Year 9 Science Course overview (Main Science subjects are alternated) Biology: A B C D Chemistry: E F G H Physics: I J K L Activities A1 Core: Gametes

and fertilisation A1 Extension: Gametes and fertilisation A2 Core: Environmental variation in carrots A3 Extension: Domestication and rare breeds A4 Core: Selective breeding in plants A5 Extension: What do you want to know about cloning?

Lessons main objective A Inheritance and selection A1 What causes most students will: variation: identify some inherited inheritance characteristics and describe how A2 What causes some characteristics are variation: influenced by environmental environment conditions; describe how sexual A3 Selective reproduction results in genetic breeding in information being inherited from animals both parents; identify characteristics A4 Selective in a plant or animal which are breeding in plants desirable in particular A5 What is a circumstances; clone? outline how these characteristics might be passed on; suggest some of the issues to be considered in relation to selective breeding students making less progress will: identify some inherited characteristics and some influenced by environmental conditions; describe sexual reproduction as the joining of two cells; identify some characteristics of an animal or plant which are desirable in particular circumstances students making more progress will: describe how selective breeding can result in offspring with particular characteristics; recognise that asexual reproduction produces clones E Reactions of metals and metal E1 Why are compounds metals useful? most students will: describe how E2 How do metals react with acids and how metals react with acids react with metal carbonates, acids? metal oxides and alkalis; identify E3 How do metal evidence which carbonates react indicates that a chemical reaction with acids? has taken place; represent E4 How do metal reactions by word equations, oxides react identify patterns in these and with acids? Topic and learning overview

E1a Core: Looking at metals and non-metals E1b Core: Properties of metals and non-metals E2 Core: Reacting metals with acids E3 Core: Reacting carbonates with acids E4 Core: Reacting metal oxides with acids E5a Core: Neutralising an

produce general equations; name a variety of salts and describe the uses of some of them students making less progress will: identify that hydrogen is produced when many metals react with acids, and carbon dioxide when acids react with carbonates, and describe tests for hydrogen and carbon dioxide; state that the production of a new material is evidence of a chemical reaction students making more progress will: represent chemical compounds by formulae and combine these into symbol equations; use knowledge of reactions to make predictions about other reactions I Energy and electricity most students will: describe some energy transfers and transformations in familiar situations, including dissipated energy, and devices; recognise that the voltage change across a circuit component is a measure of its energy transfer; describe how voltage originates from a chemical cell; give examples of the hazards of high-voltage circuits; compare the energy consumption of common electrical appliances; describe how electricity is generated by energy from fuels, and recognise possible environmental effects of this students making less progress will: describe some useful energy transfer devices; recognise that any functioning circuit needs a power supply to provide a voltage and that high voltages are hazardous; recognise that electricity is a convenient way of delivering energy, but that it must be paid for and that its generation can cause environmental problems; give examples of how energy goes to waste

E5 How do alkalis react with acids? E6 Balanced symbol equations

acid with an alkali E5b Extension: Uses of salts E6a Core: Writing equations E6b Extension: Balanced symbol equations

I1 How is energy useful for doing things? I2 How does electricity transfer energy? I3 Models of electricity I4 How do we use electricity? I5 Where do we get electricity from? I6 Why is energy wasted?

I1a Core: Investigating energy I1b Core: A model steam engine I2a Core: Measuring voltage in series circuits I2b Core: Measuring voltage in parallel circuits I2c Core: Making a fruit cell I2c Extension: Making a fruit cell I3 Core: Modelling energy transfer I4 Core: How much energy do appliances use? I5a Core: Generating electricity I5b Core: What type of power station shall we build? I6 Core: Energy saving light bulbs

students making more progress will: apply a model of voltage and energy changes to a circuit; recognise that although the total energy in a system is conserved, energy can be dissipated; use power ratings in comparing the costs of using different electrical appliances; link the function of an electric generator to magnetic effects B Fit and Healthy most students will: describe how the body uses the energy in food, representing respiration by a word equation; describe some effects of diet, smoking, alcohol and other drugs and of exercise on some organ systems; explain how different body systems work together in a healthy individual students making less progress will: describe some effects of diet, smoking, alcohol and other drugs and of exercise on the body and on a developing fetus students making more progress will: describe how cells in the respiratory system are adapted for their purpose and how they may be damaged by smoking and other forms of air pollution; represent respiration by a symbol equation F Patterns of reactivity most students will: identify and describe similarities in chemical reactions; identify differences in the reactivity of different metals and use these to explain some everyday uses and occurrence of metals; represent chemical reactions by word equations students making less progress will: describe how some metals react with water, acids and oxygen; give some uses of metals, relating these to the reactivity of the metal students making more progress

