Department
Science
Cambridge Grade 6
Curriculum Plan
amante.devore@gmail.com
BIOLOGY
Unit 1. Plants and humans as Organisms
1.1 Cells, tissues and organs
1.2 Skeleton, joints and muscles
Unit 2. Cells and Organisms
2.1 Characteristics of living organisms
2.2 Microbiology
2.3 Cells
Unit 3. Living things in their environment
3.1 Food chains
3.2 Pollution
3.3 Ozone depletion
3.4 Conservation
3.5 Ecology resources
Unit 4. Variation and Classification
4.1 Species and adaptations
4.2 Variation in a species
4.3 Introduction in classification
CHEMISTRY
Unit 5. States of matter
5.1 States of matter
5.2 Particle theory
5.3 Changing state
Unit 6. Material properties
6.1 Metals
6.2 Non-metals
6.3 Everyday materials and their properties
Unit 7. Material changes
7.1 Acids and alkalis
7.2 The pH scale
Unit 8. The Earth
8.1 Rocks, minerals and soils
8.2 Soil
8.3 The structure and age of the Earth
PHYSICS
Unit 9. Forces and motion
9.1 Forces
9.2 Weight—the pull of gravity
9.3 Friction—an important force
9.4 Air resistance
Unit 10. Energy
10.1 Using energy
10.2 Thermal and kinetic energy
10.3 Transformation, movement and conservation of energy
Unit 11 (Bonus). The Earth and beyond
11.1 Day and night
11.2 The starry skies
11.3 The moving planets
11.4 Seeing stars and planets
11.5 The Moon and its phases
11.6 A revolution in astronomy
11.7 400 years of astronomy
11.8 Journey into space
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Keys
Unit 1. Plants and humans as organisms
Unit 2. Cells and organisms
Unit 3. Living things in their environment
Unit 4. Variation and classification
Unit 5. States of matter
Unit 6. Material properties
Unit 7. Material changes
Unit 8. The Earth
Unit 9. Forces and motion
Unit 10 Energy
Unit 11. The Earth and beyond
Unit 1. Plants and humans as Organisms
1.1 CELLS TISSUES AND ORGANS
Enduring understandings:
●
Cell is a basic unit of life
●
Most of the cells in adult’s organism are specialized and conduct specific function
●
Tissues and organs are composed of specific cells
●
Organisms of plans and animals are composed of specific organs that conduct vital functions
Learning outcomes:
• Understand how living organisms built
• Realize how cells are specialized by functionality
and structure
•
•
Describe the principle of Tissues and Organs formation
Be able to describe main Plants and Animals organs
Summary:
• Different
kinds of cells are adapted to carry out
different functions
•
The structure of red blood cells helps them to
transport oxygen. The structure of nerve cells
helps them to transmit electrical signals. The
structure of root hair cells helps them to adsorb
water.
•
A tissue is a group of similar cells, carrying out a
particular function
•
•
Tissues group together to form organs
•
•
•
Leaves adsorbs sunlight to make food
•
The digestive system breaks down food, so that is
can be adsorbed into the blood
•
The circulatory system transport substances all
over the body
•
The nervous system allows all the parts of the
body to communicate
•
The respiratory system helps oxygen to enter the
body and carbon dioxide to leave it
Practical activities:
In coursebook:
•
Questions 1–8. Pages 34-35
•
Questions 1–6 Activity 1.1, Pressing a plant. Pages
6-7
•
Questions 1–5. Pages 8-9
In Worksheets:
•
Animation 2.8, Specialized cells. DVD
•
Worksheet 1.2, Human organ systems. DVD
•
Worksheet 1.1, Plant organs. DVD
In Workbook:
•
Exercise 1.2 Drawing leaves
•
Exercise 1.1, Comparing leaves
•
Exercise 1.2, Human organ systems
Vocabulary: Cells, Specialized, Adaptation, Tissue, Organ, Organ system, Organism, Haemoglobin, Chlorophyll, Root, Stem, Leaves, Flower, Digestive system, Digestion, Circulatory system, Blood vessels, Nerves, Nervous
system, Sense organs, Respiratory system, Respiration.
Roots hold a plant in the ground and adsorb water and minerals
Flowers are reproductive organs
The stem holds the leaves and flowers above the
ground
Duration: 2-4 Periods.
Common Misconceptions:
•
•
•
•
Students often confuse the words ‘organ’ and
‘organism’.
In some Spanish-speaking countries, the word ‘organism’
is sometimes wrongly used to mean ‘body’.
Students may say that leaves ‘attract’ sunlight, rather
than that they absorb
The term ‘stomach’ is often used to mean the part of the
body that is correctly called the abdomen. The stomach
is an organ in the digestive system.
1.2 SKELETON, JOINTS AND MUSCLES
Enduring understandings:
●
Human body is able to move because or musculoskeletal apparatus
●
Skeleton provides a body support, whether muscles make us able to move
●
Ligaments and tendons connects bones and bones, and bones and muscles
●
The work of muscles requires a lot of energy
Learning outcomes:
• Understand the functions
Practical activities:
of skeleton, joints and
muscles
•
Realize how human skeleton is built and its main
components
•
•
List main types of joints, and their locations
•
Describe the concept of antagonistic muscles
Be able to describe mechanics of the muscle
contraction
Summary:
• The skeleton supports the body
• The cranium protects the brain. The ribs and sternum protect the lungs and heart
•
•
A joint is the place where two bones meet
•
Cartilage and synovial fluid reduce friction at
moveable joints
•
Muscles produce a pulling force when they contract. They can only pull. They cannot push
•
•
Muscles are joined to bones by tendons
The bones at a fixed joint cannot move. The
bones at a hinge joint of ball-and-socket joint
can move
In coursebook:
•
Questions 1–5 Activity 1.3, Do long bones break
•
more easily than short bones?, including Questions
A1–A2. Pages 10-11
Questions 1–7 Activity 1.4, Which kind of joint?
Pages 12-13
Questions 1–6. Pages 14-15.
•
In Worksheets:
•
Worksheet 1.4, Arthritis. DVD
In Workbook:
•
Exercise 1.3, Breaking bones
•
Exercise 1.5, Antagonistic muscles in the leg
Vocabulary: Skeleton, Cranium, Joint, Fixed joint, Balland-socket joint, Hinge joint, Friction, Cartilage, Synovial
fluid, Lubricate, Tendons, Contraction, Relaxation, Muscle, Antagonistic muscles
Antagonistic muscles are a pair of muscles working together, pulling in opposite directions
Duration: 2-4 Periods.
Common Misconceptions:
•
•
•
•
Students often think that the skin helps to support the
body. This is entirely false.
Students often confuse the terms ‘spine’, ‘spinal cord’
and ‘spinal column’.
In standard English, the name ‘biceps’ is a singular term –
one biceps. There is no such word as ‘bicep’. The same is
true for triceps.
Students often think that muscles can make themselves
longer. They may say that the muscle ‘expands’, which is
incorrect. Encourage them to use the terms ‘contract’
and ‘relax’.
