Y7, Term 1a Topic 1 Being a Scientist

Transcription

1 Y7, Term 1a Topic 1 Being a Scientist Lesson Lesson objective Success criteria Lesson outline Homework

2 Lab safety Bunsen burner license To recognise hazards/risks and how to minimise them Today s skill: Investigations To know the parts of a Bunsen burner and practice safe handling procedures Today s skill: Investigations GOLD- To describe steps to reduce these risks SILVER- To explain the general safety rules in the lab BRONZE- To identify general hazard symbols in the lab GOLD- Explain what your experiment shows when comparing a safety and roaring flame SILVER- To follow an experimental method to safely light a Bunsen burner BRONZE- To accurately label a diagram of a Bunsen burner Pupils will discover the various hazard symbols in science and what they mean. They will identify risks associated with a lab and steps they can take to reduce these risks. Pupils will learn the steps to using a Bunsen burner and how various flames can be created and adjusted for varying tasks Create a poster which illustrates the safety rules in a good lab. Drawing apparatus To draw scientific apparatus accurately Today s skill: Investigations GOLD- To draw accurate diagrams for a given investigation SILVER- To identify the use of various pieces of equipment BRONZE- To select the correct diagram of a piece of equipment Pupils will discover the various apparatus that can be used in science and how these are illustrated for practical write ups.

3 Measuring To become familiar with measuring equipment and the reading of scales Today s skill: Investigations GOLD- Explain keywords in science associated with measurements SILVER- Make and explain precise measurements BRONZE- To select the most appropriate equipment for a task Pupils will establish how to carry out accurate measurements and the importance of this in scientific experiments Create a plan for a given investigation aim. Include a labelled diagram of setup and variables. Planning Graph skills To assess and improve a scientific plan Today s skill: Investigations To learn how to plot graphs Today s skill: Graphs Bronze- Identify some factors that need to be controlled to ensure a fair test Silver Identify the dependent and independent variable in an investigation Gold- Write a simple method that can be repeated Bronze- plot a bar chart when provided with axes Silver- plot a line graph with a set of axes Pupils will be taught how to plan investigation sin science. They will discover what makes a good and weak plan and how to plan for a fair and accurate test. They will identify variables in an investigation. Pupils will bring together previous graph skills and re visit graph drawing and they factors Create a line graph of the data set provided incorporating

4 Mid unit assessment Dissolving Solubility and temperature To assess the learning so far To investigate the process of dissolving Today s skill: application of knowledge/ investigations To investigate the effect temperature has on the solubility of a substance Today s skill: investigations Gold- choose appropriate labels, scales and units for a graph that make a good graph to represent data. Pupils will complete a short 20 minute mid unit assessment consisting of 6 questions based on the 6 lessons we have previously studied. Pupils will be provided with personalised feedback by their teacher and asked to make progress towards their targets with support from their teacher. Bronze- identify scientific keywords and their meaning Silver- Describe the findings of an investigation Gold- Use scientific evidence to explain your findings Bronze- simply state findings from an observation Silver- Design a basic results table Gold- conduct investigation and form simple conclusions Pupils will simply define words associated with dissolving. They will test substances for whether they can dissolve or not and use particle theory to explain the process. Pupils will investigate how the temperature of a liquid affects the solubility of a substance. They will use M&Ms in order to do this. all key aspects of a good graph Chromatography To investigate the effect Bronze- Identify scientific facts from a more a diagram Pupils will establish the uses of FLIP;

5 The scientific concept of chromatography Today s skill: investigations Silver- Follow a method to conduct a chromatography experiment Gold- form conclusions from your investigation chromatography and carry out the process in order to solve a crime. Watch video on distillation and make notes on how the process works Evaporation and filtering Distillation Bronze- identify relevant science from a given scenario Silver- follow an experimental method to separate substances Gold- Use your scientific understanding to explain your observations Bronze- construct a simple solution to a given scenario based on your scientific understanding Silver- describe observations from a scientific demonstration Gold- explain the observations made using more complex science Pupils will use basic separating techniques to separate sand, salt and iron. They will then explain why these methods of separation work. Pupils will observe a simple distillation process and record observations as well as explaining the process of separating using distillation.