B1 What do we mean by fit? B2 The breathing system and smoking B3 Drugs and alcohol B4 Movement and exercise

B1a Core: How fit are you? B1a Core: How fit are you? B1b Core: Improving your fitness B1c Core: Testing for vitamin C B2a Core: Breathing action B2b Core: What happens when you smoke? B3 Core: What are drugs and why do people take them? B4a Core: Design a shoulder joint B4b Core: Were our great-grandparents more healthy than us?

F1 What makes metals change? F2 How do metals react with water? F3 Do all metals react with acids? F4 Can metals displace each other? F5 How is reactivity useful?

F1 Core: Reaction of metals with oxygen F2 Core: Reaction of metals with water F3a Core: The reactivity series of metals F3b Core: Making predictions and testing them F4a Core: Displacement reactions of metals F4b Extension: The Thermit reaction F5a Core: Choosing the right metal for the job F5b Extension: Smelting

will: use the reactivity series to make predictions about the reactions of metals; relate the reactivity of a metal to its uses, how it occurs and when it was first extracted and used; represent some reactions by symbol equations J Gravity and space most students will: recognise that gravity is a universal force of attraction between objects and that this force depends on their masses and distance apart; describe how weight is different on different planets; give examples of the use of artificial satellites students making less progress will: recognise that weight is less on the Moon; describe gravity as a force which acts throughout the solar system; give examples of the use of artificial satellites students making more progress will: use data to compare gravity on different planets; describe how the forces on rockets or satellites vary as they travel away from the Earth C Plants and Photosynthesis most students will: identify carbon dioxide from the air and water as the raw materials, and light as the energy source, for photosynthesis; explain photosynthesis as the source of biomass and represent photosynthesis by a word equation; describe how leaves are adapted for photosynthesis and how roots are adapted to take in water; distinguish between photosynthesis and respiration in plants students making less progress will: identify carbon dioxide from the air and water as the raw materials for photosynthesis; recognise that plants take in water through their roots and that

copper from malachite

J1 What is gravity? J2 How does gravity change? J3 Models of the solar system J4 Satellites

J1 Core: Mass and weight J2a Core: Weighing stardust on other planets J2b Core: Rocket propulsion J3a Core: Solar system debate J3b Core: What causes circular motion? J4 Core: Satellites

C1 How do plants grow? C2 What is the role of the leaf in photosynthesis? C3 What happens to glucose produced in the leaves? C4 What is the role of the root in photosynthesis? C5 Why are green plants important in the environment?

C1a Core: How do plants grow? C1b Core: Measuring the rate of photosynthesis C2 Core: Testing stencilled and variegated leaves for starch C3 Core: What happens to glucose produced in the leaves? C4a Core: What is the role of the root in photosynthesis? C4b Core: Where does the water go next? C5 Core: Are green plants important?

photosynthesis takes place in leaves students making more progress will: describe how cells in the leaf and root are adapted for photosynthesis and for taking in water; represent photosynthesis as a symbol equation; describe the relationship between photosynthesis and respiration in plants G Environmental chemistry most students will: describe in terms of chemical reactions how acid rain arises and how it affects rocks, building materials and living things; describe how air and water pollution are monitored and how they might be controlled; distinguish between different environmental problems students making less progress will: describe some of the consequences of acid rain and of other forms of pollution; identify why it is important to monitor and control pollution students making more progress will: describe a variety of environmental issues and explain the implications of these K Speeding up most students will: manipulate and apply the relationship between speed, distance and time; relate forces acting on an object to its movement; describe how streamlining reduces resistance to air and water and how this resistance increases with the speed of the object, and relate this to the particle model; apply ideas of unbalanced and balanced forces to falling objects students making less progress will: compare speeds; describe how forces change movement; give examples of streamlined objects; identify the forces acting on

G1 How are soils different? G2 How do rocks change? G3 What causes acid rain? G4 What does acid rain do? G5 Whats happening to the environment?