2.1 CHARACTERISTICS OF LIVING ORGANISMS
Enduring understandings:
●
All living organisms possesses specific characteristics, that distinguish them from non-living organisms
●
All living organisms are able to transform energy
●
Viruses and semi-living organisms
Learning outcomes:
• Distinguish living organisms
Practical activities:
from non-living ob-
jects
•
•
List and describe characteristics of living organisms
Give an examples of living and non-living organisms support it with evidences
In coursebook:
•
Questions 1–2 Activity 2.1, Living, nonliving and
dead. Pages 20-21
In Worksheets:
•
Worksheet 2.1, How does light affect plant
growth? DVD
In Workbook:
•
Exercise 2.1, Characteristics of living organisms
Unit 2. Cells and organisms
2.1 CHARACTERISTICS OF LIVING ORGANISMS
Summary:
• Living organisms have a set of seven characteris-
Vocabulary: Growth, Nutrition, Movement, Sensitivity,
Excretion, Reproduction, Respiration.
tics—growth, movement, reproduction, excretion, sensitivity, nutrition and respiration
•
Non-living things may have some of these characteristics, but not all seven of them
Duration: 1- 2 Periods.
Common Misconceptions:
•
Students often think only of animals when thinking
about the characteristics of living things.
•
They may say that one of the characteristics of
living things is that ‘they die’. You will need to help
them to see that this is not a helpful description, as
it assumes that they are alive already but does not
get us any further in knowing what that means.
•
Students will almost certainly use the terms
‘breathing’ and ‘respiring’ to mean the same
thing. This is not the place to go into this in any
detail, but you could briefly explain that breathing
is the movements they make to get air into and
out of their bodies, while respiration is a chemical
reaction that takes place inside every living cell.
2.2 MICROBIOLOGY
Enduring understandings:
●
All living organisms possesses specific characteristics, that distinguish them from non-living organisms
●
All living organisms are able to transform energy
●
Viruses and semi-living organisms
Learning outcomes:
• Distinguish living organisms
Practical activities:
from non-living ob-
jects
•
List and describe characteristics of living organisms
•
Give an examples of living and non-living organisms support it with evidences
Summary:
• Living organisms have a set of seven characteris-
tics—growth, movement, reproduction, excretion, sensitivity, nutrition and respiration
•
Non-living things may have some of these characteristics, but not all seven of them
In coursebook:
•
Exercise 2.2, Pasteur and spontaneous generation. Pages 22-23
•
Exercise 2.3, Investigating leaf decay. Pages
24-25
•
Exercise 2.5, Food poisoning in Japan. Pages
28-29
In Worksheets:
•
Worksheet 2.2, Detecting respiration in yeast. DVD
•
Worksheet 2.3, Pasteurizing milk. DVD
•
Worksheet 2.4, Pasteur and fermentation. DVD
In Workbook:
•
Exercise 2.2, Pasteur and spontaneous generation
•
Exercise 2.3, Investigating leaf decay
•
Exercise 2.5, Food poisoning in Japan
Vocabulary: Bacteria, Microscopic fungi, Protozoa, Virus,
Decay, Fermentation, Disease
Duration: 4-6 periods
Common Misconceptions:
•
The term ‘organic’ is widely used to describe products
that manufacturers want to promote as being ‘pure’ or
‘natural’. Its original meaning, and the way in which the
term should be used in biology, is something that has
been made by living organisms. Thus, the idea of
‘organic’ food is in many ways nonsense, because all of
our food is ‘organic’ in the biological sense.
2.2 MICROBIOLOGY
•
•
•
•
•
Students often think that bacteria (and other microorganisms) are killed by low temperatures. This is not so.
They merely become dormant, and will begin to grow
again once the temperature rises. This is why foods that
have been kept in a freezer should be eaten or cooked
soon after they are thawed.
Students sometimes think that yeast is a chemical, rather
than a living organism.
Many people think that antibiotics can cure any infectious disease. Antibiotics only kill bacteria, not other micro-organisms.
There is often confusion about the ‘cause’ of an infectious disease. The cause is the micro-organism that enters the body and makes you ill. Mosquitoes, therefore,
are not the ‘cause’ of malaria. They simply transmit the
causal organism from one person to another.
Some students may ask about ‘conspiracy theories’ relating to diseases such as swine flu and HIV/AIDS, and
you should be prepared to deal with these if they come
up. These theories suggest that these illnesses are not
caused by viruses at all, but were introduced to particular populations by an ‘aggressor’ country for their own
purposes. There is not the slightest shred of evidence for
this, while there is a huge quantity of well-researched
scientific evidence for the natural cause and spread of
these viral diseases.
2.3 CELLS
Enduring understandings:
●
Cells are basic units of Life
●
All living organisms are made of cells
●
Every cell originates from the existing (parental) cell
Learning outcomes:
• Explain the difference between plant and animal
cell
•
Understand the meaning of terms representing
basic structure of the cell: Cell membrane, Organelle, Nucleus, Cytoplasm
•
Be able to describe basic structure of plant and
animal cells
•
Be able to describe functions of main cell organelles
Summary:
• All plant
cells contain a cells wall, cell membrane, cytoplasm, nucleus and vacuole
•
Plant cells in the light may also contain chloroplasts
•
Animal cells have a cell membrane, cytoplasm
and nucleus
•
Animal cells do not have cell wall, chloroplasts or
a large vacuole containing cell sap
Duration: 2-4 periods
Practical activities:
In coursebook:
•
Questions 1–2 Activity 2.6, Looking at plant cells,
•
including Questions A1–A2. Pages 30-31
Questions 1–5 Activity 2.7, Looking at animal cells.
Pages 32-33
In Worksheets:
•
Worksheet 2.6A, Using a microscope Worksheet
2.6B, The parts of a microscope. DVD
•
Worksheet 2.7, Micro-organisms in pond water. DV
In Workbook:
•
Exercise 2.7, Comparing plant cells and animal
cells
Vocabulary: Cell. Cell membrane, Nucleus, Organelle,
Cytoplasm, Vacuole, Mitochondria, Chloroplast, Cell
wall.
Common Misconceptions:
•
•
•
The names of several cell parts begin with the letter c,
and it is very easy for students to confuse these.
Cell walls and cell membranes are very frequently confused. Making the three-dimensional model as described
above may help to avoid this confusion.