6 Test Feedback To assess the topic that has been taught To progress further based on targets set Pupils will complete a 45 minute assessment on all parts of this topic. Pupils will be provided with personalised feedback based on their assessment by their teacher. Pupils will be asked to make progress towards their targets with support from their teacher. Y8, Term 1a

7 Topic 1 Generating Electricity Lesson Learning objective Success criteria G=Gold, Higher level S= Sliver, Middle level B=Bronze, Lower level 1 LO-Examine the how electricity is generated in a PowerStation Skill focus Organising our ideas 2 LO- Investigate the process that occurs within a generator Skill focus Investigation skills G Describe a scientific process in detail using key terms S- Describe a scientific process using key terms B- Outline a scientific process G- Use data to form a conclusion S- Follow a scientific method B- Describe a simple process using a scientific diagram Lesson summary Pupils will examine how electricity is generated in a fossil fuel power station. Pupils will study a variety of sources and will be asked to construct a scientific description. Pupils will develop their descriptive skills by being encouraged to include key terms and detail in their descriptions. Pupils will investigate how electricity can be generated using the dynamo effect. Pupils will carry out a practical where they aim to discover how different factors affect the amount of current that can be generated. Pupils will develop Homework FLIPPED learning homework. Pupils will be provide with a source based on the Chernobyl disaster. Pupils will be asked to read

8 3 LO- Consider the environmental issues surrounding non renewables Skill focus Analysing s graphs and tables 4 LO- Explore how electricity is generated in a nuclear PowerStation s Skill focus - Organising our knowledge G- Use data to support your point S- Describe the trends in a results table B- Recall a key definition G- Evaluate nuclear power stations S- Extract key information from a source B- Compare two processes their practical skills through following a provided method independently and using the data they collect to form a conclusion. Pupils will analyse various sources including graphs and tables. The sources will be based around the emissions from fossil fuel power stations and the effects they have on the environment. Pupils will develop their analytical skill and will form conclusions from the sources they are provided with. Pupils will develop their comparing and contrasting skills, through comparing the processes involved in a fossil fuel and nuclear power station. Pupils will also examine some of the issues around the use of nuclear power stations, whilst developing their literacy skills of extracting key information from a text. and summaries this source in preparation for lesson 4.

9 5 LO- Explore the renewable sources G- Organise ideas to prepare a presentation Pupils will study the different types of renewable energy of energy that are S- Identify relevant sources that are available including solar, wind and available information from a source hydroelectric. Pupils will further Skill focus - B- Recall a key definition develop their literacy skills of Organising our knowledge extracting information from a source. Pupils will be asked to organise this information and prepare and informative and scientific presentation which they will perform to the class. 6 LO- Consider the G- Make a choice with a Pupils will use their knowledge of most appropriate more complex justification the different energy sources energy source for a S- Make a choice with a that are available to choose an appropriate energy source for a particular area simple explanation particular location. Pupils will Skill focus - B- Make an choice with a develop their explaining and Applying our reason justifying skill as they are knowledge challenged to persuade that their choice is the best choice. 7 Mid unit Assessment Pupils will complete a short 20 minute mid unit assessment consisting of 6 questions based on the 6 lessons we have previously studied. Pupils will be Pupils will be asked to watch a YouTube clip on a chosen type of renewable energy. They will be asked to answer a series of questions on the clip Pupils will be asked to complete a research task in which they find out how and where

