ILS Science LPs Year 7

Introduction
Exploring Science International for Key Stage 3 (ages 11-14) is the recommended
Pearson science programme supporting the iLowerSecondary curriculum. The following
lesson plans are part of that programme.
Mapping showing the links between this programme and the curriculum is provided as
part of your iLowerSecondary subscription.
We recommend you adapt any planning to meet individual needs but suggest using the
provided mapping to check coverage of the curriculum.
This planning provides an example structure that might be used for each individual
lesson with more detail to support the teaching, whilst also providing progression to
Pearson Edexcel International GCSE.
Exploring Science International
Year 7 scheme of work

Year 1
Unit Strand Teacher Hours
Term 1
7A Cells, tissues, organs and systems Biology 7
7A End of Unit Test End Unit Test 0
7E Mixtures and separation Chemistry 7
7E End of Unit Test End Unit Test 0
Term 2
7I Energy Physics 7
7I End of Unit Test End Unit Test 0
7B Sexual reproduction in animals Biology 7
7B End of Unit Test End Unit Test 0
Term 3
7F Acids and alkalis Chemistry 7
7F End of Unit Test End Unit Test 0
7J Current electricity Physics 7
7J End of Unit Test End Unit Test 0
Term 4
7C Muscles and bones Biology 7
7C End of Unit Test End Unit Test 0
7G The particle model Chemistry 7
7G End of Unit Test End Unit Test 0
Term 5
7K Forces Physics 7
7K End of Unit Test End Unit Test 0
7D Ecosystems Biology 7
7D End of Unit Test End Unit Test 0
Term 6
7H Atoms, elements and compounds Chemistry 7
7H End of Unit Test End Unit Test 0
7L Sound Physics 7
7L End of Unit Test End Unit Test 0
7Aa Life processes
Topic 7Aa introduces the unit with a reminder of what an organ is and how scientists
look at evidence from which to draw conclusions. The topic then goes on to explore
what makes an organism.
Learning Objectives
Starters
1: Quick Quiz
Use the 7A Quick Quiz for baseline assessment. Students can use the 7A Quick Quiz
Answer Sheet to record their answers. You could use all of the Quick Quiz as a starter
for the whole unit, and then again at the end of the unit to show progress. Or just use the
first four questions, which relate to this topic. These questions could be revisited
formatively in a plenary for this topic. There is more information on Quick Quizzes in
the ASP.
Activity Type: Baseline Assessment
Level: Developing/Securing/Exceeding
2: Items card sort

Use this activity to assess how much students remember about life processes. Students
cut out the drawings on Worksheet 7Aa-3 and put them into groups. After a few minutes
ask them to share what groups they have come up with. Then ask them to re-sort the
cards into just two groups. Ask the students to share their thoughts. Then ask them to
re-sort the cards into ‘living’ and ‘non-living’ items. Ask students how they made their
choices, gradually building up a list of ‘things that all living things do’ on the board.
Equipment: Scissors.
Level: Developing
3: At the doctor’s
Use this activity to assess how much students remember about evidence and
conclusions. Divide the class into groups (groups of four work well). On paper, each
student writes down one thing that doctors look at or measure when examining
patients (e.g. temperature, skin, throat, cough, rash, spots, pulse). Students pass their
papers on to their neighbours. Each student then writes down a symptom that a doctor
may find when looking at/measuring the thing written at the top of the sheet (e.g. there
is a rash, high temperature). Students pass on their papers. Each student writes down
an idea for what is wrong with a patient based on the information on the sheet so far.
Students pass on their papers. Each student writes down whether additional evidence
would be needed to make sure the doctor knew that this was the problem and why
additional evidence would be needed. Select some students to read out their papers in
the following way: For my patient, the doctor looked at _____ and found the symptom ___.
This is evidence that the patient had ____. I would need more evidence because some
problems have the same symptoms.
Consider helping students by using the AT interactive Symptoms and disease, which asks
students which symptoms could diagnose a cold.
Equipment: Paper.
Activity Type: Baseline Assessment, Working Scientifically
Level: Securing
Exploring Tasks
1: Evidence for life
Cut up the pictures on Worksheet 7Aa-3 and ask students to take two of them from a
‘hat’. Students stick their chosen pictures onto Worksheet 7Aa-4 and then complete that
sheet using their knowledge of life processes. They should appreciate that they are
using their knowledge of what the items can and cannot do as evidence for whether
those things are living or non-living.
Equipment: Glue.
Activity Type: Working Scientifically
Level: Developing/Securing
2: Respiration and excretion

Tell students that a gas produced by respiration in humans is called carbon dioxide and
that carbon dioxide turns limewater milky. Ask students to blow gently through a
disposable straw into a test tube of limewater and write down what they observe. Ask
them to write down conclusions, using the term ‘evidence’.
Safety: Limewater hazard in mouth. Wear eye protection.

Equipment: Test tube with small amount of limewater (approx. 1 cm in depth), fresh
bendy disposable straw.
Level: Securing
3: Life processes in seedlings

Worksheet 7Aa-2 details a simple practical to see whether germinating seeds respire
and therefore excrete a waste product (carbon dioxide). The limewater should turn
milky after 2–4 days (depending on seeds and temperature), but the flasks may need
swirling from time to time to allow mixing of carbon dioxide with the limewater. In
some cases, this experiment may need to be monitored for 7 or more days in order for a
change in the limewater to be observed.
You can extend this practical to look at the other life processes. You can explain that
seeds are what many plants use to reproduce. Also point out that seeds contain a store
of nutrition for the growing seedlings. Germinated seedlings (particularly cress) will
bend towards light if illuminated from one side. This shows sensitivity and movement
(although this movement is technically a growth response). This experiment
demonstrates respiration and excretion. Note that the experiment is done with
seedlings so that the complication of photosynthesis is avoided.
You can increase the level of demand of the worksheet by covering/removing the word
box before photocopying/printing.
Safety: Limewater and pesticide coatings on seeds are hazardous. Wear eye protection.
Equipment: Bung for conical flask, conical flask, damp cotton wool, eye protection,
limewater, 100 cm3 measuring cylinder, muslin bag, seeds (e.g. cress, bean, pea).
4: Tree rings and growth

Explain to students that as a tree grows it adds rings to its trunk. Provide students with
tree trunk sections and ask them to count the rings to determine how old the sections
are. If you know which year the tree was felled in, you can ask students to work out
which years were the best for growth and what evidence they are using to draw their
conclusions (the more growth, the wider the ring). Note that the growth in 1 year
consists of a wide light-coloured ring and a thin dark ring. Tree trunk sections can be
obtained from timber merchants, garden centres or the Forestry Commission. If they
need to be reused, they can be varnished and students can use white board markers to
assist with counting.
Worksheet 7Aa-5 provides an introduction and three sets of tree rings to analyse. The
worksheet diagrams could be used instead of tree sections.
Equipment: Tree trunk/branch sections to analyse (varnished if needed for reuse),
white board markers.
Level: Securing/Exceeding
Explaining Tasks
1: 7Aa Doctors past and present (Student Book)
This unit starts with a brief introduction to the way that Ancient Egyptian doctors
worked, which provides a way of revising some primary ideas (using evidence and
organs). This may be the first page that students use in the book, and so you could
challenge students to look up the words in bold (to introduce them to the glossary) and
find out in what other parts of the book you can find out about evidence (to introduce
the index).
Some questions allow a degree of rough baseline assessment. (Question 1 on reading
and text comprehension, Question 2 on everyday background knowledge, Question 3 on
material from primary).
The AT interactive link opens Symptoms and Disease. See Starter 3.
2: 7Aa Life processes (Student Book)

This spread introduces the seven life processes and considers how we tell organisms
apart from non-living things. Worksheet 7Aa-1 is the Access Sheet.
Question 7 can be used for formative assessment, with students working in groups to
answer the questions. See the ASP Introduction for ideas on how to run the feedback
and action components for this formative assessment. This also contains mini-plenary
ideas.
The AT video Life processes contains footage to illustrate life processes. After showing
students the video, ask them why a certain piece of footage has been used to illustrate a
certain process. Challenge students to spot other life processes in the videos, and name
them.
Activity Type: Formative Assessment
3: Sensitive plants
Show sensitive plants (e.g. Mimosa pudica) or Venus flytraps to students. Sensitive
plants will shut their leaves when touched. To make the trap on a Venus flytrap shut,
generally there are three bristles inside the trap, all of which need to be touched. Having
demonstrated movement and sensitivity, explain how these plants reproduce, grow,
respire, excrete and need nutrition.
If these plants are not to hand, there is plenty of video material on Internet video
storage sites that can be used instead.
Safety: Refer to a leading safety organisation for practical science teaching for
recommended plants to use.
Equipment: Sensitive plant(s): e.g. Mimosa pudica and/or Venus flytrap plants.
Level: Securing
4: Potato maze
This takes a few days to work but the results can be considered when teaching about
organs (the potato is a storage organ) in the next topic. Make a hole several centimetres
in diameter in the short side of a shoebox (or similar). Stick rectangles of cardboard
(three or four) so they jut out from either side of the inside of the box. Place a sprouting
potato at the end opposite the hole. With the lid on the box and the hole being
illuminated, a potato stem should grow through the maze towards the light. If the lid is
not snugly fitting, light may leak in where it meets the sides of the box; a rectangle of felt
glued to the inside of the lid will prevent this. If you wish to use the box again, place the
potato in a shallow dish to prevent it rotting the base of the box.
Ask students what life processes they can see happening in this demonstration. What is
happening as the potato grows (it is sensing the light) and why is this useful (the plant
will need light to make food by photosynthesis)?
Equipment: Shoebox, cardboard, sprouting potato (use a seed potato or a normal potato
that has been left in a warm place for a couple of weeks to sprout), scissors, sticky tape,
felt, glue, shallow dish (e.g. evaporating basin).
Level: Securing
Plenaries
1: Quick Check
Assessment: Students complete the Quick Check sheet for this topic, which consists of a
range of pictures to label with a life process. There is one ‘trick’ one – a rock, which
shows no life processes.
Feedback: Students work in pairs to check one another’s answers. They agree correct
answers for any that they have wrong.
Action: Hold a class vote on which life process should be revisited next lesson (based on
the one that students found most difficult). The next topic looks at organs, so pay extra
attention to this life process in the context of the appropriate organ (e.g. if students
choose nutrition, remind them about life processes and nutrition when talking about the
stomach or small intestine).
2: Thinking skills
Assessment:
Odd One Out: growth, reproduction, respiration. (Possible answers: respiration
releases energy the other two use energy; growth does not begin with ‘r’; organisms
reproduce and respire in different ways but they all grow by getting bigger.)
Consider All Possibilities: It has four legs. (Possible answers: it is an animal with four
legs; it is an animal that had more than four legs but lost some; it is a ‘couple’; it is a
table.)
Plus, Minus, Interesting: Humans need nutrition. (Possible answers: Plus – we enjoy
eating food; Minus – food can be expensive, we could do more things if we didn’t have
to stop to eat; Interesting – how much food is wasted? Some reports say that we waste
up to half of the world’s food.)
Feedback: Students answer the thinking skills questions in groups, thereby feeding back
their thoughts to one another. Ask students to write down their best answers and
consider why they think they are the best.
Action: Ask a spokesperson from a number of groups to read out their best answers.
Identify any ideas that are missing and share them with the class, reinforcing ideas that
students are having difficulties with.
The AT presentation 7Aa Thinking skills can be used for this activity.
Level: Securing
3: Life process whispers

Assessment: Each student writes the name of a life process at the top of a sheet of paper.
Students pass their papers on to their neighbours. Each student then draws the life
process in any way they think fit. Students then fold over the paper so that the name of
the life process cannot be seen but the drawing is still visible. They pass their papers on
to their neighbours, who write down which life process they think the drawing shows.
They then open up the papers to reveal the original life process. If you are worried
about potential silliness, you could limit the options of life processes from which
students can choose (for example, not reproduction or excretion).
Feedback: Students discuss how good their drawings were.
Action: Hold a class vote to find out which life process was the most difficult to depict.
Point out depictions of this life process in further work in this unit.
Equipment: Paper.
Level: Securing
Homework
1: Living and non-living
Worksheet 7Aa-6 contains straightforward questions about life processes.
Level: Developing
2: Life processes and robots

Worksheet 7Aa-7 asks students to compare robots and humans in terms of life
processes. Ensure students understand km/h as a unit symbol.
Level: Securing
3: Comparing life processes
Ask students:
1. Which life processes happen in the following things?
car, cow, fish, river, robot
2. How do we know that these processes happen?
3. Which life process never happens in non-living things?
They should consider how best to present their work.
Level: Exceeding
7Ab Organs
Topic 7Ab covers plant and animal organs, which should be familiar to most students
from primary work. There is an opportunity to find out more about STEM and the skills
associated with being a medical doctor (with a focus on problem-solving).
Learning Objectives
Starters
1: Symbols
Students will meet many symbols during their study of science, and will have
encountered some at primary. The major ones that they will meet in this unit are unit
symbols (such as mm). It may be useful to make sure students know what these sorts of
units mean by using this brief starter activity.
Ask students to draw a commonly found symbol on a piece of paper and hold it up. Ask a
few students at random what their symbols mean, where they would find them and why
the symbols are used. Establish that symbols are used to convey information about what
something is or does in a way that as many people as possible will understand.
Equipment: Paper.
Level: Securing
2: What’s in your body?

Ask students to contribute to a list of ‘things found inside your body’. Write the list on
the board (saving a copy). Go through the list and ask students what each ‘thing’ does.
This list can then be revisited as a plenary (Plenary 4).
Level: Securing
3: Organs card sort

Cut out the cards on Worksheet 7Ab-2 and hand one to each student. Some cards
contain a picture, others an organ name and others a function. Without telling students
about the nature of the different things on the cards, ask them to arrange themselves
into groups.
Level: Securing
Exploring Tasks
1: Investigation reports
You may wish to familiarise students with the idea of writing a report on any practical
investigations that they do. Worksheet 7Ab-6 has a series of sentences from
investigation reports. Students decide which section of an investigation report each
sentence belongs in. They could be asked to give their reasons. Then ask why it is useful
that all investigation reports are written in a similar way (it makes it easy to find
information, it makes it easy to compare things in different reports).
The level of this activity can be reduced by giving students access to Skills Sheets RC 6
and/or RC 7.
Level: Securing
2: Scientific paper analysis

You may wish to familiarise students with the idea that scientists write reports on the
practical investigations that they do.
Ask students to work in groups to look at a scientific research paper and ask directed
questions. Ask the questions below, one question at a time, giving students 30–60
seconds to find the information, and then ask random groups to give their answers. The
last two questions are more difficult and will depend on the paper chosen.
• Who has written the report and how do you know?
• How many words are in the title? Is there a way to use fewer?
• What is the Method section called in this report?
• How easy is it to find the Results section? What makes it easier to find?
• What did the investigation set out to discover? Is there one sentence that sets out the
aim clearly?
• What were the main conclusions? Is there one sentence that sets this out clearly?
Equipment: Scientific journal or academic research paper.
Level: Securing
3: Cut–and–stick human organs

Students use Worksheets 7Ab-4 and 7Ab-5 to stick organs on a human body.
Equipment: Scissors, glue.
4: Skin and sensitivity
Remind students of the seven life processes and that sensitivity is one of them.
Introduce the idea that the skin is an organ that helps us to sense touch, heat, pressure
and pain.
The experiment involves finding out on which parts of the body two points can be felt
(as opposed to one) when two points are gently pushed on the skin.
Developing: Go through Worksheet 7Ab-3 with students part by part, making sure they
understand what they are doing before allowing them to do each part.
Securing: When students have used Worksheet 7Ab-3: challenge students to devise a
way of avoiding ‘cheat’ results (e.g. only one point to be occasionally placed on the skin
to ‘catch out’ those who say they can feel two points).
Exceeding: Students plan their own methods. Many suggestions will be qualitative only.
Discuss the strengths and weaknesses of the plans and decide on a single approach.
Then ask students to carry out the investigation, record their results and draw
conclusions based on their evidence. This could be turned into a levelled outcome
exercise.
Safety: Before starting the practical, establish some no-go areas, such as around the
eyes and mouth, chest, abdomen and upper legs.
Equipment: Two pencils taped together or a U-shaped piece of thick wire.
5: Design a stethoscope (STEM)

At the end of the STEM pages, there is a practical activity in which students build and
test simple stethoscopes. If you have one, show students a real stethoscope and
demonstrate how it is used. Tell students that the earliest stethoscopes were simply
rolled-up tubes of paper, and that some types today are very simple (e.g. the Pinhard
horn, which is used to listen to a baby’s heartbeat during pregnancy). Ask students to
work together to design and make two or three different stethoscope designs. They
should try out their devices (observing the safety rules listed below) and decide on the
best design, with a reason for why it was the best. This could be ease of use or be the
one that allowed the heart to be heard the clearest or loudest. If time is short, students
could make one design and then try out the designs of other groups.
If students ask, point out that the ‘lub dub’ sounds that they hear when listening to
someone’s heart are caused by flaps inside the heart (valves) opening and closing. Refer
students to diagram B on the Student Book spread 7Cb Muscles and blood and point out
the positions of the valves between the atria and ventricles.
Safety: Ensure that all use of stethoscopes is appropriate. In mixed sex classes, ensure
that boys are paired with boys and girls with girls. Clothing must not be removed. If
students are using earpieces or standard stethoscopes, they should not be shared (each
student should use fresh, sterile earpieces). Ensure that all earpieces are sterilised in
disinfectant and dried before use.
Equipment: Some of all of: paper, newspaper, cardboard tubes, small funnels, large
funnels, sticky tape, rubber tubing (e.g. Bunsen hoses). Optional: earpieces.
Explaining Tasks
1: Writing investigation reports
Introduce the idea that during their science studies students may be writing
investigation reports or filling in worksheets when they do practical work. Show them
Worksheet 7Aa-2 or 7Ab-3, which some of them may have completed. Point out the
different headings used to split up the different sections of the worksheet. Explain that
this basic convention is used by all scientists. Illustrate this by looking at a research
paper in a scientific journal and/or Skills Sheets RC 6, RC 7 and RC 8.
Equipment: Scientific journal or academic research paper.
Level: Securing
2: 7Ab Organs (Student Book)

This spread revises the main organs of the human body and plants from primary. It goes
on to introduce a variety of organs that will be new to students, together with their
locations and functions. Worksheet 7Ab-2 is the Access Sheet.
and action components for this formative assessment. This also contains mini-plenary
ideas. AT links allow you to turn the labels on and off on diagram D.
AT interactive activities allow students to match human and plant organs to their
function.
3: Human torso model

Demonstrate a model of a human torso to students, showing where all the various
organs are and how they fit together.
Equipment: Human torso model.
Level: Securing
4: 7Ab STEM – Medical doctors (Student Book)

This spread looks at the jobs that medical doctors do, and the skills and training that
they need. There is a particular focus on problem-solving, and the steps that doctors use
to do this. This process is related to the method that scientists use to problem-solve -
the scientific method.
Plenaries
1: Quick Check
Assessment: The 7Ab Quick Check sheet poses questions to test how well students have
linked ideas about organs.
Feedback: Read out the correct answers and allow time for students to look again at
their work and make corrections as necessary.
Action: Read out all the organs on Student Book spread 7Ab Organs and ask students to
put up their hands if they think an organ has a function that is difficult to remember.
Recap the functions of these organs now and in the next topic. Then ask for a vote to
find the most popular organ that students want to know more about (Question 7c).
Challenge students to find out what ‘tissues’ this organ is made of and use this example
as a starter in the next topic.
2: Thinking skills
Assessment:
Plus, Minus, Interesting: Humans should have two of every organ (e.g. two livers).
(Possible answers: Plus – if one went wrong you would have a back-up; Minus – more
space would be needed in the body, the body would require more energy, there would
be more things to go wrong; Interesting – what would a pulse be like with two hearts
beating; some people are born with doubles of some organs.)
Consider All Possibilities: What might happen if you had a problem with your
kidneys? (Possible answers: the body might not be able to filter and absorb important
substances from fluids; the body might not be able to eliminate waste products in urine,
which might lead to illness; the body would get bigger since water could not be
removed; urine might not be produced.)
Consider All Possibilities: A plant has no leaves. (Possible answers: it is a cactus; it is a
tree that loses its leaves in winter; it is a seedling that has yet to form its first leaves; it is
a dead plant and has lost its leaves.)
Odd One Out: kidney, liver, heart. (Possible answers: there are two kidneys; the heart is
the only one that pumps blood; the heart is the only one that is not part of the excretory
system.)
Odd One Out: leaf, intestines, brain. (Possible answers: the leaf is only found in plants;
the brain needs nutrition but the leaf and the intestines help the organism get
nutrition.)
their thoughts to one another through discussion. Ask students to agree on what the
best answers are and write them down.
The AT presentation 7Ab Thinking skills can be used for this activity.
Level: Securing
3: Mnemonics
Ask students to work in groups to remember all the human organs that they can.
Explain to them how a mnemonic works and see if they can come up with any good
mnemonics. Make it clear that this is a memory technique.
Level: Securing
4: What’s in your body? Revisited

Repeat Starter 2, revisiting the list.
Level: Securing
Homework
1: Where the organs are
Worksheet 7Ab-7 contains straightforward questions on organs.
2: Organ evidence
Worksheet 7Ab-8 contains questions on organs, together with some work on the
relationship between conclusions and evidence, and organising lists. Ensure students
understand the use of solidus to mean per 100 000, and that they understand the terms
‘conclusion’ and ‘evidence’ before starting the sheet.
Level: Securing
3: A new organ
Worksheet 7Ab-9 contains questions on organs in the context of blue whale feeding.
These questions are of an increased cognitive demand.
7Ac Tissues
Topic 7Ac introduces the idea of tissues. There is an opportunity for students to develop
their practical skills, which covers using a microscope. It also introduces various skills
involved with making slides for microscopic examination.
Learning Objectives
Starters
1: Box of tissues
Show students a box of tissues and ask them what is inside. Most will know! Then ask
students what an organ is (as a reminder from the last topic) before asking how a box of
tissues is like an organ. Write down some of their responses to save for later (Plenary
4), rather than giving the answer.
Equipment: Box of tissues.
Level: Securing
2: Chopped fruit and veg

Chop open a range of fruits and vegetables (especially root vegetables and stems, since
students have learnt about these as organs). Illustrate that in many cases you can see
differences between the different parts. Tell students that the different parts are called
tissues.
Equipment: Chopping board, knife, range of fruits and vegetables that when chopped
will show a clear variation in internal structure (e.g. carrot, parsnip, onion, celery,
tomato).
Level: Securing
3: ‘Tissues in an organ’ challenge

If you challenged students to find out the names of tissues in an organ in Plenary 2 in
the last topic, ask for their suggestions. Write a list of the tissues on the board and ask
students to define what is meant by a ‘tissue’. Elicit the idea that organs are made of
different parts called tissues. You may find the answers to Homework 5 useful (below).
Level: Securing
4: What makes things bigger?

Ask students to write a list of things that make things look bigger and to identify a use
for each. Then show them a piece of onion skin and ask which of their items would be
best to use to examine it.
Equipment: Onion, forceps/tweezers.
Level: Developing
Exploring Tasks
1: Card sort on using a microscope
Worksheet 7Ac-4 contains a series of squares with assorted instructions on microscope
use. Ask students to cut out the squares and arrange them in the correct order. This
could be done without students looking in the Student Book.
There is an AT interactive version of this activity called The sequence of how to set up a
microscope.
Level: Securing
2: Looking through a microscope

In this practical students look at prepared slides, which serves as a good introduction to
microscope work that can be further developed using some of the other activities
suggested here.
It is suggested that students keep both eyes open whilst looking down the microscope.
This will take practice but will mean that their eyes will become less tired and stories of
strange objects swimming across the slides (eyelashes) will be less common! Practice
using the microscope could involve looking at hair, fish scales, newsprint, etc.
Encourage students to draw or write about what they see.
If using microscopes with mirrors then it is best to use an adjustable lamp that students
can angle towards the mirrors; overhead lighting is rarely bright enough. Many
microscopes have a small fine-focusing wheel in addition to the larger coarse-focusing
wheel. The fine control should be used at higher magnifications (objective lenses ×10
and above) to prevent the lens being driven into the slide and breaking it. More complex
microscopes will have a diaphragm under the stage to control the light intensity. This is
best altered by the teacher, if necessary.
Confusion may be caused if using microscopes with pointers in the eyepiece lens.
Students should be warned about this before using the microscopes, and should avoid
drawing in the pointers. Skills Sheet UE 3 can be used to help students understand how
to use a light microscope.
Safety: Do not allow students to angle the mirrors towards the Sun, as this can seriously
damage eyesight.
Equipment: Microscope, selection of pre-prepared slides (e.g. fish scales, hair,
newsprint).
3: Celery stems and xylem

Students place celery stems in beakers of water dyed with blue or red food dye. The dye
clearly moves up through the xylem tissue in the stem. Using celery stems with the
leaves still intact will make the process occur more rapidly.
After students have seen the effect, they should break a stem of celery in half and peel
off a small section of stained material. This is easily done with fingers and nails. A thin,
short section of stained material is then placed in a cavity slide and a slide preparation
is made, which students then examine under a microscope. Worksheet 7Ac-3 can be
used to help them record their results, and Skills Sheets UE 2 and UE 3 can be used to
help students make slides and examine them.
damage eyesight. A mounted needle is a better way of lowering a coverslip onto a slide
than tweezers/forceps, but teachers will need to consider how safe it is to use mounted
needles with some students. The use of knives may not be appropriate for some
students.
Equipment: Celery stem (preferably with leaves), forceps/tweezers, cavity slide,
coverslip, water with blue or red food dye added, pipette, microscope. Optional:
mounted needle, scalpel.
Level: Securing
4: Estimating size
Higher-attaining students could use microscopes and measure the diameter of the field
of view, and therefore estimate the size of an object seen through the microscope. Full
instructions are given on Skills Sheets UE 3 and UE 4. Prepared slides should be used for
this, with water fleas, hair or other reasonably large specimens. Students could look at
their own hair, by pulling out a hair and fixing it to a microscope slide using sticky tape.
damage eyesight.
Equipment: Microscope, selection of pre-prepared slides of quite large specimens (e.g.
fish scales, hair, newsprint), transparent ruler with millimetre scale or eyepiece
graticules and stage micrometers (the latter can be eyepiece graticules secured to
microscope slides).
Optional: sticky tape.
Level: Exceeding
5: Onion skin tissue

Students follow the guidelines given on Student Book spread 7Ac Microscopes (or Skills
Sheet UE 2) to prepare slides of onion skin. Students should not try to flatten their slides
by pressing on the coverslip. This often results in the coverslip breaking. Explain to
students that what they will be looking at is a tissue called epithelial tissue.
Methylene blue or iodine are suitable stains to use instead of plain water. It will help the
cell walls to show up better (although at this stage students will not appreciate that this
is what they are actually looking at). Alternatively, use red onions.
Students then examine their slides following the guidelines given in the Student Book
(or Skills Sheet UE 3). Students should be encouraged to draw what they see and to
record the magnification used. Worksheet 7Ac-3 can be used to help students record
their results.
needles with some students.
Equipment: Forceps/tweezers, slide, coverslip, water or 10% methylene blue stain or
iodine stain (dissolve 10 g potassium iodide (KI) in 10 cm3 of water, then add 2.5 g of
iodine crystals; shake until the crystals have all dissolved and dilute this with water to
make 1.1 dm3; store in a brown bottle), pipette, microscope. Optional: mounted needle.
Level: Securing
6: More tissues
Exploring 5 can be repeated using a variety of other tissues. Encourage students to try a
range of different tissues and to discover which is the easiest to view clearly, and to
explain why this is the easiest to view. Worksheet 7Ac-3 can be used to help students
record their results. Sheets of rhubarb cells can be obtained by snapping a rhubarb leaf
stalk in half and peeling away thin layers. Inner layers will show xylem cells. Leaf cells
can be examined using a whole moss leaf or painting clear nail varnish onto the surface
of a leaf. Once the nail varnish is dry, peel it away from the rest of the leaf with a pair of
forceps and this will leave a thin section of epithelial tissue. (This procedure is used in
Worksheets 7Ae-2 and 7Ae-3.) Also consider root hair tissue from freshly germinated
radish/mustard/cress seeds. Raw beef braising or stewing steak can be used to tease
out muscle fibres in 0.5 mol dm–3 NaCl solution.
Thicker specimens are best examined using cavity slides.
needles with some students.
Equipment: Microscope, clear nail varnish, moss leaves/plant leaves, rhubarb stem,
braising/stewing steak, roots from freshly germinated radish/mustard/cress seeds
with root hairs, 0.5 mol dm–3 NaCl solution, forceps/tweezers, flat or cavity slides,
coverslip, water (or 10% methylene blue stain or iodine stain), pipette.
Optional: mounted needle.
Level: Securing
Explaining Tasks
1: 7Ac Tissues (Student Book)
This spread introduces students to the idea that organs are made up of different parts
called tissues. Worksheet 7Ac-1 is the Access Sheet.
plan the experiment. To save time, consider asking students to say what they would
include in their plans and how they would set out their plans, rather than students
preparing formal written plans. See the ASP Introduction for ideas on how to run the
feedback and action components for this formative assessment. This also contains mini-
plenary ideas.
The AT interactive Match the tissues allows students to match tissues to the relevant
organs.
The AT video Open heart surgery illustrates that the heart contains different tissues.
The AT presentation 7Ac Thinking skills also includes questions about tissues; see
Plenary 3.
2: Leaf skeletons
As a teacher demonstration only, prepare leaf skeletons to show the xylem tubes in a
leaf. Thin leaves such as oak work best. Add 150 g of sodium carbonate to 500 cm 3 of
water. Then add 136 g of calcium hydroxide. Boil for 15 minutes. Pour the liquid
through a sieve to remove any bits. Pour the liquid back into the pan/beaker and add
the leaves. Boil for one hour (making sure that the solution does not boil dry) and then
remove the leaf skeletons with forceps – they are very delicate.
Safety: Calcium hydroxide is an irritant. Avoid raising dust. Wear eye protection. Refer
to a leading safety organisation for practical science teaching for plants to use/not use.
Equipment: Thin leaves (e.g. oak), large glass beaker or pan, 150 g sodium carbonate,
136 g calcium hydroxide, sieve, heating apparatus.
Level: Securing
3: Sheep’s heart
Show students a sheep’s heart (or similar) and ask them to identify different tissues.
This could be done using a real sheep’s heart or using pictures from the Internet. At this
stage, the outside of the sheep’s heart will clearly show areas of muscle and fat tissues
(similar to photo B on Student Book spread 7Ac Tissues). If you cut the heart in half, the
obvious tissues inside are muscle (in the walls) and strings of ‘connective tissue’ that
hold various parts of the heart in place. Ask students what sort of tissue is being eaten
when people eat ‘meat’.
Safety: Refer to a leading safety organisation for practical science teaching for guidance
on dissecting hearts.
Equipment: Sheep’s heart (or similar), scalpel, dissection board.
Level: Securing
4: 7Ac Microscopes (Student Book)

This spread introduces the use of the microscope and slide preparation. Worksheet 7Ac-
2 is the Access Sheet.
Questions 2, 9 and 10 can be used for formative assessment, with students working in
groups to answer the questions. See the ASP Introduction for ideas on how to run the
plenary ideas.
AT interactives can be used to show students the parts of a light microscope, how to set
up a microscope, and how to calculate magnifications.
The AT presentation 7Ac Thinking skills includes questions about microscopes; see
Plenary 3.
Activity Type: Formative Assessment, Working Scientifically
5: Slide demonstration
Demonstrate making a slide. If a video camera is available this is conveniently done
using real slides. If this is not the case, consider using a model to show slide preparation
and point out to students that you are modelling the process. A sheet of card might
represent the slide, with a Perspex safety screen as the coverslip. Use tissue paper as the
sheet of onion skin and a pair of tongs as the forceps (or an old broom handle or retort
stand as the mounted needle). It is suggested that water is not used in this model,
although the use of a pipette may need to be demonstrated – use a real pipette or an
extra large one, such as a turkey baster!
Equipment: For video demonstration: video camera, slide, coverslip, section of onion,
forceps/tweezers, water/stain, pipette. Optional: mounted needle. For model
demonstration: sheet of card, Perspex safety screen, tissue paper, broom handle or
retort stand and/or tongs, turkey baster.
Level: Securing
Plenaries
1: Quick Check
Assessment: Ask students to construct a simple concept map showing (with examples)
how organs and tissues are related. The 7Ac Quick Check sheet has the beginnings of a
concept map. Ask students to complete it as best they can.
Feedback: Ask students to check each others’ maps and tell each other two things that
were good with the maps and one area where things could be improved (e.g. additional
information could be added).
Action: Ask students to write down a sentence that best describes what they need to
concentrate on in their further study of tissues and organs.
2: Quick Check WS
Assessment: The 7Ac Quick Check WS sheet for this topic contains 10 true or false
questions. Give students 2 minutes to fill in the sheet. Lower-attaining students need
only do questions 1–5. The sheet could be displayed on an interactive whiteboard, with
students being asked to vote whether each sentence is true or false.
Feedback: Go through the answers.
Action: Ask students to write down a key point that they must not forget about
microscopes and slides.
3: Thinking skills
Assessment:
Consider All Possibilities: An organ contains xylem tissue. (Possible answers: stem;
root; storage organ; flower; leaf.)
Plus, Minus, Interesting: The heart should contain more fat tissue. (Possible answers:
Plus – it would be better protected; Minus – it might interfere with the beating of the
heart; Interesting – is the amount of fat on the heart associated with heart disease?)
Odd One Out: stage, objective lens, eyepiece lens, slide. (Possible answers: the slide is
not part of a microscope; the stage does not contain any glass; the eyepiece lens is the
only part you look through.)
Consider All Possibilities: Ravi cannot see an image when looking down his
microscope. (Possible answers: the specimen is too thick; the light is not on; the mirror
is pointing in the wrong direction.)
Consider All Possibilities: The overall magnification of a microscope is x60. (Possible
answers: any two numbers that when multiplied together come out to 60 – one for the
eyepiece lens and one for the objective lens.)
Plus, Minus, Interesting: Slides should be made out of plastic. (Possible answers: Plus
– they would be less likely to break, you would be less likely to cut yourself; Minus –
they would not be as clear as glass, they would scratch more easily; Interesting – are
plastic slides cheaper?)
their thoughts to one another.
Action: Ask students to choose a best answer from their group and consider why they
think it is the best.
The AT presentation 7Ac Thinking skills can be used for this activity.
4: Second box of tissues

Ask students again how a box of tissues is like an organ. You could ask them to choose
from a series of answers, selected from some of the suggestions that students gave in
Starter 1. Then tell students that explaining something by comparing it to something
else familiar is called making an analogy. Ask students to suggest ways in which this is a
good analogy (e.g. an organ is made of many tissues and the box and tissues inside
represent this) and in what ways it is a poor analogy (e.g. all the tissues inside the box
are the same, whereas organs are made of many different tissues).
Equipment: Box of tissues.
Level: Securing
5: Calculating magnifications
The AT interactive Calculating magnifications is an activity in which students have to
work out microscope magnifications. Students could take turns to contribute answers.
Homework
1: Tissues and organs – crossword
Worksheet 7Ac-5 contains a crossword, in which students need to answer
straightforward questions about tissues and organs.
Level: Securing
2: Using microscopes
Worksheet 7Ac-6 contains straightforward questions about using microscopes and
preparing slides.
3: Organs and tissues

Worksheet 7Ac-7 contains questions on organs and their component tissues.
Level: Securing
4: Microscope problems
Worksheet 7Ac-8 asks students to spot mistakes in the use of a microscope and to
calculate microscope magnifications.
5: Organs and their tissues

Ask students to carry out their own research to find out what main tissues are found in
these organs: heart, brain, skin and plant stem. Ask them to describe the functions of
each different type of tissue and to present their research as a table.
6: Microscopes and magnification

Worksheet 7Ac-9 asks students to spot mistakes in the use of a microscope and to
calculate microscope magnifications, together with calculating the real size of
something based on a magnification.
7Ad Cells
Topic 7Ad formally introduces the idea of cells and the differences between plant and
animal cells.
Learning Objectives
Starters
1: Introducing cells
Display a microscope and ask students at random to name the part that you are pointing
to and to say what it does. Then ask students to describe the sorts of things that they
saw under their microscopes. Some may have drawn pictures (e.g. on Worksheet 7Ac-3)
that could be displayed. Ask students what they think they were seeing under the
microscope and introduce the idea of cells.
Equipment: Microscope.
Level: Securing
2: What is a cell?
Write the word ‘cells’ on the board. Ask students if they have ever heard of cells in
organisms and if so what they know. Write a list on the board and then ask students
(with a show of hands) how sure they are of each statement (using (un)smiley face
emoticons to show the level of confidence). This list could be kept for Plenary 4. Then
ask students to think up one thing that they need to know more about (in terms of cells).
Ask students to tell the class about their suggestions. Skills Sheets TS 5 and TS 6 may
prove useful for this exercise.
Level: Exceeding
3: The story so far

Ask students to devise a sentence or two to summarise what they have learnt so far in
this unit. They must use the following terms in their sentences: life processes, organs,
tissues, cells.
Exploring Tasks
1: Animal and plant cells
Developing: Ask students to watch the AT video Inside an animal cell and to note down
all the key words. At the end ask students to write the meanings for each key word they
have noted. Ask for suggestions and establish the names of the parts of an animal cell
and their functions. This can be repeated with the videos about plant cells.
Securing: Ask students to watch the AT video Inside an animal cell several times with
the sound muted, and write a voice-over script together with timings. Once finished,
selected students could read out their voice-overs along with the video. Students could
watch the video with the sound turned on, to compare their scripts with the one
provided. This can be repeated with the video about plant cells.
Level: Exceeding
2: Animal cell ‘claymation’

If you have video recording and editing equipment capable of creating stop-frame
animation (or students have phone apps with this capability), challenge students to
produce a stop-frame ‘claymation’ animation showing the different parts of an animal
cell.
Equipment: Video recording and editing equipment for stop-frame animation,
modelling clay or equivalent in different colours.
Level: Exceeding
3: 3D plant cell model

Developing: Set out the items of equipment listed below and challenge students to use
them to build a model of a plant cell. You may need to discuss what a model is, and Skills
Sheet SI 4 can be used to support this.
Students will probably use the plastic take-away box and lid for the cell wall. The box is
lined with cling film for the cell membrane (hopefully leaving enough extra film to cover
the surface of the contents of the container). The box is then filled with the runny jelly
and items placed inside this: a small sealable plastic bag with water added (vacuole),
cherry tomato/ball of modelling clay (nucleus), green sweets/buttons or pieces of green
pepper (chloroplasts), black rice (mitochondria).
Ask students how they could use their models to make a model of some plant tissue
from a leaf. Establish the idea that they can stack the models together.
Ask students to use their models to explain why you will not always see a nucleus in a
plant cell in a microscope slide section.
Securing: Ask students to suggest other ways in which the model is good and not so
good. Point out that a live cell differs from the model in some important ways, including:
• there is constant movement of structures in the cytoplasm
• some materials, such as water and dissolved substances, are able to cross the cell wall
and cell membrane into and out of the cell
• the cell wall is more flexible than this model would make us believe.
Exceeding: Ask students to consider the importance of these facts for a living cell, and
suggest whether the model could be adapted to show this as well.
Safety: Note that with some groups the use of runny jelly may get rather messy.
Consider this before attempting this practical. Make sure that students do not eat any of
the components.
Equipment: Plastic take-away box and lid, small and fully sealable plastic bag, water,
green sweets/buttons/pieces of green pepper, black rice, cherry tomato/ball of
modelling clay, 300 cm3 (but depends on size of take-away box) clear or lime jelly made
up with 1.5–2x the recommended amount of water so that it remains runny when cold,
cling film.
Level: Exceeding
4: Paper models of plant and animal cells

Developing: Worksheets 7Ad-5 and 7Ad-6 allow students to construct simple paper
models of animal and plant cells. Highlight the fact that they are making models. You
may need to discuss what a model is, and Skills Sheet SI 4 can be used to support this.
Securing: Ask students to suggest strong and weak points about the models.
Exceeding: Ask students to evaluate the plant model here and the one in Exploring 3.
Encourage students to think up some criteria by which to judge both models. They could
produce a reasoned piece of writing to explain which model they think is the best and
why.
Level: Exceeding
5: Looking at cells
Students examine two or three slides of prepared plant and animal tissues. Skills Sheet
UE 3 can be used to remind students how to use a light microscope. Worksheet 7Ad-2
can be used to record results.
Developing: Students are given the names of the organisms and tissues.
Securing: Students examine the tissues and justify whether they think they are plant or
animal tissues. Consider labelling the slides with letters and giving students a list of the
possible organisms and/or tissues to match to each lettered slide.
Exceeding: Having identified the organism and tissue, students are challenged to find
out something more about the cells that they examine, using books and/or the Internet.
Equipment: Selection of pre-prepared plant and animal tissue slides (either named or
lettered if students need to decide which is which), microscope.
6: Human cheek cells

Challenge students to plan an investigation to look at some of their own cells. Encourage
students to plan for staying safe. It is expected that most students should be able to
produce their own plans, basing them on work done in Topic 7Ac.Lower-attaining
students may need to follow the plan on Worksheet 7Ad-3. To obtain cheek cells, no real
scraping of the inside of the cheek is required – the cells come off very easily if only
lightly touched with a clean cotton bud. Skills Sheets UE 2 and UE 3 may be useful.
Safety: All contaminated items (buds, microscope slides) should be placed in a beaker
and autoclaved (preferable) or placed into disinfectant (e.g. 1% Virkon ®).
Equipment: Clean cotton bud, microscope slide, coverslip, 10% methylene blue stain,
pipette, microscope.
7: Which stain is best?

