods
distilled water bottles
cut up nappies
spatulas

Molymods
create different examples of polymers eg; polyethene

Equipment Required:

molymods

Dissolve polystyrene chunks into acetone

Equipment Required:

Large glass bowl
Acetone
Polystyrene cups
Glass stirring rod
Forceps

Making bouncy balls or slime

Equipment Required:

equipment for making slime

Molymods creating the most basic condensation polymer.
GF: Create your own example of a condensation polymer.

Molymods
to create examples of polypeptides

Equipment Required:

extraction of DNA from fruit
http://thenode.biologists.com/wp-content/uploads/2013/12/Outreach-activity-DNA-extraction-from-kiwi-fruit.pdf

Model the law of conservation using molecular model kits.
Teacher Demo:
Lead Nitrate and potassium Iodide.

Perform on balance no change in mass.

Write simple word equations.

Write simple symbol equations.

Balance symbol equations.


GF: balance complex equations and add state symbols.

Equipment Required:

Teacher Demo:
Lead Nitrate and potassium Iodide.
balance

Review the definition of relative atomic mass.

Recall how to find the relative atomic mass from the Periodic Table.

Define the relative molecular mass.

Extended writing: write instructions to another student how to calculate the relative formula mass.

Model compounds with different sized and coloured lego bricks pre-marked with symbol and Ar of different elements. Sum the Ars marked on the bricks to obtain the Mr.

Equipment Required:

Conservation of mass Demo only! Lead Bromide, potassium iodide in conical flask.
Accurate balance

Extended writing: use measurements of mass before and after an experiment to explain what has happened to the mass during the experiment and why it has happened.

Equipment Required:

Use magnesium ribbon to produce magnesium oxide. Measure the mass of the ribbon at the start of the experiment, burn the ribbon in a strong Bunsen flame (SAFETY required) and measure the mass of the ribbon at the end of the experiment.

Use HCl acid in a conical flask with CaCO3. Measure the mass of the reaction on a top pan balance as the reaction proceeds over two minutes.

Define one mole in terms of Mr and Ar

Calculate the number of moles in a substance using the relative formula mass.

Extended writing: write instructions to another student how to calculate the number of moles using the relative formula mass
Measure out and compare 1 mole of elements like iron, sulfur, magnesium, copper, aluminium and so on.

Measure out and compare one mole of common compounds, water, sodium chloride, calcium carbonate and so on.
YouTube:
What is a mole?

Avogadro’s number – The mole

Equipment Required:

Examples of 1 Mole samples, in tray in racking.

Extended writing: Write instructions to another student on how to calculate the concentration, or how to rearrange the equation to calculate number of moles
Extended writing: Write instructions to another student on how to carry out a titration. Include reasons for using a burette instead

Equipment Required:

x

Balance chemical equations and use these to calculate the masses of substances present.

Extended writing: write instructions to another student use balanced chemical equations to calculate the masses of substances present.

YouTube:
Calculating Masses in Reactions

https://www.youtube.com/watch?v=6KRcO3e36ZU

Define the term limiting reactant.
Link the limiting reactant to the number of moles.
Link the limiting reactant to the masses in grams.

Use a small strip of magnesium ribbon in 20 ml HCl acid. Identify which reactant is the limiting reactant and state the reason for this choice.

Equipment Required:

HCl - different strengths
Magnesium Ribbon
Conical flasks
Balloons

Describe how atoms are lost or gained in a chemical reaction.

Explain why atoms can be lost or gained in a chemical reaction.

Calculate the theoretical yield for simple examples.

Extended writing: write instructions to another student how to calculate the theoretical yield giving explained examples.

Use Lego as a model for chemical reactions demonstrating the loss of product and use the model as a simple introduction to yield calculations.

The same can be applied to atom economy.

Equipment Required:

Lego

Describe how atoms are lost or gained in a chemical reaction.

Explain why atoms can be lost or gained in a chemical reaction.

Calculate the theoretical yield for simple examples.

Extended writing: write instructions to another student how to calculate the theoretical yield giving explained examples.

Use Lego as a model for chemical reactions demonstrating the loss of product and use the model as a simple introduction to yield calculations.

The same can be applied to atom economy.

Equipment Required:

Lego
Molymods

Calculate the atom economy for simple examples.

Extended writing: write instructions to another student how to calculate the atom economy giving explained examples.

Identify a chemical reaction that has a high atom economy and research the positives to industry of producing a high yield of useful product.

Identify a chemical reaction that has a low atom economy and research the negatives to industry of producing a low yield of useful product and ways the reactions has been improved to increase the yield of useful product.