10 provided with personalised feedback by their teacher and asked to make progress towards their targets with support from their teacher. Pupils examine the trends in energy sources across the world and how these trends have changed in recent history. Pupils will develop their mathematical skills as they are challenged to examine and analyse sources of numerical and graphical data. Pupils will examine a case study of the consequences of dangerous behaviour around electricity. Pupils will develop their skills of persuasion when challenged to persuade others to behave in a sensible manner. Pupils will examine the safety features of a plug as well as investigate how fuses can be used to protect us. Pupils will develop their investigation skills when challenged to make the electricity that is supplied to their home is generated. 8 LO- Examine trends in energy sources Skill focus - Number G- Apply scientific understanding to explain trends S- Calculate a percentage change B- Calculate a simple percentage 9 LO- Discover how to stay safe when around electricity Skill focus - Applying our knowledge G- Use a variety of persuasive techniques S- Write persuasively in scientific context B- Extract key information from a source 10 LO- Explore mechanisms that keep us safe in the home Skill focus - Investigation skills G- Explain the results of a practical demonstration S- Make scientific observations B- Recall scientific facts Pupils will be asked to prepare for their end of unit assessment. They will be provided with a set of notes

11 11 LO- Explore how energy can be transformed Skill focus - Applying our knowledge 12 LO- Use an equation correctly Skill focus - Number LO- Carry out more complex calculations Skill focus - Number G- Suggest the meaning of a key scientific term using clues S- Describe energy transfers B- Recall the energy stores B- Use calculations to make a choice S- Use a scientific equation and correctly round our answers B- Recall a key definition G- Apply an equation to solve a problem S- Rearrange an equation B- Recall an equation detailed observations and to explain these observations using scientific understanding. Pupils will study the different ways that energy can be stored. They will examine different appliances that can transform energy from one store to another. Pupils will develop their skills of application when they are asked to describe specific examples of energy transformations. Pupils will study the importance of energy efficiency. They develop their mathematical skills when asked to use an equation that will allow them to calculate and then compare the efficiency of different appliances. Pupils will develop their mathematical skills when challenged to rearrange an equation to independently calculate different factors. and a revision technique to trial

12 Pupils will apply their calculations to solve a problem. 13 Test Pupils will complete a 45 minute assessment on all parts of this topic. 14 Feedback Pupils will be provided with personalised feedback based on their assessment by their teacher. Pupils will be asked to make progress towards their targets with support from their teacher. Pupils will be provide with a personalised homework based on the targets arising from the end of unit assessment

13 Y9, Term 1a Topic 1 Reproduction Lesson Learning objective Success criteria G=Gold, Higher level S= Sliver, Middle level B=Bronze, Lower level Lesson summary Homework

14 1 LO-Examine the structure and function of the male reproductive system Skill focus Application of knowledge G Explain adaptations of a sperm cell. S- Describe the function of each different part. B- Identify the names and location of the different parts of the male reproductive system. Pupils will examine the structure and function of the male reproductive system. They will develop their application skills when they are asked to use what they have learnt to label a scientific diagram. Pupils will look more closely at the sperm cell and how it is adapted to its function 2 LO- Examine the structure and function of the female reproductive system Skill focus Application of knowledge G Explain adaptations of an egg cell. S- Describe the function of each different part. B- Identify the names and location of the different parts of the female reproductive system. Pupils will examine the structure and function of the female reproductive system. They will develop their application skills when they are asked to use what they have learnt to label a scientific diagram. Pupils will look more closely at the egg cell and how it is adapted to its function. Pupils will be provided with a media source about cervical cancer. Pupils will be asked to analyse the source and answer question about cervical cancer. 3 LO- To discover how the body becomes sexually mature G- Consider the emotional impacts of puberty. S- Describe why these changes need to occur. Pupils will develop their skills of organising information when they are asked to categorise the changes that occur in the male and female body during puberty. Pupils will consider the emotional

15 Skill focus Organising our B- Categorise key changes that occur during puberty. side of puberty and how feelings can be managed. knowledge 4 LO- Explore how electricity is generated in a nuclear PowerStation s Skill focus - Organising our knowledge G- Evaluate nuclear power stations S- Extract key information from a source B- Compare two processes Pupils will develop their comparing and contrasting skills, through comparing the processes involved in a fossil fuel and nuclear power station. Pupils will also examine some of the issues around the use of nuclear power stations, whilst developing their literacy skills of extracting key information from a text. 5 LO- Explore the renewable sources of energy that are available Skill focus - Organising our knowledge G- Organise ideas to prepare a presentation S- Identify relevant information from a source B- Recall a key definition Pupils will study the different types of renewable energy sources that are available including solar, wind and hydroelectric. Pupils will further develop their literacy skills of extracting information from a source. Pupils will be asked to organise this information and prepare and informative and scientific presentation which they will perform to the class. Pupils will be asked to watch a YouTube clip on a chosen type of renewable energy. They will be asked to answer a series of questions on the clip