Students may think that, as the nucleus is said to ‘control
the activities of the cell’, then it also controls the passage of substances into and out of it. This, in fact, is done
by the cell membrane
Unit 3. Living things in their environment
3.1 FOOD CHAINS
Enduring understandings:
●
Energy moves through the biosphere being transformed by the living organisms
●
Matter is staying within the biosphere being recycled by living organisms
●
Amount of nutrients and energy available can be a limiting factor for population growth
Learning outcomes:
• Define the concept of Food chain
• Understand how energy is passed
Practical activities:
in the food
chain
• Describe roles of organisms in the food chain
• Emphasize the role of Decomposer
Summary:
• A food chain shows how energy passes from one
organism to another, when it makes or eat food
•
Food chains begin with plants, which use energy
from sunlight to make food
•
Plants are producers, because they produce
food
•
Animals are consumers, because they consume
food that was originally made by plants
•
Humans clear lands to grow crops. This destroys
habitats and harms food chains
•
Some wild animals can live in the crops that
farmers grow
•
Fishing and the introduction of new species can
harm food chains
Duration: 1-3 Periods
In coursebook:
•
Questions 1–5. Page 40-41
•
Questions 1–6, Activity 3.3, Researching human
effects on a food chain. Pages 42-43
In Worksheets:
•
Worksheet 3.2, Investigating food preferences.
DVD
In Workbook:
•
Exercise 3.3, Leafhoppers
Vocabulary: Food chain, producer, consumer, decomposer, detritivore, autotroph, heterotroph, carnivore, herbivore, omnivore
Common Misconceptions:
•
Students often fail to move on from saying that a food
chain shows ‘what eats what’. At this stage in their science course, they should know that the arrows in a food
chain show energy transfer.
3.2 POLLUTION
Enduring understandings:
●
Pollution destroys habitats and creates disruptions in the food webs
●
Pollution caused extinction of species
●
The level of pollution increases with the development of industries
Learning outcomes:
• Understand the reasons of pollution
• Describe main types of pollution
• Realize the consequences of pollution
Practical activities:
for the
ecosystems and human civilization
•
Introduce they ways of pollution prevention
Summary:
• Pollution means adding harmful things to the environment
•
•
Untreated sewage causes water pollution
Burning fossil fuels causes air pollution
In coursebook:
•
Questions 1–4 Activity 3.4, How does acid rain affect bean seedlings? Pages 44-45
In Worksheets:
•
Worksheet 3.4A, Acid rain and buildings. DVD
•
Worksheet 3.4B, Lichens and pollution. DVD
In Workbook:
•
Exercise 3.4, The great London smog
Vocabulary: Pollution, Acid rain, Carbon dioxide, sewage, sulfur dioxide
3.2 POLLUTION
Duration: 1-3 Periods
Common Misconceptions:
•
•
•
•
Many people think that the effluent from a sewage
treatment works causes pollution. Properly treated sewage is perfectly safe to add to a river. It is untreated (or
poorly treated) sewage – sometimes called ‘raw’ sewage – that causes problems.
There is much confusion about different kinds of air pollution. Many people (not only young students) tend to roll
global warming, acid rain and damage to the ozone
layer into one big problem, and do not appreciate that
they are separate problems caused by different gases.
The term ‘greenhouse effect’ has not been used in the
Coursebook, but it may come up in discussion. Students
should realize that the greenhouse effect is a natural
one, and that without it the Earth would be so cold that
it would be very unlikely to be able to support life. The
current problem is that extra carbon dioxide (and also
methane) are making the greenhouse effect greater,
and this is causing the Earth’s temperature to increase.
Students may be aware of suggestions that global
warming is not happening, or that even if it is, it is not
being caused by humans. The scientific evidence for
global warming is now overwhelming, as is the relationship between it and increasing global carbon dioxide
levels. It is, however, not clear whether this is the only
reason for global warming
3.3 OZONE DEPLETION
Enduring understandings:
●
Ozone layer is the unique formation that makes possible fife on Earth
●
Recently the Ozone layer is damaged by the certain gases released by humans
●
Ozone holes is a serious threat to the Biosphere
Learning outcomes:
• Understand the reasons
Practical activities:
of ozone depletion including the type of gases that it causes
•
Realize the consequences of the further damage
of the ozone layer
•
Propose working ways of protection of the ozone
layer
Summary:
• Ozone is the gas found in a
layer high up in the
atmosphere
•
The ozone layer protects us from ultraviolet radiation
•
CFCs have damaged the ozone layer over the
Antarctic
•
CFCs are now banned and the ozone layer is
recovering
Duration: 1-2 Periods
In coursebook:
•
Questions 1–8. Pages 46-47
In Worksheets:
•
None
In Workbook:
•
Exercise 3.5, Melanoma in Australia
Vocabulary: Ozone, Ultraviolet light, ChloroFluorocarbon (CFC), Depletion
Common Misconceptions:
•
•
Damage to the ozone layer is often confused with global warming (the enhanced greenhouse effect) and acid
rain.
Ozone is also produced close to the ground, where it is a
harmful pollutant. It’s probably best to avoid mentioning
this at this stage as it may cause confusion.
3.4 CONSERVATION
Enduring understandings:
●
Habitat destruction and pollution are the serious threat to the life on Earth
●
Humans are responsible for the minimization of the damage caused to the Biosphere
●
Environmental issues are getting more important with the development of human civilization
3.4 CONSERVATION
Learning outcomes:
• Explain the importance of Pollution reducing
• Describe main ways of pollution reducing
Practical activities:
with
the examples
•
Pages 48-49
Emphasize of the main difficulties of the Environmental protection
In Worksheets:
•
Worksheet 3.6, A school nature reserve – assess-
means looking after the environment so that animals and plants can live there
In Workbook:
•
Exercise 3.6, Conserving giant pandas
Reducing pollution and preserving habitats are
important ways of looking after the environment
Vocabulary: Cell. Cell membrane, Nucleus, Organelle,
Cytoplasm, Vacuole, Mitochondria, Chloroplast, Cell
wall.
Summary:
• Conservation
•
In coursebook:
•
Questions 1–4 Activity 3.6, A school nature reserve.
ment for learning. DVD
Duration: 1-2 Periods
Common Misconceptions:
•
None
3.5 ENERGY RESOURSES
Enduring understandings:
●
Humans uses large amount of energy for industry and for life
●
Some energy souses can be renewed, whether some cannot
●
Most of the energy that is used now is from the non-renewable sourses
Learning outcomes:
• Distinguish between
renewable and nonrenewable sources of energy with the examples
•
Provide a reasoning about why currently most of
the energy comes from non-renewable sources
•
Draw a ways how to transfer to the use of renewable sources of energy
Summary:
• A non-renewable energy resource is one that are
using up faster than it is being formed. It will
eventually run out
•
•
Fossil fuels are non-renewable
•
Wind, plants and energy in sunlight are renewable energy resources
Practical activities:
In coursebook:
•
Questions 1–6. Pages 50-51
In Worksheets:
•
Worksheet 3.7A, Energy in food. DVD
•
Worksheet 3.7B, Planning an experiment to investigate energy in food. DVD
In Workbook:
•
None
Vocabulary: Renewable energy, Non-renewable energy,
Fossil fuels
A renewable energy resource is one that will not
run out
Duration: 1-3 Periods
Common Misconceptions:
•
Students may confuse fossils with fossil fuels
Unit 4. Variation and classification
4.1 SPECIES AND ADAPTATIONS
Enduring understandings:
●
Biosphere is represented by a variety of species that are reproductively isolated from one another
●
Each known specie is classified according to the characteristics and given with the specific name
●
Each specie is highly adapted to the environment where it lives
●
Adaptation of species if the result of natural selection
Learning outcomes:
• Understand the concept of Specie and how species are isolated
•
Understand how species are obtaining their
names
Practical activities:
In coursebook:
•
Questions 1–4 Activity 3.1, Researching adapta•
tions. Pages 38-39
Questions 1–4 Activity 4.1, Comparing species.