Atom Economy Video
https://www.youtube.com/watch?v=Zuyk4hfbjSA

complete an acid-base titration to determine the concentration of an unknown solution:
http://www.rsc.org/learn-chemistry/resource/res00000697/titrating-sodium-hydroxide-with-hydrochloric-acid?cmpid=CMP00005972

Equipment Required:

Burette (30 or 50 cm3) (Note 1)

Conical flask (100 cm3)

Beaker (100 cm3)

Pipette (20 or 25 cm3) with pipette filler

Stirring rod

Small (filter) funnel (about 4 cm diameter)

Burette stand and clamp (Note 2)

White tile (optional) (Note 3)

Bunsen burner

Tripod

Pipeclay triangle (Note 4)

Evaporating basin (at least 50 cm3 capacity)

Crystallising dish (Note 5)

Microscope or hand lens suitable for examining crystals in the crystallising dish

Recall the equation:
number of moles =
mass/(relative formula mass)
Use the equation:
volume of gas at rtp = number of moles x molar gas volume (24 dm3)
for simple examples.

Extended writing: write instructions to another student on how to calculate the volume of a gas.

Use balanced equations and known volume of reactant/product to calculate the volumes of gaseous reactants/ products.

Molar volumes of gases https://www.youtube.com/watch?v=UCmYSIjOnUA

How to calculate gas volumes
https://www.youtube.com/watch?v=_CyIgvYNolE

Show the structure of one group 1 metal or use fluffly balls to show it. Show students how it donates an electron to form an ion and reactive. Ask students to draw the atomic structure of other group 1 metals and the ion formed. Use these to describe deduce why group 1 reactivity increases down the group

Equipment Required:

Alkali metals reacted in water, in large beakers.
Filter paper, forceps, washing up liquid.

Write word and symbol equations for metal reactions from the standard equation. Differentiate for the group
stretch - word equations
challenge - write symbol equations from the given word equation that dont need further balancing
super challenge - equations that need balancing too

Remind students about the phrase OIL RIG
oxidation is loss of electrons, reduction if gain of electrons.

EW: Describe and explain the reactivity in group 1 metals

investigate the displacement reactions of metals and metal ion solutions to determine the reactivity series of metals

Equipment Required:

reactivity mats
small metal samples/granules
spatulas
waste bowls
metal solutions

Students deduce

Show the reactivity series and ask students to compare their results against the known series. Students to suggest why they might have different results. Discuss if their experiments are reproducible.

Teacher to question students about CVs during the demo to lead to these points

Show this mnemonic and then ask students if they can improve it to make it more memorable for them: https://www.youtube.com/watch?v=XWjQUgq2u9E

Write a conclusion for their experiment that includes references to observations made for each metal with acid and acids.

GF: Discuss why sacrificial metals are used in the production of boats and bridges

Write ionic equations for each result from their experiment

Show the PP slide with a range of metal ores / native metal images with their symbols. Ask students to complete the tasks in their books. Share answers.

Equipment Required:

0.5 g of the metal oxides:
- Copper
- Lead
- Iron
(Groups to do one and show results.)

powdered carbon
Balances accurate
Bottle tops
spatulas
Magnets
filter paper

Class practical to extract metals: http://science.cleapss.org.uk/Resource/TL009-Reduction-of-metal-ores-using-carbon.pdf

Introduce the mnemonic OIL RIG
Oxidation Is Loss of electrons (and gain of oxygen)
Reduction Is Gain of electrons (and loss of oxygen)

Tell them that this happens in redox reactions.

Ask students to create an image in their books to help them remember these phrases. They should use equations and or atomic diagrams.

Recall the reactivity series from lesson 1 or sort using a jumbled list from the board / cards. Identify the position of carbon and explain to students the reasons why.

EW: Explain why some metals can be extracted by reduction reactions using carbon and other's cannot. Include in your answer example of those metals that can/cannot be extracted using carbon.

Ask students to apply their knowledge of the reactivity series to other elements. They should estimate if they could be extracted or not from information given about the element.
Stretch: Roentgenium is less reactive than gold.
Challenge: Rubidium (in group 1) students should recall the pattern of group one from C1.2
Super Challenge: Tennessine

Model the loss of oxygen during reduction and the gain of oxygen during a chemical reaction, e.g
magnesium oxide carbon dioxide --> Magnesium carbon dioxide
MgO CO2 --> Mg CO2
Show students how one species gains oxygen whilst the other loses it.
Practice identifying what is oxidised and reduced giving reasons why for different word and symbol equations.

Foundation Tier Extension: Students can write their own word/symbol equations.

(HT) Identify the substances that are reduced and oxidized in symbol and half equations.

starter: ask students to recall the basic metal acid equation from year 8. Provide some visual hints and/or keywords to sort if needed.

Tell students that the name of this reaction is another example of a redox reaction. Ask students to call what happens during a redox reaction.

Aim: How does the type of acid effect the salt formed?
DV either gas produced or temperature change.

1. Students list factors that could affect the type of salt formed in a circle map.
2. Students identify what will be their IV and DV in their circle map using BLUE for IV and RED for DV.
3. Students then circle any other factors in black as the CVs
4. Draw a simple results table
5. Carry out the practical.

different groups test different metals and share results

Equipment Required:

hydrochloric acid 1M
sulfuric acid 1M
nitric acid 1M

magnesium ribbon in small strips
zinc and iron strips
25 ml measuring cylinders
pipettes

DV - temperature change
polystyrene cups
thermometers
cardboard lids

DV - gas collection
boiling tubes with delivery tubes
gas syringes or water baths and up turned small measuring cylinders

for each reaction carried out in the practical students should complete the word, symbol or half equations to show how they are redox reactions.
Students doing the stretch or challenge task should identify on their equations which species of oxidised and which is reduced.
Stretch - complete word equations
Challenge - complete balanced symbol equations
Super Challenge - complete balanced half equations

Students should complete a selection of equations to predict the names of products / names of reactants in neutralization reactions.