16 6 LO- Consider the most appropriate G- Make a choice with a more complex justification Pupils will use their knowledge of the different energy sources energy source for a S- Make a choice with a that are available to choose an appropriate energy source for a particular area simple explanation particular location. Pupils will Skill focus - B- Make an choice with a develop their explaining and Applying our knowledge reason justifying skill as they are challenged to persuade that their choice is the best choice. 7 Mid unit Assessment Pupils will complete a short 20 minute mid unit assessment consisting of 6 questions based on the 6 lessons we have previously studied. Pupils will be provided with personalised feedback by their teacher and asked to make progress towards their targets with support from their teacher. 8 LO- Examine trends in energy sources Skill focus - Number G- Apply scientific understanding to explain trends S- Calculate a percentage change B- Calculate a simple percentage Pupils examine the trends in energy sources across the world and how these trends have changed in recent history. Pupils will develop their mathematical skills as they are challenged to Pupils will be asked to complete a research task in which they find out how and where the electricity that is supplied to their home is generated.

17 examine and analyse sources of numerical and graphical data. Pupils will examine a case study of the consequences of dangerous behaviour around electricity. Pupils will develop their skills of persuasion when challenged to persuade others to behave in a sensible manner. Pupils will examine the safety features of a plug as well as investigate how fuses can be used to protect us. Pupils will develop their investigation skills when challenged to make detailed observations and to explain these observations using scientific understanding. Pupils will study the different ways that energy can be stored. They will examine different appliances that can transform energy from one store to another. Pupils will develop their skills of application when they are asked to describe specific 9 LO- Discover how to stay safe when around electricity Skill focus - Applying our knowledge G- Use a variety of persuasive techniques S- Write persuasively in scientific context B- Extract key information from a source 10 LO- Explore mechanisms that keep us safe in the home Skill focus - Investigation skills G- Explain the results of a practical demonstration S- Make scientific observations B- Recall scientific facts Pupils will be asked to prepare for their end of unit assessment. They will be provided with a set of notes and a revision technique to trial 11 LO- Explore how energy can be transformed Skill focus - Applying our knowledge G- Suggest the meaning of a key scientific term using clues S- Describe energy transfers B- Recall the energy stores

18 12 LO- Use an equation correctly Skill focus - Number LO- Carry out more complex calculations Skill focus - Number B- Use calculations to make a choice S- Use a scientific equation and correctly round our answers B- Recall a key definition G- Apply an equation to solve a problem S- Rearrange an equation B- Recall an equation examples of energy transformations. Pupils will study the importance of energy efficiency. They develop their mathematical skills when asked to use an equation that will allow them to calculate and then compare the efficiency of different appliances. Pupils will develop their mathematical skills when challenged to rearrange an equation to independently calculate different factors. Pupils will apply their calculations to solve a problem. 13 Test Pupils will complete a 45 minute assessment on all parts of this topic. 14 Feedback Pupils will be provided with personalised feedback based on their assessment by their teacher. Pupils will be asked to make progress towards their targets with support from their teacher. Pupils will be provide with a personalised homework based on the targets arising from the

19 end of unit assessment Y9, Term 1a Topic 1 - Sampling

20 Lesson Learning objective Success criteria G=Gold, Higher level S= Sliver, Middle level B=Bronze, Lower level 1 LO- Explore the G MODEL a sampling methods that can be used to sample populations. Skill focus Modelling method to estimate the number of deer in a field. S- EXPLAIN the importance of using sampling methods. B- RECALL the different methods of sampling populations. Lesson summary Pupils try to estimate the total population of daisies in a field. They will do this using quadrats. Pupils will be taught the method on how to do this. Pupils will then develop their skills in sampling by applying their knowledge to a task. Homework FLIPPED learning homework. Pupils will research what factors will affect the size of a population and create an informative leaflet explaining this. 2 LO- Explore the factors that could affect the size of a population. Skill focus Interpreting graphs G- INTERPRET and EXPLAIN population graphs. S- DESCRIBE factors that can affect population size. Pupils will investigate the different factors that affect the population size. The start of the lesson will be a discussion of the homework and a series of questions asked. Pupils will then interpret graphs to explain how