Pages 54-55
•
Describe main adaptational strategies of living
organisms
•
Understand the impact of natural selection on the
species adaptations
In Worksheets:
•
Worksheet 3.1A, The planet Xenos. DVD
•
Worksheet 3.1B, The planet Xenos – assessment for
of organisms that have the
same characteristics, and that can breed with
one another to produce fertile offspring
•
•
In Workbook:
•
Exercise 3.1, Animal adaptations
•
Exercise 4.1, Horses, donkeys and mules
Each species has a two-word Latin name
Vocabulary: Habitat, Adaptations, Hybrids, Infertile, Specie,
•
Organisms have special adaptations that help
them to live in their habitat
Summary:
• A species is a group
learning. DVD
The place where an organism lives is called its
habitat
Duration: 2-4 Periods
Common Misconceptions:
•
•
The term ‘adaptation’ is not always well known or understood by students. It can sometimes be used to describe
the process of change that happens over time if a population finds itself in a changed environment, but here it
is used simply to describe permanent features of an organism that help it to survive
In non-scientific publications, Latin names are often written incorrectly. The first name should always have a capital letter, and the second name a small letter. In print,
they should be written in italics.
4.2 VARIATION IN A SPECIES
Enduring understandings:
●
Sexual reproduction creates an opportunity for development of variations inside the species
●
Variations are determined both by genetic code and environmental factors
●
Variations inside species have potential to produce new species
Learning outcomes:
• Explain the concept of variation
• Understand what factors are causing
Practical activities:
variations
inside the species
• Be able to show the pattern of variation
Summary:
• Differences between organisms belonging to the
same species are called variations
•
•
We can show the pattern of variation in a group
of organisms using a frequency diagram
We can show the range and pattern of variation
in a characteristic using a frequency diagram
In coursebook:
•
Questions 1–5 Activity 4.2, Variation in humans. Pages 56-57
•
Activity 4.3, Investigating variation in leaves,
including Questions A1–A4. Pages 58-59
In Worksheets:
•
Worksheet 4.3A, Comparing variation. DVD
•
Worksheet 4.3B, Comparing variation – assessment
for learning. DVD
4.2 VARIATION IN A SPECIES
In Workbook:
•
Exercise 4.2, Variation in hair colour
•
Exercise 4.3, Variation in holly leaves
Vocabulary: Variation, Frequency diagram, Range, Median, Mode, Mean.
Duration: 2-4 Periods
Common Misconceptions:
•
A very common problem when drawing any kind of
graph is to label axes with unevenly spaced scales. For
example, in Workbook Exercise 4.2, students may want
to label the y-axis with the scale 1, 2, 5, missing out the
numbers 3 and 4 because these do not occur in the
results.
4.3 INTRODUCTION IN CLASSIFICATION
Enduring understandings:
●
All species are classified according their characteristics and its similarities
●
Classification is used to organize knowledge about living organisms
●
All living organisms are separated into 5 kingdoms
Learning outcomes:
• Understand a purpose
Practical activities:
and main principles of
classification
• Describe the concept of 5 kingdoms
• Understand basic Plants classification
• Understand basic vertebrates classification
• Understand basic invertebrates classification
Summary:
• Plants are divided into four major groups—
mosses, ferns, conifers and flowering plants
In coursebook:
•
Questions 1–2. Pages 60-61
•
Questions 1–2. Pages 62-63
•
Question 1 Activity 4.6, Finding and classifying invertebrates. Pages 64-65
In Worksheets:
•
Worksheet 4.4, Sorting plants into groups. DVD
•
Worksheet 4.5A, Sorting vertebrates into groups.
•
•
•
Vertebrates are animals with backbones
Vertebrates are classified into five classes—fish,
amphibians, reptiles, birds and mammals
•
•
•
Invertebrates are animals without backbone
•
Some important invertebrate groups are the mollusks, annelids and arthropods
•
•
Arthropods are divided into four main groups:
insects, arachnids, crustaceans and myriapods
DVD
Worksheet 4.5B, Characteristics of the vertebrates.
DVD
Worksheet 4.5C, Which group does each vertebrate belong to? DVD
Worksheet 4.6A, Sorting invertebrates into groups.
DVD
Worksheet 4.6B, Which group does each invertebrate belong to? DVD
In Workbook:
•
Exercise 4.5, Classifying vertebrates
•
Exercise 4.6, Classifying invertebrates
Vocabulary: Plants, Animals, Kingdoms, Mosses, Ferns,
Conifers, Flowering plants, Fish, Amphibians, Reptiles,
Birds, Mammals, Mollusks, Annelids, Arthropods, Insects,
Arachnids, Crustaceans and Myriapods
Duration: 3-5 Periods
Common Misconceptions:
•
The word ‘animal’ is often incorrectly used to
mean ‘mammal’
Unit 5. States of matter
5.1 STATES OF MATTER
Enduring understandings:
●
The universe consists of matter which is made up of tiny particles
●
Matter can be in one of the three states
Learning outcomes:
• Observe and describe four states of matter
• Provide examples of the matter in different state
Summary:
• Solids, liquids
In coursebook:
•
Questions 1–3 Activity 5.1, Solid, liquid or gas? Pages 68-69.
and gases are the three states of
matter
•
•
Practical activities:
Each state of matter has different properties
In Worksheets:
•
Worksheet 5.3A, Changes of state Worksheet 5.3B,
Activity 5.3 support sheet Worksheet 5.3C, Linking
ideas Animation G10, Recognizing laboratory
equipment Animation G11, Using laboratory
equipment. DVD
Matter is made up of tiny particles
In Workbook:
•
Exercise 5.1, Solids, liquids and gases
Vocabulary: Matter, Solid, Liquid, Gas, Properties.
Duration: 2 Periods.
Common Misconceptions:
•
Many students find it difficult to deal with the tricky examples such as gels, pastes and so on.
5.2 PARTICLE THEORY
Enduring understandings:
●
Particles of matter are able to receive, accumulate and give back energy
●
The energy level of particles determines features of matter
Learning outcomes:
• Understand main statements of Particle Theory
• Recognize factors that changing the properties of
matter
•
Describe particles behavior in a matter in different states
Summary:
• In a solid the particles are packed in a fixed pat-
ter, with strong forces between them. The particles can only vibrate
•
In a liquid the particles are packed together with
weaker forces so the particles can move past
each other
•
In a gas the particles are a long way apart and
they can move freely
Duration: 1 period
Practical activities:
In coursebook:
•
Questions 1–4 Activity 5.2, Modelling the particles
in solids, liquids and gases. Pages 70-71
In Worksheets:
•
Animation 5.2, Solids, liquids and gases. DVD
In Workbook:
•
Exercise 5.2, Particle theory
Vocabulary: Solids, Liquids, Gases.