Stretch - complete word equations
Challenge - complete balanced symbol equations
Super Challenge - complete balanced half equations

Recall the equation for neutralisation use images to prompt their memory. Tell them this is the common equation.

Practical: Collect pure insoluble salt from a solution. Write a flow map for the method, including the names of equipment and what each piece is used for.

Equipment Required:

Silver nitrate
sodium chloride
test tubes
pipettes
filter paper
funnels
conical flasks

Show an example of a crystallization and evaporation of salts to show the difference. Students to observe them using spy glasses and then complete a matrix map to compare the methods and the difference in the products.

Equipment Required:

pre prepared samples of copper sulfate solutions that have been evaporated and crystallized (one between two to share)

EW: Use your flow map to construct a method to prepare a pure dry sample of silver chloride

Use the ion list to construct equations for students to deduce the formulae of salts or the the ions they are derived from.
Stretch - group 1 and 7 ions / group 2 and 6 ions
Challenge - Group 1 and 6 and Group 2 and 7 ions
Super Challenge - transition ions range of non metals.

How many drops required to neutralise?

Equipment Required:

Hydrochloric acid
sodium Hydroxide
UI
conical flasks
pipettes
indicator charts

Pupils to workout the products of neutrilisation reactions
acid alkai- Salt water
GF: Why do people take antacids?
Is it healthy to take too many antacids.

Define the following terms:
• acid
• base
• alkali
• neutral.

Recall the pH numbers for the following solutions:
• acidic
• alkaline
• neutral.

Write the symbol equation for the neutralisation of an acid and an alkali.
What is more acidic H2SO4 or HCl?
What would produce more H ions in solution?

Equipment Required:

Practical: measure the pH change when a strong acid neutralises a strong alkali.
This is best done using a data logger and pH probe or digital pH meter. AT3.

EW: Describe how to carry out titrations using strong acids and strong alkalis (sulfuric, hydrochloric and nitric acids only) to find the reacting volumes accurately.

(HT Only) Calculate the chemical quantities in titrations involving concentrations in mol/dm3 and in g/dm3.

Investigating the energy change of reactions

Equipment Required:

Collins C5.1
polystyrene cups lids
thermometers
250ml beakers, spatulas
25ml cylinders
zinc powder 1M copper sulphate sol
magnesium powder 1M sulfuric acid
Citric acid crystals 1M sodium hydrogen carbonate soln
Sodium carbonate powder 1M ethanoic acid.
DEMO
10g ammonium chloride
20g Barium hydroxide
Piece of thin wood
water dispenser
datalogger temp probe

Plan Required Practical for Energy Changes

Equipment Required:

Practical planning sheets
Temperature changes required practical

Students handle hydrogen powered cars

Equipment Required:

hydrogen powered cars - charged up!

Class practical:
electrolysis of copper sulfate

Equipment Required:

Beaker 250ml
Graphite electrodes
wooden separators
DC power supply (6 volt)
Light bulb 6 volt
Leads croc/plug
1M copper sulphate soln

Demo:
electrolysis of molten lead bromide
http://www.rsc.org/learn-chemistry/resource/res00001725/electrolysing-molten-lead-ii-bromide?cmpid=CMP00005239

Equipment Required:

Access to a fume cupboard DEMO,
Lead bromide
Bunsen burner
tripod
gauze
THINGS BELOW IN BRACKETS ARE IN CHEMICAL CUPBOARD IN TRAY L
(Porcelain crucible,
2x
Graphite rod electrodes, about 15 cm long,
Rubber bung with two holes about 1 cm apart to fit the graphite rods)
DC power supply 12 V
Ammeter, 0-5 A, ideally a large
demonstration model
Leads croc/plugs x2

Demo:
Rainbow electrolysis
http://www.rsc.org/learn-chemistry/resource/res00000735/colourful-electrolysis?cmpid=CMP00004981

Equipment Required:

U-shaped tube
Clamp and clamp stand
Carbon electrodes 2
Plug/croc leads
Power pack (low voltage, d.c.)
Beaker (100 cm3)
salty water
Universal indicator soln

Class:
Electrolysis of NaCl to identify unexpected products

Equipment Required:

Clamp and clamp stand
Carbon electrodes and electrode holders, 2 of each (Note 3)
Electrical leads, 2
Power pack (low voltage, d.c.)
Beaker (100 cm3)
Spatula
Stirring rod
NaCl solution

RP Electrolysis plan and carry out

Equipment Required:

RP 3 Electrolysis
0.5M copper sulphate soln
0.5M sodium chloride soln
0.5M copper chloride soln
0.5M sodium sulphate soln
carbon electrodes holders
beakers
power packs
plug/croc leads
Blue litmus paper
forceps
MAYBE SET UP 4 OF EACH CHEM READY IN BEAKERS WITH ELECTRODES(rather than 60 beakers)

Starter:
Recall the different types/forms of energy from KS3

Introduce the idea of systems and stores.
Ask students to group/classify them as systems and stores.