G1a Core: What kind of soil? G1b Core: Finding the pH of soils G1c Extension: Do wild flowers like a particular pH? G3 Core: Putting samples of water in order of pH G4a Core: Comparing solutions of pH1 and pH4 G4b Extension: The effect of acid rain on plants G5a Core: Air pollution G5b Core: Global warming

K1 How fast is it moving? K2 Getting faster K3 How do forces affect speed? K4 How can we increase speed? K5 How do parachutes work?

K1a Core: How fast is it moving? (1) K1b Core: How fast is it moving? (2) K2 Core: Getting faster K3a Core: Friction-free movement K3b Core: How do forces affect speed? K3c Core: How does mass affect speed? K4 Core: How can we increase speed? K5 Core: Making a parachute

an object students making more progress will: use the definition of speed in calculations and conversions from different units; relate change in movement of an object to its mass and the forces acting upon it; explain increased air resistance with the speed of an object, using the particle theory D Plants for food most students will: name the products of photosynthesis and some of the nutrients supplied by fertilisers; identify conditions in which crops will grow well; describe how the abundance and distribution of organisms may be affected by pesticides or weedkillers, relating this to knowledge of food webs; describe how other plants compete with food crops, and other animals compete with humans for the food crops, and that there are ways of achieving a balance between communities students making less progress will: name the products of photosynthesis and some of the nutrients provided by fertilisers; identify factors which affect the growth of crops and identify some organisms which compete for resources where crops are grown students making more progress will: relate crop production to pyramids of numbers and explain some ways of achieving a balance between the demands of different communities within an environment; explain how toxic materials can accumulate in a food chain H Using chemistry most students will: describe how chemical reactions are used to make new products and as a source of energy; use the particle model to explain how mass is

D1 Where does our food come from? D2 How do fertilisers affect plant growth D3 How does competition affect plant growth? D4 How do pests affect plant growth? D5 What is the perfect environment for growing plants?

D1a Core: Where does our food come from? D1b Core: Looking more closely at where our food comes from D2 Core: How do fertilisers affect plant growth? D3 Core: How does competition affect plant growth? D4a Core: Pesticides the arguments for and against D4b Core: How do pesticides affect food webs?

H1 What happens when fuels burn? H2 Do other chemical reactions supply energy

H1a Core: The products of burning natural gas H1b Core: Bunsen burner flames H2a Core: Measuring temperature changes

conserved during chemical reactions and other changes; represent chemical reactions by word equations students making less progress will: name some products produced by chemical reactions and identify burning as a reaction which produces energy students making more progress will: reconcile observations in which mass appears to be lost with the principle of conservation of mass, and represent some reactions by symbol equations L Pressure and moments most students will: summarise key ideas about pressure; use the relationship between force, area and pressure between solids and within liquids and gases; explain the action of levers, including examples in the human skeleton in terms of the turning effect of a force; use the principle of moments to explain balance and give examples of its application, eg crane counterweight students making less progress will: describe how forces can be spread out to reduce pressure or focused to increase pressure; recognise that the turning effect of a force can be increased by increasing the length of the lever arm and give a use of this; describe how to balance a see-saw students making more progress will: use the definition of pressure in calculations to explain the operation of a range of devices; relate hydrostatic pressure in liquids and gases to density; apply the principle of moments to explain a range of situations, including the action of levers

H3 What new materials can we make from chemicals? H4 What happens to atoms and molecules in a chemical reaction? H5 Proving the theory of conservation of mass

during displacement reactions H2b Core: Voltages of simple cells H3 Core: Product research H4 Core: Mass changes during reactions H5a Core: Burning magnesium in air H5b Extension: The theory of combustion

L1 What is pressure? L2 What is hydraulics? L3 What is pneumatics? L4 How do levers work? L5 Using counterweights L6 Moments

L1 Core: Calculating pressure L2a Core: Water in a syringe L2b Core: A simple hydraulic system L3 Core: Air in a syringe L4 Core: Using levers L5 Core: How do things balance? L6 Extension: Calculating moments