Some students could conduct a simple investigation to determine which stain is best.
They could do this using their own cheek cells from Exploring 6, or use onion cells. They
should be able to plan the investigation for themselves. Stains that may be used are
methylene blue (stains nuclei blue), iodine/potassium iodide solution (stains nuclei, cell
walls and starch in chloroplasts), toluidine blue (blue nuclei), eosin Y (pink cytoplasm,
red cell walls). Skills Sheets UE 2 and UE 3 may be useful. Worksheet 7Ad-4 can be used
for results, consideration and evaluation.
Safety: Methylene blue, iodine, eosin and toluidine are all harmful or irritants as solids.
Eye protection should be worn when stains are being handled.
Equipment: Source of animal/plant cells, forceps/tweezers, slides, coverslips, pipettes,
selection of stains (iodine solution, 1% methylene blue, 1% toluidine blue, 1% eosin Y),
eye protection, microscope.
Explaining Tasks
1: 7Ad Cells (Student Book)
This spread introduces the idea of the cell, the final part in the examination of what
makes up an organ. Worksheet 7Ad-1 is the Access Sheet.
agree what parts should be drawn and labelled on the cell. See the ASP Introduction for
ideas on how to run the feedback and action components for this formative assessment.
This also contains mini-plenary ideas.
Use the AT videos to see inside animal and plant cells.
An AT interactive lets students match animal cells or plant cells with their specialised
functions based on given information.
An AT presentation invites students to think about how microscope images relate to 3D
cells.
2: 3D cell model
Show students a 3D model of a cell, either one that you have made yourself (see
Exploring 3) or one from an educational supplier. Explain that, in science, models are
used to help see or explain complicated things in a simpler way. Explain to students that
when a slide is made you very often only see a section through a cell, and if that section
is in the wrong place you will not see some of the components that you expect to find
(e.g. nucleus). Ask students to imagine what they would see if certain sections were cut
through your model. This idea is further explored in Exploring 3.
This activity can be supported by using the AT presentation A 3D plant cell.
Equipment: Plant or animal cell model.
3: Displaying tissues
Attach a video camera to a microscope and examine various prepared slides of tissues.
Vertical sections through leaves and stems will show palisade and xylem tissues.
Ciliated epithelial, muscle and nerve tissue sections are also useful. Explain to students
that the tissues look different from each other because they contain different cells, but
that each tissue contains a group of the same cells. Show students individual cells and
explain their functions.
Equipment: Video microscope and display screen, prepared slides of plant and animal
tissues (e.g. vertical stem and leaf sections, ciliated epithelial tissue, nerve tissue, fat
tissue).
Level: Exceeding
Plenaries
1: Quick Check
Assessment: The 7Ad Quick Check sheet poses questions about cell parts, their locations
and functions. There is also one question on tissues.
Feedback: Ask students to draw smiling, unsmiling or sad faces in the circles to show
how confident they are of each answer. Students work in groups to find out the
questions they are least confident about. Ask a spokesperson from each group to say
which question had the fewest happy faces.
Action: Revise the parts that students were less confident about in the next topic.
2: Thinking skills
Assessment:
Plus, Minus, Interesting: A cell should have more mitochondria. (Possible answers:
Plus – it could release more energy from food more quickly; Minus – the mitochondria
might take up too much space; Interesting – which cells have the most mitochondria?
Liver cells contain up to 2000 mitochondria per cell, which can take up 20% of the cell’s
volume.)
Consider All Possibilities: When looking at a cell using a microscope, the nucleus is not
seen. (Possible answers: too low a magnification; the wrong stain was used; the section
cut through the cell missing out the nucleus; the cell does not have a nucleus (some
cells, like human red blood cells and plant phloem cells, do not have nuclei).)
Consider All Possibilities: When looking at a cell using a microscope, no chloroplasts
are seen. (Possible answers: too low a magnification; there are no chloroplasts (e.g. the
cell is from a root); it is an animal cell.)
Feedback: Challenge students to work in groups and think of answers that other groups
will not think of. Get the agreed answers from each group’s spokesperson.
Action: Correct any misconceptions evident from student answers.
The AT presentation 7Ad Thinking skills can be used for this activity.
Level: Exceeding
3: What is a cell? Revisited

Show students the list made in Starter 2. Read out each statement and ask whether
students think it is correct. Amend incorrect statements. Then ask students (with a
show of hands) how sure they are of each statement (using (un)smiley face emoticons
to show the level of confidence). Skills Sheets TS 5 and TS 6 can be used to remind
students about thinking skills. Use Student Book spread 7Ad Cells to go over any points
that students are still uncertain about.
Level: Exceeding
Homework
1: Discovering cells
Worksheet 7Ad-7 contains straightforward questions on cell parts and the development
of the microscope.
2: Plant and animal cells

Worksheet 7Ad-8 contains straightforward questions on cells and cell parts.
Level: Exceeding
3: Plant or animal?
Worksheet 7Ad-9 invites students to use their knowledge of cells and cell parts to
examine unfamiliar cells, including Euglena.
4: Cells and organelles

Worksheet 7Ad-10 challenges students to suggest functions for different types of animal
and plant cells based upon their internal structures. The term ‘organelle’ is also
introduced, as is the concept of resolution for microscopes.
Level: Exceeding
7Ae Organ systems

Topic 7Ae completes this unit by looking at organ systems. There is an optional
investigation on tissues in leaves. A set of descriptions to assign developing, securing or
exceeding to the work is provided in the ASP.
Learning Objectives
Starters
1: Modelling organs
Establish with students that organs are made of different tissues and that tissues are
made of cells of the same type. Explain that, in science, models are used to help see or
explain complicated things in a simpler way. Give students some building bricks and ask
them to build a model to illustrate this concept. The shapes of the models do not matter,
only the fact that the organ model consists of two or three different colours of bricks
(gathered in discrete areas) that represent tissues. Each area of tissue is composed of
bricks of the same colour (the bricks represent the cells of the same type). Once
students have got the hang of what the models show, gather together two or three of the
models and stick them together. Tell students that this is a set of organs working
together – otherwise known as an organ system.
Equipment: Building bricks in two or three colours (each colour being composed of
bricks of the same size).
Level: Securing
2: Introducing organ systems

Ask students what organs are needed to break down food. They could look back at
Student Book spread 7Ab Organs or a human torso model. Establish with them that
more than one organ is needed to break down food. Ask students whether they know
what a set of organs like this, all working together, is called. Introduce the idea of the
digestive system being an organ system.
Equipment: Human torso model (optional).
Level: Exceeding
3: Organs and their systems

Cut out the pictures of the organs on Worksheet 7Ae-4. Ask each student to take a card.
Students then need to organise themselves into groups based on what they think is a
link between the various cards. Ask students about the links that they have made, and
establish that more than one organ is often needed to complete a process in our bodies.
Introduce the idea that organs working together are called organ systems.
Exploring Tasks
1: Leaves and water evaporation
Students plan an investigation to find out which side of a leaf (upper or under) has more
‘holes’ in it and therefore from which side the most water evaporates. Skills Sheets UE 2
and UE 3 may be useful to remind students about preparing slides and how to use light
microscopes. Skills Sheets RC 6, RC 7 and RC 8 may also be useful. It is best to choose
leaves from a well-watered plant that has been left under a strong light source for three
or four hours before the lesson, to ensure that the stomata are open. It is also useful if
the leaves can be picked just before use. This practical can be used to carry out a
Working Scientifically investigation. A set of descriptions to assign developing, securing
or exceeding to the work is provided in the ASP. Even if this is not formally assessed, the
descriptions could be used for students to mark each others’ work and to provide
formative feedback to each other. Note that the use of worksheets will limit the scope of
the assessment.
Developing: Students follow the instructions on Worksheet 7Ae-2.
Securing: Students plan their investigations using Worksheet 7Ae-3 to aid their thinking.
Exceeding: Students need to do their own research and planning, based only on the
information given in Question 8 on Student Book spread 7Ae Organ systems.
Equipment: Microscope, two slides, two coverslips, pipette, forceps/tweezers, water,
two freshly picked leaves from a well-watered plant that has been under a strong light
source for at least 3 hours, clear nail varnish in a bottle with a brush, sticky labels (to
label the slides).
2: Looking back at organ systems

Students who have constructed the human organ model from Exploring 4 in Topic 7Ab
could be encouraged to shade organs in different systems in different colours.
3: Research organ systems

In groups, students find out about one of the organ systems on Student Book spread 7Ae
Organ systems. You could give each group an organ system or ask them to choose their
own. Ask each group to decide on the jobs that need doing and to divide up those jobs
between themselves. This should include the function(s) of the system, the organs
involved, and one or two common problems with the system and how they can be
treated. They could use books and/or the Internet. Ask students to present their
findings as a poster to be displayed in a doctor’s surgery. Be aware that images
downloaded from the Internet may be under copyright. Skills Sheets RC 1, RC 2 and RC 3
may be useful.
Teacher or peer assessment is more easily achieved if a set of criteria on which posters
are to be judged is shown to or agreed upon by students before work starts. Examples
include: accuracy of information, inclusion of organ system function, inclusion of organs
in the system, inclusion of problems with the organs/system, inclusion of treatments for
those problems, explanations of difficult words or words that people may not be
familiar with, spelling, grammar, organisation into (for example) paragraphs or sections
to aid clarity, logical ordering/grouping of ideas.
Equipment: Internet/library access.
4: Kidney transplant spreadsheet

The AT spreadsheet Kidney transplants gives students data on kidney transplants in the
UK. Students need to follow the instructions given and create a graph from the data
before answering some questions about the data.
5: Transplants and organs – the debate

You could hold a class debate based on the question at the bottom of the last page of this
unit in the Student Book. Skills Sheet RC 5 may be useful.
Explaining Tasks
1: 7Ae Organ systems (Student Book)
This spread looks at how organs work together as systems, in both plants and animals.
Worksheet 7Ae-1 is the Access Sheet.
design an investigation plan. An agreed plan could be carried out as part of Exploring 1.
See the ASP Introduction for ideas on how to run the feedback and action components
for this formative assessment. This also contains mini-plenary ideas.
The AT video, which you may have used in 7Ac, contains footage of open heart surgery
allowing students to see the different tissues in a heart.
There are AT presentations for the human circulatory and digestive systems, in which
the basic parts and function of each organ system are explored.
An AT animation is also available to illustrate the water transport system in plants.
The AT interactive link allows students to match the correct functions and organs to
different organ systems.
The AT presentation 7Ae Thinking skills contains questions about organ systems; see
Plenary 1.
2: Water loss by plants
A good way to demonstrate water loss in whole plants is to put a small plant into the top
of a water-filled conical flask, so that its roots are in the water but most of the stem and
the leaves are not. The stem of the plant is supported by putting sponge inside the neck
of the flask. You may like to add a food colour to the water. The water is covered with a
layer of cooking oil (to prevent evaporation) and the water level is marked on the side
of the flask. Readings of the water level could be taken over a period of days, or each
plant could be placed on a balance linked to a datalogging device. The volume of water
lost is 1 cm3 for each 1 g mass decrease.
If students have looked at where the stomata are on leaves (Exploring 1) then you could
demonstrate that more water is lost through the undersides of the leaves by using two
plants. Cover the upper sides of the leaves of one plant and then the under sides of the
leaves of the other plant with petroleum jelly. The first plant will lose more water
because the stomata are not blocked by the jelly. This will provide further evidence for
the students’ own conclusions from Exploring 1.
Equipment: One or two conical flasks, one or two small plants, one or two sponge
stoppers, marker pen, cooking oil, petroleum jelly. Optional: balance, datalogger.
Level: Exceeding
3: 7Ae Transplants (Student Book)

This page completes the unit by challenging students to use the knowledge and skills
that they have developed in this unit in a slightly different context – organ transplants.
Question 2 can be used for formative assessment, with students working on their own
individual answers before exchanging papers and asking their peers to point out two
good features of their work and one area that could be improved. See the ASP
Introduction for ideas on how to run the action component for this formative
assessment. This also contains mini-plenary ideas.
There is also an AT spreadsheet on kidney transplants; see Exploring 4.
Plenaries
1: Quick Check
Assessment: The 7Ae Quick Check sheet provides a set of cards for a question loop
activity that can be used to summarise the whole unit, and act as a starting point for
revision. Thirty cards are provided. Hand out the cards so that each student gets one.
Ask one student to read the question on his or her card. The student with the answer
stands up and reads out the answer before reading out the next question. The loop is
closed when the first student stands up again to give the answer on his/her card.
Feedback: Watch out for mistakes made, allow students to correct them and make a
note.
Action: Write your notes on the board so that students can see a summary of things that
some are still not sure about. Ask them to copy the list down under the heading ‘Things
to watch out for’.
2: Thinking skills
Assessment:
Odd One Out: stem, xylem, bladder, blood vessel. (Possible answers: xylem is a tissue
and the others are organs; blood vessel carries a thick liquid, the others carry thin
liquids; the bladder stores a liquid, the others do not.)
Plus, Minus, Interesting: Sandra is going to have a heart transplant. (Possible answers:
Plus – she will hopefully feel better; Minus – she will need to take medicine for the rest
of her life, the operation may not work, operations are dangerous; Interesting – how
many heart transplants are carried out in a year around the world? There are about
5400 heart transplants a year around the world [source: WHO].
Consider All Possibilities: Priti has only one kidney. (Possible answers: she donated
one; one kidney got a disease; she was born with only one.)
Consider All Possibilities: Tony does not release very much urine when he pees.
(Possible answers: he does not drink much; his bladder does not empty properly; his
kidneys are not working properly.)
The AT presentation 7Ae Thinking skills can be used for this activity.
3: Cells, tissues, organs and organ systems: Open-ended Assessment Task

Assessment: Ask students to draw a diagram of any organ and to write its name
underneath. Then ask questions that can be answered by students holding up their
drawings, pointing at others who have drawn certain organs or arranging themselves
into groups (e.g. of similar organs). If you wish to include the last of these types of
questions, consider doing the assessment with students standing.
The 7A Open-ended Assessment Task sheet in the ASP has a grid of assessment criteria,
together with suggested questions for each criterion.
Feedback: Feedback is direct to you, as you watch which pictures are being held up, etc.
Note down and correct misunderstandings as they occur. You can assess this activity by
using the 7A Open-ended Assessment Task sheet or students can rate their own
performance by using the 7A Assess Yourself! sheet (see the ASP).
Action: Ask students to write a sentence to say what they might do to improve were they
given a similar assessment again.
4: Organ systems wordsearch

Worksheet 7Ae-5 provides simple consolidation work. You could time limit the exercise
and then get students to work in groups to check each others’ work.
Level: Securing
5: Quick Quiz
Revisit the 7A Quick Quiz to test students’ knowledge of the content of this unit.
Students could fill in their answers on the 7A Quick Quiz Answer Sheet. Encourage
students to identify for themselves areas where their understanding is still weak and
decide how they are going to remedy this.
6: End of Unit Test

Use the End of Unit Test. A Mark Scheme is given in the ASP. Encourage students to
identify areas that are still weak and to formulate plans to strengthen those areas.
Summary Sheets are provided to help students with revision.
7: Progression Check
Students should circle the stars next to each statement on the Progression Check to
record what they feel they know, and how certain they are of it. Encourage students to
plan how to do further work on the things about which they remain unsure.
Homework
1: Organs in systems
Worksheet 7Ae-7 contains straightforward questions about organ systems.
2: Human organ systems

Worksheet 7Ae-8 contains questions about organ systems and ordering text, linking
back to work that may have been done in 7Ab.
3: Kidney failure
Worksheet 7Ae-9 provides some text on kidneys and kidney failure, which students
interpret using their knowledge.
4: Planning Exploring 1
If students are to produce their own plans for Exploring 1, consider setting the planning
for homework.
Securing: Students plan their investigations using Worksheet 7Ae-3 to aid their thinking.
Exceeding: Students need to do their own research and planning, based only on the
information given in question 8 on Student Book spread 7Ae Organ systems.
Level: Securing
7Ea Mixtures
Topic 7Ea introduces the unit in the context of providing clean drinking water, revising
the concepts of mixtures, sieving and filtering from primary. Basic knowledge of the
states of matter, mixtures and separation methods of sieving and filtration is explored.
The text introduces suspensions and colloids, which may be unfamiliar to students.
There is an opportunity to find out about STEM and the skills associated with being a
forensic scientist (with a focus on communication, which includes writing methods and
the use of apparatus diagrams).
Learning Objectives
Starters
1: Quick Quiz
Use the 7E Quick Quiz for baseline assessment. Students can use the 7E Quick Quiz
for the whole unit and then again at the end of the unit to show progress. Or just use the
formatively in a plenary for this topic. See the ASP for more information about Quick
Quizzes.
2: Sandy water descriptions 1

Show students a beaker of water and add some sand. Mix the water and sand
thoroughly by stirring, then leave to stand so that some of the sand can be seen to settle.
Students should work in pairs or small groups to think of any suitable science words
that are related to the contents of the beaker, and how the water and sand might be
separated again. Each group should write a list of words. They could also identify any
questions they have about the mixture, and what they have seen, and add these to their
lists. These lists could be photocopied and the originals returned to students for use in
Plenary 4.
Equipment: Beaker, water, sand, paper, access to photocopier.
3: Mixture examples 1
Provide students with a display of a range of mixtures as objects or pictures. Suitable
examples include: sand/water mix, a piece of granite or other rock showing a mixture of
different crystals, an ‘empty’ beaker labelled air, shaving foam or other foam, a glass of
milk, some jelly (with a brief description of how it is made by mixing gelatine with
water).
Students should work in pairs or small groups to discuss how the mixtures are similar
and how they are different. They should also identify any questions that they need
answering as they work through the topic. It is hoped that they will be familiar with
solids, liquids and gases but, if these words are not appearing in students’ notes, put an
extra focus on revising the terms in Explaining 3. The notes can be returned to in
Plenary 5.
Equipment: Wide range of examples of mixtures, e.g. sand/ water mix from Starter 2, a
piece of granite or other rock showing a mixture of different crystals, an ‘empty’ beaker
labelled air, shaving foam or other foam, a glass of milk, some jelly (with a brief
description of how it is made by mixing gelatine with water).
Level: Securing
Exploring Tasks
1: Filtering mixtures 1
Students should remember this simple practical activity on filtering from primary. Here,
the focus is to write a clear method for the experiment. Students may need any
apparatus that is not familiar from primary work to be introduced. An alternative, in
which students carry out the practical, is given in the next activity (Filtering mixtures
2).
Introduce the rules of writing a good method from Student Book spread 7Ea Forensic
science. Students should note the use of imperative verbs. Briefly demonstrate the
setting up of the apparatus and filtering of the mixture. Students then work in pairs or
small groups to write the method for the experiment using imperative verbs.
Developing: Work with students to complete the process of filtering step by step. At the
end of a step, students describe what they have done and then discuss how to write
their description in a clear and simple way. Remind them to use a separate instruction
for each step in their method. Some students could use a cut-up copy of Worksheet 7Ea-
3, selecting the best description for each step to paste into their workbook in the correct
order.
Securing: Encourage students to exchange the method they have written with another
group. They should test the method they have received by following the instructions
and carrying out the experiment. They should then point out two good things about the
method they were using and something that needs improving, and return the method to
the original group for improvement.
Equipment: Conical flask, filter funnel, filter paper, beaker of sand/water mixture.
2: Filtering mixtures 2
At the end of the STEM pages, there is a practical activity in which students follow a
simple method for filtering a mixture of sand and water. This provides an alternative to
Exploring 1 (Filtering mixtures 1), above.
Start by writing the method from the Student Book on the board, for students to follow.
Students should work in groups to filter the mixture. Encourage them to discuss each
step as they do it, highlighting any problems that they find or better ways in which they
think it might be done.
When they have finished, ask students to answer the bullet point questions in the
Student Book. Then ask for suggestions from each each on ways to change the method
that is written on the board. Ideas might include diagrams (e.g. to show how to fold the
filter paper, to show how the apparatus is put together) and reversing steps E and F, so
that the sand has less time to settle before being poured into the filter funnel. Other
ideas include putting the funnel in the flask before putting in the filter paper (to stop the
filter paper cone jumping out of the funnel as it is moved) and dampening the filter
paper once in the funnel (to get it to stay in place).
Safety: Ensure that all spillages are mopped up immediately.
Equipment: Sand and water mixture in a beaker, filter funnel, filter paper, conical flask.
3: Classifying mixtures
Present students with a range of real examples of colloids, such as jelly, shaving foam,
milk, polystyrene foam, fizzy drink. Students classify the mixtures in the presentation
using the information on Worksheet 7Ea-4. The AT interactive Mixtures asks students to
match scientific words for mixtures and what they look like with their descriptions,
which may help students decide upon the language to use when discussing the
similarities and differences of the mixtures.
4: Apparatus diagrams
Skills Sheet SC 3 Drawing apparatus contains drawings of apparatus and diagrams of the
same apparatus using conventional symbols for the apparatus. Students should note
any similarities and differences between the two images.
In pairs or small groups, students discuss any obvious differences, including drawing
apparatus symbols in 2D, and leaving the top of the beaker and the top and end of the
funnel open. They should think of as many reasons as they can why apparatus diagrams
are drawn like this rather than trying to make them look realistic. (They should be able
to suggest that it speeds up the drawing process, makes the diagrams clearer, and using
standard symbols makes it easier for others to interpret the drawing.) Point out to
students that using certain ways of drawing apparatus is called a ‘convention’.
Conventions are common in science.
Set up one or more of the following sets of apparatus and ask students to draw
appropriate diagrams. Students should then work in small groups to discuss the good
points about the diagrams that they have drawn and to identify ways in which their
diagrams could be better. They could use the diagrams from Skills Sheet SC 3 or the
Student Book to help facilitate these discussions.
• Filtering apparatus (see the diagram on the second page of Skills Sheet SC 3 and
diagram C in the Student Book spread 7Ea Forensic science).
• Apparatus used to heat a beaker of water (see diagram D in the Student Book spread
7Ea Forensic science).
• Apparatus used to heat a solution in an evaporating basin (a diagram is on the second
page of Skills Sheet SC 3).
• Distillation apparatus (see the diagram on the second page of the skills sheet and
diagram C in the Student Book spread 7Ee Distillation).
Students could then draw up a set of rules for drawing apparatus diagrams correctly.
These could include:
• using a sharp pencil to draw
• adding label lines and clear labels (in ink)
• using a ruler for straight lines
• not drawing stands, bosses, clamps, mats
• drawing the apparatus as it would be set up (rather than as separated components)
• using conventional symbols, which show what items look like when cut in half
• now drawing lines over tubes and openings to tubes, etc., so that the flow of fluids is
obvious
• using a heat arrow instead of drawing a Bunsen burner.
Developing: The demand of this activity could be reduced by giving students Worksheet
7Ea-5.
Equipment: Apparatus set up for filtering (filter funnel, filter paper, conical flask),
heating water in a beaker (heat-resistant mat, beaker, gauze, Bunsen burner, tripod),
heating a solution gently in an evaporating basin (heat-resistant mat, beaker, gauze,
Bunsen burner, tripod, evaporating basin) or distillation (heat-resistant mat, collecting
beaker/flask, gauze, Bunsen burner, tripod(s), thermometer, round-bottomed flask with
side arm, Liebig condenser).
Level: Securing
5: Cleaning water
Students carry out research to find out how waste water from homes and offices is
cleaned and treated to produce water that is safe for release into the environment, and
even for drinking. They should focus on the physical aspects of removing suspended and
dispersed solids in the water, including the addition of chemical substances to cause
flocculation (clumping) of dispersed solids so that they are easier to remove. Students
could use what they find to produce a flowchart showing the stages of treatment. They
should also identify the roles of sieving and filtering in these stages.
Level: Securing
6: Access to clean drinking water

There are many videos available on Internet video storage websites that highlight the
problems of and solutions for water supply in various countries around the world.
Students should watch two or more videos and then work in pairs or small groups to
discuss the problems that need to be addressed so that everyone has access to clean
drinking water.
Equipment: Internet access.
7: Apparatus diagrams database

Students could use their diagrams from Exploring 4 to set up a database of lab
apparatus, using a suitable program. (There are free online versions if no other is
available.) The database should, for each piece of apparatus, ideally contain a photo or
3D drawing of the apparatus, and the apparatus symbol with notes on how to draw it.
Notes about what the apparatus is used for and how it should be used safely could also
be included. For this topic, filter funnel, filter paper and conical flask could be added to
the database. Opportunities to include other apparatus occur in later topics in this unit.
Equipment: Students’ apparatus diagrams from Exploring 4; lab apparatus database
program.
Explaining Tasks
1: 7Ea Mixtures and separation (Student Book)
This unit starts with a brief introduction on the problems of producing sufficient clean
water for drinking in a range of circumstances. This provides a way of revising some
primary work on mixtures and their separation. The AT animation link opens Water
treatment, which describes the various stages used to clean drinking water.
2: 7Ea Forensic science (Student Book)

These pages in the Student Book look at the job of a forensic scientist and the skills and
training that forensic scientists need. There is a particular focus on clear
communication, explaining how procedures are carried out using steps and presenting
apparatus as diagrams. Worksheet 7Ea-1 can be used to support work on
communication skills as you work through the pages.
3: 7Ea Mixtures (Student Book)

This spread classifies mixtures into categories, and uses filtering of suspensions as an
example of a method that separates the substances in a mixture. Worksheet 7Ea-2 is the
Access Sheet.
answer the question. See the ASP Introduction for ideas on how to run the feedback and
action components for this formative assessment. This also contains miniplenary ideas.
4: Local water treatment

If possible, arrange a visit to a local water treatment plant, or invite someone who
works there to come and talk to the students about the stages in water treatment. In
preparation for the visit, students should prepare questions. Students could use a copy
of Skills Sheet TS 6 to organise their thoughts and plan their questions. During the visit,
students should take notes of answers to any of their questions, so that they can
complete the righthand column of the grid in class later. Alternatively, students could
find some of their answers in the AT animation Water treatment. This describes the
various stages used to clean drinking water.
Plenaries
1: Quick Check 1
Assessment: Students cut out and arrange the dominoes in the 7Ea Quick Check 1 sheet
for the standard pages of this topic, which consists of a set of dominoes containing
terms covered in this topic and their definitions.
Feedback: Students compare their answers with each other and their smiley faces (to
indicate how easy they felt that the sheet was/how confident they feel about their
answers overall). Ask the students for areas of difficulty and then explain the answers.
Action: If there is one persistent area of difficulty, revisit this material using a different
approach from the list of ‘Approaches for learning’ (see ASP Introduction).
2: Quick Check 2
Assessment: Students complete the 7Ea Quick Check 2 sheet, which consists of a
description that students are asked to rewrite as a method.
Feedback: Students work in pairs to compare their answers and agree how to improve
each step to satisfy the bulleted points on the sheet.
Action: Students write their own instructions to help them remember how to write a
method clearly.
3: Thinking skills
Assessment:
Consider All Possibilities: A mixture is formed from two liquids. (Possible answers: it
is a suspension such as oil and water; it is a colloid that will not separate on standing
such as mayonnaise; it is a mixture of liquids that form a solution such as ethanol and
water.)
Plus, Minus, Interesting: Chemicals should be added during water treatment to make
small solid particles clump together. (Possible answers: Plus – this makes it easier and
simpler to remove the particles to clean the water; Minus – the added chemicals may
change of the flavour of the water; Interesting – people use water filters at home to
make water taste nicer. Are people ever harmed by the chemicals added to water?)
Odd One Out: oil/water mix, jelly, frothy cream. (Possible answers: muddy water
because the oil and water separated on standing; frothy cream because one of the
substances in the mixture is a gas.)
Consider All Possibilities: When Jack tried to filter a mixture, no filtrate was left in the
filter paper. (Possible answers: the mixture was a colloid so cannot be separated by
filtering; the substance mixed in the liquid was not a solid that does not dissolve.)
best answers are and write them down. They should also consider why they are the best
answers.
The AT presentation 7Ea Thinking skills can be used for this activity.
4: Sandy water descriptions 2

Assessment: Return the word and question lists from Starter 2 to the pairs or groups of
students. Ask them to use what they have learnt in the lesson to make any changes that
they think are needed to the words and to try to answer any questions that they had.
They should write a sentence to explain any answers or changes that they have made.
Feedback: Take examples of any changes from around the class, and the explanations of
why the changes have been made.
Action: Compare the photocopied word and question lists from Starter 2 with the final
lists to find any remaining misconceptions so that these can be tackled at the start of the
next lesson.
Equipment: Students’ word and question lists from Starter 2.
5: Mixture examples 2
Assessment: Show students the range of mixtures that they looked at in Starter 3. Ask
them to repeat the activity, by making notes of the similarities and differences between
the mixtures. They should use what they have learnt in the lesson to improve their
comparisons.
Feedback: Take examples from around the class and make sure that all the key terms
used in the lesson have been covered, including ideas of how they might be separated.
Action: Compare the lists that the students produced in Starter 3 and this plenary, to
check for any remaining misconceptions or weaknesses in understanding. These can be
covered at the start of the next lesson/topic.
Equipment: Examples of mixtures used in Starter 3.
Homework
1: The right steps
Worksheet 7Ea-6 contains straightforward questions on rewriting the statements of a
method for filtering muddy water, and drawing correct symbols for apparatus used in a
filtering experiment.
2: Different mixtures
Worksheet 7Ea-7 contains straightforward questions on mixtures.
Level: Securing
3: An emergency water filter

Worksheet 7Ea-8 invites students to use their knowledge of filtering and writing
experimental methods to answer questions about an emergency water filter.
Level: Securing
4: Different kinds of colloids

Worksheet 7Ea-9 challenges students to analyse and organise information about
colloids.
7Eb Solutions
Topic 7Eb covers solutions as a specific type of mixture, and introduces related
terminology. It also covers how the solubility of salts is affected by the temperature of
the solution.
Learning Objectives
Starters
1: Solution anagrams
Write the words ‘no bullies’ and ‘solve dis’ on the board and ask students what science
terms they are anagrams of. If needed, give the hint that they are both something to do
with liquids. Prompt further as needed, and when the words are guessed (insoluble and
dissolve) challenge students to make up a sentence to link the two words.
If there is time, repeat with other pairs of words, such as ‘lo blues’ (soluble) and ‘is
solved’ (dissolve), or ‘lion outs’ (solution) and ‘lo vents’ (solvent).
Level: Securing
2: Different kinds of water

Show students some bottles of water:
• small half-full bottle of sparkling water
• small half-full bottle of still mineral water
• small half-full bottle containing tap water (labelled ‘from tap’).
Ask students to work in groups to discuss what the differences are between the waters
without opening the bottles. They can then experiment by shaking the bottles and
examining the labels. Take examples from around the class, then discuss what practical
work they could do to identify further differences. Encourage them to consider what is
in the water, rather than the water itself.
Equipment: Small bottles of sparkling water and still mineral water (still labelled to
show contents), small bottle of tap water labelled ‘from tap’.
Level: Securing
Exploring Tasks
1: Does it dissolve?
Students should work in pairs or small groups to test what happens when different
substances are stirred into a beaker of tap water. They should add a similar amount of
each substance (e.g. a spatula full) and empty and rinse clean the beaker after each test.
Provide a range of soluble and insoluble substances for testing. They should record their
results in a table using any suitable science language they already know.
Take examples of results from around the class and make sure the terms dissolve,
soluble and insoluble are discussed and defined.
Safety: If included in the range of substances offered, students should not eat sugar or
salt. Make students aware of safety information relating to any chemical substances
used.
Equipment: Glass beaker, access to tap water, access to sink, spatula, range of water-
soluble and –insoluble substances such as table salt, flour, instant coffee, ground coffee,
baking soda, liquid detergent, vegetable oil.
Level: Securing
2: How much will dissolve?

Students investigate the solubility of table salt and table sugar. (The solubility of sodium
chloride (table salt) at 25°C is approximately 36 g/100 cm3, and the solubility of sucrose
(table sugar) is over 200 g/100 cm3.) Make sure students use small volumes of water.
Normally solubilities are quoted as g/100 g of water. However, it is acceptable to quote
them as g/100 cm3 of water and, given that students will find it easier to measure out
volumes of water, Worksheets 7Eb-3 and 7Eb-4 have assumed that solubilities will be
calculated using g/100 cm3. Most students, should, however, be able to convert between
the units if told that 1 cm3 of water has a mass of 1 g.
Developing: Students follow a simple method based on, for example, counting the
number of spatulas of solid that will dissolve in a given volume of water.
Securing: Students should be encouraged to use a more sophisticated approach based
on measuring out masses of solid. The solid should be added until no more dissolves.
They could also investigate the law of conservation of mass, to show that the mass of the
solution is the same as the mass of solute added to the mass of solvent.
Safety: Students should not eat sugar or salt.
Equipment: Sodium chloride (table salt), sucrose (table sugar), beaker (10 cm 3),
spatula. Optional: access to balances.
Level: Securing
3: Temperature and solubility

Students investigate the effect of the temperature of a solvent on the solubility of a
solute. A variety of methods are possible. This practical can be used to carry out a
Working Scientifically investigation. A set of descriptions to assign developing, securing
or exceeding to the work is provided in the ASP. Even if this is not formally assessed, the
descriptions could be used for students to mark each others' work and to provide
formative feedback to each other. Note that the use of Worksheet 7Eb-3 or 7Eb-4 will
limit the range of any assessment.
Developing: Worksheet 7Eb-3 presents the simplest method, where students find out
how many spatulas of potassium chloride (referred to as ‘a white substance’ on the
worksheet, for simplicity) dissolve in a fixed quantity of water at different
temperatures. Ensure that students understand that it is the quantity of solute they are
investigating, not how fast it dissolves. The first test is carried out at room temperature,
the other two tests in water baths at 30°C and 50°C.
If available, students should stand their beakers in water baths at appropriate
temperatures. Students should be encouraged to read the temperatures on
thermometers in the water baths and left in a tray on a lab bench so they can find out
what the air temperature of the room is. Students should not touch any of the
thermometers if glass thermometers are used.
Securing: A more accurate method is to prepare hot solutions with different quantities
of solute and cool them until crystals start to appear. This method is outlined on
Worksheet 7Eb-4 using copper sulfate, as coloured crystals will be easier to see.
Beakers or tube racks for supporting test tubes should be placed in water baths at a
range of different temperatures.
Students can prepare a range of solutions, or each group can be allocated a particular
mass of solute and results can be pooled. Alternatively, different groups investigate the
solubility of different salts with temperature. Students produce graphs of solubility
against temperature.
If there is time, students could plan this practical before they are given the method on
Worksheet 7Eb-4. This could be carried out as homework - see Homework 3 below.
Students should attempt to identify the variables in this experiment and also any
possible safety issues. Discuss with them the difficulty of deciding on an end-point and
how they will record their results.
At the end of the practical, discuss the reliability of the results and whether students
have sufficient data to be able to draw a conclusion. Any suggestions about
improvements to the practical should be accompanied by a reason for the suggested
change. Students could also be encouraged to pool their results and think about how
these could be manipulated to help provide further evidence for their conclusion.
Exceeding: Students could be asked to extend their investigation to the solubility of
various substances in different solvents.
Safety: Eye protection should be worn. Copper sulfate is harmful.
Equipment: Potassium chloride, measuring cylinder, copper sulfate, boiling tube,
spatula, heating apparatus or access to kettle, eye protection. Optional: access to
balances.
4: Solvents and solutions

Worksheet 7Eb-2 provides a set of drawings of solvents and solutions for students to
cut out and match up. Students’ responses will let you see if they have grasped the idea
of conservation of mass on dissolving, and the idea of saturated solutions.
(Alternatively, this activity could be used as a plenary.) The AT presentation Solutions
before and after provides the same drawings as on the worksheet so that this activity
can be done as a class discussion.
Level: Securing
5: Solutions apparatus diagrams
Give students Skills Sheet SC 3. Students should use the symbols to draw the apparatus
diagram for the practical. They could then add these symbols to the symbols database
they began in Topic 7Ea, with drawings or images of the real apparatus, notes on what
to remember when drawing the symbol and notes on what the apparatus is used for.
Level: Securing
6: The taste of water

Students research the effect of water supply (i.e. whether the water is stored in a
surface reservoir or pumped from an underground aquifer) and geology on the taste of
drinking water. This will introduce them to the concepts of hard and soft water, which
will be covered further in Topic 7Ec. Ask students to use the Internet to search for
information regarding the effect of water supplies. Students could record their findings
as a labelled map of your country or region.
7: Graphing solubility
Worksheets 7Eb-5 and 7Eb-6 provide an opportunity to revise and assess graph-
drawing and interpretation skills, using solubility as the example.
Developing: Work with students using Worksheet 7Eb-5 to complete the graph and
discuss the choices for the answers to Question 2.
Securing: Students work individually to complete Worksheet 7Eb-5.
Exceeding: Students answer the questions on Worksheet 7Eb-6. Note that this
worksheet requires students to put two sets of data on the same axes, something that
students may not have done before. You may want to check their understanding of what
is required before they do the sheet.
Equipment: Graph paper.
8: Other variables in solubility

Students adapt the method used in Exploring 3 to investigate the effect of factors other
than temperature on how much of a substance dissolves. Factors that could be
considered include the speed of stirring, volume of solvent and size of solvent pieces
(e.g. comparing lump sugar with granulated sugar).
Securing: Students work together to plan and carry out their experiment.
Exceeding: Students should plan their experiments individually, though they could carry
them out in pairs or small groups.
Explaining Tasks
1: 7Eb Solutions (Student Book)
These pages define and use terms related to solutions, particularly solutions in which
the solvent is water. They also introduce the idea of solubility and some of the factors
that can affect it. Worksheet 7Eb-1 is the Access Sheet. Question 7 can be used for
formative assessment, with students working in groups to answer the question. See the
ASP Introduction for ideas on how to run the feedback and action components for this
formative assessment. This also contains mini-plenary ideas.
The AT presentation Solutions before and after provides the same drawings as on
Worksheet 7Eb-2 so that Exploring 4 can be done as a class discussion.
The AT interactive Solubility supports this task by asking students to select the correct
scientific words to complete a paragraph describing what happens when table salt is
added to water.
2: Solubility
The AT presentation Different solubilities provides a graph showing how the solubilities
of different salts change with temperature, and includes comprehension questions. This
is best used after students have worked through the material in the Student Book.
Securing: Project the graph using an interactive whiteboard and discuss the answers to
the questions.
Exceeding: Students work through the questions individually or in pairs.
3: Snowstorm in a test tube

Lead iodide provides a very good visual demonstration of the change of solubility with
temperature, although this does not lead to the production of large crystals. Heat a little
lead iodide in a boiling tube about half-full of distilled water. Alternatively, the lead
iodide may be precipitated by mixing equal volumes of dilute potassium iodide and lead
nitrate solutions. The solid will dissolve when the water is close to boiling point.
Allow the solution to cool slowly and crystals of lead iodide will precipitate as a ‘golden
snowstorm’ effect - the glittering crystals give quite a spectacular effect as they float in
the water. Once a row of tubes has been set up, they can be re-used repeatedly.
Show students the demonstration, and ask them to explain why it happens.
Safety: Lead compounds are toxic. Wear gloves and wash hands after handling them.
Eye protection should be worn. Take care with waste products; refer to a leading safety
organisation for more information.
Equipment: Boiling tubes, lead iodide (solid), 250 cm3 beakers. Alternatively, use dilute
lead nitrate and potassium iodide solutions (0.005 mol dm-3), eye protection.
Level: Securing
Plenaries
1: Quick Check
set of answers for which students write the questions.
indicate how easy they felt that the sheet was/how confident they feel about their
answers overall). Ask the students for areas of difficulty and then explain the answers.
approach from our list of ‘Approaches for learning’ (see ASP Introduction). Students
should also consider how they could address their own areas of difficulty.
2: Thinking skills
Assessment:
Consider All Possibilities: When a spoonful of a solid substance is added to a beaker of
solvent, the solid does not dissolve. (Possible answers: the solid is insoluble in that
solvent; the solution is already saturated with solute.)
Odd One Out: copper sulfate, vegetable oil, liquid detergent. (Possible answers: copper
sulfate is a solid, the others are liquids; vegetable oil is not soluble in water, the others
are.)
Consider All Possibilities: Kate dissolves more of solute A in a beaker of water than
she does of solute B in a different beaker of water. (Possible answers: solute A has a
higher solubility in water than solute B; the water in the beaker with solute B is warmer
than the water with solute A; there is more water in the beaker with solute B than with
solute A.)
Plus, Minus, Interesting: Teabags should be made bigger, and have bigger holes.
(Possible answers: Plus - more water would get into the bag so the soluble substances
in the tea would dissolve out faster; Minus - the pieces of tea would need to be bigger so
they stay in the bag; Interesting - would this change the flavour of the tea? In May 2013
a food company in Australia unveiled a teabag with a mass of 151 kg - enough for 100
000 cups of tea).
students are having difficulties with. If there is time, students could also consider what
makes a ‘good answer‘. The AT presentation 7Eb Thinking skills can be used for this
activity.
Level: Securing
3: Solvents and solutions

If Worksheet 7Eb–2 was not used earlier in Exploring 4, it can be used here as a plenary.
The AT presentation Solutions before and after provides the same drawings as on the
worksheet so that this activity can be done as a class discussion.
Students should identify the correct numbered image and label for each match. They
should compare their choices with another student and identify any differences,
discussing and deciding on the best choice. Take answers from around the class to
complete the activity.
Level: Securing
Homework
1: Solution questions
Worksheet 7Eb–7 contains questions on solutions and solubility.
Level: Developing
2: Solution experiments
Worksheet 7Eb–8 asks students to use their knowledge of solutions and solubility to
interpret experimental data.
Level: Securing
3: Planning Exploring 3
If students are to produce their own plans for Exploring 3, consider setting the planning
for homework.
Securing: Students should be given the method from Worksheet 7Eb–4, and asked to
identify the variable they are going to change and the variable they are going to
measure. They should also identify variables that will need to be controlled (e.g. size of
beaker, type of solute) and explain how they will be controlled to make it a fair test.
Exceeding: Students should plan the investigation of the effect of temperature on the
solubility of copper sulfate without additional support.
4: Hot water and oxygen

Worksheet 7Eb–9 challenges students to apply their knowledge of solutions and
solubility to link the use of cooling towers in power stations to the effect of temperature
on oxygen solubility in water. Ensure that students know how to draw a line graph.
Skills Sheet PD 5 could be used to provide support.
7Ec Evaporation
Topic 7Ec starts with a Working Scientifically opportunity to consider hazards, risks
and safety in the lab, particularly in relation to using a Bunsen burner for heating and
carrying out evaporation to dryness of a salt solution. Evaporation, using the context of
producing table salt from brine, is looked at, with the introduction of boiling and boiling
points
Learning Objectives
Starters
1: Recovering solids from solution
Stir a large spoonful of a soluble salt into a small beaker of water until the solid has fully
dissolved. Then ask a question such as ‘How could we get the solid back out of the
mixture?’ or ‘What would happen if we left the solution for a few days?’ Give students a
few minutes to write an answer to the question that includes a description of what they
think will happen, and to suggest an explanation for this. Take examples from around
the class to help you assess what they remember from primary work on this.
Equipment: Small beaker of water, soluble salt, spatula or spoon.
Level: Securing
2: Evaporation cloud 1
Write the word evaporation in the middle of the board and ask students to suggest
related words and identify how they should be linked to produce a word cloud diagram.
Encourage students to suggest definitions for any related terms.
The diagram could be kept until the end of the lesson and used in Plenary 4 to help
students identify what they have learnt.
Level: Securing
3: Hazards and risks

Introduce the term hazard as anything that could cause harm and risk as how great the
chance is that someone will be harmed by that hazard. Students work in pairs or small
groups to identify the hazards in a familiar situation, such as crossing a road (e.g. getting
hit by a vehicle, tripping over, walking into a vehicle/another person). They should then
consider ways of reducing those risks (e.g. look both ways, do not get distracted by
things such as mobile phones, do not use earphones while crossing, look where you are
going, don’t cross on a blind corner).
Level: Securing
Exploring Tasks
1: Evaporating solutions
Students analyse three or more different water samples to determine which contains
the least amount of dissolved solid. Heating a known and fixed volume of each of the
water samples will enable a fair comparison to be made. Water samples could be taken
from ‘hard’ and ‘soft’ water areas, which should produce results as shown in figure E on
Student Book spread 7Eb Solutions. Alternatively, a range of bottled mineral waters,
selected from hard water (chalk or limestone) regions and soft water (peat or acid soil)
regions, could be used. Or you could prepare water samples from distilled water plus
different quantities of soluble salts. If you do this, keep a note of the quantities used to
help you assess the accuracy of students’ findings. You may wish to carry out Explaining
1 or Explaining 2 (demonstrating how to evaporate a solution to dryness safely) before
students carry this out. The AT interactive Making salt asks students to put the steps for
an evaporation practical in the correct order.
Developing: Instructions are provided on Worksheet 7Ec-3.
Securing: An apparatus list and hints for students to plan their own method are
provided on Worksheet 7Ec-4.
Exceeding: Students follow Worksheet 7Ec-4, but should note hazards and explain how
the risks from those hazards should be minimised. They could also collate results from
each group for comparison and evaluation of technique.
Safety: Check students’ plans before they start. Eye protection must be worn.
Equipment: Measuring cylinder, balance, labelled water samples (made up with
different quantities of dissolved salts), evaporating basin, heating apparatus, eye
protection, accurate weighing balance.
2: Making salt from rock salt

Students can obtain samples of pure salt from rock salt. This will provide further
practice in the techniques of filtering and evaporation. You can give this practical a
context by providing ‘samples’ of rock salt from different mines, and ask students to
determine which would be the best ‘mine’ to use for making salt. They should be
encouraged to use distilled water to avoid any salts in tap water affecting their results.
You may wish to carry out Explaining 1 or Explaining 2 (demonstrating how to
evaporate a solution to dryness safely) before students carry this out.
Developing: Show students how to do the practical, and then ask them to use Worksheet
7Ec-5 to explain the process.
Securing: Students follow the instructions on Worksheet 7Ec-6 and answer the
questions.
Exceeding: Ask students to work in groups to plan their own method, and to explain the
reasons for each step.
Safety: Eye protection must be worn. Do NOT heat the salt to dryness in the evaporating
basin. Hot specks of salt will spit out. Stop heating when crystals are forming at the edge
and let the last of the water evaporate without heating.
Equipment: Rock salt, or a variety of rock salt samples (see below), access to electronic
top pan balance, mortar and pestle, evaporating basin, filter funnels and papers, beaker,
conical flask, stirring rod, heating apparatus, eye protection.
‘Mine’ 4 1 6 3 5 2
sand (g) 975 900 850 800 750 700
salt (g) 25 100 150 200 250 300

3: Evaporation apparatus diagrams

Give students Skills Sheet SC 3. Students should use the symbols to draw the apparatus
diagram for the practical. They could then add any new symbols to the symbols
database they began in Topic 7Ea, with drawings or images of the real apparatus and
notes on what to remember when drawing the symbol.
Equipment: Lab apparatus database program 7Ea (optional).
Level: Securing
4: Salts in water
The AT spreadsheet Salts in water provides details of the masses of different salts found
in different samples of water. Students should use this to plot different kinds of chart to
compare the different waters and to decide which kind of chart displays patterns in the
data most effectively.
Explaining Tasks
1: 7Ec Safety when heating (Student Book)
These pages cover working safely when using a Bunsen burner, and when heating to
dryness. They introduce the concepts of hazard and risk. Worksheet 7Ec-1 is the Access
Sheet. Question 5 can be used for formative assessment, with students working in
groups to answer the question.
for this formative assessment. This also contains miniplenary ideas.
The AT presentation Bunsen burner safety can be used to help teach this lesson.
2: Heating to dryness demonstration
Demonstrate or let students practise evaporation of a solution to dryness using what
they have learnt from the Student Book.
Heat some copper sulfate solution until a little remains, so that the solid can be formed
as the heat stored in the watch glass or evaporating basin evaporates this remaining
amount. If the solution is heated beyond this point, it may spit out of the container,
causing a risk of harm to skin, clothing or surfaces. If the solid is heated too long, the
blue copper sulfate crystals will be changed by the heat from blue crystals to anhydrous
copper sulfate, which is a white powder which can be very harmful when it starts
fuming.
Safety: Copper sulfate is harmful when solid or in concentrated solution. Eye protection
must be worn.
Equipment: Evaporating basin or watchglass, copper sulfate solution, tripod and gauze,
eye protection, Bunsen burner, safety mat.
3: The heat of a Bunsen flame

Demonstrate the heat of a Bunsen burner flame by holding a fresh wooden splint
horizontally in the flame for 2–3 seconds and then withdrawing it. Students should note
how charred the wood is, and where it is charred. This can be repeated for different
flames, and particularly with the hotter flames, at different heights in the flame. In the
noisy blue (roaring) flame, when the splint is just above the top of the barrel, there may
be no charring at all, while just above the pale blue cone in the flame it will probably
burst into flames.
Discuss this with students and ask them to decide which is the best position and flame
to use for heating something rapidly, or for just warming it.
Equipment: Wooden splint, eye protection, Bunsen burner, safety mat.
Level: Securing
4: 7Ec Evaporation (Student Book)