Recall the law of conservation of energy.

GF: Discuss the reasons why in a chemical reaction the energy and atoms are conserved.

Class Practical - Energy Circus

Equipment Required:

DEMO:
Hairdryer
1kg mass
Lamp
Model fruit (or real!)
Candle and matches
Kettle
Speaker
Iron

OR

Energy circus

DEMO:
Energy Transfer Candle Model (http://www.neilatkin.com/2016/06/09/teaching-energy-new-approach/)

GF: Evaluate the model used to represent energy stores and pathways. Include the difference between energy transformation and transfers in your response.

Equipment Required:

DEMO:
1 litre beaker of coloured water (red)
Two different width tubing measuring approx. 1 metre
1 large Gratnell tray
(see image here for model - http://neilatkin.com/wp-content/uploads/2016/06/thermal-transfer-168x300.jpg)

Create a Physics equation flashcard

Circus of mini practicals (2 or 3 sets for a big class of each)
PiXL Physics equation practice: GPE

Equipment Required:

2 or 3 sets of each of the following (depending on size of class):
1. Brick on a table (GPE)
2. Car on a ramp, stop clock, balance, meter ruler. (kinetic energy)
3. Picking up a wooden block string around the table from the table, meter ruler, balance, Newton meter. (work done)
4. Pulling a box across a table (balance, meter ruler, Newton meter)
5. (HT only) GF task or could be used later after teaching work done and charge.
Series circuit with powerpack ammeter and voltmeter. Calculate charge first then energy as work done using energy = charge x potential difference

PiXL Physics equation practice: KE

Create a Physics equation flashcard

Recall the definition for 'conservation of energy'.

GCSEpod: Energy Efficiency

Practice calculations for efficiency:
http://moodle.bishopston.swansea.sch.uk/pluginfile.php/9398/mod_resource/content/0/Core_Physics/Electrical_Energy/Efficiency_Worksheet.doc

Marketplace activity: How to reduce unwanted energy transfers

Present the efficiency equation and ask students "Thinking quantitatively, how could efficiency be increased?"

Create Physics equation flashcard
PiXL Physics equation practice
Practise calculations for specific heat capacity

Determine the SHC o

Equipment Required:

Power packs
beakers
immersion heaters
thermometers
Ammeters
plug/plug/leads
Stopclocks
250ml cylinders

GF: Suggest why scientists have not been able to mass produce energy from nuclear fission yet

Equipment Required:

Hydrogen powered car

Draw circuit diagrams for different scenarios for parallel and series
circuits.
practical:
Measure current and voltage in given circuits.
GF:Why should a home have a parallel circuit installed for lighting and not series?

Equipment Required:

Electricity trolley:
Ammeter
Voltmeter
bulbs 2.5
leads
Batteries

Practice questions involving rearranging for a
Extension:Draw Parallel circuits.

Practice questions involving rearranging for a stretch.

Practical: Create series and parallel circuits and test how voltage and current changes at different points of the circuit.

Equipment Required:

Electricity trolley:
Ammeter
Voltmeter
Power packs
leads
12v bulbs
Resistors 100 Ohms

Diffrentiated questions using the equation
V= I R

Equipment Required:

x

Draw a current (amps) against potential difference (volts) graph.

Required practical 3: factors affecting resistance
EW: What is the best type of wire for a light bulb?

Equipment Required:

Power packs
ammeters
voltmeters
croc/clips
resistance wire on banjo boards
plug/plug leads
10 Ohm resistors

Drawing graphs that identify linear and non linear relationships.

SEE AQA Required practical method and use booklets.
GF:What would be the best type of resistor for an incubator?

Equipment Required:

ammeters or multimeter
voltmeters
12 V lamps or desk lamps?
variable resistor
diodes
resistor 10 Ω
Connecting leads
LDRs
power packs

Draw and compare circuits that measure resistance. Highlighting the importance of placing the voltmeter in parallel and ammeter in series.
EW: Justify what type of resistor should be used in a street lamp.

Draw and compare circuits that measure resistance. Highlighting the importance of placing the voltmeter in parallel and ammeter in series.
EW: Justify what type of resistor should be used in
Circuit of lamp, diode, thermistor or LDR

Equipment Required:

Switches
Power supplies
Resistors
Ammeters
Wires
Voltmeters
LDRs
Thermistors
Diodes
Lamps

Draw graphs of current against voltage for LDR, Diode, thermistor and filament lamp.

Equipment Required:

graph paper

Investigate the effect of temperature and light intensity on thermisters and LDRs

Equipment Required:

battery circuit kits
thermisters
kettles (filled and heated)
thermometers
ice
LDRs
lamps
data loggers (LUX meters)
Ammeters
Voltmeters
Large beakers (500mL)

LDR light intensity practical

Equipment Required:

multimeters
lamps 12v
LDRs
power packs
leads
voltmeters
ammeters
diodes
10 Ohm resistors
variable resistors

What is static electricity?
https://www.youtube.com/watch?v=fT_LmwnmVNM

Phet - Creating static
https://phet.colorado.edu/sims/html/john-travoltage/latest/john-travoltage_en.html

Extended writing:
Describe and explain how rubbing materials against each other can get them to become charged, in terms of particle movement.