Common Misconceptions:
•
•
You may find that some students find it difficult to grasp
the idea of particles at all.
Students often think that there is ‘air’ between the particles. The concept of ‘nothingness’ may be difficult for
some students to grasp.
5.2 PARTICLE THEORY
•
•
•
•
Students may not understand the difference between
‘vibrate’ and ‘move’. In a solid, the particles are fixed in
position, and simply jiggle around on the spot. The term
‘vibrate’ is used to describe this movement. In a liquid
and a gas, the particles change their positions. The term
‘move’ is used to describe this movement.
If asked to draw the arrangement of particles in a solid,
students do not always ensure that the particles are arranged in neat rows, with all particles being the same
size.
If asked to draw the arrangement of particles in a liquid,
students do not always show that the particles are
touching.
Students often fail to realize that the particles stay the
same size whether drawing the substance as a solid,
liquid or gas.
5.3 CHANGING STATE
Enduring understandings:
●
The state of matter depends of the movement of particles
●
Changing in the energy of particles causing changes of state
Learning outcomes:
• Familiarize with the
Practical activities:
factors causing changes in
the matter state
•
Explain what determines the state of matter
Summary:
• Particles
vibrate or move depending on how
much energy they have
•
•
Energy can be transferred to or from the particles
The energy of the particles can overcome the
forces holding particles together
In coursebook:
•
Questions 1–2 Activity 5.3, Boiling water, including
•
Questions A1–A3. Pages 72-72
Questions 1–6 Activity 5.4, Modelling changes of
state, including Questions A1–A4. Pages 75-77.
In Worksheets:
•
Animation 5.4, Changes of state. DVD
In Workbook:
•
Exercise 5.3, Heating a liquid
•
Exercise 5.4, Explaining changes of state
Vocabulary: Melting, Evaporation, Condensation, Measuring, Meniscus, Expanding.
Duration: 2-4 Periods.
Common Misconceptions:
•
•
•
•
Some students may require help with plotting a graph
The term ‘water’ is generally used to mean the liquid
state, but it can also be used for the solid and gas. So
ice is ‘solid water’ and water vapour is ‘gaseous water’.
Strictly speaking, ‘steam’ is tiny droplets of liquid water
rather than gaseous water
Students often think that the particles themselves get
bigger when a solid is heated. They should appreciate
that the particles never change their size – it is the spaces between that can get larger or smaller. So they
should not say that ‘the particles expand’, but be encouraged instead to say that ‘the particles get further
away from one another’
Students frequently say that ‘particles start to vibrate’ or
‘start to move’ when a substance is heated. This is incorrect, as the particles are already vibrating or moving.
Encourage them instead to say that the ‘particles vibrate more’ or ‘move more’.
Unit 6. Material properties
6.1 METALS
Enduring understandings:
●
Metals sharing a number of specific properties
●
The properties of metals making them useful in most of the areas of human life since the ancient times
Learning outcomes:
• Define metals
• List and describe properties of metals
Summary:
• Metals are shiny and strong
• Metals are malleable and ductile
• Metals are good conductors of heat
Practical activities:
In coursebook:
•
Questions 1–5 Activity 6.1, Properties of metals.
Pages 80-81
and elec-
tricity
Duration: 1-2 Periods.
In Worksheets:
•
Worksheet 6.1, Researching a metal. DVD
In Workbook:
•
Exercise 6.1, Metals
Vocabulary: Metal, Property, Conductor, Malleable,
Shatter, Ductile, Magnetism
Common Misconceptions:
•
Many students find it difficult to deal with terms
such as ‘malleable’ and ‘ductile’
6.2 NON-METALS
Enduring understandings:
●
Non-metals is the large group of materials that shares different from metals properties
●
Non-metals are used in most of the industries and art
●
Metals and Non-metals can be distinguished from each other
Learning outcomes:
• Define Non-metals
• List the most common properties of Non-metals
• Compare Metals and Non-metals
Summary:
• Non-metals have low melting points and are brittle
•
•
Many are gases
•
•
Metals and Non-metals have different properties
They do not conduct electricity or heat energy
well
When you investigate materials to see if they are
Metals or Non-metals you need to look at more
than one property
Duration: 1-2 period
Practical activities:
In coursebook:
•
Questions 1–3 Activity 6.2, Researching non•
metals. Pages 82-83
Questions 1–4 Activity 6.3, Investigating materials,
including Questions A1–A3. Pages 84-85
In Worksheets:
•
Worksheet 6.2, Researching a non-metal. DVD
•
Worksheet 6.3, Activity 6.3 support sheet. DVD
In Workbook:
•
Exercise 6.3, Comparing metals and nonmetals
Vocabulary: Non-metals, Brittle, Melting point, Boiling
point.
Common Misconceptions:
•
•
•
•
You may find that some students find it difficult to see
any commonality between the non-metals.
Some students will need guidance about the research
task. Many will merely print anything they find on the
internet without reading it or using the information to
answer the questions outlined. Similarly, students may
simply copy whatever they can find in reference books
Some students may have a problem understanding that
more than one test is needed.
It may help if they are given carbon in graphite form so
that they can see that, although it does not have other
properties of metals, it can conduct electricity
6.3 EVERYDAY MATERIALS AND THEIR PROPERTIES
Enduring understandings:
●
Metals and Non-metals are broadly used in a daily life
●
Most of the everyday materials are compounds—combination of 2 or more different elements
Learning outcomes:
• Know the most common materials used in a daily
life and their properties
Summary:
• There are many different materials
• Different materials have different properties
• The use you make of a material depends
properties
Practical activities:
In coursebook:
•
Questions 1–8 Activity 6.4, Materials and their
properties. Pages 86-87
on its
In Worksheets:
•
None
In Workbook:
•
Exercise 6.4, Everyday materials and their properties
Vocabulary: Plastic, Flexible, Fibre, Synthetic, Ceramics,
Glass, Transparent, Waterproof.
Duration: 1-2 Periods.
