Year 9 Physics Learning Cycle 2 Overview
How has humanity begun to understand the atom?
Learning Cycle Overview:
Line of enquiry x:
Hypothesis 1
Hypothesis 2
Hypothesis 3
Title
All atoms are radioactive
All radioactivity works in the same way.
There’s no point using maths for radioactive decay!
Week 1
Line of enquiry x:
Hypothesis 4
Hypothesis 5
Hypothesis 6
Hypothesis 7
Hypothesis 8
Title
Radioactivity will never go away.
Graphs help us work out what happened in nuclear radiation.
Pre-packaged food is radioactive.
We don’t need to worry about how we use radioactivity.
I can investigate the radiation from an unknown source (SKILLS)
Week 2
Year 9 Physics | Learning Cycle 2 | Medium Term Plan | Science 2015/16
How has humanity begun to understand the atom?
Line of enquiry one:
Intentions for learning from national KS3 science curriculum:

Some atomic nuclei are unstable.

The nucleus gives out ionising radiation as it





changes to become more stable. This is a random
process called radioactive decay.
Nuclear decay has several different forms, each with
different properties, limited to their penetration
through materials.
Alpha decay consists of a Helium nucleus ejected
from the nucleus
Beta decay consists of a high-speed electron ejected
from the nucleus as a neutron turns into a proton.
Gamma decay is electromagnetic radiation from the
nucleus.
Nuclear equations are used to represent this decay.
Home Learning
Week 1: exam booklet part 2 to be used as revision tool (tutor
marked to be handed back during week 2)
Lesson 1: All atoms are radioactive.
Lesson 2: All radioactivity works in the same way.
Key words: unstable, decay, random, radioactive, radiation
Key words: unstable, radiation, decay, alpha, beta, gamma
Learning Intentions:
Students should develop an understanding that:
 Radioactive decay is a random process of atomic nuclear
Learning Intentions:
Students should develop an understanding that:
breakdown

There are different forms of nuclear radiation that have
different characteristics
Success Criteria:
 Recall that radioactive decay is a random process.
 Describe radioactive decay.
 Research how nuclear radiation was discovered.
 Evaluate the hypothesis.
Success Criteria:
 Recall the composition of each form of nuclear radiation.
 Describe the dangers posed by each form of radiation.
 Compare and contrast alpha, beta and gamma radiation.
 Evaluate the hypothesis.
Feedback Focus
Knowledge input | Check | Development | REACH | Improvement
Details: Peer marked exam question on slide with rubric provided
for pupil-given formative feedback
Feedback Focus
Knowledge input | Check | Development | REACH | Improvement
Details: Self assessed multiple choice quiz given to pupils based on
first two lessons work
Lesson 3: There’s no point using maths for radioactive decay!
Key words: alpha, beta, gamma
Learning Intentions:
Students should develop an understanding that:
 Nuclear decay can be represented mathematically using
common nomenclature
Success Criteria:
 Describe what happens to an atom when it undergoes
radioactive decay.
 Explain the changes in atomic number due to radioactive decay
 Calculate changes in atomic properties due to radioactive
decay.
 Evaluate the hypothesis.
Feedback Focus
Knowledge input | Check | Development | REACH | Improvement
Details: Extended writing exam question provided and will be tutor
marked
Year 9 Physics | Learning Cycle 2 | Medium Term Plan | Science 2015/16
How has humanity begun to understand the atom?
Line of enquiry two: How can changes in heat affect atomic behaviour?
Intentions for learning from national KS3 science curriculum:

Radioactive decay is a random process – it is not possible
to predict the next one.

With a large number of nuclei, it is possible to predict how
many will decay in a certain time.

The half-life of a radioactive isotope is the time taken for
the number of nuclei to halve.

Use decay graphs to calculate half-lives and the mass
remaining after a certain time.

Radioactive contamination is the unwanted presence of
materials containing radioactive atoms on other
materials.

Irradiation is the process of exposing an object to ionising
radiation. This is used in industry to prolong the life of
foodstuffs.

Suitable precautions must be taken to protect against any
hazards presented by radioactive sources.
Home Learning
Week 2: exam booklet part 2 to be used as revision tool (tutor
marked to be handed back during week 5 revision)
Lesson 6: Pre-packaged food is radioactive.
Key words: radioactive contamination, irradiation, x, x
Learning Intentions:
Students should develop an understanding that:
 Most foodstuffs they come into contact with would have been
subjected to a dose of radiation before it was sold
Success Criteria:
 Recall why irradiation is used on foodstuffs
 Describe how this helps prolong the life of the foodstuff
 Explain some potential risks with irradiating foodstuffs
 Evaluate the hypothesis.
Feedback Focus
Knowledge input | Check | Development | REACH | Improvement
Details: Self assessed multiple choice quiz given to pupils based on
first two lessons work
Lesson 4: Radioactivity will never go away.
Key words: half-life, decay
Lesson 5: Graphs help us work out what happened in nuclear
radiation
Key words: nuclei, decay, half-life
Learning Intentions:
Students should develop an understanding that:
 Not only is radioactive decay random but potentially can last
for a long period of time
Success Criteria:
 Recall the meaning of half-life.
 Describe the process of radioactivity using a real-life analogy.
 Calculate the half-life of a substance.
 Evaluate the hypothesis.
Feedback Focus
Knowledge input | Check | Development | REACH | Improvement
Details: Act on feedback given by tutor and improve work
Learning Intentions:
Students should develop an understanding that:
 Nuclear decay can be predictable given a large enough number
of nuclei
Success Criteria:
 Recall what the half-life of a substance is
 Describe the decay of a given isotope knowing it’s half-life
 Calculate the mass remaining of material after a certain time
 Evaluate the hypothesis.
Feedback Focus
Knowledge input | Check | Development | REACH | Improvement
Details: Peer marked exam question on slide with rubric provided
for pupil-given formative feedback
Lesson 7: We don’t need to worry about how we use radioactivity.
Lesson 8: I can investigate the radiation from an unknown source
Key words: hazard, radioactivity, x
Learning Intentions:
Students should develop an understanding that:
 Radiation is encountered daily, but by taking precautions
exposure/side-effects are kept to a minimum
Key words: decay, half-life, emission, alpha, beta, gamma
Success Criteria:
 Recall scenarios where radiation is encountered in the real
world
 Describe precautions that must be taken to ensure safety
 Explain how these precautions limit exposure and potential
side effects
 Evaluate the hypothesis.
Feedback Focus
Knowledge input | Check | Development | REACH | Improvement
Details: Extended writing exam question provided and will be tutor
marked
Learning Intentions:
Students should develop an understanding that:
 Using all the knowledge they have gained thus far, they can
predict a range of measurements about radioactive decay
Success Criteria:
 Recall which radiation is being emitted from different sources
 Describe how the half-life of each source is different
 Explain how we could use each source of radiation safely
 Evaluate which source poses the mot threat to the class
Feedback Focus
Knowledge input | Check | Development | REACH | Improvement
Details: Act on feedback given by tutor and improve work