Investigate the effect charged objects have on other objects placed near it – both charged and uncharged?

Phet - Interacting charges
https://phet.colorado.edu/sims/html/balloons-and-static-electricity/latest/balloons-and-static-electricity_en.html

Diagrams of electric fields
http://www.cyberphysics.co.uk/topics/electricity/higher_electricity/electric_field.htm

Dangers of static
https://www.youtube.com/watch?v=FzsTamPPnHc

use students to demonstrate the difference between series and parallel circuits (ensure students hold hands/wrists with skin contact to make it work. first show a circle for series and then add in students to create a parallel - listen to the change in the sound then add a second ball in.

Equipment Required:

conductivity balls

Demonstrate static electricity using the Van de Graaf generator.

Equipment Required:

Van de Graaf generator.

Investigate PD, current and resistance through series and parallel circuits.
1. Make a simple circuit containing a switch, power supply and a lamp
2. Add more lamps – both in series and then in parallel
3. Note the effect on the brightness of the lamps.

Current through, and potential difference across, each lamp can be measured to get numerical values and see the effect of adding more lamps.

Equipment Required:

Power packs
Voltmeters
Ammeters
Leads
12 volt lamps
Switch
Variable resistors

Investigate how the current in each loop of a parallel circuit compares to the current in the main branch of the circuit

Why are decorative lights for Christmas trees connected in parallel and not series?

Demo the equations for calculating power.

Students to apply.

Investigate a number of electrical appliances, either around the lab or well-known devices, eg a TV, to look at the energy transfers that occur.

Equipment Required:

Circus of electrical appliances
Energy meters

Demo the equation for calculating work done in a circuit

Students to apply.

Investigate how the amount of energy transferred to an electrical appliance depends on the amount of time that it is on for by connecting the appliance to a joulemeter.

Demonstrate alternating current and direct current with pupil electrons
or a long loop of string

Equipment Required:

Several meters of string joined in a loop.

Research the use of direct and alternating potential difference. Find out why the USA used direct potential difference, then changed to an alternating potential difference..

Demo to take apart a plug and sketch how it is wired. Then research the role of each part of the plug
- Plastic casing
- Insulated cable
- Fuse
- Live wire
- Neutral wire
- Earth wire

Equipment Required:

DEMO using visualiser
Plug
Screwdriver
Wire stripper

What safety measures are used with mains electricity?

Model the National Grid to show how electricity is sent from power stations to consumers.

Equipment Required:

National grid demo

Demo: How transformers affect potential difference
http://www.bbc.co.uk/schools/gcsebitesize/science/add_ocr_pre_2011/electric_circuits/mainsproducedrev5.shtml

Extended writing
In the UK, electricity is delivered to consumers by the National Grid.
Explain the main features of the National Grid.

internal energy circus of practicals (or done as a demo)

Equipment Required:

1. ball hoop
2. Ice in pack, strip of metal (lead) hammer
3. Bike pump
4. Kettle beaker thermometer ice spoon
5. Rubber strip
6. Metal pole (from conduction practical)

density bottle containing salt water, isopropyl and beads of different density. set up as:
bottom layer - salt water
beads in centre
isopropyl on top.

explain reasoning / ask students to explain.

shake bottle and then ask students to suggest what has happened and why.

Equipment Required:

500ml plastic bottle containing salt water, isopropyl and beads of different density. set up as:
bottom layer - salt water
beads in centre
isopropyl on top

investigate the cooling curve of stearic acid. Record temperature and plot on graph.

Equipment Required:

stearic acid in test tubes
thermometers
Kettles
stop watches
Beakers

Using a water bath (set up using a beaker of water over a Bunsen burner), students are to slowly melt the Salol or stearic acid in the boiling tube and record the temperature at small time intervals.
Students record their results in a table and draw a graph of temperature against time to show the Salol temperature remains constant during the melting change of state.

Equipment Required:

Per pair:
Boiling tube with solid Salol / stearic acid with a thermometer stuck in it (melted previously and allowed to harden with thermometer in it).
Stopclocks.
250ml glass beakers

Use a conical flask with cling film covering the opening (flat) and place it in hot water. The cling film will dome showing gas volume has increased as particles spread out. If kept at a constant volume, this would result in increased pressure.

Use ice water to show the opposite effect of temperature. The cling film should curve downwards.

Equipment Required:

Conical flask, cling film, kettles, ice water.

class practical - experience pressure in fluids

Equipment Required:

syringes with liquids and gases in (singular ones or duel syringes)

Show the piddle tube and students explain why this happens

Equipment Required:

piddle tube

demo - Cartesian diver

Equipment Required:

Cartesian diver model already made up ready to show

Demo - collapsing can to show changes in air pressure

Equipment Required:

2/3 drinks cans
clamp
large glass bowl of water

Class practical - investigate what happens to a gas with temperature change (cover conical flask and submerge in hot water observe what happens to gas pressure)

Equipment Required:

kettles
conical flasks
cling film
large beakers

demo - bike pump to show effects of work done

Equipment Required:

bike pump

Produce a timeline to show how our ideas about atoms have changed since ancient Greek times.