Common Misconceptions:
•
None
Unit 7. Material changes
7.1 ACIDS AND ALKALIS
Enduring understandings:
●
Acids and alkalis are chemical opposes and can be found in biotic and abiotic environments
●
DNA is the acid that is able to store genetic information
●
Acids and alkalis can be detected by chemical indicators
●
Acids and alkalis can neutralize each other and this mechanism is used in biological organisms
Learning outcomes:
• Understand the concept of Acids and Alkalis
• Be able to differentiate Acids From Alkalis
• Realize the potential danger of Acids and Alkalis
Practical activities:
Summary:
• Acids and alkalis are everywhere
• Some acids and alkalis are dangerous
• Dangerous chemicals have hazard warning
•
and safety regulations for the work with them
la-
bels
•
•
•
•
•
Acids and alkalis are chemical opposites
An indicator changes color in an acid or alkali
In coursebook:
•
Questions 1–4 Activity 7.1, Produce a poster. Pag•
es 90-91
Questions 1–5 Activity 7.2, Making your own indicator solution. Pages 92-93
Questions 1–5 Activity 7.6A, Asking questions Activity 7.6B, Planning. Pages 100-101
In Worksheets:
•
Worksheet 7.1, Hazard symbols. DVD
•
Worksheet 7.2, Activity 7.2 support sheet. DVD
•
Worksheet 7.6A, A fair investigation? DVD
•
Worksheet 7.6B, Activity 7.6B support sheet. DVD
•
Worksheet 7.7, Making a poster – assessment for
learning. DVD
Some plant materials make good indicators
Litmus is red in acids and blue in alkalis
Substances that neither acid nor alkali are called
neutral
In Workbook:
•
Exercise 7.1, Acids and alkalis
•
Exercise 7.2, Indicators
•
Exercise 7.6, Planning investigations
Vocabulary: Acid, Alkali, Corrosive, Irritant, Indicator
Duration: 1-4 Periods.
Common Misconceptions:
•
Many students think that all acids are dangerous
and find it hard to understand that some are safe.
•
Students often do not understand what alkalis are
or that some alkalis can be just as dangerous as
some acids.
•
Be aware of students with colour perception problems.
•
Students may say that the indicator ‘becomes’
acidic or alkaline when it changes colour. This is
not correct
•
Students often fail to understand the importance
of planning their investigations. It may be useful to
get them to produce a plan and then for them to
do a trial run to iron out any problems.
7.2 PH SCALE
Enduring understandings:
●
Acidity and alkalinity of materials are measured with the pH scale
●
Nearly all materials around us can be measured by the pH scale
●
pH measuring is very important in medicine, ecology and manufacturing
●
Acids and Alkali are able to neutralize each other
Learning outcomes:
• Familiarize with the pH scale and its use
• Be able to measure pH of different materials
• Understand the meaning of Neutralization
• Describe the use of Acids, Alkali and reaction of
neutralization in a daily life
Practical activities:
In coursebook:
•
Questions 1–6 Activity 7.3, Investigating the pH of
•
•
different substances. Pages 94-95
Questions 1–5 Activity 7.4, Rainbow neutralization.
Pages 96-97
Questions 1–4 Activity 7.5, Testing the pH of soil,
including Question A1. Pages 98-99
7.2 PH SCALE
Summary:
• The pH scale measures how acidic or alkaline a
substance is
In Worksheets:
•
Worksheet 7.3, Universal Indicator. DVD
•
Worksheet 7.4A, Neutralization – assessment for
learning (practical). DVD
Worksheet 7.4B, Neutralization – assessment for
learning (writing). DVD
•
Universal indicator changes to different colours in
different pHs
•
•
•
•
•
•
A pH below 7 is acidic
In Workbook:
•
Exercise 7.4, Neutralisation
•
To neutralize an alkali you must use exactly the
right amount of acid
•
•
Antacids are used to neutralize acids in stomach
A pH above 7 is alkaline
A pH of 7 is neutral
Acid and alkali can cancel each other out
When they react together, they neutralize each
other
Vocabulary: Acidic, Alkaline, Neutral, Neutralization, Burette
Toothpaste is alkaline and helps to neutralize acid in the mouth
Duration: 3-5 Periods.
Common Misconceptions:
•
Many students do not realize that Universal Indicator solution is actually a mixture of indicators.
•
Be aware of students with colour perception problems.
•
Some students struggle with the idea of the weak
acid and weak alkali being so close to neutral in
pH
•
Students will need guidance in reading volumes
on a burette. The scale is ‘upside down’.
•
Be aware of students with colour perception problems.
•
Some students find it hard to accept that there is
‘chemistry going on inside their bodies’, when discussing the use of indigestion remedies.
Unit 8. The Earth
8.1 ROCKS, MINERALS AND SOILS
Enduring understandings:
●
Different types of rocks are formed depending on the physical conditions
●
Most of the rocks are originated from the melted lava
●
Rocks are also called minerals, their characteristics are based on the chemical elements in their contents
Learning outcomes:
• List and describe main
Practical activities:
types of rocks with their
characteristics
•
Understand the physical conditions that leading
to the different rocks formation
•
Emphasize the difference of the sedimentary
rocks from the other types of rocks
Summary:
• The surface
of the Earth is covered with rocks,
minerals and soil
•
•
•
Rocks are made of grains of minerals
•
When the magma cools quickly, rocks with small
crystals or no crystals are formed
•
Sedimentary rocks are made from little grains of
sediment that are stuck together
•
•
•
•
Sedimentary rocks are made up of layers
•
Metamorphic rocks are usually harder than the
rocks from which they were formed
Igneous rocks are formed from magma
When the magma cooks slowly, rocks containing
large crystals are formed
Sedimentary rocks sometimes contain fossils
In coursebook:
•
Questions 1–4 Activity 8.1, Looking at rocks and
•
•
•
minerals. Pages 104-105
Questions 1–3. Pages 108-109
Questions 1–4 Activity 8.4, Porous rocks, including
Questions A1–A3. Pages 110-111
Questions 1–3 Activity 8.5, Properties of rocks. Pages 112-113
In Worksheets:
•
Worksheet 8.3, Forming crystals. DVD
•
Worksheet 8.4, Activity 8.4 support sheet. DVD
•
Worksheet 8.5, Activity 8.5 support sheet. DVD
In Workbook:
•
Exercise 8.1, Rocks, minerals and soils
•
Exercise 8.3, Igneous rocks
•
Exercise 8.4, Sedimentary rocks
•
Exercise 8.5, Metamorphic rocks
Vocabulary: Minerals, Crystals, Granite, Sand, Clay, Magma, Igneous rocks, Lava, Eruption, Sediment, Sedimentary rocks, Fossils, Grains, Porous, Sandstone, Limestone,
Metamorphic rocks.
Sedimentary rocks are porous
Metamorphic rocks are formed when heat and
pressure change other rocks
Duration: 2-5 Periods.
Common Misconceptions:
•
Many students find it difficult to deal with the
names of the minerals and rocks. It is a good idea
to keep it as simple as possible
8.2 SOIL
Enduring understandings:
●
Soil is formed by the fiving organisms
●
Soil is essential for most known land ecosystems
●
The new ecosystems starts with the Pioneer species that create a soil
Learning outcomes:
• Describe the basic content of the soil
• Understand how soils are formed
• Understand the importance of soils for
Practical activities:
In coursebook:
•
Activity 8.2A, Looking at different soils Activity 8.2B,
the eco-
systems
•
Draw a connection between the soil formation
and the work of decomposers
Summary:
• Soil contains
pieces of rock and minerals, dead
and decaying organic matter and living things
•
The proportion of clay and sand particles in a soil
affects its properties
Looking at the composition of soils, including
Questions A1–A4 Activity 8.2C, Investigating soil
drainage, including Questions A5–A9. Pages 106107
Vocabulary: Humus, Organic matter, Decomposers
8.2 SOIL
Duration: 1-2 Periods.