These pages cover evaporation to recover the dissolved solids in a solution. Make sure
students realise that evaporation can happen at any temperature above the freezing
point of the solvent and learn to distinguish between evaporation and boiling.
Worksheet 7Ec-2 is the Access Sheet. Question 7 can be used for formative assessment,
with students working in groups to answer the question. See the ASP Introduction for
ideas on how to run the feedback and action components for this formative assessment.
This also contains mini-plenary ideas.
The AT presentation Evaporation and boiling gives students the opportunity to compare
boiling and evaporation. The AT video Mining rock salt describes the mining of rock salt
and its processing, and also the production of sea salt in evaporation pans.
5: Pure substances
Demonstrate to students that pure (distilled) water has a boiling point of 100 °C and
water containing a mystery substance does not.
Present two identical looking solutions and tell students that one is pure water and one
is a solution of water and something else. Ask students how they could determine which
is which, by using experiments only (i.e. not by tasting it because they don’t know what
is in the impure sample). Establish that they could measure the boiling point, and only
the pure water will boil at 100 °C.
Pour equal quantities of each liquid into two identical beakers. Heat each beaker, using
a thermometer to record the temperature. When the liquid is boiling (and bubbles
appear throughout the liquid) the temperature of the liquid will not rise any further,
and the boiling point can be read off the thermometer.
Note that the boiling point of water at sea level is 100 °C but if you are doing this
experiment at any sort of altitude, the results may be different. For every 150 m above
sea level, the boiling point of water is lowered by about 0.5 °C. It is best to check this by
doing the experiment before showing it to students (particularly if you want to use a
temperature probe that measures to an accuracy of greater than 1 °C).
It is suggested that the solution is salty water. At 20 °C one litre of water can dissolve
about 357 g of salt. It needs about 29 g of salt to raise the boiling point of water by 1 °C.
Safety: Ensure that any spills are mopped up straight away. Wear eye protection. Do not
allow students to handle the hot apparatus.
Equipment: Heating apparatus (heat-resistant mat, Bunsen burner, tripod, gauze), two
identical beakers, thermometer (with an accuracy of 1 °C) or temperature probe, pure
(distilled) water, salt solution (e.g. 100 g/litre or 2 mol dm–3), eye protection.
Plenaries
1: Quick Check WS
Assessment: Students complete the 7Ec Quick Check WS sheet, which consists of a
cartoon of students heating a solution to dryness. Students identify hazards and risks,
and suggest how risks can be reduced.
Feedback: Students work in pairs to check one another’s answers. They agree correct
answers for any that they have wrong and write a list of safety instructions for use
when heating a solution to dryness.
Action: Ask students to submit their safety instructions for a list on the board. Identify
any that are missing from the list on the Student Book spread 7Ec Safety when heating,
and remind students of these and their importance.
2: Quick Check
Assessment: Students complete the 7Ec Quick Check sheet, which consists of a set of
cards containing instructions, apparatus and explanations related to preparing salt from
rock salt. Students sort the cards into related groups.
indicate how easy they felt the sheet was/how confident they feel about their answers
overall). Ask the students for areas of difficulty and then explain the answers.
approach from the list of ‘Approaches for learning’ (see ASP Introduction).
3: Thinking skills
Assessment:
Consider All Possibilities: A Bunsen burner is a hazard. (Possible answers: it is hot
because it is burning or has been burning recently; the hose is damaged and will leak
gas; the air hole is open so the flame is very hot.)
Odd One Out: rock salt, sea salt, sodium chloride. (Possible answers: sodium chloride
does not contain anything else and the others are mixtures; rock salt would not be used
in cooking but the other two would.)
Consider All Possibilities: Two samples of water were evaporated: sample A left more
solids behind than sample B. (Possible answers: sample A contained more dissolved
solids in the same amount of water; sample A was a larger sample of water than sample
B.)
Odd One Out: drying nail varnish, boiling water, disappearing rain puddle. (Possible
answers: boiling water because the other two are examples of evaporation; drying nail
varnish because it involves a solvent other than water.)
Plus, Minus, Interesting: Bunsen burners should only be used by fully trained
professionals. (Possible answers: Plus – this would reduce the risk of harm because
these people would know what to do to stay safe; Minus – many school experiments
would no longer be allowed; Interesting – are there videos on the Internet of all these
experiments that you could watch instead?)
makes a ‘good answer’.
The AT presentation 7Ec Thinking skills can be used for this activity.
4: Evaporation cloud 2
Assessment: Students return to their word clouds from Starter 2. Using a different colour
pen, they should add or amend anything that they think is appropriate from the lesson.
Feedback: Students discuss the changes that they have made.
Action: Take a class vote on the most important new fact they have learnt from the
lesson.
Equipment: Students’ word clouds from Starter 2.
5: Extracting salt
The AT interactive The process of making salt asks students to match the description of
each step of the process with the explanation of why it is carried out. This is an
opportunity to revise aspects of dissolving and filtering as well as evaporation. The AT
presentation Extracting salt shows two groups of students extracting salt from rock salt.
Show students all the cartoons, and ask them to note on the final cartoon which group
has produced the most salt from their original sample of rock salt (Group A). Then go
through the cartoons again one by one, asking what Group A did better than Group B,
and why this would make a difference. This is an opportunity to revise aspects of
dissolving and filtering as well as evaporation.
Level: Securing
Homework
1: Evaporation
Worksheet 7Ec-7 contains straightforward questions on evaporation and hazards.
2: Gandhi and the Salt Act

Worksheet 7Ec-8 invites students to use their knowledge of evaporation of brine to
answer questions about the Indian protest over salt.
3: Carrying out a risk assessment

Worksheet 7Ec-9 challenges students to use a recent experiment on evaporation to
write a risk assessment for a class of students in a science lab. Students will need hazard
information about any chemicals used in the experiment.
Level: Exceeding
7Ed Chromatography
Topic 7Ed looks at chromatography as a way of identifying the substances within
mixtures.
Learning Objectives
Starters
1: What is in the solids?
Show students one of the samples from the last topic of solids left after water has
evaporated. Explain that water companies that supply drinking water have to take
regular samples of their water for testing. This is to make sure that no substance
exceeds an acceptable limit that is considered safe.
Give students a few minutes to work in pairs or small groups to suggest ways in which
they could identify the substances in the solids. They may not know any specific
methods, but should be able to identify the need to separate the substances in order to
help identify them.
Introduce chromatography using a simple prepared chromatogram of ink on filter
paper, and discuss the advantages of a simple technique like this for separating
substances before analysing them.
Equipment: Dried water sample from Topic 7Ec, simple chromatogram of water-soluble
ink on filter paper.
Level: Securing
2: Chromatography introduction
Demonstrate chromatography to the whole class using a dark-coloured water-based ink
that includes a range of different colours. If time is short, you may wish to have a ready-
prepared chromatogram made from the same ink, so that you do not have to wait too
long for the water to travel up the paper. Ask students to predict what will happen as
the water travels up the paper, and to explain the results.
Some students may have used chromatography at primary to investigate the mix of
colours in ink or in the dye used to colour some kinds of sweets, so this starter is a good
way of finding out what they already know.
Equipment: Mix of coloured ink, chromatography paper or filter paper, beaker of water,
support for paper, pipette or pre-prepared chromatogram made from a mix of coloured
inks.
Level: Securing
3: Colour mixtures
Show students three pots of paint - red, yellow and blue - or tell them that you are about
to paint something and have only those three colours. Ask what you should do if you
want to paint something orange, purple or green.
Follow this up by asking students to discuss how the police can identify the make (and
sometimes model) of a car from a scraping of paint left at a crime scene, or the type of
pen used to write a letter or sign a fraudulent cheque. Give students 5 minutes to
discuss the questions in groups, and then ask them to report back. If necessary, elicit the
idea that many colours are made from mixtures of other colours, and could be identified
if the component colours could be separated.
Equipment: Optional pots of paint in red, yellow and blue.
Level: Securing
Exploring Tasks
1: A chromatography method
If you have not carried out Starter 2, quickly demonstrate the setting-up of a simple
chromatography experiment with one sample using the second method on Skills Sheet
UE 6. Students then work in pairs or small groups to write a method for an experiment
using several samples at the same time. Students could start by answering the questions
on Worksheet 7Ed-2. This will help them remember key points that they need to include
in their method. Remind students of what they learnt in Topic 7Eb about how to write a
good method.
Developing: The AT interactive A chromatography method contains the steps for a
method that students can arrange into the correct order.
The methods could be exchanged with another group for testing in Exploring 2, or
compared with the methods used in Skills Sheet UE 6, to identify instructions that need
to be improved.
Level: Securing
2: Chromatography analysis
This practical uses the second method described on Skills Sheet UE 6, for comparing
several samples using chromatography. Students use either a method written in
Exploring 1, to test its effectiveness, or the method given on the Skills Sheet. Suitable
substances for analysis are water soluble and include:
• a range of water-soluble felt-tip pens of different colours
• a range of water-soluble black felt-tip pens of different makes - these should be tested
beforehand to check that they separate into different colours (this activity could be
presented in the context of forensic analysis, e.g. to identify the pen that wrote an
incriminating letter related to a crime)
• colours from the hard sugar coating of coloured sweets
• food colours.
From their chromatograms, students should identify how many colours each initial
sample contained. They should also identify any similarities or differences between the
results and draw a conclusion about how different colours are created.
The AT interactive Chromatography analysis asks students to analyse a chromatogram
to identify a suspect in a crime. The AT presentation Analysing a chromatogram can also
help with the delivery of this lesson.
Safety: Students should not eat any foods used in this practical.
Equipment: Filter paper or chromatography paper, substances for analysis (see above).
3: Drinking water analysis

Students carry out research into the substances that a water company tests for in the
drinking water they supply and the reasons why these substances are tested for. This
can be done either from data tables given on a water company website, or by asking
someone from the local water company to visit and answer questions about water
supply. In preparation, students could use the Know, Want to know, Learned approach
(see Introduction) for deciding on which information they need to gather. Skills Sheets
TS 5 and TS 6 can help with this.
Equipment: Optional: Internet access.
4: Different kinds of chromatography

Worksheet 7Ed-3 provides some information about gas-liquid chromatography and
thin-layer chromatography. Additional information can be found on the Internet.
Developing: Students work in pairs or small groups and use the text and diagrams on the
worksheet to prepare a poster about one of the methods described.
Securing: Students should use information on the worksheet, and from their own
research, to prepare a poster on one of the methods described.
Exceeding: Using the information on the worksheet as a starting point, students should
compare the two methods and evaluate their usefulness for different kinds of analysis.
Equipment: Optional: Internet access.
Explaining Tasks
1: Chromatography using other solvents
Demonstrate that a chromatogram can be made from non-water-soluble substances by
using a solvent in which the substances do dissolve. Possible examples include:
• separating the colours in biro ink or a ‘permanent’ marker pen using ethanol or
methylated spirits
• separating chlorophylls and other coloured substances found in leaves using
propanone (details can be found on a suitable practical chemistry website)
• other examples, such as separating the colours in lipsticks using a mixture of acetone
and surgical spirit (ethanol and isopropyl alcohol), are described on the Internet, but
may take two days to complete.
While carrying out the demonstration, you could challenge students to suggest
situations where this analysis could be useful (e.g. in a forensic examination).
Safety: Ethanol is highly flammable. Methylated spirits are highly flammable and
harmful. Propanone is highly flammable and an irritant.
Equipment: Either biro/permanent marker pen and ethanol/ methylated spirits or
leaves, mortar and pestle, propanone.
Level: Securing
2: 7Ed Chromatography (Student Book)

This spread describes chromatography as a technique for separating substances.
Worksheet 7Ed-1 is the Access Sheet.
action components for this formative assessment. This also contains mini-plenary ideas.
The AT animation Paper chromatography shows the procedure for producing a
chromatogram.
3: Improving a method
The AT presentation Improving a method includes a summary screen of how to write a
good method, followed by a method for a chromatography experiment that has some
obvious weaknesses. Students should make notes on what should be changed to
improve the method.
Prompt students to find the weaknesses by asking questions such as:
• Do any of the steps contain more than one instruction?
• Are any of the steps in the wrong order?
• Has any step been missed out?
• Could any step be written more clearly?
The following screens present each step of the method, one at a time. Ask students to
identify the faults and suggest corrections. Type in the corrections, making sure that
students understand why each correction is a good one to make.
Plenaries
1: Quick Check
Assessment: Students complete the Quick Check sheet for this topic, which consists of
some statements about paper chromatography that need correcting.
Feedback: Students use a Confidence of Response Index score to say how confident they
are about their answers and understanding, such as:
1 - I am guessing completely and I have no idea whether my response is correct.
2 - I am guessing but I might be correct.
3 - I am fairly confident that my response is correct.
4 - I am confident that my response is correct.
5 - I am certain that my response is correct.
Ask the students for areas of difficulty and then explain the answers.
Action: If there is one persistent area of difficulty, encourage students to write their own
statements for improvement. Encourage students to follow up on their ideas.
Alternatively, revisit this material using a different approach from the list of
‘Approaches for learning’ (see ASP Introduction).
2: Thinking skills
Assessment:
Consider All Possibilities: A chromatogram shows only one colour. (Possible answers:
there was only one substance in the solution; the chromatogram has not been run long
enough to separate the substances in the mixture; the substances in the mixture are not
soluble in the solvent used.)
What Was The Question: paper chromatography. (Possible questions: which simple
method could you use to separate different colours of ink in an ink mixture? Which
chromatography method shows what was in the mixture but not how much of each
substance was present?)
Plus, Minus, Interesting: All students should be tested for drugs using
chromatography before taking part in sport. (Possible answers: Plus - this could
identify cheats; Minus - testing every student would be very expensive and time-
consuming; Interesting - can all drugs that affect sports performance be identified
using school science apparatus? Some medical drugs, such as some cold and flu
remedies, contain drugs that affect sporting performance.)
Odd One Out: evaporation, chromatography, filtration. (Possible answers:
chromatography because it separates dissolved substances; filtration because it starts
with a mixture containing an undissolved (insoluble) solid.)
3: Chromatography jigsaw
Assessment: Divide the class into four groups and give each group one of the following
questions:
• What is chromatography?
• What can chromatography be used for?
• What happens during chromatography?
• What information can we get from a chromatogram?
Give students a few minutes to write two sentences in answer to their question.
Feedback: Students should select the best two sentences within their group to answer
the question.
Action: Ask each group in turn to give their sentences, and ask other groups to comment
on the responses. (Note there will be overlap between answers from different groups,
but this should aid discussion.)
Homework
1: Chromatography questions
Worksheet 7Ed–4 contains straightforward questions on the apparatus used in
chromatography and the interpretation of a chromatogram.
2: Forensic chromatography
Worksheet 7Ed–5 invites students to use their knowledge of chromatography to
interpret the results from a forensic investigation.
Level: Securing
3: Gas chromatography in water analysis

Worksheet 7Ed–6 challenges students to interpret a graph and answer questions on the
use of chromatography for analysing drinking water samples. Note that ‘milligrams’,
‘nanograms’ and ‘cubic decimetres’ are all mentioned on this sheet. These will not be
familiar to students from maths. Although help for using these units is given on the
sheet, some practice conversions between units and a look at Skills Sheet SC 2 may be
useful.
7Ee Distillation
Topic 7Ee introduces distillation as one example of desalination, in order to produce
drinking water from salty water. The unit concludes by looking at the range of problems
we need to overcome so that we can produce clean drinking water for everyone, and
provides an opportunity for a class discussion on this.
Learning Objectives
Starters
1: The water cycle
Students should have studied the water cycle at primary and many will remember that
most rain was originally water evaporated from the sea. Give students 1 minute to draw
a diagram to show the water cycle. You could give them a start by drawing, on the
board, a cloud with some raindrops below it and a sloping line under the cloud.
Then ask students to share their ideas about the water cycle in groups and explain why
rain is not salty. Ask one student from each group to give their answer to the rest of the
class.
The AT animation State changes does not include any references to particles and is to
consolidate primary knowledge.
Level: Securing
2: Distillation ideas
Start by asking students to think about evaporating a solution and what is left in the
basin, and what they would need to do if it were the water from the solution they
wanted to keep, rather than the solute. Put students into groups and pose questions for
them to discuss in their groups before having a class feedback session.
Developing: Show students the apparatus needed for simple distillation and ask them to
suggest how it works, including any safety precautions they should take.
Securing: Ask students to work out how to obtain water from a solution without
showing them the apparatus first. They should describe the kind of apparatus they
would need and how to use it.
Exceeding: As for Securing, but have a further discussion session to see if students can
work out what might happen if a mixture of two liquids with different boiling points
were heated.
Equipment: Liebig condenser, flask or side-arm test tube, thermometer, beaker, Bunsen
burner, tripod, gauze, heat-resistant mat.
3: Why is there a difference?
Tell students that the saltiness of the Dead Sea is almost 10 times greater than the
saltiness of the Atlantic Ocean. (If an atlas or globe is available, show students the
position of the Dead Sea and Atlantic Ocean.) Students should work in pairs or small
groups to suggest as many reasons for this difference as they can. This should provide
an opportunity to revise various aspects of what they have learnt so far. Class feedback
could involve a vote on alternative answers and students could be asked to justify their
responses. There should be an opportunity for students to change their ideas and to
reflect on this.
Possible answers include: less/more salt reaches the water because the rocks it flows
through are less/more salty; the Dead Sea is in a hotter area and so the water
evaporates faster and salt is left behind; fresh water from melting polar ice reduces the
average salinity of the Atlantic Ocean.
Equipment: Maps showing the position of the Dead Sea and Atlantic Ocean. Optional:
globe of the world.
Level: Securing
Exploring Tasks
1: Distilling dirty water
Students distil ‘dirty’ water using side-arm test tubes. The water should be prepared
safely before the lesson by mixing soil from a site that is not contaminated with animal
waste or other pollutants.
Ensure that the tube or flask is not allowed to boil dry. (If boiling tubes with delivery
tubes are used, bungs with two holes will be needed so that a thermometer can be
used.) Students should be instructed to heat the dirty water gently to avoid it bubbling
over into the delivery tube. Note that, if the apparatus has been used for distilling dirty
water by earlier classes, the water produced may not be clear if earlier users have
allowed the water to boil over.
Safety: Eye protection should be worn. Do not fill the boiling tube more than one-third
full. Students should wash their hands thoroughly if they touch the water.
Equipment: Side-arm test tubes or boiling tubes with delivery tubes, heating apparatus,
heatresistant mat, ‘dirty’ water made by mixing tap water with uncontaminated soil,
anti-bumping granules, thermometer already fitted to bung (to fit test tubes), collecting
beaker, eye protection.
2: Designing a survival still

In this group activity, students use a range of information to improve the design of a
simple solar still. Worksheet 7Ee-2 supports this activity. Divide students into groups of
five and ask them to number each member of the group from 1 to 5. Give each group a
copy of the top section of the worksheet, to introduce the activity. Then ask students
with the same number to form groups. Give each numbered group the appropriately
numbered statement from the worksheet. Allow a few minutes for the numbered groups
to discuss how their statement could be used to change the design of the still, and what
effect this might have.
Students then return to their original groups and bring together what they have learnt
in their numbered groups to design a new solar still that they think will be as efficient as
possible. If there is time, they could then build and test their stills, comparing them with
those of other groups to see which is the most effective.
Safety: Water collected in the container should not be tasted.
Equipment: If stills are to be built: spade, black or clear plastic sheet, clean container to
capture water, large stones. Other materials may be suggested by students.
3: Distillation apparatus
Using apparatus correctly set up for the distillation of dirty water and Skills Sheet SC 3
as references, students should draw an apparatus diagram for distillation. They should
exchange their completed diagram with another student, and identify any weaknesses
in the diagram they have received. They should then return the diagram to the student
who drew it, and consider how they could improve their own diagram to tackle any
weaknesses indicated.
Any apparatus symbols that they have not previously come across could be added to the
symbol database that they started in Topic 7Ea.
Equipment: Apparatus database started in Topic 7Ea. Optional: distillation apparatus
set up as on Student Book spread 7Ee Distillation.
Level: Securing
4: Providing safe drinking water

Worksheet 7Ee-3 outlines a range of problems that affect the provision of safe drinking
water both now and in the future. This research activity could be run as a ‘jigsaw’ in
which each group of students chooses one of the problem areas given in the worksheet,
and then carries out research to find out how the problem is being tackled and what
else could be done. They should focus particularly on using what they have learnt in this
unit about water treatment to suggest solutions to the problems. This provides an
opportunity for students to develop their note-making skills, as described in Skills Sheet
RC 3.
The information could then be used in an ‘Ask the expert’ session. Each group selects a
spokesperson to answer questions posed by students from other groups.
At the end of the question session, the class could select and vote on the three most
urgent problems in the provision of safe drinking water, and then draw up an action
plan of how those problems could be tackled.
Alternatively, the information from research could support the debate described in the
Explaining 3 activity below.
Explaining Tasks
1: 7Ee Distillation (Student Book)
These pages introduce desalination as a way to remove salts from salt water to make it
suitable for drinking, and describe distillation as one method of desalination. When
discussing photo B, students may need to be told that 800 million is equivalent to 800
000 000. Worksheet 7Ee-1 is the Access Sheet.
2: 7Ee Safe drinking water (Student Book)

This page looks at some of the problems of providing safe drinking water for a growing
human population and as climate changes.
good features of their work and one area that could be improved. See the ASP
Introduction for ideas on how to run the action component for this formative
assessment.
3: Safe water for everyone – the debate

There is an opportunity for a debate on Student Book spread 7Ee Safe drinking water.
Students should consider the different causes of problems with providing safe drinking
water, including issues of cost, appropriateness to need and problems that might occur
for each of the methods suggested.
Refer to Skills Sheet RC 5 for ideas on how to run a debate. Skills Sheet RC 3 may be
useful for students to refer to if they are going to consult secondary resources as part of
their preparation for the debate.
4: Liebig condenser
Demonstrate the distillation of dirty (or inky) water, using a Liebig condenser. Heat the
flask gently whilst the mixture boils. Point out the reading on the thermometer,
condensation inside the condenser and collection of the pure water. Discuss with
students the reason why the water in the cooling jacket goes in at the bottom.
Safety: Eye protection should be worn.
Equipment: Long neck, side-arm round-bottomed flask, Liebig condenser, water supply,
anti-bumping granules, thermometer already fitted to bung, Bunsen burner, ink/water
mixture, heatproof mat, eye protection.
Plenaries
1: Quick Check
Assessment: Students complete the Quick Check sheet for this topic, which consists of
cards that can be sorted to identify the correct description of the techniques covered in
this unit.
Feedback: Students compare their answers with one another and identify those that
differ. Students then discuss these answers and try to work out why there are
differences, agreeing on a correct answer (which they can check with the teacher if
necessary). If agreement cannot be reached it is a sign that misconceptions have arisen
and the learning strategy may need modification.
Action: Using Skills Sheet TS 9, students fill in the last column: ‘What else I might try so
that I can learn or understand’. Students should then be encouraged to follow up on
their ideas.
2: Thinking skills
Assessment:
What Was The Question: distillation. (Possible questions: How could you get drinking
water from sea water? Which separation process involves condensing a gas?)
Plus, Minus, Interesting: We should get all our drinking water by distilling sea water.
(Possible answers: Plus – there should never be a problem of running out of water;
Minus – places not by the sea would have to transport the sea water somehow;
Interesting – would this affect marine environments? Thames Water has built a
desalination plant in the Thames.)
Odd One Out: distillation, chromatography, heating to dryness. (Possible answers:
chromatography can separate out each of the solid substances, not just one substance;
chromatography does not require warmth.)
The AT presentation 7Ee Thinking skills can be used for this activity.
3: Explaining separation techniques

The AT interactive Separation summary provides a table for students to complete to
summarise the four different separation methods covered in this unit.
4: Separating mixtures
The AT interactive Separating mixtures asks students to match scientific words for
mixtures and how to separate them with their meanings.
5: Quick Quiz revisited

Assessment: Revisit the 7E Quick Quiz to test students’ knowledge of the content of this
unit. Students could fill in their answers on the 7E Quick Quiz Answer Sheet.
Feedback: Encourage students to identify for themselves areas where their
understanding is still weak.
Action: Discuss with students how they are going to remedy any weaknesses.
6: End of Unit Test

8: Open-ended Assessment Task

Assessment: Students complete the 7E Openended Assessment Task, which challenges
students to prepare labelled diagrams that explain the different ways that water can be
purified and analysed to make sure it is safe for drinking. The instructions for the task
are on the 7E Assess Yourself! sheet.
You can assess this activity by using the Openended Assessment Task sheet or students
can rate their own performance by using the Assess Yourself! sheet (see the ASP).
Homework
1: A solar still
Worksheet 7Ee-4 contains straightforward questions on how a solar still works.
2: How a solar still works

Worksheet 7Ee-5 invites students to use their knowledge of distillation to explain how a
solar still works and how a simple design could be improved to produce more clean
water.
3: Distilling scents for perfumes

Worksheet 7Ee-6 challenges students to use their knowledge of solvents and distillation
to answer questions on the production of plant oils for the perfume industry.
7Ia Energy from food

Topic 7Ia introduces energy by looking at food as the source of energy for our bodies.
There is additional work on scientific skills, that introduces the idea of using ratios to
compare the energy released per gram of food, and also looks at the use of percentages
for making comparisons.
Learning Objectives
Starters
1: Energy brainstorm
This is the first occasion that students will have come across various words connected
with energy in a scientific context. Brainstorm about energy by asking questions such
as: ‘Does it take energy to lift a book onto a shelf?’; ‘Does it take energy to leave the book
resting on the shelf?’.
The AT presentation What needs energy? provides some photos where energy transfers
and needs can be identified. This establishes the idea that many things need energy to
allow them to happen.
Follow this by asking about things that store energy, eliciting the idea that fuels such as
oil or petrol, natural gas and food are stores of energy or energy resources. You could
also ask students to say which things they think need a lot of energy and which may not
need much energy. Keep the results of this exercise to revisit at the end of 7Ib Plenary 4,
when students will have looked at energy in food, types of energy and energy transfers.
Brainstorming students’ ideas allows you to find out how much they know and if there
are any serious misconceptions that need to be addressed. In particular, students may
know roughly what fuels are but many may also believe that electricity is a fuel.
2: Ideas about energy

The AT interactive Ideas about energy asks students to decide whether some statements
about energy are correct or incorrect. Rolling over the various statements will provide
more information. You could use this as part of the brainstorming session suggested in
Starter 1 or as a separate activity to find out what students’ ideas about energy are.
Students are not expected to give correct responses to everything until they have
studied the whole unit but they could jot down their initial ideas to revisit later.
Level: Securing
3: Quick Quiz
Use the 7I Quick Quiz for baseline assessment for this unit. Students can use the 7I
Quick Quiz Answer Sheet to record their answers. Either use the whole Quick Quiz
(which can be revisited at the end of the unit) or use only the Quick Quiz questions for
this topic (which can be revisited at the end of this topic or at the end of the unit).
Exploring Tasks
1: Energy in food
Students compare at least three different foods to determine how much energy is stored
in each type. The fairest comparison is given by using a known and fixed volume of
water, holding the food a similar distance from the boiling tube each time and using
similar-sized pieces of food. Ideally the pieces of food should be the same mass but this
may be difficult at this stage.
Developing: Students complete a missing words exercise on Worksheet 7Ia-2 to help
them to plan their investigation. If possible, these students should be given pieces of
food all of the same mass.
Securing: Worksheet 7Ia-3 provides a method and questions to help students to present
their results and draw conclusions. The worksheet guides students to work out the
temperature change in the water per gram of food but it would also be helpful if
students have looked at the Working Scientifically pages in the Student Book first
(Explaining 3).
Safety: This practical activity is often carried out using nuts. However, students allergic
to nuts can suffer extreme reactions if they are in the same room as burning nuts. Even
if allergic students are excluded from the room, you may have a student who does not
know they are allergic. It is far safer to use crackers, crispbread or other foods. The lab
must be well ventilated because smoke or fumes may cause problems for those with
asthma. Students must not eat any of the foods.
The coils of wire can be made from any metal rod that is malleable and does not melt at
the temperature of the foods being burnt. Steel welding rods are suitable (do not use
thoriated welding rods) and a cork borer sharpener can be used as a suitable template
to wind the metal around.
Equipment (per group): Crisps, crackers, bite-sized cereals or other foods such as
crispbreads, together with the packets (for energy information), measuring cylinder,
boiling tube, clamp and stand, thermometer, water, pin stuck into a cork with the point
outwards, coil of wire mounted in cork, Bunsen burner, heatproof mat, eye protection.
2: Comparing foods using labels

The AT presentation How do foods compare? asks students to compare the energy
values of different foods. It shows labels from various foods and asks students questions
designed to help them to extract and compare information. Students could also examine
food labels they have brought in themselves and sort them into high-, medium- and low-
energy foods.
Equipment: Selection of food labels with nutritional information (optional).
Level: Securing
3: How much do you eat?

Discuss with students what happens if their bodies get too much food, or too little (this
issue will need to be treated sensitively). Use this as a lead-in to the importance of
knowing how much energy is contained in different foods and hence to the joule as a
unit of measurement.
The AT spreadsheets What do you eat? and What else do you eat? contain information
about various foodstuffs, set up so that students can enter the number of portions of
each that they eat each day or week, and so estimate the amount of energy they take in.
This can be used to follow up the initial discussion. What else do you eat? provides
instructions, helping students to set up the calculations for themselves.
Level: Securing
4: Expedition food
The AT spreadsheet Expedition food takes Exploring 3 further by asking students to
select what foods to take on a three-day expedition. Start by discussing how much
energy they would need, using the information in chart C and the caption to photo D on
Student Book spread 7Ia Energy from food. Establish that they would need more than
their normal daily energy needs. They should plan on something like 12000 kJ per day.
In practice a three-day expedition would only involve carrying food for two breakfasts
(on the second and third days) and two evening meals (on the first and second days),
with enough food for three packed lunches. However, for simplicity the average daily
energy requirement can be used.
Securing: The first sheet provides data about the energy values of foods per 100 g and
portion sizes. Students can enter formulae into the cells to work out the energy per
portion and the energy can then be used to make a running calculation at the top of the
sheet.
Exceeding: Higher-attaining students could also consider other factors in menu
planning, such as how much room the food will take up and its mass (or its weight). The
second sheet in the spreadsheet includes cooking instructions so that students can
consider potential problems on an expedition with limited cooking facilities. The third
sheet will give students some ideas about the other factors to be considered. In general,
dried food is best as you are not then carrying around unnecessary water (as you would
with tinned fruit, for example), but if such foods require lengthy cooking then additional
fuel will need to be carried.
Groups could compare their menus and discuss any differences.
5: Comparing foods
Worksheet 7Ia-4 provides questions about converting results to temperature rise per
gram of food burnt and working out ratios. You may need to show students how to
simplify a ratio by dividing both numbers by the smallest number.
Developing: Work through the sheet with students, discussing the answers with them.
Securing: Students work in pairs to answer the questions, then hold a class feedback
session to check understanding.
The AT presentation Comparing foods provides worked answers for the questions on
the sheet. Use this to help students with areas they are struggling with.
Explaining Tasks
1: 7Ia Energy and changes (Student Book)
This spread introduces the idea of energy and shows a large image of a theme park. Ask
students to identify changes in the image, and suggest where the energy for these
changes comes from. Students can jot down their ideas and revisit them in later topics.
For this task, it is recommended to turn the sound off so that students do not hear the
commentary.
2: 7Ia Energy from food (Student Book)

This spread explains that humans and other animals get their energy from food and
outlines the reasons why different people need different amounts of energy in their
food. The page refers to mass rather than weight when discussing the effects of taking in
more energy than they need. This is done for consistency with measurements of mass in
practical work and on the following pages. If necessary, introduce mass as the amount
of substance/stuff in an object. Worksheet 7Ia-1 is the Access Sheet. Question 8 can be
used for formative assessment.
Assessment: Students work in pairs or small groups to agree on the answer. Encourage
them to provide a full explanation, such as the one given in the answers.
Feedback: Ask for a volunteer to read out their answer and then ask the rest of the class
for suggestions for correcting and/or improving the answer.
Action: Exploring 3, Exploring 4 or Exploring 5 could all help to consolidate the ideas
presented in this topic.
3: 7Ia Fair comparisons and ratios (Student Book)

These pages explain how to deal with experimental results from food tests that are not
all based on burning the same mass of food by working out the temperature rise per
gram of food. Ratios are then described as other ways of comparing quantities. Skills
Sheet MS 1 may be useful to support students who struggle with ratio notation or
simplification of ratios. You may need to show students how to simplify a ratio by
dividing both sides by the smallest number.
Question 3 can be used for formative assessment.
Assessment: Students work out the answers to Question 5
Feedback: Ask for a volunteer to give their answer to the first part and explain how they
worked it out. Ask others to decide whether or not the answer is correct and if there is a
different way of working it out. Repeat for part b.
Action: Exploring 5 can be used as a follow-up activity if students need more practice in
calculating ratios.
Plenaries
1: Quick Check
Assessment: Students answer the questions on the 7Ia Quick Check sheet and indicate
how confident they are in their answers. Students may need calculators for this work.
Feedback: Students swap sheets and mark their partner’s work by checking it against
the Student Book. When students have their own sheets back, ask for a show of hands to
determine which (if any) questions a significant number of students got wrong, or were
not confident in their answers for.
Action: The Quick Check sheet prompts students to consider how they can improve their
recall of facts and their understanding. Ask students to discuss this in small groups and
then take feedback from the class.
2: Quick Check WS
Assessment: Students answer the questions on the 7Ia Quick Check WS sheet.
Feedback: Students work in small groups and compare their answers. They correct any
mistakes found during this discussion and then use smiley faces to indicate their
confidence in the agreed group answers. They can then check these against the answers
provided.
Action: The AT presentation Quick Check WS worked answers provides worked answers
for the questions on the sheet. Use this to help students with areas they are struggling
with.
3: Thinking skills
Assessment:
Consider All Possibilities: A person is getting thinner. (Possible answers: they are
eating less food than they need to maintain their size; they are eating the same amount
of food but exercising more; they have had liposuction/surgery to make them thinner;
they have something wrong with them and cannot extract all the energy from the food
they eat.)
Consider All Possibilities: Ben needs to eat more than Hilary. (Possible answers: Ben
is a teenager and Hilary is a toddler; Ben is more active than Hilary; Ben and Hilary have
similar activity levels but Ben is trying to gain weight.)
Plus, Minus, Interesting: There should be no energy stored in sugar. (Possible
answers: Plus – we could eat lots of sweet things without gaining mass/weight; Minus –
sugar would still be bad for our teeth so this might lead to more tooth decay!;
Interesting – could the countries that grow sugar produce enough to meet the demand?
We already have artificial sweeteners that taste sweet without providing any/much
energy.)
Feedback: Ask students to choose a best answer from their group and consider why they
think it is the best.
Action: Identify any ideas that are missing and share them with the class. If
understanding is poor then revise the need for energy and the energy available in foods
at the start of the next lesson.
The AT presentation 7Ia Thinking skills can be used for this activity.
Level: Securing
4: Ranking foods
Assessment: Students work in small groups to sort a list of foods into high-, medium- and
low-energy content per 100 g. They can use the cards on Worksheet 7Ia-5. Alternatively,
give each student one of the cards from the worksheet and allocate three areas of the
classroom as high, medium and low energy. Students move to the area they think their
food should be in. Students’ ideas at this point may be largely based on guesswork,
unless they have carried out Exploring 3, 4 or 5.
Feedback: The AT spreadsheet Ranking foods asks students to rank foods by different
measures. The foods are given in alphabetical order but can be sorted by energy
content.
If students have worked in groups, they can compare their groupings with the energy
values. If this has been done as a whole class activity, project the spreadsheet and sort it
into energy order. Entering numbers to define the boundaries between high and
medium energy content, and between medium and low, will colour the different foods
according to their group. Students can then work out who in their group is in the wrong
place and move accordingly.
Action: Ask students to think of a way of remembering which foods have the most and
least energy. For example, in general, sweet or fatty foods have more energy per 100 g
than other foods.
Level: Securing
Homework
1: Energy and you 1
Worksheet 7Ia-6 contains straightforward questions on the content of this topic.
2: Energy and you 2

Worksheet 7Ia-7 contains questions on the content of this topic.
Level: Securing
3: Climbing the Matterhorn

Worksheet 7Ia-8 challenges students to select information to work out energy
requirements for an activity and the amount of food needed to provide this.
7Ib Energy transfers and stores

Topic 7Ib introduces the idea that energy can be stored and transferred in different
ways and that energy cannot be created or destroyed.
Learning Objectives
Starters
1: Energy transfer demonstration
Have a beaker of water heating over a Bunsen burner as students enter the room. Ask
them what is happening to the water and where the energy is coming from. Elicit that
the gas being burnt is a store of energy and that this is being transferred to the water
(and the surroundings), which heat up as a result.
Show them a battery-powered fan (or other similar device) and elicit the idea that here
the energy store is in the cell, and that this energy is transferred to the moving air. The
AT animation Energy transfers provides an alternative to this – showing some examples
of energy transfers, including a swinging pendulum, a motorised pulley system and a
windup toy.
Equipment: Battery-powered fan, Bunsen burner, tripod and gauze, heatproof mat,
beaker of water.
Level: Securing
2: Spotting the stores and transfers

Remind students that food acts as a store of energy and tell them that there are other
ways in which energy can be stored. The AT interactive Spotting energy stores and
transfers asks students to identify different stores and discuss how the energy is then
transferred. Show the images and ask students to note down energy stores and also
what energy is being used for. Keep the notes to revisit at the end of the lesson.
Level: Securing
3: Energy sorting
Worksheet 7Ib-3 provides pictures of 12 different ‘machines’. Ask students to work in
twos or threes to sort the cards into groups of their own devising. Give them a few
minutes for this and then ask for volunteers to explain how they have grouped their
cards. Some ways of grouping the cards to bring out ideas of energy transfers are
suggested in the answers. These could be discussed at this point or the grouped cards
could be revisited as a plenary at the end of the lesson.
The AT interactive Amounts of energy offers an alternative way of sorting energy:
students can use it to rank amounts of energy from highest to lowest.
Level: Securing
Exploring Tasks
1: Circus of energy transfers
Set up a circus of energy transfer devices around the lab and ask students to identify the
initial energy and final energy stores for each one. It will be helpful if students have
done Explaining 1 and/or Explaining 2 before attempting this task. Worksheet 7Ib-2
provides a set of questions to go with each suggested set of apparatus. It can be given to
students or cut up and used as cards to be placed with the equipment.
Safety: Ensure that any items of domestic equipment used have been tested according
to local safety regulations. The heater should be set to get warm, not hot, to the touch.
Ensure students appreciate health and safety considerations for each activity, as they
will be handling the equipment. It may be helpful to have a technician to support the
class.
Equipment: Battery-operated moving toy, mains-operated fan, manually operated fan,
low-voltage electric bell or buzzer, low-voltage heater.
2: Match the energies

Worksheet 7Ib-4 provides a list of changes that need energy and some stores of energy.
Other cards show the approximate energies involved. Students cut out the cards and
work in groups to assign the energies to the changes/stores. This is best done by asking
them to rank the changes/ stores in order of the energy involved and then to match up
with the energies. Students are not expected to remember the energies but this activity
should give them a feel for the different amounts of energy.
Level: Securing
3: Energy store lottery

Ask students to write a numbered list of energy stores (thermal, chemical, gravitational
potential, strain, kinetic, nuclear). Each group is given a dice and they throw this twice,
writing down the energy stores corresponding to the two numbers. Challenge them to
explain what devices or machines could transfer the energy from one store to the other
and draw flowcharts to show their ideas. Note that in some cases there will be more
than one machine needed (e.g. nuclear energy → nuclear power station → rollercoaster
ride → gravitational potential energy) and there will be some combinations that it is not
possible to answer (for example, transfers to nuclear stores and most transfers to
chemical stores).
Equipment (per group): Dice.
Explaining Tasks
1: 7Ib Energy transfers and stores (Student Book)
This spread describes different ways in which energy is transferred and stored.
Worksheet 7Ib-1 is the Access Sheet.
Assessment: Students draw the flowcharts asked for in the question.
Feedback: Ask a student to draw their flowchart for part a on the board (or ask them to
tell you how to complete the chart), then ask the rest of the class to say if it is correct or
to suggest improvements. Explain any difficulties and then repeat the feedback process
for part b. If you wish students to include the heat transferred to their surroundings in
their answer, you could ask them to look at the flow diagram that relates to photo B and
then to refine their answer if necessary.
Action: Briefly go over any areas of continuing difficulty.
2: Energy demonstrations
Set up one or more of the following demonstrations and discuss the way that energy is
stored in the beginning and the way energy is stored at the end. You could also discuss
the ways in which energy is transferred. In many cases, the final store of energy is
increased thermal energy in the surroundings. Wasted energy is not discussed in this
unit until 7Ie but you could ask some students to consider what happens to some of the
energy at the end of the process.
a Pendulum – set up a pendulum and discuss the energy changes as it swings (from
gravitational potential to kinetic and back again). A similar discussion can take place
with a small mass bouncing on the end of a spring or with a yoyo.
Exceeding: Extend the discussion to ask what happens if you leave the pendulum
swinging long enough. Elicit the idea that the pendulum will slow due to air resistance,
which results in energy being transferred to the surroundings as thermal energy. The
overall energy change in this case is therefore chemical energy (stored in the muscles
that were used to set the pendulum swinging) to thermal energy. You may wish to take
the ‘energy story’ even further back and discuss where the energy stored in muscles
came from.
b Motor lifting weight – set up an electric motor connected to a cell, driving a pulley that
can be used to lift a weight. The energy transfer here is from chemical energy stored in
the cell to gravitational potential energy stored in the lifted weight and thermal energy
in the surroundings (transferred by heating from the wires, heating of the motor and
pulley (from friction) and by sound from the motor).
c Wind-up toy – show students a wind-up, wheeled toy. The initial energy transfer is
from strain energy in the spring to kinetic energy.
Exceeding: Extend the discussion to look at the energy transfers in more detail. Energy
from the spring is being transferred to kinetic energy while the toy is accelerating, but
after that the kinetic energy stored in the moving toy does not change. At this point, the
strain energy from the woundup spring is effectively being transferred to the
surroundings by heat (from air resistance and friction within the toy) and sound to end
up as thermal energy. Again, you may wish to take the energy story further back and
discuss energy stored in muscles being transferred to the strain energy in the spring.
Safety: Ensure there is a clear area to carry out each demonstration.
Equipment:
a Clamp and stand, string, small mass.
Optional: spring, yoyo.
b Cell, motor, connecting wires, pulley and clamp, belt, string, small mass.
c Wind-up toy – preferably one with wheels.
Plenaries
1: Quick Check
The 7Ib Quick Check sheet provides a story about a visit to a theme park. Students can
work on this in pairs or small groups or you can read out the story as part of a class
activity.
Assessment: Read out the story and ask students to put their hands up every time they
hear something related to energy stores or transfers.
Feedback: When hands go up, ask which stores or transfers are involved (there may be
more than one transfer involved in some situations).
Action: Plenary 3 could be used to help students to revise areas they are still having
difficulty with.
2: Thinking skills
Assessment: Students work in pairs to provide answers to the questions below. They
could also be challenged to come up with their own Odd One Out or What Was The
Question questions and answers.
Odd One Out: strain, thermal, chemical. (Possible answers: strain, as food can be a store
of thermal or chemical energy, but not strain energy; thermal and chemical stores are
linked by burning, but not strain; thermal is the one involved in most energy transfers
as wasted energy (note that this is not explicitly taught until 7Ie).)
What Was The Question: strain energy. (Possible questions: What do we call energy
when it is stored in a bent bow/stretched spring/stretched elastic band/bent ruler?)
What Was The Question: by forces. (Possible questions: How is the energy stored in a
bent bow transferred to it? How is energy stored in petrol transferred to kinetic energy
stored in a moving car? How is energy transferred by electricity converted to
gravitational potential energy stored in a load lifted by a crane?)
Feedback: Ask for volunteers to suggest answers to each question, then ask for
suggestions for alternative/better answers. Summarise any areas of continuing
difficulty.
Action: Remind students of the demonstrations (Explaining 2) or the energy circus
(Exploring 1) to revise ideas about energy stores and transfers.
The AT presentation 7Ib Thinking skills can be used for this activity.
3: Spotting the stores and transfers revisited

Assessment: Revisit the photos used in Starter 2 (AT interactive Spotting energy stores
and transfers) and ask students to add to the notes they made then. (If using this for the
first time, ask them to note down any energy stores and what the energy is being used
for.)
Feedback: Ask students to compare notes in a small group then feed back to the class.
Action: Correct any errors in identifying energy stores and point out any they have
missed. The presentation includes the option to have the various stores and transfers
circled on the photos.
4: Revisit energy brainstorm

Revisit the notes made during the brainstorm in 7Ia Starter 1 and ask students to
identify any of their ideas that have changed or areas of new knowledge. They could
also be asked (by a show of hands or coloured cards) to indicate how confident they are
about the different areas. This may identify some areas that need to be revisited during
the rest of the unit.
Level: Securing
Homework
1: Spotting the energies
Worksheet 7Ib-5 contains straightforward questions on the content of this topic.
2: Energy questions
Worksheet 7Ib-6 asks students to identify energy stores and transfers.
3: Up and down
Worksheet 7Ib-7 provides more challenging questions on energy transfers. It will be
helpful if students have seen the pendulum demonstration in Explaining 2.
7Ic Fuels
Topic 7Ic looks at fuels, including formation of fossil fuels and the use of biofuels. There
is an assessment opportunity comparing amounts of energy released by different fuels.
There is an opportunity to find out more about STEM and the skills involved in being a
transport manager (with a focus on problem-solving).
Learning Objectives
Starters
1: Blockbusters
Using the AT presentation Energy Blockbusters, students explore energy transfers and
stores. The presentation provides a Blockbusters-style grid with the initial letters of
different types of energy stores and ways in which energy is transferred. Challenge
students to identify the words for letters in a line across or down and to put up their
hands when they have done this. More able students could be asked for two rows. The
presentation also includes answers.
Check answers, and then ask students to suggest an example for each one.
See the ASP for further information and ideas on formative assessment.
Level: Securing
2: Brainstorm fuels
Ask students to think of three different fuels and some uses for these fuels. Students
could keep their notes until Plenary 3 at the end of the lesson or you could ask for
suggestions and compile a class list of fuels. These lists can be revisited at the end of the
lesson.
Level: Securing
3: Using fuels
Worksheet 7Ic-4 provides cards with the names of different fuels and images
illustrating their use. Ask students to work in pairs to match the images to the names
and then to sort them into groups. They should make a note of how they have grouped
the fuels, their reasoning for the grouping, and then see if they can group them in a
different way.
Level: Securing
Exploring Tasks
1: Bunsen burners
If Starter 1 was not used, introduce the idea of natural gas as a fuel. If students have not
yet used Bunsen burners themselves, this is a good opportunity to introduce them (see
Skills Sheet UE 5). This is also an opportunity to reinforce basic lab-safety procedures.
Students could investigate the amount of energy they get from natural gas with the
Bunsen burner on different settings, by using different flames to heat water and
measuring the temperature rise in a given time. Students could use this to practise
designing a fair test. They could also note the degree of soot on the beaker or test tube
with a yellow flame. Remind students that they are investigating different Bunsen
burner settings, not different fuels.
Safety: Eye protection should be worn.
Equipment (per group): Bunsen burner, tripod, gauze, safety mat, beaker, thermometer,
stop clock, eye protection.
Level: Securing
2: Energy in solid fuels