Find out about the origins of the words protons, neutrons and electrons.

Model the alpha scattering experiment using marbles and an upturned tray lifted just off the table with a hidden small mass in the centre.
Roll the marbles (alpha particles) under the tray and note down how many go straight through, how many deflected slightly and how many deflected straight back.
Use these observations to come up with a model of what is under the box (model of the atom). Mimicking Rutherford.

---OR---

by flicking a 1p coin through stack of 2p coins. The 1p coin represents the alpha particle and the stack of 2p coins the gold foil. How must the stacks be arranged in order that 90% of the coins go straight through without scattering? What conclusion can be drawn about the arrangement of atomic nuclei in a material and the amount of free space between nuclei?

Equipment Required:

Rutherford alpha particle scattering demo (upturned tray with hidden small box and marbles).

---OR---

1p pieces and 2p pieces.

Model an atom using plasticine. On the model show where most of the mass in concentrated and that most of the atom is empty space.

Describe the composition of an atom and draw a fully labelled diagram of an atom showing protons and neutrons in the nucleus with electrons outside the nucleus.

Equipment Required:

plasticine

Use equipment to see how different coloured filters absorb different wavelengths of light

Research how absorption and emission spectra are formed.

Equipment Required:

ray boxes
data loggers with temperature probes
power packs
cables
coloured filters to slot into ray box

Calculate the mass number for a particular element given the number of protons and neutrons in the atom. Rearrange the equation to find number of protons or number of neutrons and the mass number.

Produce a table showing the mass number, atomic number and number of neutrons for an element given in the form (_11^23) Na .

Use simple modelling techniques to show that the number of protons in an isotope of an element remains constant but the number of neutrons changes.

Equipment Required:

Plasticine
fluffy balls

Use students to model losing electrons.

Model alpha, beta, gamma and neutron decay using plasticine and/or stop frame animation. Models should show the atom before and after decay as well as the radiation emitted.

Equipment Required:

Plasticine
Cameras

Demonstrate the penetration of alpha, beta and gamma radiation. Link the penetration of each type of radiation to the nature of the radiation and the uses of the radioactive sources.

Equipment Required:

Radioactive sources
Geiger muller tube
counter.

Plan an experiment to determine the type of radiation emitted by an unknown radioactive source. Produce a risk assessment for this experiment.

Model the radioactive decay of alpha and beta sources. Use the model to construct decay equations for alpha and beta decay. Critically analyse the limitations of the models produced by the class.

Demonstrate the randomness of the decay of a radioactive substance by throwing six dice and getting a prediction of the number of dice that will land on a six. Alternatively, drop 20 coins and get students to predict the number that will land on a head.

Equipment Required:

Dice

Investigate half-life by throwing a large number of Tillich bricks. Any that land on the side with the odd colour get removed and the number remaining is recorded. Plot a graph of the number of throws against number of cubes remaining. Determine the half-life of the cubes (the number of throws needed to get the number of cubes to reduce by half).
This experiment can also be carried out using coins. Is it possible to predict which cubes or coins will land on a certain side?

Describe how radioactive contamination can occur.

Compare precautions taken by a teacher handling radioactive sources with those used by, say, in a nuclear power station.

Evaluate the use of irradiating fruit in terms of cost of goods and potential risk due to the exposure of workers and consumers of the irradiation process.

EW : Justify the use of radioactive sources in school in terms of risk-benefit analysis to the students in the class.

Pose question: Are people in some areas exposed to more background radiation than others? If so why?

Pose question: Are we at risk from background radiation?
Is this greater or less than other parts of the country and why?

Research some radioactive sources used in medicine and the properties of these tracers (half-life, type of radiation emitted and state).
Find out how nuclear radiation can be used in the diagnosis and treatment of cancer.

Pose question: Why can’t radioactive waste be thrown in landfill sites?

Model nuclear fission of a uranium nucleus. Use students.

Watch - https://www.youtube.com/watch?v=1U6Nzcv9Vws

Use ideas from Energy topic (4.2) to answer question: Explain how the kinetic energy of the products is transferred to boil water.

Model chain reactions using dominos or matches.

GF : Investigate the causes of the Chernobyl and Fukushima nuclear disasters. Have the lessons of these events been learnt? How can nuclear power be made safer than it is currently?

Write simple word or symbol equations for the fusion of two hydrogen atoms or other light elements.

Group practical:
Investigate the factors affecting response rate

Equipment Required:

Data loggers
Reaction time sensors

Demo:
Ask one student to put one hand into the cold and another in the warm water for two minutes.
Student to then put both hands into the room temperature water together and describe what they experience.
Student should feel that one hand stays hot/cold for a while despite being in the same temperature water.

Equipment Required:

Three large bowls: one warm water, one room temperature and one ice water.