Common Misconceptions:
•
Some students find it difficult to understand that
older sedimentary rocks lie beneath younger ones,
because younger rocks form from sediments deposited on top of older ones
8.3 THE STRUCTURE AND THE AGE OF EARTH
Enduring understandings:
●
The Earth have a structure with the core in the center and the crust on the surface
●
The surface of the Earth is constantly changes
●
Scientists are studying the changes in the Earth surface and its chemical content
●
Scientists are able to picture the history of Earth
Learning outcomes:
• Discover the structure of the Earth
• Understand the idea of tectonic plates
• Discover the age of the Earth
• Understand how science is able to
Practical activities:
In coursebook:
•
Questions 1–6 Activity 8.10, Research on the origin
•
study the
Earth’s history
Summary:
• The Earth is made of the core, the mantle and the
crust
•
•
The Earth is more than 4.28 billion years old
•
Scientists have studied rocks and meteorites to
work out the age of the Earth
•
The huge lengths of time in the history of the Earth
are divided into eras and periods
•
The rocks closest to the surface in different parts
of the world were formed at different times
The surface of the Earth is made up of tectonic
plates, which move slowly
Duration: 2-3 Periods.
of the Earth. Pages 122-123
Questions 1–6 Activity 8.11, Investigating local
rocks. Pages 124-125
In Worksheets:
•
Worksheet 8.10, Structure of the Earth – assessment
for learning. DVD
•
Worksheet 8.11, Folding rocks. DVD
In Workbook:
•
Exercise 8.10, Structure of the Earth
Vocabulary: Crust, Mantle, Core, Continental drift, Tectonic plates, Meteorites, Eras, Periods.
Common Misconceptions:
•
Some students find it difficult to understand how
we know about the internal structure of the Earth.
Details of seismic waves do not need to be discussed at this stage. It is also difficult to explain
how we know about the age of the Earth when
the students have no experience of radioactivity
in rocks. These concepts are not appropriate or
necessary at this level
•
Some students will find it difficult to understand
how rocks of different ages can end up next to
each other
Unit 9. Forces and motion
9.1 FORCES
Enduring understandings:
●
Forces are acting on all the objects in Universe
●
The force of gravity is constantly pushing down all objects on Earth
●
Forces can be measured
Learning outcomes:
• Understand the concept of forces
• List main forces that you are experiencing in the
daily life
• Understand how to measure forces
• Practice measuring pushing forces
Summary:
• Forces act on objects to push, pull,
Practical activities:
In coursebook:
•
Questions 1–4 Activity 9.1, Labelling forces, includ•
stretch and
turn
•
Forces happen when two objects interact with
each other
•
•
•
A force arrow shows the direction of a force
ing Questions A1 and A2. Pages 128-130
Questions 1–3 Activity 9.2A, Measuring forces with
forcemeters Activity 9.2B, The biggest push. Pages
131-133
In Worksheets:
•
Worksheet 9.2, Understanding forcemeters. DVD
In Workbook:
•
Exercise 9.1, Force detectives
Vocabulary: Force, Push, Pull, Stretch, Turn, Force arrow,
Interaction, Forcemeter, Newtonmeter, Newtons.
Forces are measured in Newtons (N)
Forces are measured using forcemeters
Duration: 1-3 Periods.
Common Misconceptions:
•
Students often think that forces are always caused
by active agents such as people or machines,
pushing and pulling on other objects. Of course,
there are many forces that are not like this – the
upward push of the floor on your feet, for example. To overcome this idea, you could suggest to
students that they imagine themselves wearing
magical ‘force spectacles’. When they look at the
world through these spectacles, they can see all
the forces that are acting on the objects around
them
9.2 WEIGHT—THE PULL OF GRAVITY
Enduring understandings:
●
The force of gravity holds all objects on the Earth’s surface
●
All objects in Universe, including planets of the Solar system remains on their places by the gravity forces
Learning outcomes:
• Understand what is
Practical activities:
the force of gravity and its
direction
•
Discover forces that are balancing the force of
gravity
• Define mass and Weight
Summary:
• Mass is the amount of matter in an object, measured in kg
•
Weigh is the force of gravity on an object, measured in N
In coursebook:
•
Questions 1–6 Activity 9.3, Determining mass and
weight. Pages 134-135
In Worksheets:
•
Worksheet 9.3, Activity 9.3 support sheet. DVD
In Workbook:
•
Exercise 9.3, Mass and weight
Vocabulary: Gravity, Weight, Mass, Contact force
9.2 SOIL
Duration: 1-2 Periods.
Common Misconceptions:
•
Mass and weight are easily confused and students’ understanding of the difference needs reinforcing from time to time. The confusion is not
helped by the fact that mass and weight are usually measured using similar devices. An object’s
mass is usually determined by measuring its weight
on an instrument that has a scale in kilograms.
•
It is useful, when comparing mass and weight, to
think about travelling beyond the Earth. If you go
to the Moon, your mass stays the same but your
weight is less.
•
At this stage, it is best to avoid talking about
‘weightless’ conditions in space. Astronauts in a
spacecraft in orbit around the Earth are not beyond the pull of the Earth’s gravity. Their experience of weightlessness comes from the fact that
they are in freefall, along with their craft. It is better
to talk about ‘in deep space, far from the Earth’s
pull’ if you want to explain where an object would
be weightless (although, in fact, there is nowhere
which is entirely beyond the Earth’s gravity)
9.3 FRICTION—AN IMPORTANT FORCE
Enduring understandings:
●
Friction is the force that allows us to move, secure different objects and even produce warmth
●
The force of friction can de desired or undesired in different mechanisms depending on the place where it
acts
Learning outcomes:
• Discover the force of friction
• Understand where Friction is applied
• Investigate factors that affect the size of the force
of friction
•
Realize how friction is used in different mechanisms and when this force is not desired
• Measure the force of friction
Summary:
• Friction is a force that acts when two surfaces are
Practical activities:
In coursebook:
•
Questions 1–3 Activity 9.4, Factors affecting friction. Pages 136-137
In Worksheets:
•
None
In Workbook:
•
Exercise 9.4, Measuring friction
Vocabulary: Friction, Oppose motion, Rough, Smooth.
in contact with each other
•
Friction acts to oppose motion
Duration: 1-2 Periods.
Common Misconceptions:
•
Students may think that friction is necessarily a
bad thing. You can ask them to consider what it is
like to walk across a very smooth floor while wearing smooth socks. Why is it dangerous if oil is spilt
on a road surface? (Alternatively, they may be
familiar with moving on the slippery surface of an
ice rink.) We use friction all the time to move
around safely
9.4 AIR RESISTANCE
Enduring understandings:
●
Air resistance have commonalities with the force of friction
●
Resistance of air allows flying and gliding
●
Resistance of media is depending on the density of its particles
9.4 AIR RESISTANCE
Learning outcomes:
• Discover the concept of Air resistance
• Understand how forces are balanced
Practical activities:
to allow
flying and gliding
•
Draw connections between Friction and Air resistance
• Give an example of the other medias’ resistance
Summary:
• Air resistance is a force that acts on objects mov-
In coursebook:
•
Questions 1–3 Activity 9.5, Falling through air. Pages 138-139
In Worksheets:
•
None
In Workbook:
•
None
Vocabulary: Air resistance, Balancing, Streamlined.
ing through air
•
A streamlined shape reduces air resistance
Duration: 1-2 Periods.