Students compare the energy obtained from different solid fuels.
Developing: Students follow the instructions on Worksheet 7Ic-2, which also provides
guidance on recording and considering results. When students have obtained their
results they can be helped to work out the ratio between the largest and smallest
temperature changes.
Securing: Students use Worksheet 7Ic-3 to plan their investigation. Both worksheets
assume that students will use each fuel to heat water for the same length of time (5
minutes), comparing the temperature rise. This will indicate how much energy each fuel
releases in a given time. Students should consider other factors (such as ease of
lighting) before deciding on the ‘best’ fuel. The fuels should be left to burn out after the
final temperature measurement is taken.
This practical (or the one described in Exploring 3) can be used to carry out a Working
Scientifically investigation. A set of descriptions to assign developing, securing or
exceeding to the work is provided in the ASP. Even if this is not formally assessed, the
formative feedback to each other. If assessing the planning strand, you may wish
students to plan their own investigation rather than using the worksheets.
Safety: Eye protection is essential. Small lumps of solid fuel samples should be cut
before the lesson (such that the lumps will burn for just over five minutes). Some solid
fuels can crack on heating and spit; hexamine can break up if not dry (it should be kept
in a desiccator). The smoke or fumes given off can cause problems for those with
asthma: the lab should be well ventilated.
Equipment (per group): Assorted fuels such as coal, coke, wood, charcoal, fire lighters,
hexamine blocks, Bunsen burner, boiling tube, measuring cylinder, old tin lid, heatproof
mat, thermometer, clamp stand, tongs, stop clock, eye protection.
3: Energy in liquid fuels

Compare ethanol and paraffin, using spirit burners to heat a fixed volume of water for a
fixed time. This gives a more quantitative set of results than Exploring 2 because
students can measure the mass of the burners before and after use to determine how
much fuel has been used. A temperature rise per gram of fuel can then be worked out.
The flames should be blown out after 5 minutes. Refer to a leading safety organisation
for practical science teaching for the safe use of spirit burners.
Developing: Explain the procedure to students or adapt Worksheet 7Ic-2 to provide
instructions.
Securing: Ask students to plan their own investigation based on the procedure used in
Exploring 2.
Exceeding: Students calculate the actual energy transferred using the following formula:
energy (J) = 4.2 × mass of water (g) × temperature rise (°C)
This practical (or the one described in Exploring 2) can be used to carry out a Working
Scientifically investigation. A set of descriptions to assign developing, securing or
exceeding to the work is provided in the ASP. Even if this is not formally assessed, the
formative feedback to each other. If assessing the planning strand, you may wish
students to plan their own investigation rather than using the worksheets.
Safety: Eye protection must be worn. Liquid fuels should be placed in the burners
before the lesson and the burners should not be opened during the lesson. Small
capacity burners with large, stable bases are essential.
Equipment (per group): Paraffin and ethanol/methanol each in a spirit burner, beaker,
measuring cylinder, tripod, gauze, heatproof mat, thermometer, stop clock.
4: Biofuels
Ask students to use the Internet to find out how some different types of biofuels are
made or used, and to summarise this information. Start by giving them a list of potential
topics, such as methane digesters, ethanol from sugar cane, biofuels from waste cooking
oil, using waste wood chippings.
5: Fossil fuel use

The AT spreadsheet Fossil fuel use contains information on how much of each of the
different fossil fuels are used in the UK. Ask students to manipulate the data and use a
spreadsheet to try out different ways of presenting it.
6. STEM – Choosing a fuel

The first activity at the end of the STEM pages asks students to consider how they could
find out the amount of energy released by different fuels. They should work in groups to
discuss the advantages and disadvantages of gathering primary or secondary data, and
then explain which approach they would use. Encourage students to work together to
produce a table to summarise their thinking.
At the end, go around the class asking each group for their conclusion and a brief
explanation.
7: STEM – shortest route

The second activity at the end of the STEM pages asks students to use information from
a diagram to work out the shortest route between two points. Encourage students to
approach this systematically, by listing all the different routes that could be taken to
ensure they have covered all possibilities.
You could extend the activity by asking students to make up their own puzzles for other
groups to try out.
Explaining Tasks
1: 7Ic Fuels (Student Book)
These pages look at different fuels, including fossil fuels, nuclear fuels and biofuels.
Explain that fossils are the remains or traces of living organisms preserved in rocks and
fossil fuels are so-called because they are made from the remains of living organisms.
Worksheet 7Ic-1 is the Access Sheet.
Question 6 can be used for formative assessment. The AT interactive Renewable or non-
renewable? can be used to ask students to identify whether different fuels are
renewable or non-renewable.
Assessment: Students answer the question. They can also be asked to give some
examples of fuels.
Feedback: Ask for a volunteer to read out their answer. Ask others in the class to
provide constructive criticism until a class answer is agreed. Ask students how
confident they would be to answer the question on their own – this can be done using
coloured cards or smiley faces.
Action: Go over any points of difficulty. 7Id Starter 2 also revises the content of this
lesson.
2: 7Ic Transporting goods (Student Book)

These pages look at the way goods are transported from factories to shops, and how
transport managers need to use STEM skills to do their jobs effectively. Students are
encouraged to tackle problem-solving by coming up with many different possible
solutions, then evaluating them to decide which one to use.
3: Oil and gas extraction and uses

The AT presentation Formation of oil and natural gas gives students an opportunity to
explore the origins of oil and natural gas. The AT video Oil and gas extraction describes
how oil and gas are extracted from deep underground, including the fracking process.
This can be used in several ways.
• Carry out a Know, Want to know, Learned exercise (see Introduction).
• Ask students to make notes while viewing the video and then summarise the
information presented. Students could be encouraged to produce their summary in the
form of flowcharts or spider diagrams in addition to, or instead of, writing a short
paragraph. Skills Sheet PD 1 can help with this.
Level: Securing
Plenaries
1: Quick Check
The 7Ic Quick Check sheet provides a card sort exercise, covering the formation and
uses of the fuels mentioned in the Student Book.
Assessment: Students work in pairs to sort the cards.
Feedback: Ask for one volunteer for each fuel to read out the cards they have put with
the fuel. Ask the rest of the class to hold up red or green cards to show if they think each
card is correct/not correct for that fuel.
Action: Explaining 1 could be used to revise some of the facts about the different fuels.
2: Thinking skills
Assessment: Students write down their answers to some of the following questions (the
number to be answered depending on time available and/or ability).
Plus, Minus, Interesting: All fuels should be like coal. (Possible answers: Plus – all
fuels could be burnt the same way; Minus – it would not be as convenient because you
cannot pump coal along a pipeline; Interesting – has a coal-fired car ever been made?
All railway trains in Britain used to use coal as a fuel.)
Plus, Minus, Interesting: We should only use oil in power stations. (Possible answers:
Plus – all power stations could be the same, which would save on design costs; Minus –
coal miners would be put out of work because not as much coal would be needed;
Interesting – what will happen when oil runs out? Only 1% of electricity from power
stations comes from oil-fired power stations.)
Consider All Possibilities: Why might coal be a good fuel? (Possible answers: solids do
not leak like liquids or gases; it might be cheaper; it is plentiful.)
Consider All Possibilities: Why might coal be a bad fuel? (Possible answers: it is
messy/dusty; it is harder to move solids around; it produces carbon dioxide when it
burns.)
Odd One Out: coal, nuclear, natural gas. (Possible answers: nuclear fuel does not burn
and is not a fossil fuel; natural gas is the only one that is not a solid.)
Odd One Out: natural gas, hydrogen, coal. (Possible answers: coal is the only solid;
hydrogen is the only one not used in power stations, hydrogen is the only one that has
to be made/can be renewable.)
The AT presentation 7Ic Thinking skills can be used for this activity.
Feedback: Students get into groups to discuss and agree on a set of answers or to decide
on the best answer from the group. They can also add smiley faces to show how
confident they are. Each group can report the answer to one question to the class.
Action: Identify any areas of weakness, make a note and revise these at the beginning of
the next lesson.
3: Brainstorm fuels revisited

Assessment: Ask students to look at the lists of fuels they made in Starter 2, or display
the class list. Ask them to suggest any additions or corrections to the lists.
Feedback: Give initial feedback about the completeness of their lists.
Action: Provide hints to help them to complete the lists (e.g. what fuel is used in fuel
cells? what fuel can be made from plants?) or ask them to look at the Student Book to
complete the lists.
Fuels should include: coal, oil, natural gas, uranium/ nuclear fuel, biofuels, hydrogen,
animal wastes/cowpats. Students may also mention wood and peat (not discussed in
the teaching materials).
Level: Securing
Homework
1: Fuels 1
Worksheet 7Ic-6 provides some true and false statements about the work in the unit so
far. Students are asked to correct the false statements.
2: Fuels 2
Worksheet 7Ic-7 provides questions about fuels and their uses.
Level: Securing
3: Generating electricity
Worksheet 7Ic-8 provides information about the energy resources used to generate
electricity in the UK and challenges students to speculate about the future resources.
Skills Sheet PD 7 may be useful to help students draw the pie chart in Question 5 and
Skills Sheet MS 2 could be useful to support students with percentage calculations.
7Id Other energy resources
Topic 7Id looks at various renewable energy resources and introduces the idea that the
energy obtained from most of these (and from fossil fuels) originates in the Sun.
Learning Objectives
Starters
1: Renewables picture quiz
The AT presentation Using renewable resources provides images illustrating some
different sources of renewable energy. Ask students to jot down what they know about
the resource shown by each image (which may not be anything for some). Students can
add to their notes during this lesson for use during Plenary 3.
Level: Securing
2: Energy answers
Worksheet 7Id-2 helps to consolidate work from the previous topics by providing a set
of answers to which students are asked to write questions.
Exceeding: Students should be encouraged to write more than one question for each
answer if they can.
Level: Securing
3: Renewable resources
Demonstrate examples of renewable resources in action.
• Use light shining on solar cells to drive a small motor.
• Use running water to drive a turbine connected to a dynamo.
• Make model solar panels from foil trays and demonstrate that water inside them
warms up under a lamp. Set up two trays before the lesson with a lamp shining on one
of them so that there is a detectable temperature difference when students arrive.
Ask students to suggest how these demonstrations could relate to larger-scale

equivalents and elicit the ideas that the Sun could provide the light and heat instead of
lamps, running water could be in rivers or in water flowing from a dam, and that the
dynamo could be a power station producing electricity. The AT video Renewable
resources looks at different renewable resources, describing some advantages and
disadvantages of each resource. The AT animation Generating electricity using
renewable resources illustrates how electricity can be generated using renewable
resources including solar, wind, wave, hydroelectric and biofuels.
Equipment: Solar cell, motor, connecting wires, turbine, dynamo, low-voltage lamp or
voltmeter, foil trays, thermometer, table lamp.
Level: Securing
Exploring Tasks
1: Solar panels
Students find the best colour for a solar panel by using foil trays or old cans painted a
variety of colours and measuring the temperature rise of water inside them. Discuss fair
ways to carry out the experiment. A sunny windowsill could be used in the summer. Use
a table lamp or microscope bench lamp if the weather is unsuitable. Note that matt
paints will give different results from gloss paints. Skills Sheets SI 1, SI 3, PI 1, PI 2, PI 3,
PI 4 and UE 10 may be useful.
Equipment (per group): Painted foil trays or cans, thermometer, stop clock, water.
Level: Securing
2: Advantages and disadvantages

Worksheet 7Id-3 provides cards showing the advantages and disadvantages of various
sources of renewable energy. Renewable is not included, as it would apply to all.
Developing: Students sort the cards and then stick the groups of cards into their books.
Securing: Students sort the cards and then either write a couple of paragraphs to
summarise their conclusions or draw up a table to summarise.
Exceeding: Students could be asked to use the Internet to find out the advantages and
disadvantages of the different resources instead of using the cards.
3: Charging mobile phones

Worksheet 7Id-4 describes the use of mobile phones in parts of Africa. The worksheet
includes comprehension questions on the text provided.
This can be followed up with various activities.
• Find a map showing how much of Africa/the low-income world has mains electricity.
• Produce posters to explain the business idea to potential customers of the charger or
to potential investors who would lend money for a business person to buy a charger.
• Summarise the information on the worksheet, or on an Internet site found as part of
the research, to practise the summary skills taught in 7Ic.
• Research the benefits of other uses of solar power in low-income countries, such as
solarpowered lights (used in conjunction with batteries) to extend study/business
hours.
Equipment: Internet access, poster paper.

Level: Securing
4: Energy chains
The AT presentation Energy chains encourages students to think about all the energy
involved in everyday activities (for example, including energy used to grow and
transport the food they eat). Work through the activity with students and then ask them
to work in groups to draw up the other energy chains suggested at the end of the
activity.
Explaining Tasks
1: 7Id Other energy resources (Student Book)
This Student Book spread looks at different renewable energy resources. It also explains
how the Sun is the origin of the energy obtained from most of these resources.
Worksheet 7Id-1 is the Access Sheet.
Assessment: Students answer the question in words or as a flowchart.
Feedback: Use pose–pause–pounce–bounce to elicit answers from the class.
Action: Explaining 3 can be used to reinforce ideas about energy from the Sun.
The AT video Renewable resources looks at different renewable resources, describing
some advantages and disadvantages of each resource. A Know, Want to know, Learned
exercise could be carried out before using these resources (see Introduction and Skills
Sheets TS 5 and TS 6).
3: Energy from the Sun

A Know, Want to know, Learned exercise could be carried out before using these
resources (see Introduction and Skills Sheets TS 5 and TS 6).
Students will have studied the water cycle at primary and should grasp the link between
energy from the Sun and rain. More complex ideas are involved in explaining how
energy from the Sun causes wind and waves. Students are not expected to know or
recall details of convection currents (which they will study in Unit 8I) but should
appreciate that heat from the Sun causes winds and that winds blowing across the sea
cause waves.
Plenaries
1: Quick Check
The 7Id Quick Check sheet provides some true/ false statements.
Assessment: Give students a few minutes to jot down their ideas.
Feedback: Take one statement in turn and ask students to indicate whether they think it
is true or false – this can be done by a show of hands (open for true, clenched for false)
or by holding up a T or F written on a piece of paper. This avoids students waiting to see
what their friends think before responding. For false statements, ask for volunteers to
state why it is false or to give a correct version.
Action: Plenary 3 can help to revise work from this topic.
2: Thinking skills
Assessment:
Odd One Out: geothermal, wave, nuclear. (Possible answers: wave is the only one
caused by the Sun; wave is the only one that does not involve mining in some way;
nuclear is the only non-renewable resource. Strictly speaking geothermal resources
could also be regarded as non-renewable – see the Background information.)
Odd One Out: coal, solar, wind. (Possible answers: coal is the only non-renewable
resource; wind is the only one that cannot be used directly for heating; solar is the only
one that cannot be used at night.)
Odd One Out: solar, wind, waves. (Possible answers: all originate with the Sun, but
solar is the only one that uses the Sun’s energy directly, is the only one that can be used
directly for heating and is the only one that can be used in two ways; waves are the only
one that cannot be used on land.)
Plus, Minus, Interesting: All houses should have solar cells on the roof to provide
electrical energy. (Possible answers: Plus – less electricity needed from non-renewable
resources; Minus – expensive to install; Interesting – how many power stations would
no longer be needed if this happened? An area over twice the size of Greater London
would have to be covered in solar cells to produce the amount of electricity currently
generated in the UK.)
Consider All Possibilities: Why might solar energy be a good resource? (Possible
answers: it reduces our dependence on non-renewable resources; it is available in
remote locations not connected to an electricity supply; there are no fuel costs when
using solar power.)
Consider All Possibilities: Why might solar energy be a poor choice of energy
resource? (Possible answers: no electricity is generated at night when heating and
lighting are needed; it is not reliable in many cooler countries.)
Feedback: Ask for volunteers to answer each item then ask others in the class to
comment on their answers.
Action: Plenary 3 can help to revise work from this topic.
The AT presentation 7Id Thinking skills can be used for this activity.
Level: Securing
3: Renewables picture quiz

Assessment: If students have seen the AT presentation Using renewable resources as part
of Starter 1, view the images again and ask them to add to or amend their notes. If
viewing for the first time, ask students to explore the different types of renewable
energy generators, working in small groups to agree on two or three key points for each
image. What they write will depend on which tasks have been carried out during the
lesson.
Feedback: Ask each group to give one or two key points for an image until all images
have been covered. Each time, ask the rest of the group if there is anything wrong or
anything to be added.
The presentation includes some facts about each resource – these can be viewed to help
students to decide on the best answers.
Action: Go over any areas of misunderstanding or any areas that students appear unsure
about.
Level: Securing
Homework
Worksheet 7Id-5 provides straightforward questions on renewable resources.
2: Solar fridges
Worksheet 7Id-6 provides a comprehension exercise on the use of solar cells to power
fridges for keeping vaccines cool.
Level: Securing
3: Choose your resource

Worksheet 7Id-7 provides four potential users of renewable resources and challenges
students to select suitable resources for them.
Level: Exceeding
7Ie Using resources

Topic 7Ie looks at some of the issues resulting from our use of energy, including a brief
summary of the advantages and disadvantages of different energy resources. It
introduces the idea of climate change being caused by adding carbon dioxide to the
atmosphere and looks at some ways we could reduce our use of fossil fuels. The closing
page looks at who should be making changes to reduce our carbon emissions.
Learning Objectives
Starters
1: Plus and minus
Ask students to work in small groups to list all the energy resources discussed during
the previous two topics; write down one plus and one minus point for each one.
Compile a class list on the board and agree on the most important plus and minus points
for each resource.
Level: Securing
2: Making sentences
Ask students to make sentences using these groups of three words: oil, Sun, plants; rain,
hydroelectricity, Sun; nuclear, geothermal, Sun. Ask various students to read out their
sentences. There are no right or wrong answers but students should spot the
connections between the words in terms of the Sun being the original source for the
energy stored in oil and the energy transferred by hydroelectricity (and that the Sun is
not involved in nuclear and geothermal energy).
3: Definitions
Give students copies of the Word Sheets from the last two topics but with the definitions
missing (either edit them out or photocopy with a piece of paper over the definitions).
Ask students to put a number from 1 to 5 against each word to show how confident they
are that they know the meaning. Then read out the words one by one and ask for a show
of hands for Certainty of Response Index (see Introduction) scores of 4 and 5. Check
that these students do know the correct meanings. The AT interactive Energy definitions
could also be used for this task – students are asked to match up key energy terms with
their definitions. This should leave one or two words which students have difficulty
with. Revise their meanings.
Level: Securing
Exploring Tasks
1: Where should we start?
Ask students to suggest other ways of using less energy in addition to those in the book.
Possible methods include buying more efficient appliances (e.g. fridges that use less
electricity, using microwave ovens instead of conventional ones, using more efficient
light bulbs, buying local produce).
Worksheet 7Ie-2 provides pie charts showing energy use in the UK by sector, and how
domestic energy is used. The sheet includes questions to help students to discuss what
these charts can tell us about the priorities we should have for reducing energy
consumption.
2: Make changes
Ask students to think about the different ways of using less energy and then to choose
one they are interested in. They can work alone or in small groups to design and carry
out a survey. Worksheet 7Ie-3 provides some guidance for groups. Students should
consider their results and work out something they can do to make a difference,
whether it is providing information or asking the local council to make a change. They
could even implement their plan. This task may need to be continued over more than
one lesson. The following examples might help students to think about how they can
persuade people to make changes.
• Mrs Smith does not like to walk to the supermarket because there is a very busy and
dangerous road to cross. You could write to the local road/highways authority asking
them to put a pedestrian crossing near the supermarket. Your letter will be more
convincing if your survey has found several people who have a similar problem.
• Mr Matharu always has baths. He thinks it will be too expensive to get a shower fitted.
You could persuade people like him to change if you could find out how much it would
cost to have a shower fitted and how much they might save in energy bills by not
needing to heat so much water. You could make an information leaflet about ways to
save energy (and money) at home.

3: Debate on making changes

There is an opportunity for a debate on Student Book spread 7Ie Making changes. Refer
to Skills Sheet RC 5 for ideas on how to run a debate. It would be helpful if Exploring 1
and/or Exploring 2 have been done first.
Explaining Tasks
1: 7Ie Using resources (Student Book)
These pages summarise the advantages and disadvantages of fossil fuels, nuclear power
and renewables, and introduce the idea that we should reduce our use of fossil fuels to
mitigate climate change. The idea of efficiency is introduced.
Worksheet 7Ie-1 is the Access Sheet.
Question 4 can be used for formative assessment. See the ASP Introduction for ideas on
structuring this using the Assessment, Feedback, Action model.
2: 7Ie Making changes (Student Book)

The Have Your Say box on this spread asks students who should be responsible for
reducing our use of fossil fuels. This debate (Exploring 3) could be used together with
Exploring 1 and Exploring 2, as it is first necessary to decide what changes can be made
before deciding on who should be responsible for implementing them.
3: Climate change video

The AT video Climate change outlines some of the possible consequences of climate
change, and that while increased carbon dioxide emissions is widely thought to be the
major cause not all scientists agree. Students can carry out a Know, Want to know,
Learned (see Introduction) activity while watching the video.
Level: Securing
Plenaries
1: Quick Check
The 7Ie Quick Check sheet provides some revision statements covering the whole unit,
some of which contain errors.
Assessment: Students work in pairs to correct any false statements.
Feedback: For each statement in turn, ask for a show of hands for true or false then ask
for volunteers to explain what is wrong with the false statements. You could also ask
students to hold up red/amber/green cards or smiley faces to show how confident they
are in their answers.
Action: Ask students to note their areas of weakness and to spend time on these while
revising.
2: Thinking skills
Assessment:
Plus, Minus, Interesting: We should all use bicycles for journeys of less than 5 km.
(Possible answers: Plus – we would be fitter/healthier/save money on bus fares/petrol;
Minus – it would take us longer to get to some places; Interesting – how many people
would sell their cars because they did not really need them any more? If people cycled
more they would be healthier.
Plus, Minus, Interesting: We should stop burning fossil fuels. (Possible answers: Plus –
we could stop climate change happening; Minus – we might starve if there are not
enough lorries to deliver food; Interesting – how would we generate all the electricity
we need? There would be a lot of vehicles that could not be used.)
What Was The Question: carbon dioxide. (Possible questions: What gas is released
when fossil fuels burn? What gas is contributing to climate change?)
Feedback: Ask for volunteers to answer each item then ask others in the class to
comment on their answers.
Action: Briefly revisit any areas of difficulty.
The AT presentation 7Ie Thinking skills can be used for this activity.
Level: Securing
3: Energy report: Open-ended Assessment Task

Assessment: Ask students to consider how renewable energy resources could be used in
the local area and why local councils should be considering switching to renewable
resources.
Feedback: Students present their ideas in the form of a report for their local council. The
report should summarise the need for using renewable resources as far as possible and
list the various types with their advantages and disadvantages. They should then
recommend one or two resources that the council could encourage local homes or
businesses to adopt. Students could also be asked to recommend one large-scale
resource that could be implemented on a regional basis (for example, using a suitable
local river or reservoir for hydroelectricity).
Action: If there are some areas of persistent difficulty, revisit them using a different
approach from our list of Approaches for learning (see the ASP Introduction).
This activity can be done as an assessed task for summative assessment. You can assess
this activity by using the 7I Open-ended Assessment Task sheet or students can rate
their own performance by using the 7I Assess Yourself! sheet (see the ASP).
If the task is to be used for this purpose, you may wish students to work alone or in
pairs of similar ability.
4: Ideas about energy revisited
The AT interactive Ideas about energy asks students to decide whether some statements
about energy are correct or incorrect. Rolling over the various statements will provide
more information. Ask students to discuss each statement first and to decide in small
groups whether or not they agree with them. Encourage them to explain the reasons for
any disagreements. Students may already have used this in 7Ia Starter 2. See the ASP for
further information and ideas on formative assessment.
Level: Securing
5: Energy question loop

Worksheet 7Ie-4 provides a set of cards that can be used as a question loop activity,
revising the content of the whole topic. Each card has a question and the answer to a
different question. Start by reading out one question, then the student who thinks they
have the answer raises their hand. They read out their answer, and, if it is correct, they
then read out the question on the other half of their card.
The same cards could be used as a What Was The Question thinking exercise or you
could use them for formative assessment.
Note that some of the questions/answers name ‘kinds’ of energy in the interests of
brevity. It would be worth reminding students that energy itself does not change, it can
just be stored and transferred in different ways.
Assessment and feedback: Start the question loop, as above, but all students who think
they know the answer raise their hands. Ask one student to state their answer and ask
for another show of hands to decide whether or not the answer is correct. Once the
correct answer is decided, the student who has that answer on their card reads out the
next question.
Action: make a note of any areas providing general difficulty and revisit them using a
different approach from the list of Approaches for learning (see the ASP Introduction).
Level: Securing

Revisit the 7I Quick Quiz to test students’ knowledge of the content of this unit. Students
could fill in their answers on the 7I Quick Quiz Answer Sheet. Encourage students to
identify for themselves areas where their understanding is still weak and decide how
they are going to remedy this.
7: End of Unit Test

Students should circle the stars next to each statement on the 7I Progression Check to
Homework
1: Energy questions 1
Worksheet 7Ie-5 provides simple questions on the content of this topic.
2: Energy questions 2
Worksheet 7Ie-6 provides questions on the content of the whole unit.
3: More on biofuels
Worksheet 7Ie-7 looks in more detail at the use of biofuels and challenges students to
explain why these should not always be considered as a renewable resource.
7Ba Animal sexual reproduction

Topic 7Ba introduces the unit with a reminder of what evidence is. This can be studied
in more depth in the Working Scientifically pages, which look at the idea of the scientific
method. This is followed by an introduction to sexual reproduction in animals
(including the concept of gametes and fertilisation).
Learning Objectives
Starters
1: Quick Quiz
Use the 7B Quick Quiz for baseline assessment. Students can use the 7B Quick Quiz
for the whole unit and then again at the end of the unit to show progress. Or just the
formatively in a plenary for this topic. There is more information on Quick Quizzes in
the ASP.
2: Evidence
Ask students to work in groups to define the terms ‘evidence’ and ‘conclusion’. These
terms should be familiar from Unit 7A and work in primary. Ask a spokesperson from a
couple of the groups to read out their definitions and agree these with the class.
Exceeding: Encourage more able students to comment on the strength of the evidence.
Level: Securing
3: Scrambled method
Write the anagrams below up on the board and challenge students to unscramble the
letters in each phrase to make a single word that has something to do with how
scientists do investigations. Give out the answers (which are in brackets) and then ask
students to vote on how confident they are about the meaning of each word (no hand up
= not at all confident, one hand up = quite confident, both hands up = very confident).
Pithy shoes (hypothesis), Even iced (evidence), Nice tripod (prediction), Over obtains
(observation).
Level: Securing
4: Endangered animals
Ask students to name an animal that is in danger of dying out altogether. You could get
the ball rolling by suggesting some names (e.g. giant panda, blue whale). Ask students
what measures could be taken to try to increase the numbers of those animals. There
are plenty of video assets on the Internet if you search for ‘endangered animal’.
5: Free writing exercise

Ask students to carry out a free-writing exercise to review their existing knowledge
about sexual reproduction. Provide students with scrap paper, and ask them to write for
1 minute on the subject. Students then share ideas in small groups or as a whole class
discussion. Depending on the response, you may then wish to give students a more
focused topic on which to write for a further 2 minutes.
Developing: Lower-attaining students may prefer to just write a list of key words.
Equipment: Scrap paper.
6: Differences in sexual reproduction

Introduce Animal sexual reproduction (Student Book) by having a brainstorming
exercise in which students suggest ways in which sexual reproduction in different
animals may be different. Many will have some ideas about frogspawn and birds’ eggs.
Level: Securing
Exploring Tasks
1: Looking at the scientific method
The second page of Skills Sheet SI 1 contains a blank flowchart into which students need
to stick text boxes to show how the scientific method works. They should experiment
with the ordering of the text boxes until they are sure that their method makes sense,
before sticking the text boxes onto the flowchart. Completed flowcharts could be shared
with the class.
Alternatively, students can use the AT interactive Scientific method to choose the next
step to take in the scientific method.
Securing: If you wish to take some students further, let them look at and answer the
questions on Skills Sheets SI 2 and SI 3, which deal with scientific questions, hypotheses
and predictions in more detail.
2: Bananas and flies

Students carry out an investigation as shown in the Student Book spread 7Ba The
scientific method, in which they test the hypothesis that bananas/ banana peel produces
fruit flies. The instructions are also on Worksheet 7Ba-3.
Depending on the time of year and conditions outside, there may or may not be fruit
flies that can be trapped by the students. Consider using fruit flies (Drosophila) bought
from a biological supplier. Put the culture bottle containing the flies in the freezer for 8–
12 minutes prior to using them. This immobilises the flies and they can be poured out
into students’ apparatus. If you wish to give a certain number of flies to each group,
pour the flies out onto a cold surface (e.g. crushed ice in the lid of a Petri dish with the
bottom of the dish placed on top). Flies can be poured onto the surface and counted out
(quickly!) using a soft paint brush.
Students should find that no flies appear in the jar into which no flies were added. They
are only in the jar to which they were added, and therefore rotten bananas do not
produce fruit flies. Be aware that banana peel may contain the eggs of fruit flies placed
there by the adults when the bananas were in transit. To limit this problem, wash the
bananas thoroughly before use.
Safety: The rotting flesh of bananas may pose a microbiological risk, as it is likely to
grow mould fungi. The spores of some mould fungi can cause allergic reactions, and the
gauze used on top of the jar may not prevent the mould spores escaping. The banana
peel attracts flies just as easily as the whole fruit, but presents much less of a
microbiological risk, so this is the safer option and the reason peel has been used in this
investigation.
Note that in some countries fruit flies are considered nuisance animals and their release
could be investigated by a local authority. Therefore the animals should be killed
humanely before disposal. A simple method for doing this would be to place the
containers of flies and other materials into the freezer for a few days. The containers
should then be wrapped well and placed in a bin that is directly collected by the
collectors on the day that the refuse is removed from the premises. If the containers are
to be kept for reuse or there is any sign of mould growth after killing the flies by
freezing, the containers should be sterilised with steam at 121°C for 15 minutes, before
the contents are removed and disposed of.
Equipment per student/group: Two jars, two sheets of gauze fabric (e.g. muslin) large
enough to cover the beaker/jar openings, two elastic bands (to hold the fabric over the
beakers/jars), two quarter pieces of banana peel, labels. Optional: 10 or so fruit flies
(Drosophila).
Level: Securing
3: Research endangered species

Ask students to find out the names of one or more endangered species, why they have
become endangered and how scientists are trying to increase their numbers. Ask
students to use books and/or the Internet to do their research, and to work in groups to
prepare presentations. Be aware that images downloaded from the Internet may be
under copyright. Skills Sheets RC 2 and RC 4 may help with research and presentation of
findings. The AT presentation Endangered species gives some examples of endangered
animals and photos that can be used in student presentations.
Level: Securing
4: Frog development
Depending on the time of year and where you are located, it may be possible to obtain
some frogspawn and watch the development of fertilised frog egg cells. If you are
collecting spawn, ensure that it is not from a threatened or protected species. These
should be placed in dechlorinated water in an aquarium with a rock sticking up above
the surface of the water to allow any young frogs to climb out of the water. Leaving tap
water in opentopped containers overnight will dechlorinate it. The aquarium should be
fitted with an air bubbler. Only very small amounts of frogspawn should be taken.
Feeding the tadpoles is easy – use freshly boiled lettuce or spinach (not cabbage) or
alternatively crushed rabbit food pellets. Feed small amounts twice a day. Tadpoles will
hatch in 1–2 weeks (depending on species and water temperature). After their hind legs
have started to develop, they need a change of diet because they now become
carnivorous. Dried ant eggs (from a pet shop) and chopped liver (cooked or raw) are
both suitable. Small frogs will take about 12 weeks to develop. Encourage students to
make drawings or take digital photographs of the different stages of development.
When the animals start to leave the water as immature adults, it is time to return them.
Always release any tadpoles or frogs back into the same place from which the spawn
was taken. This will help prevent the spread of viral and fungal diseases.
Safety: Wash hands as soon after collecting as possible.
Equipment: Aquarium or large flat pan, frogspawn, dechlorinated water, rock, air
bubbler, rabbit food pellets/lettuce/spinach. Optional: digital camera.
5: Internal and external fertilisation
The AT interactive Advantages and disadvantages of internal and external fertilisation
opens an activity in which students say whether they think different animals use
internal or external fertilisation, and whether what is described is an advantage or a
disadvantage.
Developing: Before using the interactive, write the names of the animals on the board
(elephant, salmon, human, crab). Ask students whether they think fertilisation happens
inside or outside the female in each case. If necessary have a vote. Then use the
interactive and ask the question again. Establish that students understand the
difference between the two types of fertilisation and in which sorts of animals it is most
likely to be found.
Level: Securing
6: Patterns in animal reproduction

Ask students to use the data on Worksheet 7Ba- 4 to compare the ways in which
different animals reproduce. Students should look for overall patterns in the data but
should realise that not every element will necessarily fit an overall pattern. An
alternative is for students to use the sheet to create three questions. The questions
could then be answered by others.
Worksheet 7Ba-6 contains a list of questions for a more structured approach.
Developing: Questions 1–3.
Securing: Questions 1–8.
Exceeding: Entire sheet.
Note that the figures on the data sheet are approximate, and actual figures will vary
from area to area depending on prevailing conditions.
Explaining Tasks
1: 7Ba Escaped zoo animals (Student Book)
This unit starts with a brief introduction to the idea that some animals that are in
captivity may escape and survive in the wild, even though they are not native to a
particular country. This helps to refresh students’ memories about sexual reproduction
(the focus of this unit) and the idea of evidence supporting conclusions. Consider
supporting this activity with video material on escaped zoo animals from an Internet
video storage site.
2: 7Ba The scientific method (Student Book)

This spread provides a template for students to start to understand the concept and
workings behind the way in which scientists work. Worksheet 7Ba-1 is the Access Sheet.
Questions 6 and 7 can be used for formative assessment, with students working in
plenary ideas.
There are three AT interactives. The AT interactive Scientific method opens an activity
to choose the next step to take in the scientific method, as used in Exploring 1. Using the
AT interactive Hypothesis, prediction or data? students read a number of statements and
decide whether each one is a hypothesis, a prediction or data from an experiment. The
AT interactive Comparing a prediction with results allows students to look at a range of
results and decide which set supports the prediction given.
3: 7Ba Animal sexual reproduction (Student Book)

This spread starts with a look at why it is important for scientists to study reproduction
in animals (to help preserve different species). The ideas of gametes and fertilisation in
sexual reproduction are then introduced. Worksheet 7Ba-2 is the Access Sheet.
and action components for this formative assessment. This also contains miniplenary
ideas.
The AT presentation Endangered species gives some examples of endangered animals
and photos that can be used in student presentations, as for Exploring 3. In the AT video
Breeding programmes, the role of zoos in saving endangered species from extinction is
explored and the idea of breeding programmes introduced. Another AT video
Fertilisation opens a short film showing the moment of human conception.
The AT interactive Advantages and disadvantages of internal and external fertilisation
opens an activity in which students can explore more about internal or external
fertilisation, as for Exploring 5. The AT presentation 7Ba Thinking skills helps with
thinking about sexual reproduction, and is also used in Plenary 3.
4: Francesco Redi and the scientific method

Display Skills Sheet SI 1, showing a flowchart of the scientific method. Or hand out
photocopies of this sheet. Go through each point and explain what Francesco Redi did at
each stage: question (Why do maggots appear on meat?); hypothesis (Maggots appear
on meat because flies lay their eggs on it); experiment (with the jars and meat);
prediction (Redi might have made a prediction such as ‘If the meat has contact with
flies, then it will get maggots in it’); observations/evidence (Maggots are found only in
open jars); conclusions (The only difference between the jars with gauze and the open
jars was that flies could get to the meat in the latter, and so flies are causing maggots,
not the meat); hypothesis seems correct. He wrote about his findings in a book that he
published in 1688 called Esperienze intorno alla generazione degl’insetti (‘Experiments
concerning the generation of insects’).
Plenaries
1: Quick Check WS
Assessment: Students work in small groups to discuss the questions on 7Ba Quick Check
WS and write answers. Students could split the writing of the answers between them.
Feedback: Feedback will be between the students as they work. Read out the answers,
with students checking their own work. Give students a minute to correct anything they
would like to.
Action: Write up the words from Question 1 on the board. Ask for a show of hands to
vote for the most difficult word on the board. Focus on this word, its meaning and
examples in the next learning period.
2: Quick Check
Assessment: Students work in groups to complete 7Ba Quick Check for this topic.
Developing: Students do answers 1–5.
Securing: Students do all the answers.
Exceeding: Students provide at least two questions for each answer.
Feedback: Feedback will be between the students as they work. Ask a student from each
group to read out a question and then a student from another group to answer it, using
one of the answers on the sheet. Repeat as necessary.
Action: Students write down a point that they were still unsure about at the start of the
plenary but that they now understand. Collect in these points and use the most popular
as the basis for review work at the start of the next learning period.
3: Thinking skills
Assessment:
Odd One Out: frog, fish, giraffe. (Possible answers: giraffes use internal fertilisation;
fish have scales; giraffes have long necks; giraffes look after their offspring; fish do not
have legs.)
Consider All Possibilities: It uses external fertilisation. (Possible answers: it is a fish; it
is an amphibian; or any of thousands of examples of those!)
Plus, Minus, Interesting: All frogs should look after their tadpoles. (Possible answers:
Plus – this would mean that more tadpoles would survive, the females would need to
produce fewer eggs; Minus – the frogs stand a greater chance of being eaten because
they cannot hide so well; Interesting – do any frogs look after their young? Strawberry
poison dart frogs look after their tadpoles and carry them on their backs to move them
to suitable locations.)
Identify any ideas that are missing and share them with the class. If understanding is
poor then revise animal sexual reproduction at the start of the next lesson.
The AT presentation 7Ba Thinking skills can be used for this activity
4: Scientific method whispers

Each student writes down a common observation about the world around them.
Students pass their papers on to their neighbours. Each student then thinks up a
scientific question drawn from the observation. Students pass their papers on to their
neighbours and now students formulate hypotheses based on the question in front of
them. Students pass their papers on to their neighbours and now students formulate
predictions based on the hypotheses. Students then work together in groups to discuss
the final schemes on the papers that they have contributed to, and make improvements.
Equipment: Paper.
Homework
1: Reproduction questions
Worksheet 7Ba-5 contains straightforward questions about animal sexual reproduction
and the parts of the scientific method.
2: Animal reproduction
Worksheets 7Ba-4 and 7Ba-6 could be given for homework. See Exploring 6.
3: Comparing animal reproduction

Worksheet 7Ba-7 contains information and questions about sexual reproduction in
salmon and sheep.
4: Understanding animal reproduction

Worksheet 7Ba-8 contains more open-ended questions about reproduction in animals.
7Bb Reproductive organs
Topic 7Bb covers the basic parts of the human male and female reproductive systems.
The adaptations of gametes are also looked at.
Learning Objectives
Starters
1: Cells, tissues, organs and systems
Recap work from Unit 7A to ensure that students understand the concepts of cells,
organs, organ systems and specialised cells. Give groups of students 1 minute to state
the name of one item in each of those categories. Then ask for contributions from the
groups and write their answers in a master list on the board, correcting any
misconceptions. Then explain that you are going to look at the reproductive system in
humans.
2: Card sort
Students cut out the cards on Worksheet 7Bb-2 and divide them into groups. Allow
students a free range of how to group them, but tell them that they need one group for
‘words we do not understand’. After a couple of minutes, ask students for their group
ideas and some of the organs that they have in each group. Then tell students that all the
words on the cards are organs in either the male or female reproductive system.
Level: Securing
Exploring Tasks
1: Female reproductive system
Ask students to complete Worksheet 7Bb-3 individually as best they can (which may
require other worksheets – see below). Then ask them to work in groups to correct any
mistakes.
Developing: Remove Question 2 and give students the cards cut from Worksheet 7Bb-2
to match up with the organs in the diagram in Question 1, and the cards cut from 7Bb
Quick Check to match up with their functions. Not all of the cards from those
worksheets will be needed.
Securing: Give students the cards from Worksheet 7Bb-2 to match up with the organs in
Question 1. Not all the cards will be needed. Ask them to complete Question 2.
Exceeding: Challenge students to design both ‘organ’ and ‘function’ cards that could be
stuck on the diagram in Question 1.
2: Male reproductive system

Ask students to complete Worksheet 7Bb-4 individually as best they can (which may
require other worksheets – see below). Then ask them to work in groups to correct any
mistakes.
Developing: Remove Question 2 and give students the cards cut from Worksheet 7Bb-2
to match up with the organs in the diagram in Question 1, and the cards cut from 7Bb
Quick Check to match up with their functions. Not all of the cards from those
worksheets will be needed.
Securing: Give students the cards from Worksheet 7Bb-2 to match up with the organs in
Question 1. Not all the cards will be needed. Ask them to complete Question 2.
Exceeding: Challenge students to design both ‘organ’ and ‘function’ cards that could be
stuck on the diagram in Question 1.
3: Reproduction dominoes
Working in pairs, students cut out the cards on Worksheet 7Bb-5, being careful not to
cut down the double lines. The sheet will make 22 ‘dominoes’ to be divided equally
between members of the group. They then take it in turns to put a domino down. The
first player has a free choice. The next player must add a domino to the front or back of
the first domino so that it either answers a question or provides an answer to the
question on the first domino. If the player has nothing to put down, the player passes
the turn. Play continues in this way until all the cards have been used up, with players
correcting any mistakes as they go.
4: Presenting reproduction information

Ask students to use the information on Student Book spread 7Bb Reproductive organs
and present it in different ways. For example, a Venn diagram could be drawn of male
and female organs in their respective reproductive systems, or a table could be drawn
to show the similarities and differences between sperm and egg cells. Skills Sheet PD 8
may be useful for this.
5: Research cervical and/or testicular cancer

Ask students to use books and/or the Internet to find out about cervical and/or
testicular cancer.
Securing: Students find out simple information from a list given to them (e.g. What are
these cancers? How common are they? How can they be detected? How can they be
treated?).
Exceeding: Students design leaflets to explain the benefits of regular smear tests or
checking the testes, using a word processing or DTP program. Be aware that some
images downloaded from the Internet may be under copyright.
Explaining Tasks
1: 7Bb Reproductive organs (Student Book)
This Student Book spread introduces the different organs in the male and female
reproductive systems and their functions. Worksheet 7Bb-1 is the Access Sheet.
plenary ideas.
The AT interactives Functions of the parts of the male reproductive system and Functions
of the parts of the female reproductive system open drag and drop activities.
The AT link A sperm cell allows you to turn the labels on and off on diagram B.
The AT video Sperm cell adaptations provides information about how sperm cells are
adapted and Egg cell adaptations provides information about how egg cells are adapted.
The AT spreadsheet Egg cell calculator allows students to calculate the number of egg
cells released in a certain time period. It could be used with Question 4.
The AT presentation 7Bb Thinking skills helps with thinking about reproductive
systems, as also used in Plenary 2.
2: Anatomical models
Decent anatomical models of the male and female reproductive systems are expensive,
but those that can be taken apart can be very valuable in demonstrating to students how
drawings on paper and screen translate into a real 3D person. It will also show students
the complex nature of the human body. As you demonstrate the model, challenge
students to state what the organs are and what they do.
Equipment: Male and female anatomical models of the reproductive systems.
Level: Securing
3: Rat dissection
Rats provide a good way of showing students what actual reproductive organs look like.
Note that the female reproductive system in a rat looks very different from that in the
human. The dissection itself can be performed in front of students or could be done
beforehand, with the parts exposed in both a male and a female rat for students to look
at. Go through the various parts and what they do. A video camera is useful for
displaying the parts on a screen/interactive whiteboard.
Safety: Ensure that the animals to be used for dissection are food quality (human or
pet), or preserved in a non-hazardous chemical. Care must be taken with sharp scalpels
and scissors, with considered use of the least hazardous instruments. All animal tissue
must be bagged and safely disposed of by the technician. All dissecting boards, benches
and sinks, etc. should be disinfected after the practical, preferably using 1% Virkon®.
Protection against the release of microbe-containing aerosols into the air should be
ensured. Dissection instruments are best autoclaved after use as disinfectants may
attack metal instruments. Wash hands thoroughly afterwards. Students who do not
want to watch should be treated sensitively.
Equipment: Dissecting board, pins, dissecting scissors, scalpel, forceps, disinfectant (e.g.
Virkon®), male and female lab rats, video camera and display screen.
Level: Securing
4: Hen egg examinations