The Reaction Time Test
https://www.justpark.com/creative/reaction-time-test/

Student model of the CNS.

Equipment Required:

Large neurone posters.

Demo:
Students blow into each others faces - How fast do your eyes close?

GCSE Biology required practical activity: Reaction Time

Equipment Required:

Metre rules
Stop-clocks

Label a diagram of the organs in the endocrine system.

Equipment Required:

Human body diagram

Draw life size model of a person to show control of blood glucose

Equipment Required:

Plain wall paper
marker pens

Demo:
How doctors used to diagnose diabetes by tasting fake urine.
Confirm results with Benedict’s solution.
Evaluate the methods.

Equipment Required:

Weak urine samples with and without glucose
Benedict’s solution
kettles
testtubes
pipett
10ml cylinders

GF/EW: How has treatment of diabetes developed over time? include use of human insulin produced by bacteria, current research into pancreas cell transplants and stem cell research.

Use the ABPI activities (see resources) to explain the negative feedback mechanism involved in control of water concentration in the blood.
https://www.abpischools.org.uk/topic/homeostasis-kidneys/

GF/EW: Discuss a moral dilemma – research cost of dialysis and transplants. Discuss considerations in terms of cost as to how kidney patients should be treated – lifetime dialysis, transplant, shortage of kidneys, buying kidneys from healthy people and prioritising lists for surgery. Produce arguments for and against the options.

Group Practical:
Investigate the effect of sweating on the rate of cooling using a model - tubes of hot water wrapped in wet and dry paper towels.
Plot cooling curves and make conclusions.

Equipment Required:

Boiling tubes
Paper towels
Elastic bands
Thermometers
Pipettes
Timers,
kettles

Students plan the investigation, taking care to identify variables and describe a method.
Students set up cress seeds.
Investigating light:
Some in a dark cupboard, some on window sill, some in cardboard box with a hole cut in one side.

Investigating gravity:
some flat on the windowsill, some taped sideways on the wall of the windowsill (make cress seeds are secure).

Equipment Required:

Required practical 8 - Effect of light/gravity on plant growth.
Cress seeds,
small pots,
cotton wool, pipettes,
small cardboard boxes (old pinhole cameras?)

Label a diagram for male and female for where the reproductive hormones are produced.
HT Create a timeline.
GF : How are hormones linked to mental illness?

Circus task for the different hormones (info into a table).

Show students the methods of contraception. Separate students into groups, get them to learn about a specific method and then rejoin to feedback. (Jigsaw).

Equipment Required:

Condom
Femidom
Contraceptive pills
Coil
Implant

HT : Information on fertility treatments.
Debate on their use - octomum.

Introduce the types of tropism and get students to figure out the definition for each.
Diagram drawing for the affect of auxins.

EW : Evaluate the use of rooting powders and weed killers in horticulture and agriculture.

Draw graphs of results or from fake data looking at length over time in days. One from each area (full light, partial light, no light). All on the same scatter graph.
Writing conclusions and evaluations. The evaluations should be based on validity and precision.

Equipment Required:

Required Practical 8 - Affect of Light / Gravity on Seeds (Length and Biological Drawings)
Pre-grown cress plants from a variety of conditions.
Sharp pencils
Rulers
Graph paper

https://www.youtube.com/watch?v=hywRdDVR76A

Sort the order into: Nucleotide, Gene, Chromosome, Genome.
Explain why the order of the bases is important.

Higher:

https://www.youtube.com/watch?v=zwibgNGe4aY

(first 3 minutes)
Describe how a gene leads to a protein.
Explain why a base change could change the properties of a protein.

Extracting DNA from fruit

https://www.nuffieldfoundation.org/practical-biology/extracting-dna-living-things

Equipment Required:

smashed up fruit
extracting solution pre made
ice cold ethanol
steralised boiling tubes
pipettes

EW: Evaluate the research into the human genome against the cost the of the project and the on-going research into what the genes do.
https://www.genome.gov/27565109/the-cost-of-sequencing-a-human-genome/

GF: Was cooperation or competition more important in achieving the human genome project? https://www.youtube.com/watch?v=AhsIF-cmoQQ

Give possible codons for the 24 amino acids. Produce base sequence (in multiples of 3) (ending in stop codon).

Extension - propose changes to base sequence, some that have no effect on amino acid sequence, so that would cause a point mutation and the effects of an insertion or deletion. Get them to comment on the significance of each mutation.

Separates Only: Storyboard / flow chart / stop-frame animation of the process of protein synthesis.
GF: Explain how a change in base sequence can lead to a change in properties of a protein, linked to the shape of the protein.

Pipe cleaner chromosomes (possibly take photo of each stage as they divide) and follow from duplicating the pipe cleaner chromosomes and following the path of division to end of with 4 haploid cells.
Double Bubble mitosis division with meiosis division (similar - replicate and line up along middle, differences - how they line up along the middle and the number of divisions).
GF: Explain how meiosis creates variation in the way it divides and why this is important.