21 B- DEFINE the term population. these factors affect the size of a population. 3 LO- Explore how accurate results can be collected using sampling methods. Skill focus Practical skills and G- CALCULATE number of organisms in a habitat using equations. S- COMPARE different sampling methods. B- STATE the meaning of Pupils will define some important scientific terms when collecting data. They will then explore two types of sampling technique and then apply this to a practical investigation. sampling. accurate, precise and mean. 4 LO- WRITE a method to collect accurate results for the sampling G- Method is HIGHLY DETAILED and includes all steps with accurate SPAG S- Method has a LOT OF Pupils will be using their knowledge of sampling techniques and plan and write a detailed method. investigation. DETAIL and includes most Skill focus steps. Scientific B- IDENTIFY the terminology. features of a brilliant method 5 LO- INVESTIGATE which sampling method collects the G- COMPARE the accuracy of the two sampling methods. S- Identify relevant information from a source Pupils will be testing their method out to sample a population. They will first identify sources of error in their investigation. They will Pupils will be asked to watch a YouTube clip on a sampling and then will report how

22 most accurate results. Skill focus B- RECOGNISE sources of error in our experiment. then test the two sampling techniques and collect data. sampling is used in real life situations. Investigative skills 6 LO- ANALYSE our graph to reach a conclusion and to EVALUATE the data we have collected. Skill focus Concluding G- APPLY our learning to conclude and evaluate our results. S- DESCRIBE the correct conclusion from your results. B- IDENTIFY the meaning of key evaluation terminology. Pupils will identify key terms used when concluding an investigation. They then will analyse which method iwas the closest to the true value. 7 Mid unit Assessment Pupils will complete a short 20 minute mid unit assessment consisting of 6 questions based on the 6 lessons we have previously studied. Pupils will be provided with personalised feedback by their teacher and asked to make progress towards their targets with support from their teacher.

23 8 LO- To apply knowledge of sampling populations to analyse albatross nests. Skill focus Comparing and Contrasting. G- MODEL a sampling method to estimate the number of albatross nests. S- COMPARE different sampling methods B- RECALL how to sample populations using quadrats. Pupils will examine a case study albatross numbers. Pupils will apply what they have learnt about sampling to an investigation. Pupils will recap on the correct sampling technique. 9 LO- To apply knowledge of sampling populations to analyse albatross nests. Skill focus Analysing data 10 LO- To explain what is causing Albatross numbers to decline. Skill focus Describing data. G- MODEL a sampling method to estimate the number of albatross nests. S- COMPARE different sampling methods. B- RECALL how to sample populations using quadrats. G- Draw conclusions as to what is causing the decline in albatross numbers. S- Describe trends in our data. B- Define the terms Biotic and Abiotic factors. Pupils will estimate the albatross population using the sampling methods previously learnt. They will then draw a graph of the results. Pupils will discuss the homework and by questioned on Biotic and Abiotic factors. Pupils will then conclude their experiment. 11 Test Pupils will complete a 45 minute assessment on all parts of this topic. Pupils will research the terms Biotic and Abiotic factors and write a summary letter explain

24 12 Feedback Pupils will be provided with personalised feedback based on their assessment by their teacher. Pupils will be asked to make progress towards their targets with support from their teacher. Pupils will be provide with a personalised homework based on the targets arising from the end of unit assessment Y10, Term 1a