Students often ask whether human egg cells are different from bird egg cells. This two-
part demonstration will help to show the differences.
Place a fresh hen’s egg in a jar of vinegar (or 5% ethanoic/acetic acid) and leave for at
least 3 or 4 days. The acid reacts with the calcium carbonate in the shell, which is
removed. Take the egg out of the acid and you will find it is quite rubbery and slightly
bigger than the starting egg (if students ask about this, it is because some of the water
from the vinegar has entered the egg). Hold the egg up to a light source and you should
be able to see the yolk suspended in the white/albumin inside the egg. Tell students that
the yolk is the food store of the egg cell. The albumin helps to protect the egg cell and it
is held in place by ‘strings’ top and bottom called chalazae (sing. chalaza, pronounced
‘kuh-lay-zee, -za’). The shell is also for protection.
You can now open up the rubber egg or another fresh egg and pour the contents into a
Petri dish. Point out the parts as shown in the diagram on Worksheet 7Bb-8 and explain
what each is for. Highlight the location of the nucleus, which is inside the blastodisc (the
blurry white spot on the yolk). Note that the fresher the egg, the more obvious the
chalazae will be.
Safety: Ensure that eggs are well within the use by date when they are viewed.
Thorough hand washing is required after handling the egg.
Equipment: 1-2 fresh hen’s egg(s), vinegar (or 5% ethanoic/ acetic acid), jar with lid.
Plenaries
1: Quick Check
Assessment: Divide 7Bb Quick Check sheets 1 and 2 between groups, so that about half
the members of each group have each sheet. It is best to give students the following
instructions as and when they need to do them. First, students draw lines from the
functions to the correct parts on the sheets and then pass them along. The next student
adds in the names of the parts on the left-hand side of the sheet and passes the sheet
along. The third student adds lines from the names to the correct parts and passes the
sheet along.
Feedback: Students then examine the papers in front of them and indicate where
improvements could be made. Papers are handed back to the original students for them
to make the suggested improvements (and to discuss them, if they do not understand).
Action: Ask students to make up a question about the most difficult part of this activity
for use in a quick-fire quiz at the start of the following lesson/topic.
2: Thinking skills
Assessment:
Plus, Minus, Interesting: The testes should be inside the body rather than being in the
scrotum. (Possible answers: Plus – the testes would be better protected inside the body;
Minus – sperm ,cells need to be at a lower temperature than the rest of the body;
Interesting – how many sperm cells are made in the testes each day? Adult men
produce up to 100 million sperm cells every day.)
Plus, Minus, Interesting: The menopause should occur at 70 years of age. (Possible
answers: Plus – each woman could produce more offspring in her lifetime; Minus –
women might have babies when their bodies are too old to maintain pregnancy and
look after a new baby; Interesting – do some women have the menopause very late in
life or very early? Some animals, like African wild dogs, do not have the menopause.)
Odd One Out: sperm duct, urethra, bladder. (Possible answers: bladder, as it is the only
part not involved with producing or transferring sperm; sperm duct, as the other two
are both involved in the urinary system.)
think it is the best. Ask a spokesperson from a number of groups to read out their best
answers. Identify any ideas that are missing and share them with the class. If
understanding is poor then revise reproductive organs at the start of the next lesson.
The AT presentation 7Bb Thinking skills can be used for this activity.
Level: Securing
3: Reproduction question loop

If not already used, the dominoes cards on Worksheet 7Bb-5 can be used for a question
loop activity. There are 22 cards. Hand out the cards so that each student or pair of
students gets one. Ask a student to read the question on his or her card. The student
with the answer stands up and reads out the answer before reading out the next
question. The loop is closed when the first student stands up again to give the answer
on his/her card.
4: Mnemonics
Ask students how they might remember a list of the organs in the reproductive systems
of males and females. Explain to them how a mnemonic works, and see if they can come
up with any good mnemonics. Make it clear that this is a memory technique.
Level: Securing
Homework
1: Human reproductive systems
Worksheet 7Bb-6 contains straightforward questions on human reproductive organs
and gametes.
2: Endangered animal reproduction

Worksheet 7Bb-7 asks students to compare the reproductive systems of humans with
those of other mammals (both endangered species). Students could be told that the
Arabian oryx was extinct in the wild in 1972 but after a successful breeding programme
has now been reintroduced (and this is discussed further in topic 7Bd in the Student
Book). The captive breeding programme for African wild dogs was started in 1991.
3: Eggs and egg cells

Worksheet 7Bb-8 challenges students to examine the similarities and differences
between human reproduction and reproduction in birds (notably the chicken). Students
may not be able to access some questions on this sheet unless they have covered Unit
7A.
7Bc Becoming pregnant

Topic 7Bc looks at how sexual intercourse leads to the formation of an embryo, its
subsequent implantation in the uterus lining and the start of its further development.
Learning Objectives
Starters
1: Fertilisation
Draw a diagram showing fertilisation on the board. Use one that is in a different style
from what students have previously seen. A suitable example can be found in 9Ac in the
Student Book (but do not add in details about chromosomes). Ask students what the
diagram shows and to suggest labels to add. Establish that it shows fertilisation, when a
male gamete (the sperm) enters the female gamete (the egg cell) to produce a fertilised
egg cell or zygote.
Level: Developing
2: Revising gametes
The AT link A sperm cell allows the labels on diagram B in 7Bb to be turned on and off.
Show the diagram to students with the labels turned off, and invite them to suggest
what the labels should be. Once finished, show students the labels in the Student Book
and compare them to those suggested by students, making additions/corrections as
necessary.
Then ask students to draw a labelled diagram of an egg cell (without access to the
Student Book). Once complete, show students the labels on photo E in 7Bb, and ask
them to make additions/corrections to their diagrams as necessary.
3: Scrambled fertilisation
To revise fertilisation, give students the followingscrambled phrases and ask them to
unscramble each to form a word, and then to use the words to make a sentence:
SUN CLUE IT RETAINS FOI GEG PERMS
For example: The nucleus of an egg cell fuses with the nucleus of a sperm cell during
fertilisation.
Level: Exceeding
Exploring Tasks
1: Protecting the embryo
Using un-set, pliable modelling clay, show students a model shape. A cylinder is
suggested, of length 4 cm and diameter of 0.5 cm, although the actual shape and size is
not important. The model must, however, be a simple shape that can be remade easily
and not have too great a diameter/width (otherwise deformations will be less visible).
Ask students what will happen when the modelling clay model is dropped from a height
of (say) 1 m. Establish that the model will deform. Challenge students to work in groups
to come up with ideas for protecting the model, using everyday materials. Write these
on the board, and elicit the idea that one way is to surround the model with a fluid, such
as water.
Students could then design and carry out an investigation in which they find the best
volume of water to put into a resealable plastic bag, which will protect the model when
dropped from a height of 1 m. This is best done outside, since the bags are likely to leak.
The best volume will be one that protects the model from damage but does not cause
the bag to leak. The actual volume will depend on the size of bag used.
If students have phones with slo-mo cameras, this can add interest but ensure that all
phones are protected from splashes (by, for example, being placed in a transparent
plastic bag).
After the practical work, point out to students that this is one of the functions of the
amniotic fluid - it protects a developing embryo from impact shocks.
Safety: Ensure that students do not run around while doing the activity; spilt water will
present a slip hazard. Carry out the activity on a hard but non-slippery surface. The
activity is best carried out outside.
Equipment: Modelling clay that can be remoulded, plastic bag with a strong reusable
seal, metre rule or measuring tape, measuring cylinder.
Level: Developing
2: Events leading to pregnancy

Challenge students to work in groups to produce a flow chart that shows the stages that
lead to an embryo being attached to the uterus by a placenta and umbilical cord,
starting from a sperm cell being in the uterus and an egg cell being released by an ovary.
Skills Sheet PD9 may be useful, but note that in this case the flow chart will need to have
two branches at the start, which then come together.
Level: Developing
3: Research fertilisation and creation of new life

Ask students to find out about ways in which science helps the birth of endangered
animals in zoos, using techniques originally designed for humans (e.g. artificial
insemination, IVF, embryo selection). Ask students to present their work as a table.
Explaining Tasks
1: 7Bc Becoming pregnant (Student Book)
This spread deals with the stages leading from sexual intercourse to the growth of an
early embryo. Worksheet 7Bc-1 is the Access Sheet.
AT links An embryo and Fertilisation diagram allow you to turn the labels on and off on
diagrams C and F.
The AT animation Fertilisation and implantation explains how fertilisation and
implantation occur in the female reproductive system.
In the AT interactive Becoming pregnant, students need to sequence the events from
fertilisation to implantation.
The AT video Forming an embryo shows a fertilised egg cell in the process of dividing,
and being swept along an oviduct.
The AT animation A developing foetus shows how substances are transferred between a
developing foetus and the mother in the uterus.
2: Reproduction videos
Use the Internet to find video material on an ‘everyday miracle’, showing the events
leading up to fertilisation and on into pregnancy. Watch the video yourself, before
showing it to students. Equally, your local health promotion centre may have suitable
video material for you to borrow/download.
This is a good opportunity to check on the progress students are making. A good way of
doing this is to do a Know, Want to know, Learned activity before, during and after
watching the video material. Full details are given in the thinking skills section of this
pack (see introduction). Skills Sheets to support this work are TS 5 and TS 6.
Equipment: Video resources from Internet or health promotion centre.
3: Functions of the amniotic fluid

Tell students that two important functions of amniotic fluid are protection from impacts
(see Exploring 1) and keeping the embryo at a steady temperature.
Demonstrate the latter by showing students a thermometer or temperature probe in an
empty beaker placed next to a Bunsen burner or other heat source (e.g. an electric
heater, halogen lamp). Record the temperature before heating starts and after 5
minutes. Show that there has been a temperature increase. Then repeat the experiment,
but with the beaker filled with lukewarm water. There will be little temperature
increase. The water is acting as a ‘heat sink’ in the same way that the amniotic fluid
does.
Extend this by telling students about some of the other functions of the amniotic fluid:
• the developing baby breathes in the fluid helping the lungs to developer
• the developing baby swallows the fluid helping the digestive system to develop
• it helps muscle and bone development as the baby moves around
• it protects the umbilical cord.
Equipment: Heat source (e.g. Bunsen burner, halogen lamp, electric heater), heat-
resistant mat, beaker, thermometer or temperature probe (connected to appropriate
display equipment).
4: Amniotic fluid demonstration

The demonstration in Explaining 4 of the last topic (7Bb) can be used here as a way of
modelling how the amniotic fluid protects the developing embryo. Amniotic fluid is
analogous to the albumin in eggs.
Plenaries
1: Quick Check
Assessment: Ask students to complete 7Bc Quick Check. The sheet revises terms met in
this topic and the previous one.
Feedback: Ask students to share their answers to Question 2 in small groups. They
should make sure that they agree on the letters that they can choose from before
agreeing on a final list of words and ‘This is…’ definitions. Ask groups to share some of
their ‘This is …’ definitions with the rest of the class and make sure that the rest of the
class is able to identify what is being defined. Finally, ask each group to say which part
of Question 1 was the hardest.
Action: Correct any misconceptions that arise when students are sharing ‘This is …’
definitions. Revise the meanings of all words that students found difficult to remember.
This revision session could be undertaken at the start of the next topic.
2: Word loop
Cut up the words and their definitions from the Word Sheets for this topic and the
previous two, forming two piles – one of words and one of definitions. Let each student
pick a word and a ‘definition’ from a ‘hat’. Ask one student to stand and read out their
definition. The student with the word that is the answer then stands and reads the
word. He or she then reads out their definition. This continues until the first student is
reached again and he or she reads out their word. This activity provides a good
opportunity to help students with the pronunciation of some words. It can be extended
by asking students to spell the words as they are read out.
Homework
1: Pregnancy
Worksheet 7Bc-5 contains straightforward questions about the events leading up to
pregnancy and the functions of the placenta, umbilical cord and amniotic fluid.
2: Making embryos
Worksheet 7Bc-6 contains questions about cell division and multiple births. Students
also apply their knowledge of how an embryo is cared for to a different animal.
3: Multiple births and fertility treatment

In Worksheet 7Bc-8 students are challenged to suggest reasons for current trends in
multiple births. Check students’ ability to interpret the graph by asking them some
simple ‘read-off values’ before they do the worksheet. Students will probably not have
come across a graph with the vertical axis labelled in percentages. Skills Sheets PD 5 and
MS 2 may prove useful for additional support.
7Bd Gestation and birth
Topic 7Bd covers the gestation period and birth. There is also a brief consideration of
how a small baby is fed in the first few months. There is an opportunity to find out
about STEM and the skills associated with being a zoologist (with a focus on the
application of knowledge).
Learning Objectives
Starters
1: Ultrasound scan
Show students an ultrasound image of a foetus (e.g. from the Internet). Ask students a
series of questions:
• What is this? Establish that it is a scan picture of a developing ‘baby’.
• What has happened to get to this stage? This recaps material from the last topic.
• What will happen next? Establish that the baby will continue to get bigger and
develop.
• How will the baby get bigger? Establish that the baby’s cells will continue to divide and
increase in number, and this will in turn increase the size of the baby.
Equipment: Ultrasound picture.
Level: Securing
2: Foetus and substances

Write the following words on the board: alcohol, carbon dioxide, chemicals in cigarette
smoke (e.g. nicotine), food, illegal drugs (e.g. heroin), minerals, oxygen, vitamins, water.
Ask students to work in groups to divide the words into two or more groups. After a
minute, get some groups to share their thoughts. These could be ‘substances that a
developing baby needs’, ‘substances that a developing baby does not need’, ‘substances
that go from a mother’s blood into an embryo’s’, ‘substances that go from an embryo’s
blood into the mother’s’, etc. A version of this activity is available via the AT
presentation Exchange across the placenta.
Level: Securing
3: Nourishment for a new human

Ask students to work in groups to answer the question: How does a new human get the
substances it needs for growth and development from the first cell to being a 1-year-old
baby? Students will first need to think about the different stages. Fertilised egg cell
(store of food in the cytoplasm), implanted embryo (placenta), newborn baby (milk),
later on (semi-solid food), after first teeth (solid food).
Level: Securing
Exploring Tasks
1: Foetal growth
The AT spreadsheet Foetal growth chart opens an activity in which students complete a
table and plot a line graph from the data.
2: Ultrasound pictures
Download some ultrasound scan pictures from the Internet and ask students to identify
different parts of the developing foetus on pictures.
Equipment: Ultrasound scan images (e.g. from the Internet).
Level: Securing
3: Pregnancy blog
Worksheet 7Bd-2 contains extracts from a blog about pregnancy. This sheet introduces
students to some of the other effects of pregnancy not mentioned in the Student Book
(e.g. back pain, the movement of the foetus, food cravings). Ask students to work in
groups to answer the questions at the bottom of the sheet. Skills Sheet RC 3 may be
useful for help with note-making.
Discuss students’ work in the class, discussing with students the different ways in which
they can record notes, and that notes are short (not long copied-out sections of the
original text). Also, point out that the benefit of this blog is that it has been divided up
into sections, making it easy to compare information and for others to find the
information that they are looking for. Remind students of earlier work on writing
scientific reports using a convention. You could show students other pregnancy blogs on
the Internet for comparison.
Equipment: Internet access (optional).
4: Charting a baby’s progress

Using the data from the AT spreadsheet Foetal growth chart, students construct a line
graph to show the growth of a foetus. This could be done using spreadsheet software or
on graph paper.
Students then annotate their graphs, using information from the Internet, to show some
of the important milestones that the foetus reaches at certain ages. Students may need
to convert ‘gestational ages’ into ‘fertilisation ages’ (see notes at the beginning of this
topic), or you could add 2 to each of the ages given on the AT spreadsheet Foetal growth
chart before students start work.
They will need to decide for themselves the milestones to use. One way of doing this is
for the students in each group to do independent research, taking notes about what they
consider to be the most important milestones. Students then compare notes and agree
on the milestones to include in their final piece of work.
If students are to draw the graph by hand, Skills Sheet PD 5 will provide useful support,
especially if students are to be encouraged to draw a smooth curve through the points.
Some students may require support in choosing suitable axes.
Equipment: Graph paper, Internet access.
5: Zoo enclosure
At the end of the STEM spread in the Student Book, Topic 7Bd Endangered species,
there is an activity in which students design a zoo enclosure for red pandas, at a zoo in
your country.
Start by encouraging students to work together to draw a table to compare outside
conditions in your country with those conditions needed in a red panda habitat. In many
countries, an outside enclosure will not be appropriate.
Students should work in groups to draw a labelled design. They should also write down
how their team arrived at this design – a record of the steps that they took from their
initial discussions and tables to producing the final design.
Ask a spokesperson from each group to outline their design process and to give a short
presentation on their final proposals.
Equipment: Optional: large sheets of paper, coloured pencils.
Explaining Tasks
1: 7Bd Gestation and birth (Student Book)
This spread continues the story of a baby’s development from its becoming a foetus
until after it has been born. Worksheet 7Bd-1 is the Access Sheet.
The AT spreadsheet Foetal growth chart was also used in Exploring 1.
The AT presentation Foetal development shows the development of a fertilised egg cell
into a baby.
The AT presentation Labour and birth details what happens during these stages, and
includes diagrams.
2: Giving birth
Ask someone who has given birth or a healthcare professional (e.g. a midwife) to come
in to give a talk to the class on what it is like to give birth and the things that happen
before, during and after birth. Ultrasound scan pictures may prove a useful prop for the
speaker to bring in, although if these are precious it may be wise to use photocopies in
class. Encourage students to think of some questions to ask before the visit.
Equipment: Outside speaker.
Plenaries
1: Quick Check
Assessment: Students work in groups using the 7Bd Quick Check sheet.
Feedback: Students will feed back to each other on the correct answers during the
activity. At the end, ask each group which missing words caused the most debate in
order to agree an answer.
Action: Write the list of words that students were least confident of on the board. Go
through each one in turn and revisit at the start of the next topic.
2: What happens next? 1

Assessment: Ask students to write ‘fertilisation’ at the top of a piece of paper. They then
fold over this word so that it cannot be seen and pass their papers on. Ask students
‘What happens next?’ and ask them to write their answers on the paper, cannot be seen.
Repeat this six times.
Feedback: Students unfold their papers and work in groups to add/delete information in
order to produce a full and logical sequence of events. Ask the groups to decide, on the
basis of the papers in front of them, which part of the sequence was most poorly
understood or least well remembered.
Action: Go through the sequence of events from fertilisation through till after birth.
Homework
1: Pregnancy and birth
Worksheet 7Bd-3 contains straightforward questions on pregnancy and birth.
2: What happens next? 2

Ask students to do the ‘feedback’ part of Plenary 2 for homework. They could include a
statement saying which part of the process they thought more students would have
difficulty remembering, and suggest a way to help students remember the order of
events.
3: The developing foetus
Worksheet 7Bd-4 contains questions on pregnancy and birth, together with work on
interpreting an ultrasound scan.
4: Foetal development
Worksheet 7Bd-5 looks in more detail at the reasons why ultrasounds are carried out
during pregnancy. Students are asked to draw a line graph in one of the questions, for
which graph paper will be required.
7Be Growing up
Topic 7Be completes the unit by looking at how a baby grows into a child and how a
child then becomes sexually mature through puberty. The final page encourages
students to use their knowledge of sexual reproduction in humans in the context of the
work of zoos.
Learning Objectives
Starters
1: Puberty
Ask students what happens during puberty. Write some suggestions on the board and
discuss them with students, pointing out any misconceptions. This could be used as a
Know, Want to know, Learned activity (see introduction for further details of this).
2: Discussions about growing up and responsibilities

There are many possible discussion topics that could be used as ways of determining
the knowledge that students have about puberty and any misconceptions held. Students
could consider: how they have changed both physically and emotionally in the last
couple of years; the difficulties of bringing up a baby; the responsibilities that go with
care of babies and small children; the problems facing male/female teenagers (including
sources of advice).
3: Life cycles
Tell students that a life cycle is a series of stages in an organism’s life. Ask students to
suggest what some of those stages are, and establish that ‘child’ is a good way of
describing one stage. Ask students to draw what they think the human life cycle looks
like, recalling the work in previous topics. You could ask certain students to explain why
they have chosen the stages that they have. Students could keep their drawings for
Explaining 2.
Exploring Tasks
1: Emotional and physical changes during puberty
Worksheet 7Be-7 provides samples from help columns in teen magazines/online
forums for students to discuss and prepare answers to. It is wise to mix students up
between the groups that they normally work in, ensuring that each group contains a mix
of more and less mature students.
Exceeding: Encourage more able students to carry out research and use secondary
sources to create better answers containing more science.
Equipment: Internet/library access (optional).
2: Growth measurement
Students measure the heights of others in their class and pool their results using a tally
chart.
They then plot a frequency diagram/bar chart to show the numbers of students in
different height groups. Height groups should not overlap (e.g. 120–124cm and 125–
129cm, rather than 120–125cm and 125–130cm). Students will need to round height
measurements to the nearest whole centimetre and it may be worth practising rounding
with students before they carry out their measurements. Masses and waist sizes could
also be measured. Skills Sheet PD 4 may be useful.
Developing: Students use the AT spreadsheet Height chart. They fill in the heights and
the spreadsheet automatically draws a bar chart.
Securing: Students follow the instructions on Worksheet 7Be-3.
Exceeding: Students are told to draw a frequency diagram of the heights in the class.
They need to plan and carry out the practical on their own.
WS investigation
As an alternative, this practical can be run as an open-ended Working
Scientifically/Scientific Enquiry investigation.
Start by reminding students of their work in maths on bar charts, frequency tables and
frequency diagrams (which will be familiar from primary). You could use Skills Sheet PD
4 to help refresh students’ skills.
Then tell students that they are going to plan and carry out an investigation to test the
hypothesis that for people of a certain age, there will always be more people that have a
height nearer to the average height, and fewer people who are much taller or much
shorter than this.
A set of descriptions to assign progression bands (developing, securing or exceeding) to
the work is provided in the ASP. Even if this is not formally assessed, the descriptions
could be used for students to mark each others’ work and to provide formative feedback
to each other.
Safety: Many students are sensitive about their heights and especially their masses or
waist sizes. Teachers need to handle such work with tact, pointing out that there is
always a great deal of variation. Point out that charts like this show a bell shape, which
is described as‘normal distribution’ because it is what we expect to find. Everyone is
normal.
Equipment: Metre ruler or tape measure, large blank sheet of paper, sticky tape or
adhesive tack, graph paper
3: The menstrual cycle

Worksheet 7Be-4 allows students to construct a simple labelled diagram of the
menstrual cycle as well as answering numerical questions about the cycle and ovulation
timing.
Level: Securing
4: The work of zoos – the debate

There is an opportunity for a debate on Student Book spread 7Be The work of zoos.
Refer to Skills Sheet RC 5 for ideas on how to run a debate. Skills Sheet RC 3 may be
useful for students to refer to if they are going to consult secondary resources as part of
their preparation for the debate.
5: Acne notes
Worksheet 7Be-9 is partly a comprehension about acne. However, it could alternatively
be used as an opportunity to practise note-making skills and Skills Sheet RC 3 may be
helpful for this.
Discuss students’ work in the class, discussing with students the different ways in which
they can record notes and ensuring that notes are short (not long copied-out sections of
the original text).
Safety: Many students are sensitive about acne. Teachers need to handle such work
with tact, pointing out that there is always a great deal of variation in the amount of
acne that an individual may get, which is not due to diet or hygiene.
Explaining Tasks
1: 7Be Growing up (Student Book)
This spread completes the story of the human life cycle by considering the changes that
occur in boys and girls in order for them to be able to reproduce. This includes coverage
of puberty and the menstrual cycle. Worksheet 7Be-1 is the Access Sheet
design and label a human life cycle. See the ASP Introduction for ideas on how to run the
plenary ideas.
The AT spreadsheet Growth graph allows students to draw a growth graph and answer
questions about it. Another AT spreadsheet link opens Height chart, as also used in
Exploring 2.
The AT interactives Changes in boys and girls during puberty and Stages in the menstrual
cycle open drag and drop activities.
The AT presentation Life cycles is also used in Explaining 2.
The AT animation The menstrual cycle explains the stages in the human menstrual cycle.
Activity Type: Formative Assessment.
2: Life cycles
The AT presentation Life cycles explains what a life cycle is and compares the life cycles
of amphibians and mammals.
You could challenge students to draw their own life cycles for humans and frogs before
watching the asset, which they then correct afterwards.
Level: Securing
3: 7Be The work of zoos (Student Book)

This spread completes the unit by considering how the study of reproduction and the
use of science and technology can help save endangered species.
good features of their work and one area that could be improved. See the ASP for ideas
on how to run the action component for this formative assessment.
Plenaries
1: Quick Check
Assessment: 7Be The Quick Check sheet contains statements that can be made into cards
for students to sequence. Note that the cards do not necessarily have to be laid out in a
single linear sequence – the cards dealing with menstruation and egg production could
be laid out in a parallel line to the ones dealing with the production of sperm. In
addition, some students may wish to start their sequence with birth, followed by
adolescence and then reproduction, whereas others may choose to start with the
production of eggs and sperm. Groups should work together to agree on a sequence for
the cards. Once finished they should display their sequence
Feedback: Groups look at each others’ sequences. This is best done if the sequences can
be laid out in a circus around the lab. Groups make notes about mistakes that they think
they have found. Once this has been completed, ask each group to explain one mistake
or one thing they think could have been shown more clearly (without naming names).
Action: Use the textbook to revise the parts most commonly identified as having
mistakes.
2: Design a zoo advert: Open-ended Assessment Task

Give students the scenario where they are in charge of a new zoo that is being built in a
town. The zoo will try to breed endangered species and will not be open to the public.
Some people have objected to the zoo because they object to animals being kept in
cages. Others are objecting because they will not be able to see inside the zoo and think
that cruel animal ecperiments are being carried out.
Ask students to design a full-page advert for the local newspaper to explain how the zoo
is going to operate. Students should include the following points in their adverts:
• how the zoo intends to use science as well as natural methods to breed and care for
the animals
• how sexual reproduction takes place in animals
• why the zoo wants to breed endangered species.
You can assess this activity by using the 7B Openended Assessment Task sheet or
students can rate their own performance by using the 7B Assess Yourself! sheet (see the
ASP).
3: Quick Quiz
Revisit the 7B Quick Quiz to test students’ knowledge of the content of this unit.
Students could fill in their answers on the 7B Quick Quiz Answer Sheet. Encourage
4: End of Unit Test

Use one or both of the End of Unit Tests. A Mark Scheme is given in the ASP. Encourage
students to identify areas that are still weak and to formulate plans to strengthen those
areas. Summary Sheets are provided to help students with revision.
Students should circle the stars next to each statement on the 7B Progression Check to
Homework
1: The menstrual cycle
Worksheet 7Be-5 contains straightforward questions about the menstrual cycle.
2: Puberty and adolescence

Worksheet 7Be-6 contains straightforward questions about puberty and adolescence.
Level: Securing
3: Cycles
Worksheet 7Be-8 contains questions comparing the life cycle of humans with that of
frogs, together with questions about puberty and the menstrual cycle.
4: Acne
Worksheet 7Be-9 combines a comprehension exercise about acne with knowledge from
this topic concerning sex hormones and puberty.
Activity Type: Working Scientifically.
7Fa Hazards
Topic 7Fa starts by looking at some of the reasons why dangerous chemicals are kept in
the home. The main part of the topic looks at some of the hazards of acids and alkalis,
and how the hazard can be reduced by dilution. The meanings of some standard hazard
symbols are introduced. There is also a Working Scientifically page that looks at ways of
recognising hazards and reducing risks in laboratory work.
Learning Objectives
Starter
1: Quick Quiz
Use the 7F Quick Quiz for baseline assessment for this unit. Students can use the 7F
2: Alphabet quiz
Ask groups of students to write out the alphabet vertically on a piece of scrap paper, and
then to write down a substance or situation that can be dangerous/harmful against each
letter (e.g. acid, burning). Give them a few minutes to do this, then ask for suggestions
for each letter.
Level: Securing
3: Sulfuric acid demonstration

This is a spectacular demonstration of the effect of a corrosive substance on everyday
materials. Fill a 100 cm3 beaker (or jam jar – it is likely to be unusable after this
demonstration) about one-third to one-half full with granulated sugar. Pour
concentrated sulfuric acid over it so that it just covers the sugar. The sugar will darken
immediately. Stir the mixture carefully and leave it to stand – the reaction will become
more vigorous after about a minute. Black carbon is formed, and the reaction is
sufficiently exothermic to turn the water that is formed into steam, which pushes the
sugar up out of the beaker in a black, sausage-shaped foam, which then hardens.
Paper towels placed in a beaker of concentrated sulfuric acid will blacken very quickly –
the beaker will get warm. You could also demonstrate the action of acid on cotton.
Ask students what they think is happening in these reactions, and prompt them to
suggest what the black colour shows. Ask them what might happen if the acid touched
their clothes or skin. Show students the label on the bottle of acid, and ask them to
suggest what the label means and why it is necessary.
Safety: Eye protection or a face shield must be worn. Nitrile gloves must be worn. This
demonstration should be carried out in a fume cupboard because of the exothermic
nature of the reaction and the toxicity of the gases produced (carbon monoxide and
sulfur dioxide). Concentrated sulfuric acid is also corrosive. Refer to Hazcard 98A for
more information.
Equipment: Eye protection, jam jar or 100 cm3 beaker, granulated sugar, concentrated
sulfuric acid, glass rod, fume cupboard. Optional: paper towels, piece of cotton material.
Level: Securing
Exploring Tasks
1: Comparing acids
Students compare the hazardous nature of different acids by reference to simple
observations linked to chemical reactivity.
Developing: Students follow the instructions on Worksheet 7Fa-2.
Securing: Students follow the instructions on Worksheet 7Fa-3. It may be helpful to
discuss the questions under ‘Considering your results’ with students, or ask them to
work on these questions in groups.
Exceeding: Students should be able to follow the instructions on Worksheet 7Fa-3
unaided.
Safety: Eye protection must be worn. 1 mol dm-3 hydrochloric acid is corrosive.
Equipment (per group): Individual eye protection, test-tube rack, three test tubes, three
marble chips (small enough to fit comfortably into the test tube), dilute hydrochloric
acid at concentrations 1 mol dm-3, 0.1 mol dm-3 and 0.01 mol dm-3 labelled (at random)
X, Y and Z.
2: Acids: hazardous or safe?

The AT interactive Acids: hazardous or safe? asks students to sort acids into those that
are corrosive, irritants or low hazards.
Level: Securing
3: Hazards under control

Worksheet 7Fa-5 asks students to design safety labels to go on a bottle of drain cleaner.
Students can work in groups to design the label, and should include the correct hazard
symbols
Equipment: Paper, coloured pencils.
4: The Hazchem code

Worksheet 7Fa-6 introduces students to the Hazchem code used to label vehicles
carrying hazardous substances. This is a group activity where students exchange ideas
to answer the questions and gain an understanding of the Hazchem code. You may need
to explain points of the code
5: Research tasks
Ask students to carry out research linked to acids, and to present their findings as
posters, reports or a short presentation. Possible research topics include:
• the Hazchem labels used on tankers that transport substances, and what they mean
• any incidents of acid spills (or spills of other hazardous substances) that have been
reported in the media.
Agree criteria for the presentation or poster before students start. These might include,
for example, keeping to timing, contribution from everyone in the group, scientific
accuracy, range of sources with references, interesting methods of communication.
Once the reports are completed, they can be peer reviewed in small groups against the
criteria. Each group should be asked to present their chosen ‘winner’ report to the class,
explaining why it was rated highly.
Explaining Tasks
1: 7Fa Chemistry in the home (Student Book)
This page looks at why we keep hazardous chemical substances in the home, and some
ways of staying safe while using them.
2: 7Fa Hazards (Student Book)

This spread introduces the idea of a hazard, and looks at some hazards associated with
acids and alkalis, and at standard hazard signs.
If students have done Starter 2, ask them to look at their list of dangerous
substances/situations and ask them why they think their suggestions can be dangerous,
and what can be done to remove the danger.
Worksheet 7Fa-1 is the Access Sheet.
3: 7Fa Controlling risk (Student Book)

This spread looks at the difference between hazards and risks, and at some of the
precautions that can be taken to reduce common risks in the laboratory.
Details of the practical demonstration suggested are given in Explaining 4.
4: Concentrated sulfuric acid and sugar

The Student Book spread 7Fa Controlling risk includes instructions for demonstrating
the effect of concentrated sulfuric acid on sugar. Place 50 g of sugar in a 100 cm 3 beaker
on a white tile in a fume cupboard, and add just enough concentrated sulfuric acid to
saturate the sugar. Beware that sulfur dioxide and carbon monoxide are given off. Allow
the beaker to cool for at least 20 minutes in the fume cupboard before disposal.
Safety: The experiment is for teacher/technician demonstration only, and it is
recommended to trial it before use in the classroom. Wear eye protection or a face
shield, use a working, ducted fume cupboard and wear chemical-resistant gloves. For
disposal, plunge the beaker and carbon into an excess of water when cool. The carbon
can then be placed in the normal waste.
Equipment: Sugar, concentrated sulfuric acid, 100 cm3 beaker, eye protection/face
shield, chemical-resistant gloves.
5: Laboratory hazards
The AT interactive Laboratory hazards helps students to find out about possible hazards
and risks in a laboratory and what safety precautions should be taken.
Level: Securing
Plenaries
1: Quick Check
Assessment: The 7Fa Quick Check sheet provides a card sort activity. Students can work
alone or in pairs to match the hazard symbols to their meanings.
Feedback: Ask students to volunteer answers, and ask the rest of the class to say
whether or not the answers are correct.
Action: Identify any symbols that students are having difficulty remembering. Challenge
students to think of a way of remembering, such as associating the symbol with a word
describing the hazard. Get students to trial their suggested methods, and repeat a quick
test the following lesson. Discuss which methods proved most effective for learning this
type of information.
2: Quick Check WS
Assessment: The 7Fa Quick Check WS sheet provides a drawing of a school lab. Students
are asked to identify hazards, describe how the risk is being increased and suggest a
rule or precaution that would reduce the risk of harm from each hazard. Give students 5
minutes to work on their suggestions in small groups, then ask for one suggestion from
each group.
Feedback: Ask the rest of the class if they can improve on each safety suggestion, or
explain why it is not necessary (if appropriate).
Action: Compile a class list of the five most important safety rules on the board. This
could be made into a poster for the wall. More than five suggestions may be
incorporated using suitable wording (for example, many safety precautions come under
the umbrella of ‘sensible behaviour’).
3: Hazard symbols
Worksheet 7Fa-4 provides cards showing hazard symbols, their meanings and an
example of each hazard. Extend this activity by asking students to rank the symbols in
order from least to most harmful. There is no one correct answer to this ranking
exercise, as the dangers of a particular chemical substance depend on its circumstances
– for instance, something that is poisonous may be completely harmless in the context
of a spill, and some flammable substances can be consumed (such as vegetable oils).
Alternatively, the AT interactive Hazard symbols can be used instead. Students match
the correct hazard symbols to different substances. Ask students to justify their choice
of ranking and argue their case until they agree a single ranking in a small group. Get
students to make a list of reasons why ranking hazards is not straightforward.
Equipment: Glue, scissors.
Level: Securing
Homework
1: Acids and hazards
Worksheet 7Fa-7 provides simple questions on the content of this topic.
2: Nitric acid hazards

Worksheet 7Fa-8 provides questions on the content of this topic.
3: Hazchem in action
Worksheet 7Fa-9 provides more challenging questions on Hazchem signs. This
homework can be attempted even if students have not done Exploring 4.
Level: Exceeding
7Fb Indicators
Topic 7Fb looks at the use of indicators to determine whether a liquid is an acid, an
alkali or neutral. There is a Working Scientifically investigation which evaluates
different indicators.
Learning Objectives
Starters
1: Water colour change demonstration
Pour a beaker of ‘water’ (in fact dilute sodium hydroxide solution) into an apparently
empty beaker (which has a few drops of phenolphthalein indicator at the bottom of the
beaker). When the alkaline solution touches the indicator, there is a change from
colourless to pink/purple. Ask students to speculate how the effect is achieved. Tell
them that they will be able to produce similar colour transformations by the end of the
topic.
Safety: Eye protection must be worn.
Equipment: Eye protection, beaker/glass; dilute sodium hydroxide solution (0.1 mol
dm–3); phenolphthalein indicator (highly flammable).
Level: Securing
2: Acids and alkalis brainstorm

Ask students what they already know about acids, whether they have heard the word
‘alkali’ before, and how you can tell the difference between acids and alkalis.
Level: Securing
3: Hazard label revision

Show students only the hazard symbols from Worksheet 7Fa-4, and ask them to jot
down the meaning of each one and some precautions that should be taken.
See the ASP Introduction for ideas on structuring this using the Assessment, Feedback,
Action model.
Level: Securing
Exploring Tasks
1: Using red cabbage as an indicator
This practical is in two parts: students first extract the colour from red cabbage leaves
by crushing, dissolving and filtering. The solution obtained from this process is then
used to test a variety of household chemical substances, allowing students to classify
these as acids or alkalis. Worksheet 7Fb-2 gives all the practical instructions. The results
table can be continued on the back of the sheet. If students are going to be doing
Exploring 2 it is worth saving some of the indicator they have made.
Safety: Eye protection must be worn. Care should be taken when using kettles or to
ensure hot water is not scalding. Do not use cleaners which are labelled ‘corrosive’.
Equipment (per group): Part 1: individual eye protection, mortar and pestle, boiling
tube or conical flask, filter paper and filter funnel, red cabbage leaves, hot water.
Part 2: red cabbage juice (from part 1 or prepared previously), spotting tile, dropping
pipettes. Suggestions for substances to test: fizzy drinks, lemon juice, milk, yogurt, liquid
soap, cleaners (do not use any substances labelled corrosive), baking soda (not baking
powder), vinegar, toothpaste (bicarbonate of soda brands best), 0.1 mol dm –3 sulfuric
acid, 0.1 mol dm–3 sodium hydroxide solution.
Level: Securing
2: Other vegetable indicators

This practical is best carried out after students have done Exploring 1. Students use a
similar method to make up coloured solutions from other fruit or vegetables and assess
them for their usefulness as indicators. This practical can be used to carry out a
Working Scientifically investigation. A set of level descriptions is provided in the ASP.
Developing: Worksheet 7Fb-2 gives instructions on preparing an indicator and testing it.
Ask students to repeat the instructions on the sheet to prepare indicators from two or
more fruits/vegetables (or they could be given ready-prepared indicators to test, which
will cut down on the time needed quite substantially). They may need additional copies
of the table from Worksheet 7Fb-2. Ask students to use their tables to write a short
sentence choosing one of the indicators as ‘the best’ and explaining the reasons for their
choice.
Securing: Students are told that they are to test different indicators to identify the best
one. They need to write plans, get them checked for safety, carry out their investigations
and then write a few sentences choosing the best one. Worksheet 7Fb-3 provides some
hints for planning. Students should plan how to make their indicators using their
knowledge from Exploring 1, or they could be given ready-prepared indicators to test.
Alternatively, each group could make enough of one type of indicator to share with
other groups.
Exceeding: Students could compare some of their vegetable indicators with standard lab
indicators such as litmus, methyl orange or phenolphthalein. It is best not to use
universal indicator as this is not introduced until the next topic. Worksheet 7Fb-4
provides instructions and questions to help students to write their conclusions.
Safety: Eye protection must be worn. Methyl orange is toxic. Phenolphthalein indicator
is a suspected carcinogen. Care should be taken when using kettles and to ensure hot
water is not scalding. No tasting of any chemical substances, including plant material,
should be allowed.
Equipment: Individual eye protection, mortar and pestle, boiling tube or conical flask,
filter paper and filter funnel, selection of vegetable materials to test (see suggestions),
hot water, spotting tile, dropping pipettes, 0.1 mol dm–3 sulfuric acid, 0.1 mol dm–3
sodium hydroxide solution. Suggestions for plant material: beetroot, blackcurrants,
onion skins, roses, tea. Many materials work, the exceptions are yellow and white
flowers.
Optional: litmus, methyl orange and phenolphthalein indicators.
3: Indicator colours
Worksheet 7Fb-5 asks students to colour in test tubes according to the colour that
litmus solution will go in different substances.
Follow up by asking students to write a summary of what they know about indicators.
They should decide what the ‘key ideas’ are, and make either a concept map or another
visual representation of the main points of their choice. Students should then be given
an opportunity to compare their ‘key ideas’ in small groups, and amend their notes.
Ask students to make amendments in a different colour, so they can clearly see what
improvements they chose to make.
Level: Securing
4: Robert Boyle's indicators

Worksheet 7Fb-8 describes Robert Boyle’s work on acids, and provides comprehension
questions. Students can use the sheet alone or in groups.
This sheet can also be used as a stimulus for research or discussion. Research or
discussion topics could include:
• How were substances identified as acids or alkalis before indicators were developed?
• When were indicators first used to identify and classify acids and alkalis?
• What ideas (hypotheses, theories) were there to explain the properties of acids and
alkalis?
Discuss with students the most effective ways of reporting back on their findings.
Equipment: Coloured pencils.
Optional: Internet access.
Level: Securing
5: Colourful hazards
Worksheet 7Fb-6 provides an opportunity for students to work together to plan and
carry out tasks using knowledge and understanding gained in the practical exercises.
Students will need data on the colours of various indicators in acidic, alkaline and
neutral solutions (perhaps obtained in Exploring 2).
Students should decide on the indicator they are going to use for their chart and design
packaging and posters to illustrate its use in identifying which substances are acidic,
alkaline or neutral. Judge the clarity and accuracy of the information provided. If
Exploring 2 has not been carried out, some students may wish to use the Internet to
identify a suitable indicator to be used.
You could follow this up by asking students to work in pairs to list situations in which
being able to test whether a solution is acid or alkali is useful, e.g. testing for acid rain,
soil conditions for plants, food and drink safety.
Equipment: Coloured pencils, poster paper.
Optional: access to a computer with desktop publishing software and printer.
Internet/library access.
Level: Exceeding
Explaining Tasks
1: 7Fb Indicators (Student Book)
This spread introduces the idea of using indicators to determine whether a substance is
an acid or an alkali.
Worksheet 7Fb-1 is the Access Sheet. Question 7 on the Student Book spread 7Fb
Indicators can be used for formative assessment. See the ASP Introduction for ideas on
2: Laboratory indicators
Use this demonstration to introduce students to the idea that there are several
laboratory indicators. Set up a row of test tubes in pairs, with a different indicator in
each pair.
Developing/securing: Pour a little acid with a low pH (such as dilute HCl) into one of
each pair and note the colour change; repeat with an alkali with a high pH (NaOH).
Exceeding: Show the colour in acid and ask students to predict the alkaline colour given
their understanding of colour mixing (for example, methyl orange is red in acid, so
students may be able to predict that the alkaline colour has to be yellow to give the
orange colour overall).
Safety: Eye protection must be worn. Methyl orange is toxic. Phenolphthalein indicator
is a suspected carcinogen.
Equipment: Eye protection, rack with boiling tubes; 0.1 mol dm–3 hydrochloric acid; 0.1
mol dm–3 sodium hydroxide; samples of indicators, e.g. methyl orange, thymol blue,
phenolphthalein, litmus.
Level: Securing
3: Drinks ingredients
The AT presentation Drinks ingredients shows labels from two different drinks and asks
students to identify the ingredients used for different purposes.
Level: Securing
4: Experiments with litmus

Using the AT interactive Experiments with litmus, students look at the colour of litmus in
different solutions and deduce whether the substances in the beakers are acid, alkali or
neutral.
Level: Securing
Plenaries
1: Quick Check
Assessment: The 7Fb Quick Check sheet provides a set of statements for students to
classify as true or false, and to correct the false statements.
Feedback: Ask for a show of hands to indicate whether each statement in turn is true or
false. Students could also hold up a number between 1 and 5 written on a piece of paper
for a Certainty of Response Index (see Introduction) score to say how confident they are
when responding to each statement. Identify the questions that most students were
unsure of.
Action: Identify any areas of misunderstanding and discuss any misconceptions.
2: Thinking skills
Assessment:
Odd One Out: water, vinegar, orange juice.(Possible answers: water is the only neutral
substance or not an acid.)
Odd One Out: butter, milk, soap.(Possible answers: soap is the only one that can be
made from fats and ashes; milk is the only liquid.)
Odd One Out: stomach acid, skin, blood. (Possible answers: skin is not a liquid; blood is
slightly alkaline.)
Odd One Out: red, orange, blue. (Possible answers: blue is the only colour that
represents an alkali.)
Plus, Minus, Interesting: Soaps should be more alkaline. (Possible answers: Plus –
they might remove dirt more efficiently; Minus – they would be more damaging to the
skin and eyes; Interesting –how do soaps react with your skin? Many liquid ‘soaps’,
including washing-up liquid, are actually a different type of chemical substance
altogether, called a detergent.)
Plus, Minus, Interesting: Only dilute alkalis should be allowed. (Possible answers: Plus
– the hazards of concentrated alkalis would be removed; Minus –it would be much
more expensive to transport alkalis; Interesting – are some alkalis dangerous for
reasons other than being alkalis? Alkalis can be used to dispose of dead bodies, in a
process that is said to be more environmentally friendly than cremation (this is called
‘resomation’ if students are interested in discussing it further).)
The AT presentation 7Fb Thinking skills can be used in this task.
Feedback: Ask students to write down their best answers and consider why they think
they are the best. Carry out the same process for their weakest answers, with students
writing down how they need to improve. These reflections could benefit from
categorising the areas of strength or weakness, e.g. ‘did not understand the science
ideas’; ‘did not read the question properly’; ‘did not make enough separate points’. Ask a
spokesperson from a number of groups to read out their best answers and why they
think they are good.
Action: Identify any ideas that are missing and share them with the class. Share
weaknesses in groups’ answers in a similar way. List the most common areas needing
improvement for the class and make these a focus in future activity. If understanding is
poor then revise the concepts as a class activity.
Level: Securing
3: Acid or alkali?
The AT interactive Acid, alkali or neutral? gives students the opportunity to decide
whether substances are acids, alkalis or neutral solutions. It provides a list of common
solutions and asks students to sort them into acid, alkali or neutral. Students should be
asked to give a reason for their choice. Students could also be asked to state what colour
litmus or red cabbage indicator would go if added to the solution.
Get students to watch the presentation once, and write questions to be answered by
another group on a second viewing. Groups swap questions then check each others’
answers, discussing the areas they found difficult.
Level: Securing
Homework
1: Sort the labels
Worksheet 7Fb-7 provides simple questions on the content of this topic.
2: Indicators at home
Worksheet 7Fb-9 provides instructions for students to carry out a simple practical
activity at home to test various substances for their possibilities as indicators. Students
should check that parents agree to them doing the experiment.
Level: Securing
3: Comparing indicators
Worksheet 7Fb-10 asks more challenging questions about acids, alkalis and indicators.
7Fc Acidity and alkalinity