Table comparing the products of meiosis to mitosis. (Number of divisions, number of cells formed, haploid or diploid, unique or identical, purpose of division)
Table comparing sexual and asexual reproduction. (number of parents, fusion of gametes, clone or unique, faster or slower, creates variation or not)
EW (Not for separates as they have other content to cover and can complete this activity in a future lesson) Describe the lifecycle of the aphid and describe how it carries out both asexual and sexual reproduction.

Evaluate the effects of mutations to the genetic code.
Bar headed goose and haemoglobin with higher affinity for oxygen allows it to fly over mountain range on migration rather than around like other geese species.
Sickle Cell Anaemia - negative effects of mutation and also positive effect for malaria resistance.
Neutral mutations - eye colour.

Research task: Malarial parasite (plasmodium), fungi such mushrooms and plants - strawberry plants and daffodils.
Describe how these species reproduce both sexually and asexually.

Separates only - Think Pair Share - suggestions of the advantages and disadvantages of both reproductive strategies. Question about which strategies suit animals depending on how long they live/how long the offspring are cared for.

Separates only - EW Compare the use of asexual and sexual reproduction as strategies for the aphid (asexual of successful individuals in the summer when resources are plentiful, sexual for the next year to introduce variation for what may be different conditions next year)
GF: Suggest how this life cycle strategy could have evolved.

Complete Punnett squares. Identify incorrect Punnett squares, calculate the chances and ratios from a Punnett square.
(decent worksheet in B2.3 folder)
HT - give questions about crosses and get pupils to construct Punnett or work backwards to find phenotypes of parents.

Compare (possibly in a table) the mutation, it's effects, whether it is dominant or recessive and the combinations from the parents by which it would be inherited.

Use pedigree charts to work out family history of inherited conditions. Maybe Haemophilia and the Royal family as an example.

EW: Evaluate whether embryo screening is the 'right thing' to do.

Complete Punnett squares to demonstrate there is a 50:50 chance of having a girl or a boy.

Exhibition of organisms to classify, use post-it notes to explain groupings – observe and discuss choices made by other groups.

Equipment Required:

classification cards (pictures of animals)

Compare the classification of related and unrelated organisms using the Linnaeus system.

Look at the variety of names given to the same plant and discuss why the binomial system is more useful.

Watch BBC video clip about chemical analysis and its use in classifying organisms (see resources).
http://www.bbc.co.uk/education/clips/zhb3cdm

Discuss why organisms of the same species show variation. Use the terms: genetic and environmental variation, continuous and discontinuous variation.

List different characteristics in which there is variation.
Include in the table whether each characteristic is due to genetic or environmental causes, or both.

Images of different dogs. Students ‘breed’ and name a new dog from selecting any 2 – draw a picture of their new breed.

Draw a flow diagram to explain the steps involved in selective breeding.

Give examples of characteristics that are selectively bred in plants and animals and say why they are there - Table?

Discuss the advantages and risks of selective breeding in plants and animals.
Consider the social, economic and ethical implications of selective breeding.
Debate: should people be allowed to breed dogs?

Watch a video clip of Mendel’s experiments (see resources).
Video clip: BBC Bitesize –http://www.bbc.co.uk/education/clips/zwx4wmn

Use a model to explain genetic inheritance in pea plants and using unfamiliar information.

Draw and label genetic diagrams to explain Mendel’s experiments.

Research the main developments in the understanding of inheritance and draw a timeline.

Brainstorm what the terms genetic engineering, genetic modification and gene therapy mean.
List examples of genetic engineering.

Research advantages and disadvantages of GM crops. What characteristics may be modified? Produce a web page or a table of benefits versus concerns.

Use a model to describe genetic engineering techniques.
EW : How is human insulin is produced by bacteria and what advantages are there of using this over porcine insulin.

Discuss plant cloning techniques and why they are used.
Take cuttings of different plants.
Produce cauliflower clones – follow guidance from Science and Plants for Schools (SAPS). Observe growth in later lesson.
Evaluate the use of cuttings and tissue culture to clone plants.

http://www.saps.org.uk/secondary/teaching-resources/706-cauliflower-cloning-tissue-culture-and-micropropagation

Equipment Required:

Cuttings:
scissors
plants, eg geraniums or spider plants
•pots &,compost

Produce and evaluate a model to describe embryo transplants.

GF : Evaluate the effect that human cloning could have on the social, economic and cultural environment of the world if ti were to be legalised.

Use a model to describe adult cell cloning.

Look at exhibition to show the wide variety of organisms that live, or have lived, on Earth.
Discuss how they were all formed.

Draw a flow diagram to explain natural selection.

Research and produce report on evolutionary theories, eg Darwin, Wallace and Lamarck.

Compare the different theories and suggest reasons for these differences – turn into a ‘Question Time’ style role play.

Research the work of Alfred Russel Wallace (see resources).
Produce a flow diagram or cut-out to illustrate how new species arise

Discuss organisms that are only found in or are endemic to eg Australia, Madagascar and ask why this is. Support with projected images or video clips.

Discuss the evidence we have to support Darwin’s theory and present in a suitable format.

Discuss how fossils provide evidence for evolution.

Observe fossils or pictures of fossils.
Model how a fossil can be formed.