25 Topic C1: Particles (Combined and Separates) Lesson Learning objective Success criteria Gold = Higher level Sliver = Middle level Bronze = Lower level 1 INVESTIGATE how particles move as substances change state Gold - PLOT an accurate graph for the results of a change in state experiment Silver - DESCRIBE how particles move in the different states of matter Bronze - DRAW particle diagrams of the different states of matter Lesson summary Pupils will investigate the fundamental topic of states of matter. Pupils will conduct the heating ice practical and describe how the particles move as the state changes. Students will develop their graph skills as well as have the opportunity to draw how the particles are arranged in solids, liquids and gases. Homework 2 DETERMINE whether changes Gold - EXPLAIN using the particle model the difference between Pupils will determine if changes are physical or chemical. The lesson will take the shape of some demonstrations FLIPPED LEARNING: Chemistry of Cookies (youtube

26 are chemical or physical 3 EXPLORE the structure of an atom, the building blocks of chemistry chemical and physical changes Silver - CATEGORISE changes as physical or chemical Bronze - STATE what physical and chemical changes are Gold - DESCRIBE the structure of an atom Silver - CREATE a labelled model of an atom highlighting the difference between the 2 types of changes before students have the opportunity to categorise their own during a practical. Students will then explain the differences using the particle model. Students will make models of atoms that are labelled with the key features. Students will then describe the atom in a creative way (shrunk to the size of an atom). video task). Students watch a video on the cooking of cookies and how it is a chemical reaction. They answer the questions for homework and bring to L2 with a knowledge of chemical reactions. Bronze - STATE the size and mass of atoms 4 DEDUCE the number of subatomic particles in atoms Gold WORK OUT the number of protons, neutrons and electrons in atoms Students will learn what relative atomic mass and atomic number are. They will then learn how to deduce the number of protons,

27 Silver - IDENTIFY relative atomic mass and atomic number electrons and neutrons using their periodic tables. 5 DISCOVER how electrons are arranged in an atom Bronze - RECALL the masses and charges of subatomic particles Gold Draw electron configuration diagrams for the first 20 elements Silver State that electrons occupy shells Students learn how to work out the number of electrons in an atom. They then learn how to write and draw electron configurations. 6 DISCOVER how atoms can exist as isotopes Bronze Deduce the number of electrons in an atom Gold INTERPRET data about isotopes Silver MODEL the nuclei of isotopes Students learn the key concept of isotopes by making models of nuclei using plasticine. Students then apply their knowledge to interpret data about isotopes.

28 Bronze DEFINE the term isotope 7 EXPLAIN how theories change over time, especially that of atomic structure Gold - INTERPRET Geiger and Marsden s unexpected result Silver DESCRIBE the different experiments that led to the discovery Bronze EXPLAIN how scientists prove their Students learn about how theories change and how they are proved. They are then to pretend they have found a cure for cancer and they need to prove it to the world. How would they do this? Students are to complete a homework task researching the history of the atom. Research task: History of the atom. Students produce a poster with a timeline showing the key scientists and findings of how the theory of atomic structure has changed. findings to the world 8 PLAN AN EXPERIMENT to test which metal is suitable for a spaceship Gold - IDENTIFY variables, sources of error and risks Silver - WRITE an easy to follow method Bronze IDENTIFY signs This is the first lesson of three in which students will investigate which metal is best for building a space ship for MSA (Mount Space Agency). In this lesson, students will plan the investigation by considering variables, sources of error, risks and method writing. of a chemical reaction

29 9 CARRY OUT AN EXPERIMENT to test which metal is suitable for a spaceship 10 CONCLUDE the experiment into which metal is the most suitable for the spaceship Gold - MAKE some instant conclusions based on data Silver - ACCURATELY record results and correctly CALCULATE values Bronze SAFELY perform an experiment Gold - EVALUATE the experiment and suggest improvements Silver ANALYSE the results Students conduct the experiment where they compare iron and magnesium in terms of which is best for making the space ship. They will burn the metals with oxygen to see which one is most resistant. Students will learn the skills of recording results, calculating values and making some conclusions based on data. Students will conclude their investigation by plotting a graph, analysing results and evaluating their experiment to suggest improvements. Bronze PLOT an accurate graph of the results