Topic 7Fc introduces the pH scale as a way of describing how acid or alkaline a
substance is and the use of universal indicator to measure pH.
Learning Objectives
Starters
1: Mixing indicators
Ask students to name three indicators that they used or saw demonstrated in Topic 7Fb
(e.g. red cabbage, litmus, methyl orange, phenolphthalein, tea, blackcurrant juice) and
what colours they turned in different substances. Students could then discuss what they
might expect to happen if you mixed two of the different indicators together.
Level: Securing
2: How strong?
Have some hydrochloric acid at two different dilutions in bottles, not labelled with the
concentrations. Pour a little of each into two test tubes and add a few drops of litmus.
Elicit the information that this shows that both are acidic. Then put some of each acid
onto small marble chips and ask students to state what the difference is between the
two liquids. Ask how useful the litmus was at telling them what was in the tube.
Introduce the idea of a numerical scale to indicate how acidic or alkaline a substance is.
The AT presentation How strong? may be helpful for use with this task.
Safety: Eye protection must be worn. 2 mol dm–3 hydrochloric acid is corrosive.
Equipment: Eye protection, hydrochloric acid (2 mol dm–3 and 0.1 mol dm–3), four test
tubes, test-tube rack, litmus indicator, marble chips.
3: Five facts
Assessment: Ask students to work in pairs to write down the five most important facts
they have learnt in the previous two topics. Each pair then combines with another pair
to agree a common list.
Feedback: Ask for input from each group and compile a class list on the board. This list
can be longer than five items if students can explain why the additional facts are
important. Then ask students to hold up a number between 1 and 5 written on a piece of
paper for each fact as a Certainty of Response Index (see Introduction), to show their
level of confidence.
Action: Uncertain items can be revisited during the lesson, or students can be asked to
suggest ways in which they can address any areas of weakness.
Exploring Tasks
1: Testing the pH of substances
Ask students to test substances using universal indicator solution or paper. Make sure
that the colour chart the students work from matches the type of indicator being used –
paper and solution are significantly different in the range of colours and pH values. Note
that the most acidic substance will probably have a pH of 0–2 and the most alkaline a pH
of 13–14.
Developing: Students follow the instructions on Worksheet 7Fc-2 and record their
results on it.
Securing: Students follow the instructions on Worksheet 7Fc-3. Students are asked to
check the values obtained with universal indicator solution against a pH meter. There
are a number of small, solid-state meters on the market that do not require extensive
and time-consuming calibration, and give a direct read-out of pH to within 0.1.
Ask students to write a short paragraph about why a numerical scale is preferable based
on subjective decisions about colours.
The AT interactive Match the pH asks students to match the correct substances to their
pH values.
Safety: Eye protection must be worn. No tasting of any chemical substances including
foods allowed.
Equipment: Individual eye protection, spotting tile, dropping pipettes, universal
indicator solution, pH colour chart, pH meter, three test tubes, test-tube rack, pH 7
buffer solution. Substances to test, e.g. vinegar, lemon juice, fizzy drink, yogurt, milk,
soap, cleaning fluid, detergent, baking soda (not baking powder), toothpaste, salt
solution, sugar solution, 0.1 mol dm–3 hydrochloric acid, 0.1 mol dm–3 sodium hydroxide.
Do not use drain cleaners marked corrosive.
2: The dilution challenge

Ask students to predict what effect making an acid more dilute would have on pH. Use
an argumentation framework, where students have to justify their prediction, saying
what evidence would support or refute this prediction. The predictions could be
investigated or demonstrated, and students could critique or refine their predictions.
Students could also be asked if the acid would become more or less corrosive.
Alternatively, set this exercise as a challenge – show students that the acid is pH 1, and
ask them to find out how much water they would need to add to make it pH 2. In theory,
the general rule is that a ten-fold dilution causes a shift in pH by one unit, but the key
learning objective here should be careful planning and accurate measurement rather
than the discovery of this rule.
Equipment (per group): Individual eye protection, hydrochloric acid (0.1 mol dm –3),
universal indicator solution, pH meter (if available), test tubes, measuring cylinders.
3: Designing a pH indicator
Students are asked to design their own indicator to test solutions across a range of pHs.
Worksheet 7Fc-4 outlines the task and provides some hints to help students to work in
groups to design their indicator and test it.
Students should reflect on their design, and be evaluated for their ability to analyse
what was good and what needed to be improved.
Safety: Eye protection must be worn. Phenolphthalein indicator is a suspected
carcinogen. Methyl orange is toxic.
Equipment (per group): Individual eye protection, dropping pipettes, spotting tile
and/or test tubes and test-tube rack, universal indicator paper or solution and/ or pH
meter, test solutions, coloured pencils. Indicator solutions, e.g. methyl orange, litmus,
phenolphthalein and any others available including plant dyes such as red cabbage,
colour chart for each indicator. Test solutions covering a wide range of pH, e.g. 0.1 mol
dm–3 hydrochloric acid, pH 4 buffer, pH 7 buffer, pH 9 buffer, 0.1 mol dm –3 sodium
hydroxide solution.
Level: Exceeding
4: Using pH
Worksheet 7Fc-5 provides a cut and stick exercise to consolidate students’ knowledge
about the colour of universal indicator at different pHs.
Equipment: Coloured pencils, scissors, glue, paper.
Level: Securing
5: pH applications
Worksheet 7Fc-6 provides information about various applications of the pH scale.
Students write titles for the extracts and design a poster about pH.
Before they start, discuss with students what makes a good title (or heading). Establish
that titles should:
• contain key words (for example, those that can be searched for in an Internet search)
• clearly tell a reader what something is about
• be short (without needing to be a full sentence).
If there is time, agree some criteria with students on how to judge titles or the posters
as a whole, and then get students to peer review one another’s titles/posters.
Equipment: Coloured pencils, poster paper.
Optional: Internet access.
Level: Exceeding
6: Inventing indicators
Worksheet 7Fc-7 tells the story of the invention of universal indicator, and asks
questions designed to consolidate students’ knowledge of the pH scale. There is an
optional research question about pH meters.
Level: Exceeding
Explaining Tasks
1: 7Fc Acidity and alkalinity (Student Book)
These pages introduce the pH scale and some of its uses.
Worksheet 7Fc-1 is the Access Sheet.
Question 2 on the Student Book spread 7Fc Acidity and alkalinity can be used for
formative assessment. See the ASP Introduction for ideas on structuring this using the
Assessment, Feedback, Action model.
2: pH probe and universal indicator

Have prepared a set of test tubes with solutions of different pHs. Add indicator to each
and stand a white card behind the rack so students can see the colours easily. Ask them
to refer to pH charts to work out the pH of the contents of each tube, and then use a pH
probe and datalogger to measure the pH. Discuss any differences in student opinions
about the pH of the solutions, and discuss when it might be more suitable to use
indicator solution or paper (for example, to get a rough idea of pH in the field) or a pH
probe (when an accurate measurement of pH is required).
Equipment: Eye protection, 5–10 test tubes, each containing a solution at a different pH,
universal indicator solution, pH probe and datalogger, test–tube racks, white card.
Level: Securing
3: Litmus and universal indicator

The AT presentation How strong? demonstrates that litmus indicator cannot show how
acidic or alkaline a solution is. This can be used here if it has not already been used in
Starter 2. Get pairs of students to design a quick test about indicators for another pair of
students.
The AT presentation Indicator colours asks students to answer questions on the pH
scale and universal indicators, which could be shown afterwards to consolidate their
learning.
Plenaries
1: Quick Check
Assessment: The 7Fc Quick Check sheet provides a set of answers and asks students to
write questions that would elicit those answers. Students should be encouraged to write
more than one question for each answer, if they can.
Feedback: Ask for a show of hands from those students who are confident in the
questions they have written to match the answers. Ask two or three pairs to read out
their questions, and write up a smiley/sad face on the board to indicate how good their
question is. Allow students a few minutes to refine their work before asking for
feedback again.
Action: Students should highlight any corrections they made after feedback and add one
to three ticks to show how confident they now are of these responses.
2: Thinking skills
Assessment:
Consider All Possibilities: A bottle labelled ‘universal indicator’ has a red liquid inside.
(Possible answers: an acid has been added to it; the label has been put on the wrong
bottle; it is a new type of universal indicator.)
Consider All Possibilities: What might I need to consider when making a new
shampoo? (Possible answers: the pH; its hazards; its smell; its cleaning power.)
Odd One Out: 1, 8, 14. (Possible answers: 1 is the only pH number that is an acid; 8 is
the only number that represents a less hazardous/ dangerous/powerful substance.)
The AT presentation 7Fc Thinking skills can be used with this task.
Feedback: Ask students to volunteer answers, and ask the class to identify any factual
errors evident in the answers.
Action: Students should categorise their responses to questions and ideas into
‘confident this is correct’, ‘uncertain about this’ and ‘sure this is incorrect’. Go over any
misconceptions.
3: Match the pH
The AT interactive Match the pH asks students to link household chemical substances to
the relevant parts of the pH scale.
Students should revisit any areas of uncertainty, for example by re-presenting
information in a different format starting with the Student Book or 7F Summary Sheets
and producing a concept map, table of categories or ‘key ideas’ list; producing an
annotated diagram using information from the Student Book and other sources; writing
out a detailed explanation of an idea for a friend; making a model that demonstrates an
idea.
Homework
1: The pH test
Worksheet 7Fc-8 provides questions on pH and drawing conclusions from evidence.
2: A day of pH
Worksheet 7Fc-9 asks students to write a diary for the day, listing the pHs of the
different substances they encounter. Students can be issued with universal indicator
colour charts or rely on their memory of the colours.
3: pH colour changes
Worksheet 7Fc-10 provides more challenging questions on pH and indicators.
Level: Exceeding
7Fd Neutralisation
Topic 7Fd introduces the idea of neutralisation and shows how word equations can be
used to model chemical reactions. There is an opportunity to find out about STEM and
the skills associated with being a chemist in industry (with a focus on innovation and
generating data).
Learning Objectives
Starters
1: Making the spill safe
‘Spill’ some acid into a wide shallow container. Use indicator (liquid or paper) to show
that the liquid is acidic. Ask students to suggest ways of clearing up the spill safely. Elicit
the idea that if the acid has a very low pH it may be hazardous, and so it would be useful
to be able to ‘cancel’ the acidity. Demonstrate this by adding sodium hydroxide solution.
Demonstrate that any remaining liquid is now neutral.
Equipment: Eye protection, 0.1 mol dm-3 hydrochloric acid, 0.1 mol dm-3 sodium
hydroxide solution, universal indicator liquid or paper, wide shallow tray.
Level: Securing
2: Hazards: word associations

Write three words and phrases up for students: hazard symbols, indicators, pH scale,
and ask students to get into small groups. In their groups, students should list as many
words as they can associated with each of these three words or phrases. Associated
words might include: risks, acids, toxic, irritant, corrosive (hazard symbols); colour
change, acids, alkalis, neutral, litmus, blue, red, universal indicator (indicators); acidic,
alkaline, 0–14, 7 (pH scale). Students should be prepared to outline the association of
their words to the original word or phrase.
3: What do you know?

Ask each student to write down five things that they think the person sitting next to
them should have learnt in Unit 7F so far and when they would have learnt them. Then
ask students to ask each other in pairs whether they agree on the things they should
have learnt. Ask them to agree a final list of the five most important points.
Exploring Tasks
1: Neutralisation
Students use dilute hydrochloric acid to neutralise sodium hydroxide solution.
Developing: Worksheet 7Fd-2 provides instructions for a simple neutralisation reaction.
If students are likely to have difficulty measuring and pouring small volumes of solution
it would be useful to have 5 cm3 of the hydrochloric acid already put into the test tubes
and 10 cm3 of the sodium hydroxide solution in the measuring cylinder. Students can
pour the solution from the measuring cylinder into the test tube in 1 cm 3 portions or use
a dropping pipette to make the transfer. If there is time to spare, the experiment can be
repeated to check the end-point or with a different indicator.
Securing: Worksheet 7Fd-3 provides instructions for a very simple titration to find the
quantity of sodium hydroxide needed to neutralise the acid, and then asks students to
repeat without the indicator and evaporate the resulting solution to obtain a salt. The
dropping pipette can be used to transfer the alkali from the measuring cylinder to the
acid if students are not confident that they can pour accurately. Make sure that the
indicator is not added in part 2. Part 1 can be repeated to check the end-point or using a
different indicator. Students may already have evaporated solutions to dryness in Topic
7Ec. Remind them of the hazards before they start.
Exceeding: Students could produce a simple visual flowchart of instructions for carrying
out a neutralisation titration. They could annotate this with techniques that they found
particularly challenging, or that needed special care.
Safety: Eye protection must be worn. Hydrochloric acid and sodium hydroxide are
corrosive at 0.5 mol dm-3. Heatproof tongs should be used if moving the evaporating
basin while it is hot. Phenolphthalein indicator is a suspected carcinogen. Methyl orange
is toxic.
Equipment (per group): Developing: Individual eye protection, test tube, 10 cm3
measuring cylinder, dropping pipette (optional), 0.1 mol dm-3 hydrochloric acid, 0.1 mol
dm-3 sodium hydroxide solution, indicator solution, e.g. litmus, methyl orange or
phenolphthalein.
Securing: As above, plus: 0.5 mol dm-3 hydrochloric acid, 0.5 mol dm-3 sodium hydroxide
solution, 25 cm3 measuring cylinder, evaporating dish, tripod and gauze, heatresistant
mat, Bunsen burner, heatproof tongs.
2: Changing pH
Students investigate how pH changes when an acid is diluted and when it is neutralised.
Worksheet 7Fd-4 provides instructions. The experiment can be done with just universal
indicator if there are not sufficient pH meters. Note that students may have already
investigated the effect of dilution on pH in 7Fc Exploring 2.
Equipment (per group): Individual eye protection, 100 cm3 beaker, 20 or 25 cm3
measuring cylinders, dropping pipette, pH meter and probe, 0.1 mol dm-3 hydrochloric
acid, 0.1 mol dm-3 sodium hydroxide solution, universal indicator solution.
3: Using neutralisation
Worksheet 7Fd-6 provides some questions to help consolidate students’ knowledge of
neutralisation. Students can tackle this alone or in pairs. The final question asks
students to find out and describe some other uses of neutralisation. This can be done via
textbooks or the Internet.
Equipment: Optional: access to other chemistry textbooks, Internet access.
4: Neutralisation equations
Worksheet 7Fd-5 provides a cut and stick exercise to give students practice in naming
the products of neutralisation reactions and writing word equations.
Equipment: Scissors, glue, paper.
Level: Exceeding
5: pH changes
Worksheet 7Fd-9 provides questions on changing pH via dilution and neutralisation.
Level: Exceeding
6: Testing bleach
At the end of the STEM pages, there is a practical activity in which plan an investigation
to find the amount of alkali in different samples of ‘bleach’.
Before students start, show them three or four ‘bleach samples’, on which they are going
to conduct their tests.
It is expected that students will plan their own investigations. You could then collect
some of the planned methods and demonstrate them to the class, inviting comments
from students (both good points and points that could be improved).
An alternative is to discuss students’ plans with them, highlighting good points and
areas that could be improved before giving them a method to follow (e.g. written up on
the board):
1. Use a measuring cylinder to measure out 50 cm3 of one bleach sample and place in a
100 cm3 beaker.
2. Add several drops of universal indicator to the bleach to obtain an obvious colour.
3. Fill a clean 20 cm3 syringe with dilute sulfuric acid solution.
4. Add the acid to the bleach slowly until the universal indicator just changes to a clear
lime green colour (neutral).
5. Note the volume of sulfuric acid added.
6. Rinse out the measuring cylinder and beaker. Then repeat Steps 1 to 4 using the same
dilute hydrochloric acid with the other bleach samples.
The bleach that requires the largest volume of acid for neutralisation contains the
greatest amount of alkali.
Note: The indicator colour change which occurs in this procedure is not always clearly
defined. In addition, the indicator itself is affected by contact with chlorate bleaches.
This means that the analysis needs to be carried out as quickly as possible. The students
should be encouraged to discuss the difficulties in estimating an end-point of the
reaction as one source of error in the analysis. They should be able to suggest ways of
improving the reliability of the results obtained.
Exceeding: It is expected that most students will only be able to put the bleaches in
relative order of amount of bleach. Some students may suggest the use of a standard or
a set of standards of known bleach amounts and the volume of sulfuric acid needed to
neutralise them (a calibration curve). Comparing the amount of sulfuric acid needed to
neutralise the samples with the standards would give more absolute amounts of bleach.
The reaction between chlorate bleaches and acid produces chlorine gas. The amount of
gas produced from these suggested quantities is small, and is safe in a well-ventilated
room. Note, however, that students should not be allowed smell or breathe in the gases
from the analysis.
Equipment: Four samples of bleach made by diluting commercial chlorate bleaches to
1/20th concentration, dilute sulfuric acid solution (0.025 mol dm-3), 100 cm3 beaker,
250 cm3 beaker (for the sulfuric acid), 50 cm3 measuring cylinder, 20 cm3 syringe, bottle
of universal indicator with dropper, eye protection.
Explaining Tasks
1: 7Fd Neutralisation (Student Book)
This page introduces neutralisation reactions and word equations.
Worksheet 7Fd-1 is the Access Sheet.
Questions 8 and 9 on the Student Book spread 7Fd Neutralisation can be used for
2: 7Fd The chemical industry (Student Book)

This spread in the Student Book looks at some of the roles performed by research
chemists and quality control technicians in industry. There is a particular focus on
innovation (identifying a need and planning ways to design or adapt products to fulfil
those needs) and the generation and analysis of data in quality control.
3: Following neutralisation
Use a pH probe and a datalogger to demonstrate how the pH changes as an alkali is
added to an acid drop by drop. Ask students to predict what will happen if more acid or
alkali is added, and to check their predictions. Students could also be given prepared
graphs and challenged to state what must have happened to cause any changes in pH
shown.
Students could be asked to write questions that can be answered using the graphs – and
to include one or two ‘distracter’ questions which cannot be answered using the graph.
Pairs of students could swap their questions for use by other pairs. Get the pairs to feed
back to each other about the quality of the questions.
Equipment: Individual eye protection, 0.1 mol dm-3 hydrochloric acid, 0.1 mol dm-3
sodium hydroxide solution, measuring cylinders, burette, pH probe and datalogger.
Level: Exceeding
4: Neutralisation reactions
The AT animation Neutralisation can be used to reinforce knowledge from the Student
Book. The animation explains how to find the precise volume of sodium hydroxide
solution required to neutralise a hydrochloric acid solution, and how to separate out the
soluble salt formed or to show students laboratory techniques.
Ask students to write a numbered set of instructions for neutralisation using the
information provided in the animation. Get them to add safety precautions and relevant
hazard symbols.
Level: Exceeding
5: Word equations
The AT presentation Word equations can be used to introduce Exploring 4 or as a
follow-up activity. Worksheet 7Fd-8 can be used to help students to understand word
equations.
Get one group of four students to watch the presentation on word equations and teach
this content to a second group. The second group reciprocates by teaching the
neutralisation reaction process (see Explaining 4) after watching the animation
provided.
Students should ‘evaluate’ their own teaching by questioning the other group on the
content once they have finished the teaching.
Plenaries
1: Quick Check
Assessment: The 7Fd Quick Check sheet provides a set of word equations for students to
complete.
Feedback: Use the ‘pose–pause–pounce–bounce’ method to obtain feedback for each of
the word equations. Give students a few minutes to think of their answers, then pounce
randomly on a student for an answer, before bouncing that answer to another student,
asking ‘What did you think of the answer?’
Action: Plenary 3 provides further practice in writing word equations.
This task could also be used for the ‘evaluation’ of group teaching suggested in
Explaining 4 and Explaining 5 above. It would be interesting to see which groups get the
higher marks – those who ‘taught’ or those who received teaching on word equations.
Discuss this as a class.
2: Thinking skills
Assessment: Ask students to work in pairs to write responses.
What Was The Question: Salt. (Possible questions: Name one product in a
neutralisation reaction. What type of substance is sodium chloride?)
What Was The Question: Hydrochloric acid. (Possible questions: What could you use
to neutralise sodium hydroxide? Which acid do you need to use if you want to make
sodium chloride? Name a substance with a pH less than 7. Name a substance that will
make litmus/universal indicator turn red.)
Consider All Possibilities: The pH of a solution decreases. (Possible answers: it is an
alkaline solution that has been diluted; it is an alkaline/ neutral solution to which some
acid has been added; it is an acidic solution to which a more acidic substance has been
added.)
Feedback: Ask students to volunteer their answers for each of the questions. Use a
smiley face on the board to indicate good answers (that show correct understanding of
the science) or a sad face for answers that indicate misconceptions. Ask students why
they found certain questions more difficult. They can categorise their issues using the
ideas from the analysis of their responses used earlier in this unit, e.g. ‘did not
understand the science ideas’; ‘did not read the question properly’; ‘did not make
enough separate points’.
Action: Use Student Book spread 7Fd Neutralisation for students to improve their
response to the question they found most difficult, producing a ‘model answer’. Then
challenge students to design a thinking skills question and a model answer on the same
topic as the question they found most difficult. The AT presentation 7Fd Thinking skills
can be used for this task.
3: Word equations
The AT interactive Word equations provides an exercise on completing word equations.
Get students to use the interactive with a partner, taking it in turns to select and justify
each response. Students should continue discussing the responses until they agree
before submitting. If they are both unsure which response is correct, they should note
the particular case that they are struggling with so this can be revisited.
Alternatively, groups from the teaching and learning groups suggested above (see
Explaining 4 and 5) could be mixed – so two ‘teachers’ and two ‘learners’ carry out this
interactive together. Students should be asked to reflect on what they learned as a result
of discussing answers in their groups.
Level: Exceeding
Homework
1: Changing soil pH
Worksheet 7Fd-7 provides questions about neutralisation to consolidate the work in
this topic.
2: Sorting word equations

Worksheet 7Fd-8 provides questions on neutralisation and word equations.
3: Balancing pH
Worksheet 7Fd-10 provides more challenging questions on pH and neutralisation.
Level: Exceeding
7Fe Neutralisation in daily life
Topic 7Fe introduces the term ‘base’ and explains some practical uses of neutralisation
reactions.
Learning Objectives
Starter
1: What do you know? revisited
Ask each student to write down four things that they think the person sitting next to
them should have learnt so far in this unit and when they would have learnt it. Then ask
students to ask each other in pairs whether they agree on the things they should have
learnt. Ask them to agree a final list of the four most important points. Compare this list
to the one produced if Starter 3 was completed in Topic 7Fd.
2: Word cards
Give students the Word Sheet for Topic 7Fd with the definitions blanked out, and ask
them to write their own definitions. This will help to reinforce the learning about
neutralisation before going on to consider its applications in this topic. You could give
students the Word Sheets for all of Topics 7Fa to 7Fd to revise the whole unit so far.
Level: Securing
3: Ideas about acids and alkalis

This will help to consolidate work so far in the unit before students go on to look at
more uses of neutralisation.
Explain to students that vinegar is often added to certain foods, to give them a certain
taste. In some countries, vinegar is often added to chips (French fries). Write these three
ideas about putting vinegar on food on the board:
• I never put vinegar on my food. It is an acid and so is corrosive – it eats away your
stomach and intestines!
• If you put vinegar on your food you need to drink a lot of water with your meal. This is
because water neutralises the acidic vinegar and so stops it harming you.
• The acid in vinegar is called ethanoic acid but it is very dilute and so won’t cause any
harm.
Ask students to reflect on the statements individually before sharing their ideas in small
group discussions. Ask for ideas from different groups and establish that vinegar is a
very dilute solution of ethanoic acid, and is so dilute that it does not cause harm. Make
sure that students understand that water does not neutralise the acid (neutralisation is
a chemical reaction between an acid and a base/alkali).
Exploring Tasks
1: Testing indigestion remedies
Students compare different indigestion remedies.
Developing: Students follow the instructions on Worksheet 7Fe-2 to look at the pH
change caused by adding different indigestion remedies to acid. Challenge students to
say what they will do in Step B to ensure that this is a fair test.
Securing: Students plan their own investigations using the questions on Worksheet 7Fe-
3. The sheet does not ask students to predict the outcome, but you could include this
aspect by giving them the ‘recipes’ below for the four different remedies they are testing
and asking them to predict which they think will be the most effective.
Exceeding: Students may decide to see how much acid can be neutralised by a fixed
mass of antacid, or how much antacid is required to neutralise a fixed volume of acid.
Either method is justifiable. If using the latter, students must find a method of
measuring and recording the mass of antacid added to the acid. The best antacid is the
one that for a fixed mass neutralises the most acid or requires the least amount to
neutralise a fixed volume of acid. Make sure that students keep sample sizes small:
approx. 10 cm3 acid, 0.2 g of antacid.
‘Remedies’ 2, 3 and 4 should neutralise the acid. Samples 3 and 4 should leave the
mixtures mostly cloudy.
Safety: Check students’ plans before they start. Eye protection must be worn. There
should be no tasting of the remedies. Make students aware of safety information
relating to any chemical substances used and precautions to be taken (eye protection,
tops on bottles, spillages mopped up).
Equipment (per group): Four labelled ‘remedies’ made up as follows (names are just
suggestions, they could be labelled A, B, C, D):
1. Indigon: 0.05 g magnesium hydroxide + 0.15 g sugar.
2. Antac: 0.10 g magnesium hydroxide + 0.10 g sugar.
3. Magplus: 0.15 g magnesium hydroxide + 0.05 g sugar.
4. Superbase: 0.20 g magnesium hydroxide. Individual eye protection, 0.5 mol dm -3
hydrochloric acid, four boiling tubes, test-tube rack, 10 cm3 or 20 cm3 measuring
cylinder, stirring rod, spatula, pH paper.
Optional: Students may request other apparatus, e.g. beakers, flasks, balance,
thermometer, stop clock.
2: Making crystals
Worksheet 7Fe-4 provides instructions for preparing copper(II) sulfate solution, and
then asks students to plan their own procedure for removing the unreacted copper
oxide and obtaining crystals from the resulting solution. The AT animation Preparing
copper sulfate crystals may also be useful here.
Securing: Students follow the instructions on the worksheet for making the salt. When
they have their mixture of copper sulfate solution and excess copper oxide, remind
them of the separating techniques they used in Unit 7E, and help them to plan the
filtering and evaporation.
Exceeding: Students make their own plans for obtaining pure crystals.
Warn students about the apparatus remaining hot. Check that the acid is not boiling.
The copper(II) oxide must be added in very small quantities to avoid waste. Make sure
that the final solution is not evaporated to dryness. The best crystals of copper
sulfate will be obtained if the solution is not evaporated too quickly. Remind students
that copper(II) sulfate is toxic.
Safety: Check students’ plans before they start. Eye protection should be worn. 0.5 mol
dm-3 sulfuric acid is corrosive. Copper(II) oxide powder is toxic. Avoid contact with the
reactants and products and wash hands after the practical. Do NOT heat the salt to
dryness in the evaporating basin. Hot specks of salt will spit out. Stop heating when
crystals are forming at the edge and let the last of the water evaporate without heating.
Equipment (per group): Individual eye protection, 100 cm3 beaker, 25 cm3 measuring
cylinder, tripod, gauze, Bunsen burner, heat-resistant mat, spatula, stirring rod, filter
funnel, filter paper, evaporating dish (crystallising dish or watch glass optional), 0.5 mol
dm-3 sulfuric acid, copper(II) oxide powder.
Level: Exceeding
3: Healthy teeth
Worksheet 7Fe-6 provides questions about pH and neutralisation in the context of
teeth. Students could produce posters of their adverts (see Question 2).
Each group should list the scientific ideas about neutralisation that must be included in
the posters. They should then assess other groups’ posters against their own group’s
list. They should also compare lists, reflecting on any differences between groups.
Equipment: Optional: poster paper, coloured pencils, access to a computer with
drawing or desktop publishing software.
Level: Securing
4: Investigating indigestion
Worksheet 7Fe-8 provides three different plans for investigating indigestion remedies
for students to comment on. Students could work on this alone or in pairs. Provide the
answers to this activity – and ask groups to use these to list up to three areas that they
are strong on (good understanding) and up to three which they need to improve on. Ask
them to suggest how they will improve their areas of weakness.
Level: Exceeding
5: Useful salts
Worksheet 7Fe-5 asks students to write a report for a chemical company on ways of
manufacturing fertilisers.
Students should work on their report in groups, using reference books or the Internet if
necessary.
Groups could peer review another group’s reports – marking the reports 0–3 for each of
the suggested contents in the bulleted list in the activity sheet. They should write
formative feedback for the other students to improve their report.
The AT animation Preparing copper sulfate crystals explains how copper sulfate crystals
are prepared using a neutralisation reaction followed by separation of the salt.
Level: Exceeding
6: 7Fe Danger at home (Student Book)

There is an opportunity for a debate using the Have Your Say box in the Student Book.
Refer to Skills Sheet RC 5 for ideas on how to run a debate.
Get students to write a brief evaluation of their own performance in the debate. Provide
criteria ahead of the debate, e.g. how well did they listen to others’ ideas and build on
these? How clearly did they communicate scientific ideas? How well did they use
evidence to support their statements?
Explaining Tasks
1: 7Fe Neutralisation in daily life (Student Book)
These pages look at some uses of neutralisation reactions.
Worksheet 7Fe-1 is the Access Sheet.
Question 9 on the Student Book spread 7Fe Neutralisation in daily life can be used for
2: 7Fe Danger at home (Student Book)

This page looks at the need to understand something about hazards to help us to use
household chemical substances safely. The Have Your Say box suggests that students
debate the statement that all chemical substances with a pH greater than 10 should be
banned for home use (see Exploring 6).
Ask students to summarise ‘for’ and ‘against’ arguments in a suitable table.
3: Household chemical substances
The AT presentation Household chemical substances shows some of the hazards
presented by common household chemical substances, and how these chemical
substances can be handled safely.
Level: Securing
4: Neutralisation around us
The AT presentation Neutralisation around us provides scenes in real life where
neutralisation is occurring.
Level: Exceeding
5: Products of neutralisation
The AT animation Preparing copper sulfate crystals shows the steps needed to
neutralise an acid using copper oxide.
Level: Exceeding
6: Acid, alkali or insoluble base

Remind students that acids are solutions that have a pH of less than 7 and react with
bases. Also remind them that bases are substances that react with acids and some of
these are soluble (they are alkalis) and can form solutions that have pHs above 7.
Then read out the following list of substances and ask students to vote on whether they
think each one is an acid, an alkali, an insoluble base or none of these. You could put
students’ answers up on the board as a table.
ammonia, sugar, nitric, ethanoic, vinegar, lemon juice, citric, magnesium chloride,
sodium hydroxide, copper oxide, caustic soda, calcium sulfate, iron oxide, potassium
hydroxide, table salt, pure water
Go through the ones that were the least well understood again, explaining their
classification.
Plenaries
1: Quick Check
Assessment: The 7Fe Quick Check sheet asks students to draw a concept map to show
what they have learnt during this unit. This can be done alone or in pairs.
Feedback: Ask pairs to swap their concept maps, and discuss any links or statements
that they think are incorrect. Check maps yourself while students are doing this in pairs.
Action: If there are any common areas of difficulty, revise the relevant material. Group
students according to commonly identified ‘areas of least confidence’. Pair small groups
with other groups that are more confident in that area. Challenge the confident group to
coach the less confident group in the specific area. The coaching expertise of each group
should then be monitored by ‘before’ and ‘after’ measuring of confidence on a scale of
1–5. Move groups around so students have a chance to coach and to be coached if
possible.
2: Thinking skills
Assessment:
Odd One Out: water, sodium hydroxide solution, calcium oxide. (Possible answers:
calcium oxide is not a liquid; water is the only one that will not neutralise an acid;
sodium hydroxide solution is the only one that is a mixture of two different substances.)
Odd One Out: rust remover, toothpaste, indigestion tablet. (Possible answers: rust
remover is the only acid; rust remover is the only one you should not use on your body.)
Consider All Possibilities: What could you use to take away the pain of some acid
spilled on you? (Possible answers: bicarbonate, toothpaste, dissolved indigestion tablets
– do not accept substances with higher pH, such as oven cleaner.)
What Was The Question: Vinegar. (Possible questions: What could you use to ease the
pain of spilling some strong alkali on yourself? What gives a sharp taste to food? What
substance could make indigestion more painful?)
The AT presentation 7Fe Thinking skills supports this task.
Feedback: Give students a few minutes to think of answers, then ask for volunteers to
give their answers. Ask the rest of the class to add to these, or correct any scientific
mistakes.
Action: Ask a spokesperson from a number of groups to read out their best answers and
why they think they are good. Identify any ideas that are missing and share them with
the class. Share weaknesses in groups’ answers in a similar way. List the most common
areas needing improvement for the class and make these a focus for any further work in
this topic. If understanding is poor in general then revise the concepts as a class activity.
Level: Securing
3: Using neutralisation
Assessment: Ask students to work in pairs to write down as many uses of neutralisation
reactions as they can, and to be ready to explain why they are useful.
Feedback: Ask one group to give an answer, and draw a smiley face on the board to
indicate the quality of the answer. Ask for volunteers to add to or correct the
explanation as to why the reaction mentioned is useful, until a detailed and correct
answer is given. Ask students to hold up a number between 1 and 5 written on a piece
of paper as a Certainty of Response Index score (see Introduction) to indicate how well
they think they understand the final answer, and how well they think they will be able
to recall the facts. Continue until all ideas have been covered.
Action: Get students to make a revision plan for areas that they are still uncertain of.
Pair students up – so students check each other’s progress in this plan the following
week.
Tell students that they have been invited to a local primary school to show some
primary students what they have been learning about acids, alkalis and indicators.
Students should design a presentation to show to primary students. Full instructions
are given on the 7F Assess Yourself! sheet.
You can assess this activity by using the 7F Open-ended Assessment Task sheet or
students can rate their own performance by using the 7F Assess Yourself! Sheet (see the
ASP). If the task is to be used for this purpose, you may wish students to work alone or
in pairs of similar ability. You can add other criteria to guide students’ work and for
peer review, e.g. ‘correct use of scientific terms’ or ‘good use of scientific diagrams’.

Revisit the 7F Quick Quiz to test students’ knowledge of the content of this unit.
Students could fill in their answers on the 7F Quick Quiz Answer Sheet. Encourage
students to identify for themselves areas where their understanding is still weak and to
6: End of Unit Test

Use either or both of the End of Unit Tests. A Mark Scheme is given in the ASP.
Encourage students to identify areas that are still weak and to formulate plans to
strengthen those areas. Summary Sheets are provided to help students with revision.
Students should circle the stars next to each statement on the 7F Progression Check to
Homework
1: Acids and bases
Worksheet 7Fe-7 provides a word puzzle to consolidate students’ knowledge of the key
words from this unit.
2: Sulfuric acid
Worksheet 7Fe-9 provides questions on acids and neutralisation.
3: Acids, bases and salts

Worksheet 7Fe-10 provides more challenging questions on the content of this unit.
Level: Exceeding
7Ja Switches and current

Topic 7Ja contains the introduction for the unit, which looks at how the idea of current
electricity was developed. It revises some primary concepts, including the
representation of circuits using standard symbols and the effects of adding bulbs to
series circuits. The use of ammeters to measure current and the idea of resistance are
introduced.
Learning Objectives
Starters
1: Ideas about electricity
The AT link Lightning opens a video showing a lightning storm. Show this to students
and then give them 2 minutes to write down any ideas or facts connected with lightning.
Ask them to work in groups of two or three to pool ideas before getting contributions
from a spokesperson for two or three groups chosen at random.
2: Ideas about circuits

Student's existing ideas about circuits can be determined by drawing a cell and a bulb
on the board then asking students to work in pairs to discuss what needs to be done to
make the bulb light and what materials the wires should be made from. Give them a few
minutes to confer before asking for answers. This could be repeated with more than one
cell and/or bulb. This task will allow you to make an initial assessment of how much
students recall from primary work on electricity.
The AT presentation Lighting up bulbs provides examples of circuits that will not work.
Students should suggest what needs to be done to make the bulb in the circuit light up.
3: Torch circuits
Show students a torch and, if possible, dismantle it to show the circuit inside. It is
possible to buy torches with transparent outer cases, which would make this easier. Ask
students to describe how the torch works in words and/or diagrams. Students should
demonstrate that they understand the need for a complete circuit and for a cell to make
the circuit work.
Equipment: Torch (which can be dismantled or with transparent casing).
Level: Securing
4: Quick quiz
Use the 7J Quick Quiz for baseline assessment. Students can use the 7J Quick Quiz
for the whole unit and then again at the end of the unit to show progress. Or just use the
first four questions, which relate to this topic. These questions could be revisited in a
plenary for this topic. See the ASP for more information about Quick Quizzes.
Exploring Tasks
1: Testing materials
Ask students to test materials to see if they are conductors or insulators. Students set up
a simple circuit with a cell/power pack, a bulb and three wires, leaving a gap into which
they insert the material to be tested. This practical is likely to have been done at
primary but it may be worth repeating to reinforce ideas about conductors and
insulators, particularly if students showed weakness in this area during the Starter
tasks or when answering the baseline assessment questions on the Student Book spread
7Ja Discovering electricity.
The AT interactive Conductors or insulators? can be used to test students’ knowledge of
this area.
Equipment: Cells or power pack, three connecting wires, bulb in holder, range of
conducting and non-conducting materials, crocodile clips.
Level: Securing
2: Testing wires
This is a good introductory practical for the unit if students can recall how to test
materials: it can be used instead of or in addition to Exploring 1. Supply students with a
set of insulated wires and ask them to check which ones work. The wires should have
been prepared so that some of them have the metal broken inside and will not conduct.
Have the wires numbered and a separate list of which ones work so that answers can be
checked. This is a useful introduction to fault finding in electrical circuits. The circuit
can be extended to include faulty bulbs.
Equipment (per group): Cells or power pack, bulb, three connecting wires, two
crocodile clips, a set of ‘broken’ wires. Optional: faulty bulbs.
Level: Securing
3: Measuring current
The aim of this practical is to give students practice in building circuits and to
demonstrate that the current is the same everywhere in a series circuit. This is
important because many students have difficulty understanding how electricity can
deliver energy if it is not used up (see Background information). If the students are
asked to predict their results before carrying out the practical work, you can get a good
idea of some of the misconceptions that you will have to deal with.
As the brightness of bulbs is often used as an indication of the size of current flowing, it
may be helpful to set up a demonstration circuit first and ask students to observe the
brightness of bulbs with different currents flowing. Worksheet 7Ja- 2 assumes that only
one ammeter is available per group. However, this demonstration is most effective
when two or three ammeters can be used at the same time.
Developing: It may be better to demonstrate.
Exceeding: Students will probably manage with one ammeter and can build three
separate circuits, measuring the current each time. It may be necessary to demonstrate
the circuit after students have obtained their own readings, particularly if each group
has only been able to use one ammeter.
Sometimes students can find that one bulb is brighter or dimmer than the others and
they may question the idea that current is the same throughout the circuit. This effect is
due to the fact that not all bulbs are identical and can be demonstrated by changing the
positions of the bulbs in the circuit. If time permits, bulbs can be tested before the
lesson and the bulb holders labelled, so that all students get a set of bulbs of similar
brightness.
It may be helpful to explain how to set up a circuit methodically from a circuit diagram
before students start the practical work. Skills Sheet UE 11 can help. You may wish to
observe students’ skills in following instructions to set up circuits and reading
ammeters. Ensure that students do not connect the ammeter in parallel with the battery
as this will produce a short circuit.
Equipment: Cells or power pack, two bulbs, three ammeters, connecting wires.
4: Brightness of bulbs
Students investigate the effect of adding more bulbs on the brightness of the bulbs.
Students can plan their own work using Question 3 on Student Book spread 7Ja
Switches and current. It is worth getting students to examine a bulb carefully, noting
how thin the wire is that forms the filament. If enough bulbs are available, this can be
made into a competition by seeing how many bulbs different groups can put in their
circuit and still see a glow from the filament.
Equipment: Cells or power pack, connecting wires, bulbs.
Level: Securing
5: Galvani, Volta and the scientific method
Worksheet 7Ja-5 tells the story of a disagreement in the development of understanding
electricity – the different interpretations put upon the results of Galvani’s investigations
into frogs’ legs by Galvani and by Volta. This is provided as an illustration of the
scientific method at work (it was a perfectly amicable disagreement – the two men were
friends).
Skills Sheet SI 1 provides an outline of the scientific method. Ensure students
understand words such as hypothesis, theory and prediction.
The materials can be used in different ways. Some suggestions are:
Developing: Ask students to write a brief summary of the Galvani and Volta
disagreement, including an explanation as to how it links with the different stages of the
scientific method.
Securing: Students read the story on Worksheet 7Ja-5 and identify the parts of the story
that correspond to different parts of the scientific method. Alternatively, the AT
presentation Electricity and the scientific method provides the story broken up into
smaller chunks – students can change the font colour to do their colour coding before
printing it out.
Exceeding: Ask students to use the Internet to research the work of Galvani on frogs and
how Volta responded to this. They could produce an illustrated report with a summary
of how the scientific method was followed.
6: Voltaic pile
This task is an extension of Exploring 5 and is also linked to the image on Student Book
spread 7Ja Switches and current. Students can build a reproduction of the first voltaic
pile. The original pile was a stack of alternating zinc and silver discs with a brine-soaked
piece of cardboard on top of each zinc disc. ‘Silver’ coins and pieces of aluminium foil
can be used in place of silver and zinc discs.
The AT video Voltaic pile shows a series of historical photos and drawings explaining
the background to Volta’s original ‘pile’, the first battery. Show this to students before
they begin to build their own ‘pile’.
Equipment (per group): ‘Silver’ coins, aluminium foil, cardboard discs, connecting
wires, 2.5 V mounted bulb or a voltmeter, brine solution.
Level: Securing
Explaining Tasks
1: 7Ja Discovering electricity (Student Book)
This briefly reminds students of primary work on static electricity and introduces the
historical theme for the unit.
The questions provide a baseline assessment opportunity to find out how much
students remember of their primary work on electricity. Follow-up activities include
Exploring 1, Exploring 2 and Explaining 3. Material on switches and the need for
complete circuits is also revised in Explaining 2.
The AT video Lightning was also used in Starter 1 and the AT presentation Lighting up
bulbs was also used in Starter 2.
2: 7Ja Switches and current (Student Book)

This revises primary work on the need for a complete circuit, and looks at the effect on
the brightness of bulbs of adding more bulbs to a circuit. It then looks at measuring
current and the fact that the current is the same throughout a circuit.
The AT animation Current in a series circuit illustrates the fact that current is the same
throughout a series circuit.
The AT interactive Switches asks students to confirm how switches affect a bulb in a
particular circuit. Students work out which bulbs will be lit when one switch is closed
and the other is open.
Question 4 can be used for formative assessment. Worksheet 7Ja-1 is the Access Sheet.
Assessment: Ask students to work in small groups to answer the question and to think
about their confidence in their answers. They could draw smiley/unsmiley faces to
reflect their levels of confidence.
Feedback: Choose two groups and ask a spokesperson from each of the groups for their
answers. Ask other groups to say whether they think the answers are correct.
Action for improvement: If understanding is poor or confidence is low, Exploring 4 could
be carried out or results revisited via a demonstration.
3: Circuit diagrams
Circuit symbols are not covered in the Student Book as students should have learnt how
to draw circuit diagrams in primary. Worksheet 7Ja-3 provides a card sort exercise on
symbols and circuit diagrams and Worksheet 7Ja-4 provides some practice in drawing
circuit diagrams. Both these activities concentrate on symbols that students should
already know (cells, batteries, bulbs, switches). Symbols for new components such as
ammeters are introduced when the nature of the component is first explained.
Skills Sheet SC 1 may be useful for reference, or to enlarge and use as a poster.
Level: Securing
Plenaries
1: Quick Check
set of circuit drawings and diagrams that include deliberate errors.
Feedback: Students work in pairs to check one another’s answers. They discuss any
answers they disagree on and check with the Student Book or teacher if necessary.
Action: Hold a class vote on which aspects of the topic should be revisited next lesson
(based on the one that students found most difficult). The next topic looks at models for
circuits, so discussion of the different models can concentrate on areas of particular
difficulty.
Using the AT presentation Spot the mistake, students can identify what is wrong in
particular circuits. This could be worked into the assessment or used to finish the topic.
2: Thinking skills
The AT presentation 7Ja Thinking skills provides the questions below.
Assessment:
Plus, Minus, Interesting: Electricity should flow through air. (Possible answers: Plus –
wires would not be needed to complete circuits; Minus – you could not control where
the electricity goes; Interesting – would we have to wear insulating suits to stop us
getting electrocuted? Electricity already goes through air when we have lightning.)
Consider All Possibilities: The bulb in a circuit will not light. (Possible answers: the
bulb is broken; there is a break in the circuit; the cell does not have any stored energy
left; there is no cell in the circuit.)
Odd One Out: cell, light bulb, switch. (Possible answers: cell because it
produces/pushes the electricity; light bulb because it produces light; switch because it
is the only one that does not transfer energy into a different form.)
Feedback: Students answer the thinking skills questions individually, then discuss their
answers in groups, feeding back their thoughts to one another. Ask students to write
down the best answers from their group and consider why they think they are the best.
poor then revise switches and currents at the start of the next lesson.
Level: Securing
Homework
1: Circuit questions
Worksheet 7Ja-6 contains straightforward questions on the content of this topic.
2: Electricity reverseword
Worksheet 7Ja-7 contains a reverseword to reinforce vocabulary on this topic.
Level: Securing
3: Cells and batteries

Worksheet 7Ja-8 provides some information on different types of wet cell and
challenges students to suggest what is common between them. It provides some
research suggestions on the Baghdad batteries.
Level: Exceeding
7Jb Models for circuits

Topic 7Jb starts by looking at the use of models in science. It looks at different models
which are used to help students to think about what happens in electrical circuits.
Students are encouraged to evaluate the different models. The model theme is also
touched on in later topics in the unit.
Learning Objectives
Starters
1: Models
Use this activity to find out what students think about models and whether they have
come across them as ways of explaining how things work. The AT presentation Models
provides photographs of many different types of model. Show the images to students
and ask them to suggest what each model is for. This could be a class activity or
students could work in small groups, with each group being given a print-out of one or
two of the images to discuss before reporting back to the class. The later part of the
presentation discusses different uses for models – this is best left until Explaining 1.
Level: Securing
2: Ideas about electricity

Start by eliciting students’ ideas about what electricity is. The UK primary Programme
of Study for science only suggests that students are told that there is ‘a current flowing
in the circuit’ but some teachers may have introduced water flow or other models to
help students to understand what is happening in an electrical circuit. It might be useful
to record students’ ideas following this activity, either as a poster or on a computer
presentation. These could then be revisited at the end of the topic to see if any ideas
have changed (see Plenary 4).
The questions you ask during this session will depend on students’ initial responses but,
once a model has been suggested, elicit ideas about what is flowing, whether the
quantity of the ‘stuff’ flowing changes around the circuit, and so on.
Exploring Tasks
1: The ‘counter’ model
Have a large box or bucket full of counters to represent energy. You act as the cell. A line
of students (charges) in a circle walk past you and each student is given one counter.
Ask one student to act as a bulb: the ‘charges’ hand over the counters as they pass
him/her, and then return to you for more. Set up the arrangement without telling
students what each part of the model represents and ask them to suggest what you,
they, the ‘bulb’ students and the counters represent. You could explain the analogy if
students do not suggest the right answers or you may wish to revisit this model after
students have carried out Explaining 2, which describes some other models of circuits.
Equipment: Large bucket of counters or similar small objects.
Level: Securing
2: The central heating model

Worksheet 7Jb-2 is a card sort activity based on the central heating analogy introduced
in the Student Book. The cards contain diagrams and statements to be sorted into pairs
– one of each pair relates to the central heating model and the other is its equivalent in
an electrical circuit. This task can be carried out before using the Student Book by
explaining that a central heating system can be used as a model to help us to think about
electricity, and then asking them to sort the statements. You could also ask students to
arrange their paired statements into a logical sequence to summarise the analogy.
3: Speedy charges?
Worksheet 7Jb-3 provides a small concept cartoon, showing children discussing how
fast charges flow in a wire. A and C are correct descriptions of what happens and E is a
correct suggestion. There is also a short story about watering a garden, which can be
used as an analogy. The AT presentation Speedy charges? allows students to explore
why electricity acts immediately.
Developing: Show students the concept cartoon and ask them to discuss who they think
is correct, and give suggestions why. Read them the story and ask them to identify what
the different parts in the story represent (e.g. water – charges; turning on the tap –
pressing the switch). The questions at the bottom of the worksheet can be used to help
students to work out why statements B and D are not correct.
Securing: Give students the concept cartoon first and ask them to discuss, then give
them the story of the hosepipe and ask them to work in small groups to decide which
statements in the concept cartoon are correct and to justify their opinion.
Exceeding: Give students the concept cartoon and ask them to suggest who is right, with
reasons. They may work out the answer from the difference in speeds of the charges
that would be required for statements B and D to be correct. Confirm which statements
are correct and ask them to think up an analogy to explain this. The central heating
model can be used as an analogy, as well as the hosepipe model given on the worksheet
(when the central heating pump is switched on, water starts moving throughout the
system straight away).
Explaining Tasks
1: 7Jb Models in science (Student Book)
This introduces the idea of physical and abstract models and the reasons why models
are used in science. Skills Sheet SI 4 is about models but you may wish to avoid using it
at this point as it discusses some topics (such as particle theory) that students may not
have covered yet.
Students must understand which parts of the two models presented represent different
parts of a circuit (Question 1) before moving on.
The AT presentation link opens Models (the first part of this may have been used in
Starter 1). The second part of the presentation discusses different ways in which models
are used, such as for helping to explain things or for finding out how things work.
Students could also be asked to classify the different models shown as physical or
abstract models, now that these terms have been introduced.
2: 7Jb Models for circuits (Student Book)

This introduces two different analogies designed to aid understanding of what happens
in an electrical circuit. The central heating model is the main one used. This model is
expanded on in Worksheet 7Jb-6 – used in Homework 3 – but the questions on the sheet
could be used as the basis for a class discussion if this is not needed for homework. The
other model introduced is a scene with a train delivering coal from a mine to a factory.
Worksheet 7Jb-5 introduces a different model and again this worksheet could be used
for class discussion if not needed for homework.
Worksheet 7Jb-1 is the Access Sheet. Questions 6 and 7 can be used for formative
assessment.
Assessment: Students are given a few minutes to jot down their answers on scrap paper.
Feedback: Write a list of answers on the board (e.g. 1 = charges, 2 = cell, 3 = energy, etc.).
Then ask all students to write down the correct number on a piece of paper and then
hold them up to show the answer to each question. This allows all students to respond
and prevents some waiting to see what their friends answer. Ask for oral suggestions
for the answers to Question 7.
Action for improvement: If many students are struggling, the AT presentation The coal
model helps to relate the coal train model to a simple circuit.
3: Which model is helpful?