Common Misconceptions:
•
We are generally not aware of air resistance as
we move around. This is because air is ‘thin’ – its
density is low. Moving through water is much harder because its density is 800 times as great. However, air resistance is significant for cars and other
vehicles, as they move faster than we can. The
top speed of a car is limited by air resistance,
when it balances the forward force due to the
engine
Unit 10 Energy
10.1 USING ENERGY
Enduring understandings:
●
Energy is the driving force of universe
●
Energy cannot be created or destroyed, energy can be stored and transformed
●
The amount of thermal energy in universe is constantly rising
Learning outcomes:
• Define the concept of energy
• Give examples of how energy can be obtained
and used
• Give examples of how energy can be stored
• Name main types of energy
Summary:
• Energy is required to make something happen
• We make use of many different energy suppliers
• Foods, fuels and batteries store energy
• They are all chemical stores of energy
• An object which is stretched or squashed is a
store of elastic energy
•
Practical activities:
In coursebook:
•
Question 1 Activity 10.1A, Activities requiring ener•
•
gy Activity 10.1B, Energy world. Pages 144-145
Questions 1–3 Activity 10.2, Energy from fuels. Pages 146-147
Questions 1–4 Activity 10.3A, Energy toys Activity
10.3B, Toy designer. Pages 148-149
In Worksheets:
•
Worksheet 10.2, Batteries running down. DVD
In Workbook:
•
Exercise 10.1, Body energy
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Exercise 10.2, Chemical stores of energy
Vocabulary: Energy, Storage, Fuel, Chemical energy,
Elastic energy, Potential energy.
An object which has been lifted upwards is a
store of gravitational potential energy
Duration: 2-4 Periods.
Common Misconceptions:
•
•
•
•
Students will use the word ‘energy’ in different ways. For
example, they may think that, if they exercise, they will
gain energy. They may feel more energetic, but they will
have used up energy as they exercise.
Students will also come across ‘energy drinks’. These
may contain sugar, which provides a quickly available
supply of energy. They may also contain the drug caffeine, which affects the brain to give a sense of alertness
but which does not contribute to the body’s energy supply. Zero-calorie energy drinks are available, but scientifically these are a contradiction in terms
Students may think that batteries ‘store electricity’. They
store energy; they are chemical stores of energy
At this stage, it is reasonable to talk about energy being
‘used up’ – a store of energy can be used up. At the
end of this unit, we consider the conservation of energy.
This implies that energy is never ‘used up’ in the sense of
being lost; it is merely transferred elsewhere
10.2 THERMAL AND KINETIC ENERGY
Enduring understandings:
●
Energy can be stored as heat or motion
●
The heat energy is irradiating after every energy transformation
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The amount of the kinetic energy is correlated with the mass and speed of the object
Learning outcomes:
• Define Heat and Kinetic energy
• Explain how heat energy is spreading around
• Draw connections between kinetic energy, and
mass and speed of the object
•
Explain how Friction affects Kinetic energy
Practical activities:
In coursebook:
•
Questions 1–3 Activity 10.4A, Sharing thermal ener•
gy Activity 10.4B, Water cooling. Pages 150-151
Questions 1–3 Activity 10.5A, Kinetic energy comparisons Activity 10.5B, Friction causing heating.
Pages 152-153
10.2 THERMAL AND KINETIC ENERGY
Summary:
• A hot object is a thermal energy store
• Energy spreads out from a hot object
Practical activities:
to its sur-
roundings
In Worksheets:
•
Worksheet 10.4A, Activity 10.4A support sheet.
•
DVD
Worksheet 10.4B, Activity 10.4A – assessment for
learning. DVD
•
•
A moving objects has kinetic energy
The greater the mass and the greater the speed,
the more kinetic energy an object has
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In Workbook:
•
Exercise 10.4, Heating a block
Friction reduces kinetic energy and makes
things hotter
Vocabulary: Thermal energy, Kinetic energy, Spreading
out, Irradiation.
Duration: 2-3 Periods.
Common Misconceptions:
•
Students may think that fuels are thermal energy
stores because you can get heat out of them by
burning them. Of course, a lump of coal or a litre
of petrol is no hotter than its surroundings
•
The word ‘kinetic’ may seem obscure to some
students. It simply means ‘moving’ or ‘to do with
movement’. You could look at examples of
‘kinetic art’ – mobiles and so on
10.3 TRANSFORMATION, MOVEMENT AND CONSERVATION OF ENERGY
Enduring understandings:
●
Transformation and movement are important properties of energy
●
Energy can be conserved and lately transformed to the another form of energy
●
During every transformation, some energy is released as a heat
●
The amount of energy in Universe is always stable
Learning outcomes:
• List and describe main features of energy
• Explain how energy can be transferred,
Practical activities:
trans-
formed and saved
•
Understand the principle of Conservation of Energy
Summary:
• Energy
In coursebook:
•
Questions 1 –2 Activity 10.6, Energy transfers. Pag•
•
can be transferred from one object to
another
•
There are different ways in which energy can be
transformed: by electricity, by heat, by light
•
•
•
•
Energy can be stored and transferred
Energy can change form as it is transferred
Energy is conserved
Energy cannot be created or destroyed. It can
only be changed from one form to another. This
is Principle of Conservation of Energy
Duration: 2-4 Periods.
es 154-155
Questions 1–3 Activity 10.7A, Energy changes in a
rollercoaster ride Activity 10.7B, Energy changes.
Pages 156-157
Questions 1–3 Activity 10.8, Energy poster. Pages
158-159
In Worksheets:
•
Worksheet 10.6, Activity 10.6 support sheet. DVD
•
Worksheet 10.7, Transforming energy. DVD
•
Worksheet 10.8, James Joule’s thermometer. DVD
In Workbook:
•
Exercise 10.6, Energy stores and transfers
•
Exercise 10.8, Energy arrows
Vocabulary: Electrical energy, Light energy, Sound energy, Transfer, Transform, Joules (J).
Common Misconceptions:
•
You may wish to emphasize the difference between a thermal store of energy (a hot object)
and heat energy (the energy that escapes from a
hot object to its surroundings)
•
Students may think that, in a car, chemical energy
(from the fuel) is being converted to kinetic energy. This is true when the car starts to move or
speeds up. However, when the car is travelling at
a steady speed, its kinetic energy is not increasing.
All of the energy from the fuel is being converted
to heat
•
The word ‘conservation’ has other meanings. In
science, we use it to mean ‘The total amount remains constant during a change.’ So, for practical
purposes, mass is a conserved quantity