30 Y11, Term 1a Topic 1 P4 waves and radioactivity Lesson Lesson objective outcomes of learning Lesson outline Homework Wave basics To explain the basic structure of transverse and describe wave motion in terms of amplitude, Pupils will discover how to label a wave and the difference between the Exam questions on waves

31 longitudinal waves using keywords wavelength, frequency and period define wavelength and frequency describe and apply the relationship between wavelength, frequency and the wave velocity apply formulae relating velocity, frequency and wavelength describe differences between transverse and longitudinal waves The ripple tank describe how ripples on and oscilloscope water surfaces are used to to measure waves model transverse waves whilst sound waves in air are longitudinal waves, and how the speed of each may be measured describe evidence that in both cases it is the wave and not the water or air itself that travels Reflection Investigation of reflection in a ripple tank. (PAG P4) Relationship between incident angle and reflected angle Refraction Investigation of refraction in a ripple tank. (PAG P4) two types. They will learn to use the wave equation with the units involved. Pupils will see demonstrations and use online simulations to discover how an oscilloscope and a ripple tank can be used to manipulate waves Pupils will carry out an investigation to establish the laws of reflection Pupils will carry out an investigation to establish the laws of refraction

32 Relationship between incident angle and refracted angle Electromagnetic waves recall that electromagnetic waves are transverse and are transmitted through space where they all have the same velocity explain that electromagnetic waves transfer energy from source to absorber examples from a range of electromagnetic waves apply the relationships between frequency and wavelength across the electromagnetic spectrum describe the main groupings of the electromagnetic spectrum and that these groupings range from long to short wavelengths and from low to high frequencies describe that our eyes can only detect a limited range of the electromagnetic spectrum recall that light is an electromagnetic wave Pupils will learn about the range of waves in the EM spectrum and how frequency and wavelength of the waves varies. FLIP: Watch video on radiation (penetration and ionisation); answer questions in connect (properties of radiation lesson)

33 Uses of electromagnetic waves describe how ultra-violet waves, X-rays and gamma rays can have hazardous effects, notably on human bodily tissues show the properties, uses and dangers of the different electromagnetic wave groups. Pupils will research what the EM waves can be used for in their day to day lives Mid unit assessment Isotopes and decay Properties of radiation Pupils will complete a short 20 minute mid unit assessment consisting of 6 questions based on the 6 lessons we have previously studied. Pupils will be provided with personalised feedback by their teacher and asked to make progress towards their targets with support from their teacher. recall that atomic nuclei are composed of both protons and neutrons, that the nucleus of each element has a characteristic positive charge recall that atoms of the same elements can differ in nuclear mass by having different numbers of neutrons use the conventional representation for nuclei to relate the differences between isotopes recall that some nuclei are unstable and may emit alpha particles, beta particles, or neutrons, and Pupils will revisit the make up of an atom and what isotopes are. Pupils will establish the varying types of radiation and their properties such as how Exam questions

34 electromagnetic radiation as gamma rays state the penetration power and ionising factors of each radiation type Decay equations relate these emissions to possible changes in the mass or the charge of the nucleus, or both use names and symbols of common nuclei and particles to write balanced equations that represent radioactive decay balance equations representing the emission of alpha, beta or gamma radiations in terms of the masses, and charges Electron energy recall that in each atom its levels electrons are arranged at different distances from the nucleus, that such arrangements may change with absorption or emission of electromagnetic radiation and that atoms can become ions by loss of outer electrons Half life explain the concept of halflife and how this is related to the random nature of radioactive decay penetrating and ionising they can be Pupils will earn to write equations for radioactive decay showing the outcomes of decay on the atomic make up. Pupils will revisit electron configuration and how ionising radiation can impact on the electron shells Pupils will investigate the effect of half life on radioactivity and use graphs to deduce half life of radioactive isotopes. Exam questions on decay

35 Dangers of radioactivity Test Feedback recall the differences between contamination and irradiation effects and compare the hazards associated with these two Pupils will research the dangers and impact of radioactivity on living organisms Pupils will complete a 45 minute assessment on all parts of this topic. Pupils will be provided with personalised feedback based on their assessment by their teacher. Pupils will be asked to make progress towards their targets with support from their teacher.