The final question on Student Book spread 7Jb Models for circuits asks students to
explain which of the models presented they think is the most helpful. This question is
probably best discussed in class before students make up their minds and you may need
to draw attention to the strengths and weaknesses of the different models. Students
should also consider the possibility that different models will be helpful for thinking
about different aspects of a circuit.
The AT presentation Models of electricity includes pictures of the different models and
some points to consider when discussing them.
Level: Exceeding
Plenaries
1: Quick Check WS
Assessment: Students complete the Quick Check WS sheet for this topic, which consists
of four drawings of models for students to classify as physical or abstract, to suggest
what the model is used for and to decide whether or not the model is ‘scientific’.
Feedback: Ask for volunteers to read out what they have written for each model, then
ask other students to comment on these answers.
Action: Plenary 3 could be used to revisit models in general if students are having
difficulty with the ideas.
2: Quick Check
Assessment: The 7Jb Quick Check sheet for this topic provides a set of answers –
students are asked to suggest what the questions were. Give students a few minutes to
work alone or in groups to write a question for each answer or more than one question
if they can.
Feedback: Ask for volunteers to read out some of their questions and ask other students
to comment on whether the suggested question would have produced the answer given.
Action: Identify any areas of weakness indicated by students’ responses. These can be
tackled using Plenary 4 or during the following topics.
3: Thinking skills
The AT presentation 7Jb Thinking skills provides the questions below.
Assessment:
Plus, Minus, Interesting: A circuit should be more like the central heating model.
(Possible answers: Plus – it would be easier to understand because we could see what
was happening in the wires; Minus – electricity would leak out of open switches or
sockets, circuits would need to be much larger than they are today because water
pumps take up lots of room; Interesting – would things like computers work if a circuit
were more like the model? Some circuits in computers have pipes running through
them carrying a liquid, which is used to cool the circuit (the reverse of central heating).)
Consider All Possibilities: A car is used as part of a model circuit. (Possible answers: it
is used as a model for the cell, because it converts chemical energy stored in petrol to
energy used to push the wheels round; it is used to model the charges, because it can
move around and carry things that could represent energy; it is used to model
components, because an electric car uses current to move; it is used to model the whole
circuit, because it takes a store of chemical energy, pumps it to the engine and the
engine converts it to other forms of energy.)
What Was The Question: cell. (Possible questions: What is needed to make current
flow around a circuit? What does the boiler and pump represent in a real circuit? What
does a coal mine (or anything else suitable) represent in a circuit?)
Feedback: Students work on the answers individually and then work in a group to
choose the best answers. Choose groups at random and ask a spokesperson to read out
their answers.
Action: Explaining 3 could be useful to help clear up any misunderstandings about the
use of models to understand circuits.
4: Ideas about electricity revisited

Assessment: Revisit notes made during the brainstorming session in Starter 2 and ask
students if/how their ideas have changed as a result of discussing the models. They
could be asked to write down three key ideas about circuits.
Feedback: Use Feedback Idea A (students compare their key ideas and identify any
differences; see ASP Introduction).
Action: Revisit any incorrect ideas in the following topics. Some further models will be
introduced in Topic 7Jc to illustrate ideas about parallel circuits and these can also be
used to revisit other aspects of electricity.
Homework
1: Electricity models 1
Worksheet 7Jb-4 provides a drawing of the coal mine analogy and asks straightforward
questions designed to help students to think about its strengths and weaknesses as a
model.
Worksheet 7Jb-5 provides a new model representing a simple circuit, designed to help
students to think about its strengths and weaknesses as a model.
Worksheet 7Jb-6 provides more challenging questions which students use to help draw
out more details of the analogy between the central heating system and an electric
circuit.
7Jc Series and parallel circuits

Topic 7Jc introduces the differences between series and parallel circuits and how
current behaves in the different types of circuit. Models are introduced to help students
understand the differences. The topic also briefly looks at how AND and OR circuits can
be constructed using switches.
Learning Objectives
Starters
1: Spot the differences
Worksheet 7Jc-4 introduces students to the terms series circuit and parallel circuit and
asks them about the differences between the two kinds of circuit. Students are then
asked to try to work out what will happen when switches are closed in different circuits.
Higher-attaining students may be able to work out all the answers by tracing out the
possible paths for the electricity to flow but the intention is that students record what
answers they can and then revisit the sheet at the end of the topic (see Plenary 3). You
could also ask students to give a Certainty of Response Index score to each answer (see
Introduction).
Level: Securing
2: Series and parallel circuits
Set up a series circuit with two bulbs and a parallel circuit with two bulbs and ask
students to list the differences between them. Unscrew a bulb from each circuit and
elicit the differences. You could also add another bulb to each circuit and ask about the
differences again. Ask students to try to explain the differences.
Equipment: Cells or power pack, six bulbs in holders, connecting wires.
Level: Securing
Exploring Tasks
1: Investigating parallel circuits
Students investigate the characteristics of parallel circuits by contrasting the behaviour
of a series and a parallel circuit with respect to brightness of bulbs and current. It may
help to demonstrate how to set up parallel circuits before students start the practical
work (by setting up a series circuit and then adding additional branches). Skills Sheet
UE 11 may help with this. Question 3 on Student Book spread 7Jc Series and parallel
circuits asks students to write a plan to investigate how the brightness of bulbs changes
as more are added, so you may wish to check and build on answers to this.
Developing: Students follow the directions on Worksheet 7Jc-2. If necessary, you could
set up the circuits before the lesson as a circus. Some groups may find it difficult to
make sufficiently accurate measurements of current to discover the rules for current
flow in parallel circuits. For these groups, it may be better to demonstrate the practicals,
either instead of their own efforts or after they have attempted the practical work.
Securing: Students follow the plan they wrote as an answer to Question 3 in the Student
Book or follow the directions on Worksheet 7Jc-3 and answer the questions on the
sheet.
Equipment: Cells or power pack, connecting wires, ammeter, bulbs.
2: Switches in parallel circuits

Ask students to build a series circuit with one switch and two bulbs and then ask them if
they can use a second switch to turn just one bulb on or off. They should be able to
explain why this cannot be done.
Developing: Demonstrate to students how to build a circuit with two bulbs and two
switches that can be switched independently. Use this circuit to demonstrate the effect
of broken or removed bulbs on the rest of the circuit.
Securing: Challenge students to make a circuit with two bulbs and two switches that can
be switched independently. If they manage this, a further challenge is to make a circuit
with three switches, so that the master switch (in the main part of the circuit) can be
used to turn all bulbs off at once. This circuit will mean that two switches must be
closed to make one bulb come on.
Equipment: Cells or power pack, connecting wires, ammeter, bulbs.
3: Series and parallel circuits

The AT animation Series and parallel circuits offers an alternative to the practical work
in Exploring 1 and Exploring 2. The animation can be used with the whole class or by
individual groups of students.
Level: Securing
Explaining Tasks
1: 7Jc Series and parallel circuits (Student Book)
This introduces the differences between series and parallel circuits and summarises the
different ways they behave with respect to current, switching and the brightness of
bulbs. Worksheet 7Jc-1 is the Access Sheet.
A useful way of helping students to remember the difference between series and
parallel circuits is to discuss a television series; one programme comes after another,
and in the same way the electricity in a series circuit goes through one component after
another. Students will have heard of parallel lines and the parallel lines in a circuit
diagram of a parallel circuit will show them why a parallel circuit is so named. Parallel
circuits can also be introduced as a set of mini-circuits all connected to the same cell.
When students are trying to work out which bulbs will be on with certain switches
closed, encourage them to trace the path of the current with their finger. If they can
trace a complete path from the cell, through a bulb and back to the cell, without being
stopped by an open switch, then that bulb will be on.
Question 7 can be used as a formative assessment opportunity.
Assessment: Ask students to discuss the answers to the question in small groups.
Feedback: Ask for volunteers to suggest reasons why a series circuit should be used, and
then why a parallel circuit should be used (see answers).
Action: If the teaching/learning approach used so far in the lesson is not working, try
alternative approaches, such as practical work (Exploring 1), AT activities (Exploring 2)
or further work with models (Exploring 3).
2: AND and OR circuits

Figures E and F in the Student Book show circuits that can be used as AND and OR
circuits. When circuits such as these are built using electronics, they are known as logic
gates, and are often used in control circuits. Students are not required to know the term
‘logic gate’, but may benefit from a short discussion of why such circuits are useful.
Give students examples of control such as an outside light that comes on only when it is
dark AND a motion sensor has detected someone nearby. A burglar alarm will sound if a
door is opened OR a window is opened. Ask them to think up some examples of their
own. Give them five minutes for this, then ask them to feed back ideas to the class.
This idea is taken further in Worksheet 7Jc-8, and this sheet could be used here if it is
not needed for homework (Homework 3 sheet).
Plenaries
1: Quick Check
Assessment: Students complete the 7Jc Quick Check sheet and can also add smiley faces
to show how confident they are in their answers.
Feedback: Students compare their answers with each other and compare their smiley
faces. Ask students to identify areas of difficulty and then explain the answers.
approach from our list of ‘Approaches for learning’ (see ASP Introduction).
2: Thinking skills
The AT presentation 7Jc Thinking skills provides the questions below.
Assessment:
Consider All Possibilities: All the bulbs in a circuit go off at once. (Possible answers:
the circuit is a series circuit and a switch has been opened/bulb has been removed/bulb
has broken; the cell has been taken out of the circuit; the circuit is a parallel circuit with
a switch in the main part of the circuit; all the switches in a parallel circuit have been
opened at once.)
Plus, Minus, Interesting: All circuits should be series circuits. (Possible answers: Plus
– you could switch on all the lights in a house at once; Minus – you would not be able to
have lights on in only one room; the lights might all be very dim; Interesting – would
you have to have very high voltages to make the lights bright enough? Any circuit with
just one component is a series circuit, which includes modern inventions like heart
pacemakers.)
What Was The Question: parallel. (Possible questions: In which type of circuit do
bulbs keep their brightness as you add more of them? In which kind of circuit can all the
bulbs be switched on and off independently? In which kind of circuit is the current not
the same everywhere? Which kind of circuit is used for the lights in a house?)
What Was The Question: series. (Possible questions: In which type of circuit do bulbs
get dimmer as you add more of them? In which kind of circuit do all the bulbs go off if
one of them breaks? In which kind of circuit is the current the same everywhere?)
Feedback: Ask students to work on their answers in small groups and then ask a
spokesperson from the different groups to read out their best answers.
Action: If there are areas of difficulty, Exploring 1, 2 and/or 3 may help to consolidate
understanding.
3: Spot the differences revisited
Assessment: Revisit Worksheet 7Jc-4 (used in Starter 1) and ask students to amend any
answers that were incorrect before.
Feedback: Ask for a show of hands for who has improved their confidence in their
answers since using the sheet as a starter.
Action: Identify any areas where students lack confidence to revisit in the next topic.
Level: Securing
Homework
1: Series and parallel 1
Worksheet 7Jc-6 provides straightforward questions on series and parallel circuits.
2: Series and parallel 2

Worksheet 7Jc-7 provides questions on series and parallel circuits.
3: Combinations of switches
Worksheet 7Jc-8 provides work on the use of switches in series and parallel, challenging
students to use their knowledge in new contexts.
Level: Exceeding
7Jd Changing the current

Topic 7Jd introduces voltmeters and the idea that voltage is the push making current
flow. Resistance is introduced qualitatively and there is an AT assessment opportunity
on the relationship between the length of a wire and its resistance. There is an
opportunity to find out more about STEM and the skills associated with building robots
(with a focus on problem-solving).
Learning Objectives
Starters
1: Electricity countdown
This starter can help to revise key words from previous topics. Choose a word from the
7J Word Sheets for the first three topics and pick three students. Ask each in turn to pick
a vowel or consonant and write one of the vowels or consonants from the word on the
board. If the word has run out of either then nothing is written up. Keep going until one
of the three students puts his/her hand up to say what the word is. Then challenge the
student to say what the word means and ask the other two students whether they agree
or disagree. Then read out the definition from the Word Sheets.
Level: Securing
2: True/false
This starter can help to revise key ideas from previous topics.
Assessment: Ask students to work in small groups to write a set of five statements about
the content of the previous topics in this unit, three of which are to contain errors.
Feedback: Each group in turn reads out one of their statements. The rest of the class put
up a hand if they think it is false. Ask someone else from the class to explain why they
think a false statement is not correct.
Action: Discuss or explain any concepts that students are having difficulty with.
3: Variable resistor
Show students a rheostat connected in series in a circuit with a bulb. Show the effect on
brightness of moving the slider and ask them to suggest how the rheostat works. A
display ammeter can help to reinforce the link between size of current and brightness of
bulbs. Make a note of ideas, or ask students to jot their ideas down on scrap paper for
revisiting at the end of the lesson. It is not necessary to use the word rheostat at this
stage, just call it a variable resistor.
Equipment: Power supply, connecting wires, bulb, rheostat, display ammeter.
Level: Securing
Exploring Tasks
1: Length of wire and resistance
Students investigate the effect of the length of a wire on its resistance (measured only in
terms of the size of the current in the circuit). The task is made easier if the wires can be
mounted on metre rules, which will hold the wire straight and make measurement
easier. Nichrome wire of around 0.3mm diameter (SWG 30 or 32) is suitable. Use a
variable resistor (on a fixed resistance) to limit the current flowing through the wire.
Discuss with students the difference between the connecting wires (thick and made of
copper, which is a very good conductor) and the wire they are investigating (nichrome
does not conduct as well as copper and the wire is thinner). It may also be necessary to
explain to students that the current will only flow through the piece of wire between the
crocodile clips. It is not necessary to cut different lengths of wire; moving the crocodile
clips further apart will suffice. Note that the resistance will change if the wire gets hot,
and crocodile clips can dent the wire and effectively reduce the crosssectional area,
which will also affect the resistance.
Developing: Instructions and prompts are provided on Worksheet 7Jd-2.
Securing: Worksheet 7Jd-3 provides prompts to help students to plan their own
investigation. Alternatively, you may wish to use Explaining 4 for planning purposes
before carrying out this task. The worksheet asks students to plot a scatter graph and a
line of best fit (although neither of these terms are introduced). Plotting should present
no difficulties but drawing a single line through the points may be something new for
students. Although instructions are given on the worksheet, Skills Sheet PD 6 may be
useful for support.
This practical can be used to carry out a Working Scientifically investigation. A set of
descriptions to assign developing, securing or exceeding to the work is provided in the
ASP. Even if this is not formally assessed, the descriptions could be used for students to
mark each others' work and to provide formative feedback to each other. The use of
worksheets will reduce the possible scope of the assessment. The descriptions allow for
the possibility of students investigating the relationship between resistance and the
thickness of the wire - see Exploring 3.
Safety: Resistance wire can get hot when high currents flow.
Equipment (per group): Power pack, crocodile clips, connecting wires, ammeter,
variable resistor, metre rule, metre lengths of nichrome wire (0.3 mm diameter: SWG 30
or 32), heatproof mat, graph paper.
2: Investigating resistance
The AT spreadsheet Investigating resistance includes the results of an experiment into
the effect of resistance on a wire. Students are asked to use the spreadsheet to produce
graphs of the results and draw conclusions.
Using the AT interactive Investigating the resistance of a wire, students are asked to
choose pairs of wires to test, then are shown the results and asked questions to help
them produce conclusions and evaluations. They are also asked which variables they
need to control in order to carry out a fair test.
3: Thickness of wire and resistance

In this extension of Exploring 1, the independent variable is now the thickness of the
resistance wire (as opposed to its length). Ideally five different thicknesses of wire
should be available. At this stage the explanation that the resistance of thicker wires is
lower because the charges have more room to move along the wire is probably
acceptable, although it is not strictly true (see Background information). Students
should be encouraged to record and plot the actual diameters of the wires rather than
the standard wire gauge numbers (wires are now sold marked with the diameter but
older stock may still have SWG numbers: equipment suppliers' catalogues include
conversion tables). Students measure the current through the different thicknesses of
wire, keeping the length and voltage settings the same.
Safety: Resistance wire can get hot when high currents flow.
Equipment (per group): Power pack, crocodile clips, connecting wires, ammeter, metre
rule, 5 different thicknesses of nichrome wire, heatproof mat.
4: A model for parallel circuits
This task extends the queuing analogy shown in drawing D on Student Book spread 7Jd
Changing the current. Worksheet 7Jd-5 shows people queuing and asks questions which
should help students to understand why the resistance of a parallel circuit decreases as
more branches are added. It also helps to explain why short circuits result in a high
current. Students could discuss the answers to the questions before taking part in a
class discussion.
5: STEM - Designing Robear

At the end of the STEM pages there is an activity for students in which they work in
groups to discuss how to approach one of the tasks that a robot such as Robear has to
do. Students are asked to break the task down into smaller parts, and suggest a solution
for each part. Encourage students to produce a table or organised list to show the task
they have chosen and their response.
At the end, ask for a volunteer group for each of the tasks listed in the activity in the
Student Book. The volunteer group should present their analysis, and any other groups
who have chosen that task can provide constructive feedback. Repeat for the other
tasks. Allow groups some time at the end to amend their responses.
Further discussion points could be any changes that might be needed to allow a robot
like this to work at home, when the patient might be the only person present
(suggestions could include things like responding to voice commands or adding a
program that allows the robot to check on a patient and alert emergency services if
something is wrong), or why the robot was made to look like a large toy bear.
Explaining Tasks
1: 7Jd Changing the current (Student Book)
This topic discusses how current in a circuit can be changed, and introduces the idea of
resistance.
Worksheet 7Jd-1 is the Access Sheet for this topic. Question 5 can be used for formative
assessment.
Assessment: Give students a few minutes to discuss the question in small groups.
Feedback: Students compare answers with one another.
Action: Select other teaching ideas from the Exploring or Explaining sections of this
topic, depending on the misconceptions identified by feedback.
2: 7Jd Building robots (Student Book)
These pages explore some aspects of controlling robots, and some of the things robotics
engineers need to think about. Students are encouraged to tackle problem-solving by
breaking a large problem down into a series of parts or smaller problems, and then
finding a solution for each of these.
3: Lorry model for measuring electricity

Worksheet 7Jd-6 presents a model to help students to think about how ammeters and
voltmeters work. Charges/the current is represented by a stream of lorries along a road
and the energy they transfer is represented by boxes, some of which are unloaded at a
component/factory they pass. An ammeter is represented by people counting the
number of lorries going past. A voltmeter is represented by two people connected by a
telephone line counting the boxes in the lorries as they go into the factory and as they
leave it, to find out how much energy has been transferred to the boxes.
Securing: Let students discuss the questions on the worksheet in small groups for a few
minutes then use the presentation as a focus for class discussion.
Points for class discussion could include: What do you think represents energy in this
model? Where is energy being transferred? Which two groups of people are finding out
how much ‘energy’ is transferred as each lorry goes through the factory? Which
instrument has to measure something before and after the current flows through a
component? What measures the amount of energy transferred: voltage or current?
What does an ammeter measure and how is it connected in a circuit? Which group of
people is acting most like an ammeter? Which group of people is not affecting the flow
of the traffic? Is this most like an ammeter or a voltmeter?
4: Investigation planning
Worksheet 7Jd-4 provides a very badly written plan for investigating the effect of length
on the resistance of a wire.
Developing: Read through the plan with students and discuss the answers to the
questions on the bottom of the sheet with them.
Securing: Students could work through the questions on the sheet alone or in groups.
Alternatively, you could copy only the top part of the worksheet and ask students to
write a better version without the prompts provided by the questions.
Plenaries
1: Quick Check
Assessment: The 7Jd Quick Check sheet provides a set of statements about the work
covered in this topic so far. Students draw lines from each statement to an area of a set
of traffic lights to describe how confident they feel about the material covered by that
statement.
Allow students a few minutes to do this and then do a spot check by asking questions
about topics that students have linked to the green light.
Feedback: Conduct a short survey by asking for a show of hands or by using
red/amber/green cards to find out which areas are causing the most difficulty.
Action: Encourage students to work alone or in small groups to discuss how they can
improve their knowledge and confidence in their red and amber areas.
2: Variable resistor revisited

Assessment: Show students the circuit with the rheostat again and ask them to work in
pairs to agree on an explanation of how it works. If students have done work on the
relationship between the length of a wire and its resistance, they should be able to see
that moving the slider changes the length of the coil of wire that is included in the
circuit.
Feedback: Ask for a volunteer to explain and then ask other students to comment on the
quality of the explanation or to add to it.
Action: The AT presentation Variable resistors can be used to help you to explain how it
works.
Equipment: Power supply, connecting wires, bulb, rheostat.
Level: Exceeding
3: Thinking skills
The AT presentation 7Jd Thinking skills provides the questions below.
Assessment:
Plus, Minus, Interesting: Cells should produce much higher voltages. (Possible
answers: Plus – you would need fewer cells for devices; Minus – the cells could be
dangerous if the voltage were too high; Interesting – would cells lose their energy
quicker? The biggest battery in the world is in Alaska in America and can give out
voltages of up to about 5200 V).
Consider All Possibilities: The current in a circuit is very low. (Possible answers: there
are lots of components in the circuit; the connecting wires are very thin; there is only
one cell in the circuit; most of the chemicals in the cell have been used up.)
What Was The Question: energy. (Possible questions: What is it that the current
transfers to the components in a circuit? The voltage across a component measures how
much ____ is transferred. What does a cell provide apart from the ‘push’ to move the
current?)
Feedback: Students answer the thinking skills questions individually, then discuss their
answers in groups, thereby feeding back their thoughts to one another. Ask students to
write down the best answers from their group and consider why they think they are the
best.
Identify any ideas that are missing and share them with the class. Revise any areas of
difficulty at the start of the next lesson.
Homework
1: Voltage and resistance 1
Worksheet 7Jd-7 provides straightforward questions on the content of this topic.
2: Voltage and resistance 2

Worksheet 7Jd-8 provides questions on voltage and resistance.
3: Resistance in circuits
Worksheet 7Jd-9 provides more challenging questions on series and parallel circuits,
and on using models.
7Je Using electricity

Topic 7Je looks at ring mains as a form of parallel circuit as well as the use of fuses and
other aspects of electrical safety.
The closing page looks at the advantages and disadvantages of electricity and whether
we could manage without it.
Learning Objectives
Starters
1: Heating effect of current
Demonstrate the heating effect of a current. This can be done by holding a length of
nichrome wire between two clamp stands and making it part of a circuit. When the wire
has been warmed up it can be used to cut paper – the burnt edges of the paper will be
visible. You could ask students to suggest some positive and negative consequences of
the heating effect of a current (e.g. use in heaters, possibility of causing fires).
This demonstration can be extended to show how fuses work – if the same apparatus is
used to heat a thinner length of wire or a piece of steel wool, it will melt. If a bulb has
been included in the circuit, students will see that the bulb goes out when the ‘fuse’
melts.
Wear eye protection if there is any chance of melting the wires.
Safety: Warn students not to touch the wires, which will be hot.
Equipment: Power pack, connecting wires, nichrome wire, two clamp stands, steel
wool. Optional: bulb in holder.
Level: Securing
2: Fuses
Find out how much students know about fuses by holding one up and asking questions
such as ‘What is this?’, ‘Where can you find these?’, ‘What is it for?’, ‘Why are there
different currents written on them?’
Equipment: Fuses with different ratings.
Level: Securing
3: Electrical dangers
Using the AT presentation Electrical dangers, students are provided with scenarios
where they can test their knowledge of electrical safety.
Level: Securing
Exploring Tasks
1: Testing fuse wire
Provide students with lengths of fuse wire of different ratings and ask them to find out
the maximum current for each wire.
Developing: Instructions are provided on Worksheet 7Je-2, which assumes that only two
thicknesses of wire are provided. You may need to show students how the variable
resistor works. Students should be encouraged to work in pairs, with one student
controlling the current and watching the wire and the other reading the ammeter.
Securing: Students should plan their own method (possibly based on their answer to
Question 6 on Student Book spread 7Je Using electricity) and could investigate several
different thicknesses of wire.
Exceeding: Encourage students to consider the inherent inaccuracy of attempting to
determine the current at the exact moment that the wire melts, and ways of allowing for
this, such as repeating the measurement several times.
Safety: Choose fuse wires that will melt at a current lower than the maximum current
for the bulbs in the circuit. Wear eye protection if there is any chance of wires melting.
Provide access to cold water in case small burns to fingers occur.
Equipment (per group): Power pack, bulb, ammeter, variable resistor, connecting
wires, crocodile clips, heatproof mat, selection of low-current fuse wires, eye protection.
2: Wiring plugs
Students wire up a three-pin plug. Higher-attaining and dexterous students can be given
a length of three-core cable and strip the insulation themselves, but for lower attainers
it would be useful to have at least the outer cable insulation stripped, and for some it
might be better to strip the inner wire insulation as well. In the past people had to fit a
plug themselves to new electrical appliances, whereas now plugs are usually fitted and
moulded onto the end of the cable so they cannot be removed.
You may wish to carry out Explaining 3 before carrying out this task.
Safety: Students must not try out their plugs. The power supply in the lab must be
turned off before starting this practical, in case any are tempted to try out their plugs.
Plugs must be disabled so they cannot be put into sockets (for example, for plugs with
earth pins, the pin can be bent or a bolt put through it). Students should be warned
never to wire plugs at home unless supervised by an adult.
Students’ wiring must be checked and corrected if necessary, to ensure that they do not
leave with a mistaken idea of how to wire plugs which they may attempt later in life.
Equipment (per group): Plug, screwdriver, wire strippers, three-core cable.
Level: Securing
3: Design a ring main

Ask students to plan a circuit to provide power to five rooms in a house. Ask them to
evaluate their circuits in terms of what a real ring main does, i.e. provides power
outputs that can all be switched independently and are not affected by the presence or
absence of other appliances plugged into the circuit. Students’ ‘appliances’ can be bulbs.
This practical can be followed up by Explaining 3.
Safety: The difference between mains and cell/ low-voltage circuits must be explained.
Students should be cautioned to NEVER tamper with mains electricity.
Equipment (per group): Power pack, five bulbs, five switches, connecting wires.
4: Ring mains
A diagram representing part of a ring main is provided as part of Worksheet 7Je-3. It is
worth checking that students do not interpret the diagram in terms of the clashing
currents model of electricity (see Background information for 7Jb).
Developing: Read through the worksheet with students and discuss the answers to the
questions.
Securing: Students work through the questions on the sheet in small groups. They may
need help in relating the circuit drawn on the worksheet to the kind of circuit diagram
for parallel circuits that they have met so far.
Exceeding: The worksheet could be used for homework.
Level: Securing
5: Electrical safety
The AT interactive Electricity at home provides a domestic scene with rollover
comments pointing out the safety hazards. Ask students to work in groups to identify
the hazards.
Students could then devise a poster with advice for electrical safety in the home.
6: Electricity research
Ask students to make a list of all the things they have done during the week that involve
electricity and to classify them as things that could be done without electricity (albeit
less conveniently in many cases) or things that could not be done at all without
electricity. The image provided on the AT presentation A world without electricity could
be used to help students to think about electrical items they use at home.
Alternatively, they could find out when the various electrical items they use were first
invented, what came before (for example, cassette and CD players came before MP3
players) and when they were invented.
Level: Securing
7: Debate on electricity
There is an opportunity for a debate on Student Book spread 7Je A world without
electricity. Refer to Skills Sheet RC 5 for ideas on how to run a debate.
Level: Securing
Explaining Tasks
1: 7Je Using electricity (Student Book)
These pages introduce the heating effect of electricity and point out some safety
consequences of this before going on to look at using electricity safely and the way
plugs, wires and fuses help with safety.
The AT interactive Using electricity can be used as reinforcement for part of the
material.
Worksheet 7Je-1 is the Access Sheet. Question 7 can be used for formative assessment.
Assessment: Give students a few minutes to discuss the question in small groups.
Feedback: Students compare answers with one another.
Action: Select other teaching ideas from the Exploring or Explaining sections of this
topic, depending on the misconceptions identified by feedback.
2: 7Je A world without electricity (Student Book)
This page illustrates the way some common daily tasks were carried out before
electricity was available, as a way of getting students to consider the many ways in
which we use electricity today.
The Have Your Say box suggests that students debate the statement that people’s lives
are better since electricity was developed (Exploring 6).
3: Wiring plugs
Show students how to wire a plug, including precautions such as making sure no
strands of wire are sticking out, the outer cable is held by the cable grip, etc. Explain
that plugs are often already attached to wires on electrical equipment that you buy.
Show them a moulded plug cut open to show what is inside (the plug will probably have
to be cut up before the lesson, as the moulded plugs are not intended to be taken apart).
Discuss why we need to be able to wire plugs (possible reasons are to replace a broken
one, so that we can replace damaged cable, so we can shorten cable to avoid trip
hazards, etc.).
The AT interactive Plugs can be used as reinforcement for part of the material.
You could also show students a plug from a different country and elicit the similarities
and differences.
Equipment: Three-pin plug, three-core cable, wire strippers, screwdrivers, moulded
plug cut apart to show what is inside. Optional: plug from a different country.
Level: Securing
Plenaries
1: Quick Check
Assessment: Ask students to draw a concept map to summarise what they have learnt in
this unit. The 7Je Quick Check sheet provides the beginnings of a concept map that may
help students to get started. Students should be allowed to make up their own map if
they wish. Encourage students to add smiley faces to parts of their maps, to show how
confident they are in the various items or links they include.
Feedback: Students swap maps and check them for accuracy and/or omissions. Check
any areas of disagreement to ensure that students end up with corrected maps that can
be used for revision.
Action: Briefly revisit any areas of difficulty.
2: Thinking skills
The AT presentation 7Je Thinking skills provides the questions below.
Assessment:
Plus, Minus, Interesting: Wires should not heat up when electricity flows through
them. (Possible answers: Plus – light bulbs and other appliances would not waste
energy as heat; Minus – we would not be able to use electricity to make kettles, cookers,
etc. work, fuses would not protect circuits; Interesting – which appliances would have
to be replaced by other types of machinery? Electricity pylons get ice on them before the
cables do because the cables are warm.)
Plus, Minus, Interesting: Electrical resistance should not exist. (Possible answers: Plus
– we would not need high voltages to make electricity flow; Minus – we would not be
able to control the amount of electricity in a circuit; Interesting – what would happen
to our electrical appliances if electrical resistance suddenly disappeared? Scientists are
trying to make materials with no electrical resistance, which are called super
conductors.)
Odd One Out: light bulb filament, connecting wire, fuse. (Possible answers: the
connecting wire as it is not designed to convert electrical energy into other forms of
energy; the fuse is the only one designed to melt.)
Odd One Out: electric light bulb, iron, cooker. (Possible answers: electric light bulb, as
although all three produce heat energy, this is only a wasted form of energy in the bulb;
it is the only one that contains (argon) gas; a cooker is the only one that can use natural
gas instead of electricity.)
Feedback: Ask a spokesperson from a number of groups to read out their best answers.
Identify any ideas that are missing and share them with the class.
Action: Ask students to make their own lists of areas of weakness, so they can
concentrate on these when revising for the End of Unit Test.
Level: Securing
3: Using electricity in toys: Open-ended Assessment Task

Assessment: Ask students to design a toy garage, doll’s house or shop for a local play
group. The toy should include lights and could include items such as a movable ramp for
cars with a motor or a lift in the shop.
Feedback: Students should draw a rough plan of the building and draw circuit diagrams
to explain how the lights, etc. will be connected. They should explain their choices of
components/circuits in as much detail as they can. Compile a list of problem areas
identified from students’ drawings/oral feedback.
Action: If there are some areas of persistent difficulty, revisit them using a different
approach from our list of ‘Approaches for learning’ (see ASP Introduction).
You can assess this activity by using the Openended Assessment Task sheet or students
4: Electricity wordsearch
Assessment: Worksheet 7Je-4 provides a wordsearch grid containing key words for this
topic. Give students a few minutes to find as many words as possible (some groups may
benefit from having copies of the Word Sheets for this unit, without the meanings).
Feedback: Ask each group in turn for a word they have found and for a definition of that
word. Ask other groups to comment on the accuracy of the definitions given.
Action: Provide the Word Sheets with meanings for any topics with which students are
having difficulty.
Level: Securing

Revisit the 7J Quick Quiz to test students’ knowledge of the content of this unit. Students
could fill in their answers on the 7J Quick Quiz Answer Sheet. Encourage students to
identify for themselves areas where their understanding is still weak and decide how
they are going to remedy this.
6: End of Unit Test

Use the 7J End of Unit Test. A Mark Scheme is given in the ASP. Encourage students to
Homework
1: Using electricity safely
Worksheet 7Je-5 provides straightforward questions on the content of this topic.
2: Electricity at home
Worksheet 7Je-6 provides questions on the content of this topic.
3: Shocking!
Worksheet 7Je-7 looks at electric shocks.
7Ca Muscles and breathing

Topic 7Ca introduces the unit with a look at what ‘fitness’ is, together with a reminder of
organs and organ systems. The first spread then considers the gas exchange system in
more detail, looking at the role of muscles in ventilation, together with the importance
of gas exchange.
Learning Objectives
Starters
1: Quick Quiz
Use the 7C Quick Quiz for baseline assessment. Students can use the 7C Quick Quiz
for the whole unit or just the first four questions, which relate to this topic.
2: Breathing muscles
Ask students to place both hands on their chests and to say what they feel happening.
Tell them that the movements they feel are due to muscles, and ask students to think
about where those muscles are. Ask for suggestions, and keep a note of any made for
use in Plenary 4.
Level: Securing
3: Fitness
Carry out a free-writing activity to find out what students understand by the term ‘fit’
(in terms of health, rather than ‘fit’ as in ‘good looking’!). Provide students with scrap
paper and ask them to write for 1 minute about what ‘fit’ means. Ask selected students
to read out or summarise what they have written. Depending on the response to this
initial task, you may then wish them to write for a further couple of minutes on a more
focused topic, such as how you could measure fitness, or what fitness would mean to
different people (office workers, manual labourers, athletes, etc.).
Establish with students that fitness means different things to different people but, in
general terms, if you are able to easily go about your daily life without getting out of
breath then you are fit. In sports, how fit you are is often measured using criteria such as
someone’s resting heartbeat rate (slower is better) and how quickly the heartbeat
returns to normal after exercise (quicker is better). Students will meet these ideas in the
next topic. Remind students that there are degrees of fitness and that generally the fitter
someone is the better, in terms of health.
Level: Securing
Exploring Tasks
1: Suppleness
A simple test for suppleness involves someone sitting on the floor with his/her feet
against a box or low bench (as shown below). The person reaches forward and the
distance that can be reached past the toes is measured. Students should pool class data
and calculate the range of suppleness measurements.
Suppleness testing with a box.

Exceeding: More able students could be challenged to draw a frequency diagram from
the results. Skills Sheet PD 4 may prove useful for this.
Safety: Students should stretch slowly to avoid over-stretching. Do not allow students
to rock back and forth in an attempt to get as high a score as possible. Students should
not be forced to take part in this activity; check with the PE department for guidance.
Equipment: Box or low bench, ruler.
Level: Securing
2: Sports survey
Students use Worksheet 7Ca-5 to conduct a survey to find out what sports students in
Year 7 do. Using tick boxes for choices (rather than allowing free responses) will help
data analysis of the different sports. Students should also ensure that their ranges for
time groups are not overlapping. An anonymous survey would be better, since truer
answers are likely to be given. This presents an excellent opportunity for students to
enter data into a spreadsheet, and to construct bar and/or pie charts to see which is the
clearest at displaying this sort of data. Ask students to justify their choice of chart. Skills
Sheets PD 3 and PD 7 may be useful for this activity.
Exceeding: Ask students to calculate percentages using the following method:
Write the number as a fraction of the other one, enter as a fraction into a scientific
calculator and press the equals sign to give the equivalent decimal. Then multiply this
number by 100 to give the percentage.
Equipment: Spreadsheet software.
Level: Securing
3: Sport and you

Full instructions are given on Worksheet 7Ca-4, in which students relate their shapes to
suitable sports. Students may need to measure their masses and heights.
Safety: Be aware that many students may be very sensitive about body measurements.
Equipment: Height measure, tape measure or metre rulers, bathroom scales calibrated
in kilograms.
4: Breathing air
Worksheet 7Ca-2 provides instructions for this activity in which students work out how
much air their lungs ventilate. The worksheet includes instructions for calibrating an
empty plastic container for measuring lung capacity. A 2-litre container is sufficient for
measuring the volume of a normal breath. A spirometer can also be used for this if one
is available. Bar charts of the class results could be constructed. Discuss with students
factors that might affect lung volume, such as body size, playing a wind instrument, and
so on. Skills Sheet PD 3 may be useful for this activity.
Note that breathing rates can also be measured using some smartphone apps (such as
Philips Vital Signs).
Safety: Make sure the rubber tubing that each student blows into is disinfected. Soaking
the ends of clean lengths of tubing in sterilising solution for 30 minutes, followed by
rinsing, is advised.
Equipment (per group): Clean pieces of rubber tubing (one per student), empty 2-litre
drink bottle, large bowl of water, stopclock/watch, measuring cylinder, permanent
marker, sterilising solution. Optional: spirometer.
5: Comparing lung capacity

There are various ways in which students can measure the total volume of their lungs
(the so-called vital capacity). The first method uses Worksheet 7Ca-2 and is the same as
for Exploring 4, but using a 5-litre plastic container. Each student takes as big a breath
of air as they can and blows all of the air out. Alternatively a spirometer can be used, if
available.
There is also a theoretical method which involves students calculating the surface areas
of their bodies. They will need to know their mass (in kg) and height (in cm) and these
may need to be measured. There are many online body surface area (BSA) calculators,
or students can use the formula BSA (m2) = square root of (height (cm) × weight
(kg)/3600). For males, the estimated vital capacity (in cm3) is 2500 × surface area and
for females it is 2000 × surface area. Note that some students will not have come across
the concept of square roots: check before asking them to perform the calculation. Ideally
students should try as many of these different methods as possible, and aim to identify
reasons why the values obtained from each might vary. Students could draw bar charts
to show the differences between their results for each method. Skills Sheet PD 3 may be
useful for this activity.
Safety: Be aware that many students may be very sensitive about body measurements.
Equipment (per group): Clean pieces of rubber tubing (one per student), empty 5-litre
plastic container, large bowl of water, stopclock/watch, measuring cylinder, permanent
marker, sterilising solution, height or tape measure, bathroom scales. Optional:
spirometer, calculator, spreadsheet software.
6: Breathing muscles model

Students use Worksheet 7Ca-3 in order to make a simple model to show how the
contraction of muscles attached to the ribs causes the ribcage to rise and fall.
The questions on the worksheet prompt students to evaluate the model. Students
should appreciate that the model shows how the ribcage rises and falls as a result of the
action of muscles. However, it only shows a couple of muscles, when in fact the process
of breathing is controlled by a vast array of muscles. The most important muscles for
breathing are those that are between the ribs (the intercostal muscles), but this model
illustrates the pectoralis minor muscles, which have a much smaller role in breathing.
Students should also spot that string is not a good model for a muscle because it does
not contract and relax as a muscle would.
Safety: Do not allow students to make their own holes in the tongue depressors.
Equipment (per group): Four tongue depressors pre-drilled with holes at either end
(see Worksheet 7Ca-3) to allow butterfly paper fasteners to be inserted, four brass
butterfly paper fasteners, two pieces of string (each about 40 cm in length), sticky tape.
Explaining Tasks
1: 7Ca Fitness (Student Book)
This unit starts with an introduction to the idea of fitness and what it means, together
with a brief look at the idea of criteria (something that will be developed further as the
course progresses). There is a brief reminder of the major organs and organ systems in
the human body (from Unit 7A), which will be important for the study of this unit.
Questions 2, 3 and 4 can be used for baseline assessment.
The AT spreadsheet Speed, strength and stamina gives students an opportunity to think
about what sort of things are measured for the different S-factors, and to plot bar charts.
Skills Sheet PD 3 may be useful.
2: 7Ca Muscles and breathing (Student Book)

This spread looks at how muscles are used to ventilate the lungs. Note that the muscle
cells that move during breathing are of a different type from those found in the heart
and they have a different shape. Some students may spot this, if they have already
worked on Unit 7A. Worksheet 7Ca-1 is the Access Sheet.
plenary ideas.
The AT animation Ventilation and muscle action explains the process of inhalation and
exhalation, the role of muscles in breathing and muscle action. The AT presentation
Ventilation is also used in Explaining 4. The AT presentation 7Ca Thinking skills helps
students think about muscles and breathing, as used in Plenary 2.
3: Sheep’s lungs
Show students some sheep's lungs, pointing out the trachea with rings of cartilage to
hold it open, and the spongy texture of the lungs due to the air inside the air pockets. If a
tube is inserted down one of the bronchi, the lung can be inflated using a bicycle or foot
pump. Unfortunately one or both of the lungs are often cut at the abattoir to check for
parasites. If several lungs are ordered, the least damaged can be used for the
demonstration. Students can feel the trachea and lung texture. Note that some students
may not want to watch this demonstration.
Safety: Do not inflate the lungs using your mouth; have disposable gloves available;
disinfect the area after the demonstration. Place the lungs inside a large plastic bag to
capture any aerosols released, for the entire examination. The students should even feel
the lungs through the plastic, as the squeezing of the lungs can release aerosols.
Ensure that the animals to be used for dissection are food quality (human or pet), or
preserved in a non-hazardous chemical. Care must be taken with sharp scalpels and
scissors, with considered use of the least hazardous instruments. All animal tissue must
be bagged and safely disposed of by the technician. All dissecting boards, benches and
sinks, etc. should be disinfected after the practical, preferably using 1% Virkon®.
Protection against the release of microbe-containing aerosols into the air should be
want to watch should be treated sensitively.
Equipment: Sheep's lungs (from butcher), bicycle or foot pump, dissection board, large
knife, disinfectant, large plastic bag.
Level: Securing
4: Ventilation model
Set up the apparatus as shown. Pinching the stretched balloon or rubber sheet and
pulling it down will result in the balloon inside inflating slightly. Ensure that the balloon
or rubber sheet is new and in good condition. Perished rubber does not work.
Explain to students what each part represents and ask them to explain how the model
helps us to understand breathing, in terms of what the diaphragm does. This could be
compared with the model in Exploring 6, which illustrates the role of the muscles
attached to the ribs.
At this stage, students may or may not have met the concept of air pressure (first
introduced in Unit 7G). It is not necessary to go into the details of air pressure for this
demonstration, since this will be covered in work in Unit 8C. However, if students have
been introduced to air pressure, it is worth explaining that, when the rubber
sheet/balloon is pulled down, it decreases the pressure in the bell jar, which in turn
allows the balloon to inflate slightly because the air/atmospheric pressure inside it is
now greater than the pressure inside the bell jar. The reverse happens when the rubber
sheet is allowed to return to its resting position.
The AT presentation Ventilation shows how muscles control the volume of the lungs
and how this relates to this model.
Safety: Ensure that the balloon is latex free, or that the person handling a rubber sheet
does not have an allergy to latex.
Equipment: Bell jar with its base covered in a rubber sheet or a cut and stretched
balloon, bung fitted with tubing, balloon.
Plenaries
1: Quick Check
Assessment: Students work individually on the 7Ca Quick Check sheet and write answers
to Questions 1 and 2a. The remaining questions involve students pairing up to discuss
their answers.
Feedback: Feedback will be between the students as they work. At the end, ask selected
students for their answers to Question 2f (the organ in the gas exchange system that
proved the most problematic to describe).
Action: Refer students back to diagram C on Student Book spread 7Ca Muscles and
breathing, and remind them of the functions of the different organs.
2: Thinking skills
Assessment:
Odd One Out: stomach, lung, trachea (windpipe). (Possible answers: the stomach is not
part of the gas exchange system; the trachea (windpipe) is the only one shaped like a
tube; the trachea (windpipe) does not get bigger and smaller as things are put into and
taken out of it.)
Odd One Out: ventilation, blood circulation, respiration. (Possible answers: respiration
does not require muscles to make it happen; respiration changes the amounts of gases
rather than just moving them.)
Consider All Possibilities: Michaela joined a tennis club. (Possible answers: she
wanted to get fit; she wanted to play tennis; she wanted to meet new people; her friends
were already members.)
Plus, Minus, Interesting: People should have bigger lungs. (Possible answers: Plus –
they could take in more air and so they would have more gas exchange and get more
oxygen into their bodies; Minus – people may need bigger ribcages/chests to fit the
lungs in; Interesting – do athletes have bigger lungs than normal people? Singers and
athletes do not necessarily have bigger lungs than others but have stronger breathing
muscles, allowing the chest to expand further.)
poor then revise the concepts using Student Book spread 7Ca Muscles and breathing.
The AT presentation 7Ca Thinking skills can be used for this activity.
3: In the hot seat

Ask each student to think up a question, using material from this topic. Pull a name ‘out
of a hat’ to select a student to put in the hot seat (or use yourself). Ask this student to sit
at the front, dim the lights and illuminate the hot seat with a lamp or torch. Start a
stopclock/watch to count down 1 minute. Then draw further names ‘out of the hat’ and
ask students to ask their question and to say at the end whether the answer is ‘correct’
or ‘incorrect’. After a minute, count up the score. Ask students to give the correct
answers for any that were deemed incorrect, and to discuss the wording of any
questions that were ambiguous. Then put another student in the hot seat if there is time.
Safety: Do not shine the lamp or torch directly into students' eyes.
Equipment: Lamp or torch, stopwatch or stopclock.
4: Breathing muscles again

Repeat Starter 2 and read out some of the suggestions made by students in that activity.
Ask them to correct or expand on the suggestions to explain why we feel what we feel
when we put our hands on our chests.
Level: Securing
Homework
1: Breathing and respiration
Worksheet 7Ca-6 contains straightforward questions about respiration and breathing.
2: Muscles for breathing

Worksheet 7Ca-7 contains questions on muscles, breathing and gas exchange.
3: Vital capacities
Worksheet 7Ca-8 contains questions on muscles and breathing together with a look at
lung capacities, which involves mean calculations and line graph drawing.
7Cb Muscles and blood

Topic 7Cb takes a look at the circulatory system, which includes a look at the contents
and function of blood. There is also a Working Scientifically spread that looks at the
nature of scientific questions and their role within the scientific method.
Learning Objectives
Starters
1: Heartbeats
Ask students to think up sentences to describe what the heart does and how it works.
Most should be able to do this, although how the heart works may be limited to ‘works
like a pump’. Then ask whether everyone’s hearts beat at the same rate and whether a
person’s heartbeat rate ever changes. When would it get faster? What evidence do you
have for this? How would you check that this is true for everyone? You can come back to
these questions as part of Exploring 1.
Level: Securing
2: What is in the circulatory system?

Ask students to work in groups to produce a table of the different parts of the
circulatory system and what they do. Instruct them to use a table with three columns,
leaving the third column blank. It will speed things up if you prepare a grid for each
group. Ask students to contribute some of the things that they have written on their
sheets. Students should keep their sheets for Plenary 4 (when they will use the third
column).
Level: Securing
3: Scientific questions
Ask each student to submit a question, thinking about how questions should be
constructed, with the verb at the start and a question mark at the end. Write a selection
of the questions up on the board.
Ideas that students tend to submit will often include questions about personal decisions
(e.g. Should I go to the party on Saturday? Can I be excused homework this week?) and
questions about what will happen in the future (e.g. Will Newcastle United win their
next match?). Amongst these there should be some questions that can be tested using
investigations, but if there are none then add one of your own (e.g. Do older people’s
hearts beat more slowly than younger people’s?). Challenge students to identify any
scientific questions and give reasons for their choices. Then explain that scientific
questions are those that can be answered again and again using results from
investigations. Ask students to repeat their identification of scientific questions from
those on the board.
Level: Securing
Exploring Tasks
1: Measuring pulses
Ask students to find and measure their own pulses. Many students will have done this at
primary. The easiest places to measure the pulse are in the wrist, at the elbow and in the
neck – placing two fingers in the places shown in the diagram. The fingers should be
pressed gently on an artery where it runs next to either a bone or firm tissue. The thumb
should not be used to feel a pulse as it has its own pulse.
See if students can find their pulses in each position. The wrist is usually easy and a
pulse is quite easy to find just under the ear. The elbow can be a bit trickier. Another
place is just to the right of the trachea, right under the chin.
Once students have found their pulses, get them to measure them. This can either be
done by counting the number of beats in 1 minute or by counting the number in 15
seconds and multiplying by 4. Ask students to comment on these two different ways and
see if they can spot the possible errors that may occur with each.
Then ask students to predict what would happen to their pulse rates if they did some
exercise. If time/space permit, they can try this out by doing star jumps or similar and
see if their predictions were correct. Where space is limited, students can vertically
raise a fixed mass (e.g. 1 kg) held in the hand through a specified distance, e.g. 1 metre,
and repeat a specified number of times. In this way, the amount of exercise is similar for
all students.
There are a number of smartphone apps that can measure pulse rates, and these could
be examined. Some can measure pulse and breathing rates. Pulse oximeters can also
measure pulse rates.
Safety: Ensure exercise is in a safe area and is safe for all students (e.g. asthmatics
should be encouraged to use their inhalers before exercise). Any equipment used must
be robust and securely anchored. Any students excused from PE on medical grounds
should be excluded (sensitively) from taking exercise. This can be done by pairing
students up so that one exercises and the other takes readings. Ensure, with careful
supervision, that exercise does not become competitive.
Equipment: Stopclock or stopwatch. Optional: masses, book the school hall, smartphone
app for pulse rate measuring, pulse oximeter.
Level: Securing
2: Stamina testing
Explain to students that the speed at which heartbeat and breathing rates return to
resting values after exercise is often used as part of an assessment to measure
someone’s fitness.
Students should work in pairs. The resting breathing and heartbeat rates of one student
should be measured. The student then exercises for a time (e.g. by running on the spot
or lifting a 1 kg mass for 2 minutes) and then stops and measures his or her own
heartbeat rate. It is best if measurements are taken for 15 seconds and then multiplied
up. The partner watches the breathing of the student for 15 seconds to calculate the
breathing rate. This is repeated every minute or every other minute until the rates
return to the resting values. If time allows, students can then swap roles. Graphs of
heartbeat rate against time and breathing rate against time can be plotted and class
results compared. Students should be able to explain that this makes data easier to
compare and trends easier to spot.
The AT link Evaluating fitness opens a spreadsheet that students can use as a dataset for
this practical or as a template for recording their own results.
If sensors and dataloggers are used, class results can be plotted and individuals or males
and females can be compared. All students should be able to compare resting values and
recovery times to draw conclusions about fitness.
Measuring breathing rate is prone to inaccuracy since focusing attention on the
breathing rate affects it. For this reason, the use of a sensor and datalogger is preferable.
There are a number of smartphone apps that can measure pulse rates and these could
be examined. Some can measure pulse and breathing rates. Pulse oximeters can also be
used to measure pulse rates.
Developing: Students use Worksheet 7Cb-3, which starts by challenging them to think
up a scientific question.
Securing: Students should be able to design their own investigations. They should be
encouraged to identify the independent variable (the variable that they are changing, i.e.
the exercise) and propose a suitable exercise and amount of time for this variable.
Students should also consider whether to record the heartbeat and breathing rates (the
dependent variables) for whole minutes, or to record them for portions of minutes (e.g.
15 seconds) and multiply up to get a reading ‘per minute’.
Exceeding: Discuss how heartbeat rates are measured and whether students think that
using a heartbeat sensor and datalogger would increase the accuracy of this practical.
Students should understand that measuring the heartbeat rate using a stopclock/watch
gives an appropriate degree of accuracy for this practical, but that using a datalogger
should eliminate human error. This would enable more accurate data to be obtained
although probably not enough to change any conclusions. Using a datalogger does,
though, make the recording of the results much easier.
Safety: The needs of students who are excused from PE or who have specific medical
conditions should be considered before deciding who should take part. Those who
cannot do the exercise should be paired with someone who can. It is important not to
draw attention to a student’s physical or medical limitations. The teacher should pair up
students so that the whole class is not made aware of a particular student’s problems.
Asthmatics may need to be warned to use their inhalers during exercise. Over-
competitiveness must be avoided, and ensure that students realise that there are more
aspects to overall fitness than stamina. Students will need plenty of room around
themselves to exercise. If students are to step on and off a block, ensure that the block is
stable and well constructed. If students are to walk up and down stairs, they must hold
on to the hand rail.
Equipment: Stopclock/watch. Optional: 1 kg mass, datalogger and relevant sensors, or
smartphone app for heartbeat rate and/or breathing rate, pulse oximeter.
3: Cardiac output
Students measure their pulse rates at rest and their heights and masses. They use this
information to calculate their cardiac outputs and stroke volumes. Full instructions are
given on Worksheet 7Cb-4.
Safety: Teachers should be sensitive to students’ insecurities regarding their height and
weight measurements.
Equipment: Stopclock/watch, bathroom scales, ruler, tape measure.
4: Looking at blood
Check your school’s or local education authority’s policy on blood sampling. This
activity should be carried out by the teacher as a demonstration. To take a sample of
your blood, wash your hands and wipe with an ethanol swab. Then use a sterile lancet
to prick the skin of a crooked finger, in the position shown by the X.
Safety: Check your school’s policy and be aware of students with cultural/religious
objections to viewing such material.
Allow drops of blood to fall onto a clean microscope slide. Then wash your hands again
and place a sticking plaster over the wound. To prepare slides for the class, touch the
end of a fresh slide to the edge of one of the blood drops. The blood will spread along its
width. Use the slide that has been dipped in blood to smear a sample of the blood a
short distance across a fresh slide. Leave the slide to air dry for a couple of minutes and
then add several drops of ethanol to fix the blood. Pour off the excess ethanol and add a
drop of 0.05% methylene blue. A coverslip can be lowered onto this, or the stain can be
rinsed off with distilled water after 5 minutes and a coverslip then added. Methylene
blue will ensure that students can distinguish between red and white blood cells. A
better stain to use is Leishman’s but this has various hazards associated with it. Refer to
the Nuffield Foundation for further details.
Stages of preparing blood smear slides.
It is recommended that you demonstrate making a slide with your own blood, then
show it to the class using a projection microscope. The effect of the stains in making the
leucocytes visible can then be shown.
Ask students to observe the blood smear slide and to draw and label what they see.
The AT presentation Blood contents shows the different components of blood and
micrograph images of the different types of cells.
Students at this stage would learn most from looking at commercially available stained
slides.
Exceeding: Challenge more able students to do some further research into the other
components of blood (e.g. different types of white blood cells, platelets) and ask them to
spot these on the slide, or in examples they may find on the Internet or in books.
Safety: If human blood is to be sampled, it is important to establish that the school’s
employer has not forbidden the activity, and that the guidelines given by a leading
safety organisation for practical science teaching in terms of disinfection and safe
disposal are closely adhered to.
Equipment: Microscope, blood smear slide (prepared as described using sterile lancet,
ethanol swab, sticking plaster, three slides, coverslip, mounted needle, 0.05%
methylene blue stain in water, distilled water, dropping pipettes). Optional:
Internet/library access.
5: Asking scientific questions

Worksheet 7Cb-5 contains information about scientific questions and challenges
students to analyse questions to see whether they are scientific, before getting them to
rephrase and think up scientific questions. It is useful to consider each section of the
sheet step by step, giving groups of students several minutes to read a part of the sheet
and discuss answers to questions. Then discuss the answers as a class.
In the first part of the sheet, elicit the idea that sentence 1b is an ethical question and so
can not be answered using an investigation, and that sentence 1e cannot be measured
(because vampires do not exist).
In the remaining parts of the sheet, make sure that students understand that scientific
questions need to be clearly defined, so that everyone can agree what is to be tested in
an investigation. They must also be focused, so that an investigation can be done in a
sensible length of time with an obvious endpoint.
Level: Securing
Explaining Tasks
1: 7Cb Muscles and blood (Student Book)
This spread reminds students of the circulatory system, which they will have met in
Unit 7A and in primary. That work is extended here to include different components of
blood and their roles. A bone from a butcher that has been cleaved to show the marrow
inside will make a useful prop. A 5-litre container of water could also be useful to
illustrate the amount of blood in the average adult. Worksheet 7Cb-1 is the Access
Sheet.
The AT spreadsheet Evaluating fitness was used in Exploring 2. The AT interactive The
functions of arteries, veins and capillaries gives students information about what a blood
vessel does, and asks them to classify the vessel as an artery, a vein or a capillary. The
AT presentation The circulatory system shows students how blood flows through the
circulatory system. The AT animation Capillaries shows how substances enter and leave
the capillaries in order to supply cells and tissues with what they need. The AT
presentation Blood contents shows the different components of blood and micrograph
images of the different types of cells, as used in Exploring 4. The AT presentation 7Cb
Thinking skills helps students think about muscles and blood, as used in Plenary 3.
Equipment: Bone dissected to show marrow, 5 litres of water.
2: Heart dissection
Show students a sheep’s (or other animal’s) heart. Identify the external blood vessels
before cutting the heart, and identify those going into the heart (veins) and those
coming out of the heart (arteries). Having cut into the heart, identify the chambers and
demonstrate that one side of the heart (the left-hand side) has more muscle than the
other side. This is because the left-hand side of the heart has to pump blood all through
the body whereas the right-hand side only has to pump blood through the lungs.
Hearts can be obtained from a butcher or an abattoir. If ‘plucks’ (heart, liver and lungs
together) are obtained, the hearts, complete with long lengths of blood vessel, can be cut
out. Otherwise hearts may have had their vessels removed by the abattoir/butcher. The
lungs from the pluck could have been used in Topic 7Ca.
At the end, ask students to compare the heart they have seen dissected with a model
human heart and identify similarities and differences.
and sinks, etc. should be disinfected after the practical, preferably using 1% Virkon®.
Protection against the release of microbecontaining aerosols into the air should be
want to watch should be treated sensitively. Be aware of students with
cultural/religious objections to handling such material.
Equipment: Animal heart or pluck, dissecting board, scalpel, forceps, disinfectant (e.g.
Virkon®), human heart model.
Level: Securing
3: Modelling blood
A simple model of blood can be made to show students, using water with a few drops of
yellow food colouring (to give the ‘plasma’ a straw colour), red buttons or disc-shaped
red sweets, and white marshmallows (or white beans or white buttons). Note that this
model does not include platelets.
Show a beaker containing the components to the students, pointing out that blood
appears red because it contains so many red blood cells. Pour out some of the liquid to
demonstrate that the plasma in blood is not actually red.
Safety: Ensure that students do not eat the sweets.
Equipment: Large beaker, water, yellow food colouring, red buttons or disc-shaped red
sweets, white marshmallows or white beans or white buttons.
4: 7Cb Scientific questions (Student Book)

This spread extends students’ understanding of ‘the scientific method’ by taking a look
at what makes a question scientific. Worksheet 7Cb-2 is the Access Sheet and Skills
Sheets SI 1 and SI 2 are also associated with this spread.
Using the AT presentation Scientific questions, students can identify scientific questions
and are then challenged to make up some of their own.
Plenaries
1: Quick Check
Assessment: The 7Cb Quick Check sheet contains a list of answers for which students
should construct questions individually. Students then work in pairs, asking each other
their questions in a random order.
Developing: Do answers 1–5.
Securing: Do answers 1–9.
Exceeding: Do answers 1–10.
Feedback: Read out the answers and get students to vote for the most difficult question
to write. Students have one vote each, which they cast by raising a hand.
Action: Recap the concept/statement that the students voted for by going through the
relevant part of the Student Book.
2: Quick Check WS
Assessment: Students work in groups to cut out the questions on 7Cb Quick Check WS
and think up categories to sort the questions into.
Feedback: Check groups’ category names and sorting.
Action: Remind students that a scientific question is one that can be answered again and
again using results from investigations. Remind students that some non-scientific
questions are ethical questions, and remind them of what this means. Give students
further time to discuss their groupings and make changes as necessary.
Level: Securing
3: Thinking skills
Assessment:
Plus, Minus, Interesting: The heart should always pump at the same speed. (Possible
answers: Plus – we would not feel our hearts pounding when nervous; Minus – it would
make exercise difficult; Interesting – fitter people generally have lower resting
heartbeat rates than less fit people of the same age. What is the lowest heartbeat rate
that anyone could have?)
Odd One Out: capillary, lung, vein, artery, heart. (Possible answers: lung is not full of
blood, it contains air; heart is the only one that generates its own movement/the only
one that pumps blood.)
Odd One Out: oxygen, carbon dioxide, nutrients. (Possible answers: nutrients do not
come from the air; carbon dioxide is not needed for respiration; oxygen is carried by
cells in the blood, not dissolved in the plasma.)
Consider All Possibilities: Matilda’s heart was beating very fast. (Possible answers:
she was nervous; she was ill; she was exercising hard; she is a small baby.)
understanding is poor then revise the functions of the components of the circulatory
system at the start of the next lesson.
The AT presentation 7Cb Thinking skills can be used for this activity.
4: More on the circulatory system

Assessment: Ask students to fill in the third column on their sheets from Starter 2 by
saying whether their ideas about each thing have changed and, if so, how they have
changed.
Feedback: Ask students to contribute ideas to the class and challenge students to say
how they have learnt these things.
Action: Ask students to write down on their sheets something else that they have now
learnt or been reminded of, thanks to the feedback session.
Homework
1: Blood and circulation
Worksheet 7Cb-6 contains straightforward questions on blood and circulation.
2: Heart and blood

Worksheet 7Cb-7 contains questions on the action of the heart, blood cells and blood
vessels.
3: Blood
Worksheet 7Cb-8 contains additional information about the adaptations of blood cells
to their functions, and asks students to interpret and use this information.
Level: Exceeding
7Cc The Skeleton
Topic 7Cc looks at bones and their various functions, including the role of joints.
Learning Objectives
Starters
1: No muscles, no bones
Ask students to draw what they would look like if they had no muscles. Then ask them
to draw what they would look like if they had no bones. Challenge them to suggest
reasons why we have bones and muscles.
Level: Securing
2: Puppet show
Show students a soft glove puppet resting on a bench. Ask what must happen for the
puppet to be able to ‘stand up’. Establish that a hand needs to be put inside and then ask
how this is a model for the skeleton. Students should get the idea that the skeleton
provides support. Then ask what else the hand allows the puppet to do (movement) and
explain that this is another function of the skeleton. Ask students whether they can
think of any further functions of the skeleton (protection, and some may remember the
production of blood cells from the last topic).
Exceeding: If you have a string puppet available, compare it with the glove puppet and
ask students which is the better model for how the skeleton works.
Equipment: Soft glove puppet. Optional: string puppet.
Level: Securing
3: Model skeleton
If you have access to a model skeleton, show this to students and ask them to identify
some of the common bones. Challenge them to suggest the functions of the bones that
they have identified.
Equipment: Model Skeleton.
Level: Securing
4: Match that bone

Worksheet 7Cc-6 contains drawings of the skeletons of various animals and one bone
taken from each. Make up cards from the sheet (laminated for future use if required)
and divide up amongst students, so that each student has either a skeleton or a bone
and the number of bones given out matches the number of skeletons. Then ask students
to move around the room trying to pair themselves up with the correct skeleton for the
correct bone. For students who finish before others, ask them to identify some of the
bones in their skeleton.
Level: Securing
Exploring Tasks
1: Bone density
Birds tend to have lighter bones than ground-dwelling mammals. This simple
experiment compares the densities of bones from a bird and those from a small
mammal. It is useful if the sizes of the animals that the bones come from are similar, but
this may not be possible. A friendly butcher may be able to supply duck, chicken and
rabbit bones. These should be boiled before use to remove residual flesh from the bone
and any bone marrow inside, which will affect density measurements. Students could
compare the same bone (e.g. upper arm/wing bone) from each species or be given a
random selection of small bones to compare. Worksheet 7Cc-4 provides structured
support for this practical, including an explanation of density.
Developing: This practical could be simplified and density calculations avoided by
asking students to find a bone from the bird that has the same volume as a bone from
the ground-dwelling animal. They could identify bones of roughly the same volume by
eye (and possibly check that they are roughly the same using a measuring cylinder).
Students then dry the bones and measure the masses. The disadvantage of using the
measuring cylinder for volume calculations before measuring the mass is that the
hollow bones can take up water.
Safety: Ensure bones are boiled and have no flesh or organic matter left on them.
Equipment: Clean and boiled bird and small mammal bones, measuring cylinder, water,
access to balance.
2: Tubes for bones

Worksheet 7Cc-3 contains simple instructions for making three cylinders with different
cross-sections. These are tested for stability/strength by placing masses on top of them.
Students should appreciate that, for the same amount of material, the cylindrical tube is
the strongest and most stable shape, and that is the reason why the bones that do most
of the supporting in the body are this shape.
Students may find it easier, when making the cylinder, to use a cardboard kitchen or
toilet roll tube to have something to press against when applying the sticky tape.
Note that this practical only considers compressive strength; there are other measures
of strength.
Safety: Ensure that cylinders are placed in a tray to prevent the weight on collapsed
cylinders rolling away. If using toilet rolls, wash hands thoroughly after handling them.
Equipment: Three sheets of A4 paper, sticky tape, scissors, paper plate, 100-g slotted
masses, plastic bowl, scrunched newspaper. Optional: cardboard kitchen or toilet roll
tube.
Level: Securing
3: More bones
Students use Worksheet 7Cc-5 to locate the bones on a model skeleton and to write tags
that can then be tied onto the relevant bones.
Securing: Ask students to prepare labels for the different types of joints that they can
see.
Safety: This is not suitable for students who are unable to treat delicate models with
respect.
Equipment: Human skeleton model.
Level: Securing
4: Building a skeleton
Worksheet 7Cc-7 provides the pieces to make up a skeleton.
Developing: Remove the word box and ask students to simply label any bones that they
know.
Securing: Students use the word box to label the bones. Encourage students to label an
example of a fixed joint, a hinge joint and a ball-and-socket joint on their sheets.
Exceeding: Remove the word box before photocopying/printing the sheet and ask
students to do research to find out what the names of the bones are and to label them.
5: Different types of skeleton

Ask students to find out about exoskeletons, endoskeletons and hydrostatic skeletons.
They need to find out what each one is, give examples of animals that have them and say
how each one works. They should produce a short report of their research, divided into
three sections. They can choose the sections to use but there must be three. They should
also concentrate on using conjunctions and different types of sentences.
Level: Exceeding
6: Broken bones survey

Challenge students to conduct a survey in school or amongst friends to find out which
bone is most commonly broken and how long different bones take to mend. Worksheet
7Cc-5 will be helpful for locating bones and for reference.
Students should appreciate that the mending of bones provides evidence that bones are
made of living tissue.
Exceeding: Ask students to find some secondary data about commonly broken bones
and compare this with their own findings. They should suggest reasons why there is a
difference in the findings (mainly due to sample size).
7: Similarities and differences

Students examine the skeletons on Worksheet 7Cc-6 and design a table to show
similarities and differences between them. Ask students to then describe the differences
between two or more of the skeletons in full sentences, making use of appropriate
conjunctions.
Level: Securing
Explaining Tasks
1: 7Cc The skeleton (Student Book)
This spread deals with the main functions of bones and the internal skeleton. The idea
of joints is also introduced. Worksheet 7Cc-1 is the Access Sheet.
The idea of tendons can be exemplified by asking students to feel their Achilles tendons
(at the backs of their legs, just above the ankle), or the tendons on the backs of the
hands or on the undersides of the wrists. They should be able to appreciate that muscles
need tendons to connect them to bones, and that tendons are tough and quite hard.
Via the AT presentation What bone goes where?, students need to complete a skeleton
with missing bones. The AT interactive Bones for protection challenges students to
identify the organs and structures that are protected by various bones. The AT
animation Joints and articulation shows how the skeleton articulates to allow
movement. It then describes some of the different joints in the body and where they are
found. The AT interactive Types of joint challenges students to classify different joints
from various parts of the skeleton. The AT presentation 7Cc Thinking skills helps with
thinking about the skeleton, as also used in Plenary 3.
2: Bending bones
A boiled chicken leg bone can be left in some vinegar (or other acid) for approximately 3
days. After this time, the acid will have reacted with the calcium phosphate in the bone,
removing it from the bone structure and leaving a bendy bone. Explain that a substance
called calcium phosphate provides the hard material in bone but this is not the only
material, as you can see when the calcium phosphate is removed. Ask students why
calcium phosphate is important in bones.
Safety: Ensure bones are boiled and have no flesh or organic matter left on them before
use. Dilute acid (not sulfuric or nitric) must be used. 5% ethanoic acid is typical for
vinegar. The acid must be completely washed off the decalcified bone before students
inspect it.
Equipment: Clean and boiled chicken leg bone, large beaker or jar of vinegar (or other
dilute acid) to cover the bone, lid or cover for beaker/jar.
Level: Securing
3: Joint dissections
There are a variety of dissections suggested in Explaining 3 in the next topic, which may
be appropriate for use here to demonstrate ligaments, cartilage, tendons, bones and
muscles in a joint. See Student Book spread 7Cd Muscles and moving.
Level: Securing
Plenaries
1: Quick Check
Assessment: Ask students to complete 7Cc Quick Check. This is a free-form exercise in
which students label a skeleton with as much information as they can. You may need to
remind less able students of things that they might consider (e.g. functions of the
skeleton, names of bones, functions of bones, properties of bones, joints).
Feedback: Ask students to swap their sheets and evaluate each other’s work. They
should tell each other two things that are good about the work and one way in which it
could be improved.
Action: Display or write objectives 1–7 for this topic (listed above) on the board. Read
out the objectives and ask students to vote for the one they think the person whose
sheet they evaluated found easiest. Then read out the objectives again, but asking
students to vote for the one that they think the person found most difficult. Each student
has only one vote in each round. Explain that you will be revisiting the one that they
found hardest in the next lesson/topic (which is about joints).
2: Thinking about the skeleton

Assessment:
Plus, Minus, Interesting: We should have fewer bones. (Possible answers: Plus – there
would be fewer bones to break; Minus – we may not be so well supported/protected,
we may not be able to move so well; Interesting – do some people have fewer bones
than others? In a condition called cleidocranial dysostosis some people are born
without collar bones.)
Consider All Possibilities: It is a bone that protects. (Possible answers: rib; sternum;
skull.)
What Was The Question: So that the bone is easy to move. (Possible questions: Why
are the large leg bones hollow? Why is a bird wing bone very light? Why is the bone
attached to a large muscle?)
Odd One Out: cartilage, bone, nail. (Possible answers: nail is not found in joints;
cartilage is flexible; nail is on the outside of the body.)
understanding is poor then revise the functions of the different bones in the human
skeleton at the start of the next lesson.
The AT presentation 7Cc Thinking skills can be used for this activity.
3: Bony questions
In groups, students take turns to pick a bone. The other students then take turns to ask
a question about the bone that can only have a ‘yes’ or ‘no’ answer. Play continues until
the name of the bone is guessed. Worksheet 7Cc-5 may be useful.
Level: Securing
Homework
1: Bodies and bones
Worksheet 7Cc-8 contains straightforward questions about the bones of the human
skeleton and their functions.
2: Bones and joints

Worksheet 7Cc-9 contains questions about bones, joints and the skeleton.
3: Different types of skeleton

In Worksheet 7Cc-10 students are challenged to compare and contrast the skeletons in
vertebrates and invertebrates.
7Cd Muscles and moving

Topic 7Cd continues to look at joints, and considers how and why they are moved by
antagonistic pairs of muscles. The idea that muscles are controlled by the nervous
system is introduced. There is an opportunity to find out about STEM and the skills
associated with being a prosthetist (with a focus on critical analysis and evaluation).
Learning Objectives
Starters
1: Revision
This activity works best if students work in differentiated groups. Ask each student to
write down a question about something from the first three topics of this unit. They
should write the question on the left of a strip of paper and the answer on the right and
then tear the strip in half. In their groups, the students collect all the questions and all
the answers, and redistribute them so that each student gets one question and one
answer. One student reads out a question and the student with the correct answer then
reads out the answer. Groups may need to stop the activity and discuss or adjust
questions/answers that do not work, before re-starting it. The idea is to produce a
continuous question loop at the end, which works so that each student asks a question
and each student gives a correct answer.
2: Arm muscles
Ask students to place one hand underneath the desk and, with the arm bent and palm
upwards, to push up while feeling their upper arm with the other hand. Note that the
desk needs to be heavy (or attached to the floor) in order for this to work. Ask students
where they can feel a muscle at the front of the upper arm working (this is the biceps).
Then ask students to place the palm of one hand down on the desk and push
downwards. They should be able to feel a muscle at the back of the upper arm working
(this is the triceps).
Level: Securing
3: Broken bones, torn muscles

Ask students to prepare a short talk on either ‘How to help mend a broken bone’ or
‘How to help mend a torn muscle’. Select various students to read out their thoughts.
Establish the idea that whatever plaster casts, bandages, medicines and hot/cold packs
you use, the body mends itself. The bone and muscle tissues grow back and repair
themselves. This is an indication that bone and muscle contain living cells and that they
are affected by what we do. This includes sport.
Securing: Challenge students to ask a scientific question based on the observation that
bones and muscles heal themselves.
Level: Securing
Exploring Tasks
1: Antagonistic muscle model
Full instructions are given on Worksheet 7Cd-3 that allow students to construct a model
arm using Worksheet 7Cd-4. Reasonably thick card is needed.
Developing: At its most basic level, students can make the model as described and use it
to think about how muscles move bones.
Securing: Challenge students to describe the good aspects of this model and its
shortcomings. The model is successful in showing that two muscles are needed to
operate a joint, but less successful when it comes to showing how muscles get shorter
and fatter as they contract and thinner as they relax. It also does not represent
ligaments well and does not represent tendons at all. The bones are not accurate either,
and no cartilage is shown. Then suggest using elastic instead of string to model the
muscles and challenge students to describe the good and poor aspects of this change (it
has the advantage that the muscles can be seen to be getting thinner when relaxing and
fatter again when contracting, but it is liable to introduce the misconception that
muscles are elastic).
You or a technician could build a more substantial elbow joint using wooden pieces and
semi-inflated balloons for the muscles. There are instructions that are easily found on
the Internet. Challenge students to compare their models with this one, identifying
aspects that are better and not as good.
The AT animation Antagonistic muscles shows the activity of the biceps and triceps in
raising and lowering the lower arm. Students could compare this model with the
physical ones.
Note that the biceps and triceps are not the only muscles in the upper arm that work the
lower arm, and they are really only effective when the palm is held face up.
Safety: The worksheet encourages students to identify hazards and to control the risks.
Make sure that students’ ways of controlling the risks (using scissors and making holes
in the card) are suitable. Teachers should refer to MRAL 2.007 ‘Cutting with Scissors,
Scalpels and Craft Knives’ (available from a leading safety organisation for practical
science teaching) for suitable control measures to prevent injury. Safe practice will
include choice of instruments, the use of cutting mats, and classroom management to
prevent tripping when carrying knives.
Equipment: Scissors, glue, two pieces of string, brass butterfly paper fastener,
something sharp with which to make a hole, adhesive tack or similar to protect bench if
making holes with sharp object, stiff card.
2: Clenched fists
Ask students to name the organs found in their hands (bones, muscles, blood vessels).
Challenge them to explain how they can tell that antagonistic pairs of muscles operate
the fingers. (Hold a hand in a floppy position down by one side and clench the fingers,
then relax. Once relaxed the fingers fall back to the original position. Now repeat this
but stretch out the fingers rather than clenching them.)
Securing: Ask students to hold their hands by their sides and clench and unclench their
fists as fast as they can for 30 seconds. Then allow them to rest before asking them to do
the same thing with their hands held in the air. They will not be able to do nearly as
many clenches. Ask students to think up a scientific question about this observation.
Then ask students if they have any hypotheses as to why this happens. (Holding the arm
up reduces blood supply to the hand and so the muscle cells run out of oxygen faster.
This leads to a chain of events that causes muscles to ache.) Students will learn more
about this when they study anaerobic respiration in Unit 8C.
3: Grip strength
This practical relates back to the work on fitness at the start of the unit. Strength is one
of the four S-factors that can be used as a measure of fitness (or as a criterion for
monitoring improvements in fitness). Note that many dynamometers record readings in
kilograms rather than newtons. Students need to multiply the kg readings by 10 to
convert them into newtons (the correct unit for force).
Developing: Full instructions are given on Worksheet 7Cd-2. Students use a
dynamometer to compare the grip strengths of their right and left hands. Students work
their way through Questions 1–3.
Securing: Students also complete Question 4 on Worksheet 7Cd-2, which asks them to
develop another prediction and hypothesis from the results of the experiment.
Exceeding: Extend this practical by asking students to find out if there is a closer
relationship between age and grip strength or between height and grip strength. Or ask
them to find out if the way in which the dynamometer is held affects the readings (e.g.
by the side, above the head, arm at right angles, supported by a desk). Ask students how
displaying their data on graphs makes it easier to see patterns and trends in the data.
Students will need to use scatter graphs for this. Skills Sheet PD 6 may be useful for this
activity.
The instruction manuals of many dynamometers contain reference norms, reflective of
different research studies and different ways in which the dynamometer can be held.
Students may like to use the criteria in the norms to classify the strength of their
dominant hands as strong, average or below average.
Safety: Ensure that students carry out some warm-up exercises to ensure sufficient
blood flow in their muscles before the activity.
Equipment: Dynamometer. Optional: graph paper.
4: Bar charts with bite

Worksheet 7Cd-5 gives students an opportunity to plot bar charts using data about the
bite strengths of different animals.
Developing: Students plot their charts with reference to Skills Sheet PD 3.
Securing: Students plot their charts and are then given Skills Sheet PD 3 in order to draw
up a list of criteria by which they can judge how good a bar chart is. Most of their lists
will be drawn from the diagram on the worksheet, but encourage students to also
consider the accuracy of the plotting, how well the chart fills the grid, spelling and
neatness. Once they have drawn up their lists of criteria, they should judge their own
charts based on these criteria and write a sentence to explain what they could do to
improve.
Exceeding: Remove the questions. Tell students that they must choose an appropriate
way to display the information on the sheet. Having drawn their charts/graphs they
need to write a sentence to justify the use of their chosen method of display.
5: STEM – prosthetic legs

At the end of the STEM pages, there is a practical activity in which students build and
test models for prosthetic legs.
Start by asking students to suggest some features that are desirable in a prosthetic leg.
These could include strength, durability, comfort, ease of use. Go through the table at
the bottom of the Student Book page, and make sure students understand how to use a
copy of this chart for assessment of their models.
Students should work in groups to construct a prosthesis that will attach to the knee.
Ensure that there is at least one person in each group who is roughly the right height to
use the lengths of support material provided (see equipment list below) or that there
are different lengths of support material provided. All students could have access to the
same central store of materials, or you could give each group different sets of materials
to work with. Alternatively, you could get a spokesperson from each group to come up
in turn to choose one piece of equipment that they think they will need.
Try to ensure that as the groups are working, they are making a prosthesis specifically
for one member of the group to try (rather than making a prosthesis that they think
might fit one/all of them).
Once students have had a chance to try out their models and evaluate them using copies
of the chart on the Student Book page, ask students to work together in their groups to
make a list of improvements they would make (with explanations of why they would
make them). Go around the class, asking a spokesperson from each group to show their
prosthesis and explain some of the good points and some of the ways in which it could
be improved.
Safety: Ensure that none of the prosthesis support materials have sharp edges, and that
the prostheses are tested in an area that is well away from furniture onto which
students could fall.
Equipment: Equipment is variable, depending on what is available. Possibilities are:
metre rule or tape measure, scissors, duct tape, structural support of about 45 cm in
length +/– 5 cm (e.g. unused sink plunger, plastic/metal/cardboard tubing,
plastic/metal/cardboard strips, newspaper (to roll up), wooden pole/stake), squashy
material (e.g. sponge, bubble wrap, scrunched paper, cardboard), something to attach
the prosthesis to the leg (e.g. string, tape, straps). Other additions could include shoes.
Explaining Tasks
1: 7Cd Muscles and moving (Student Book)
This spread continues looking at joints, with a specific emphasis on how pairs of
muscles are used to move them. Worksheet 7Cd-1 is the Access Sheet.
The AT animation Antagonistic muscles will be used in Explaining 4. The AT
presentation Nerves and muscles is also used in Explaining 4. The AT presentation 7Cd
Thinking skills helps with thinking about muscles and moving, as also used in Plenary 2.
2: 7Cd Artificial limbs (Student Book)

These pages in the Student Book look at the job of a prosthetist and the skills and
training that prosthetists need. There is a particular focus on critical analysis and
evaluation, and how this can be done by agreeing a set of criteria by which to judge
something using scores.
Before starting the page, explain what criteria are. With students, discuss some
everyday examples (such as the qualification time needed for a runner to get into an
athletics competition, or the pass marks/grades in exams or tests).
3: Joint dissection
A chicken wing/leg is useful for joint dissection purposes. Carefully remove any skin
and show the muscles involved at the joint. You may be able to pull on the muscle or
tendon to demonstrate how it pulls the bone it is attached to. Many students will not
have made the link between muscle and the ‘meat’ that you eat.
There are plenty of sources of information for how to dissect chicken wings/legs on the
Internet.
and sinks, etc. should be disinfected after the practical, preferably using 1% Virkon ®.
The dissection can be carried out on a disposable surface (e.g. newspaper). Protection
against the release of microbe-containing aerosols into the air should be ensured.
Dissection instruments are best autoclaved after use as disinfectants may attack metal
instruments. Wash hands thoroughly afterwards. Be aware that some students can faint
viewing even the most tame dissections. Some students may object to certain meats
being used in this demonstration on religious grounds.
Equipment: Dissection kit, chicken wing/leg with joints still in place.
4: Antagonistic pairs
The AT animation link opens Antagonistic muscles. Stop the animation at each of the
points indicated and ask students to predict what will happen when the named muscle
contracts. Run the animation to illustrate. The AT presentation Nerves and muscles
demonstrates how an impulse sent from the brain travels down the spinal cord and
nerves to a muscle, causing it to contract.
Plenaries
1: Quick Check
Assessment: Students work individually or in groups using the 7Cd Quick Check sheet.
Stress to students that this is not a test but a way of finding out what students
remember best about the work in this topic, and what was more difficult to remember.
Feedback: Students use the bottom half of the sheet to show how many of the objectives
they have included in their labelling and how well they think they covered each point.
Action: As they work, look at the numbers of stars students are giving themselves. Go
through the objectives that are getting the fewest stars, using one or more of the
videos/animations in Explaining 4.
2: Thinking skills
Assessment:
Odd One Out: leg bone, leg muscle, fat. (Possible answers: fat is a tissue not an organ;
fat does not allow you to move; muscle is the only one that can contract and relax; bone
is very hard.)
What Was The Question: Impulse. (Possible answers: What is an electrical signal
generated by the nervous system called? What causes a muscle to contract?)
Consider All Possibilities: The grip strength measurement was less for Sam than for
Adam. (Possible answers: Sam’s grip strength is less than Adam’s; Sam was not really
trying; Sam was ill; they used two different grip strength devices and one was not
accurate.)
Consider All Possibilities: Amy cannot move her right lower arm up and down.
(Possible answers: the muscles/biceps or triceps in her right arm are not working; she
has broken her arm and it is in a plaster cast; she has dislocated her elbow; her arm is
trapped in something.)
Feedback: Ask each group to appoint a spokesperson to read out the agreed answers to
the class. Start with the Odd One Out list and ask one spokesperson to read out their
answers. Ask other spokespeople to add to the list.
Action: Correct any misconceptions evident from student answers.
The AT presentation 7Cd Thinking skills can be used for this activity.
3: What happens in a sprinter?

Show students a video clip of a sprinter running the 200 m. Tell students that they have
the 20 or so seconds of the race to explain what is happening in the sprinter’s body,
using ideas about bones, muscles, joints and antagonistic pairs.
Students should write down their sentences and then you can select certain students to
read out their answers while the muted clip is playing. Or, if equipment is available, ask
students to record voice-overs.
Equipment: Voice recorder (optional).
Homework
1: Moving bones
Worksheet 7Cd-6 contains straightforward questions on muscles, joints and moving.
2: Building up muscles and bones

Worksheet 7Cd-7 contains questions on muscles, joints and moving.
3: Forces and bones

Worksheet 7Cd-8 contains information and questions on natural and artificial joints.
7Ce Drugs
Topic 7Ce completes the unit by looking at how different drugs can affect the activity of
muscles and the nervous system, and the final page wraps up the unit by looking at the
use of drugs by sportsmen and -women.
Learning Objectives
Starters
1: Drugs quiz
Worksheet 7Ce-5 provides a set of statements about drugs that students are asked to
mark as true or false. They are also asked to write down any other information they
know that is related to the statements given. This is a good opportunity to find out what
students already know, and to discover any misconceptions they may have about
alcohol and its effects. Students could keep their sheets for Plenary 3.
Exploring Tasks
1: Reaction times
At its simplest, this practical could just be used by students to measure their reaction
times by the ‘dropped ruler method’, in which a ruler is dropped and caught by another
student as quickly as possible. The reaction time can be calculated from the distance the
ruler falls (see Worksheet 7Ce-2).
This practical can also be used to introduce the idea of how errors occur in experiments.
The rest of Worksheet 7Ce-2 provides a structured approach to this.
Visual reaction times should be in the order of about 0.2 seconds. The dropped ruler
method is likely to provide the widest range of results as the distance between the 0 cm
mark of the ruler and the thumb/fingers of the person who is being tested is a source of
error. One approach is to hold the ruler in a clamp stand. The distance the button needs
to be pushed in the circuit (or computer) method may also be a source of error.
Securing: Extend this by asking students to think about designing scientific questions
that can be investigated using reaction times (e.g. Do people’s reaction times change
during the day? Do people’s reaction times change depending on whether they can see
or feel the ruler? Does shouting ‘Go’ when the ruler is dropped affect reaction time
measurements? How do stimulants/depressants affect reaction times?). Students may
be encouraged to answer one of their own questions, or there is a question about the
effects of caffeine in Exploring 2.
Exceeding: Extend this by asking students to use a computer reaction timer. Free ones
are easily found on the Internet.
Equipment: Dropped ruler method: metre ruler. Optional: clamp stand.
Circuit method: single pole double throw (SPDT) or push button switch, digital timer
(with external circuit connections), light bulb and holder, battery or power pack,
connecting wires. Computer method: computer, reaction timer software.
2: Caffeine
Students investigate the effect of drinking a caffeine-containing drink on reaction times.
mark each others’ work and to provide formative feedback to each other.
Developing: It is envisaged that students will use their experiences in Exploring 1 to help
them plan and carry out this practical. Ask students for ideas and then agree a method
based on Exploring 1. Write the method on the board for students to follow.
Securing: A planning sheet is provided to help students with this practical (Worksheet
7Ce-3). It is, however, difficult to make this a fair test – an important evaluation point.
Exceeding: Students should use their scientific knowledge to help them plan this
practical, and should explain how their prior knowledge has informed their planning.
They should identify variables and explain which ones are hard to control. In addition,
students should explain how a variation in results may be due to human error. Students
should collect data from other groups and manipulate the data to make valid
comparisons between different groups’ results, and to make it easier to draw a
conclusion. Any suggestions on how to improve the practical should be accompanied by
reasons for the changes. Note that it will take 15–20 minutes for caffeine to be
absorbed.
Safety: This practical may not be suitable for some classes/students, and depending on
school policy may require parental permission. Drinking should not occur in the
laboratory. Use the school canteen or a classroom for this activity. Any students with
caffeine sensitivity must not drink the caffeine-containing drink. The person drinking it
should be familiar with taking caffeine, and the drink should be the only caffeine-
containing drink they take that day. A normal portion size of cup/beaker full should be
taken.
Equipment: Metre ruler, caffeinated and decaffeinated cola drinks, plastic cups.
3: Research work
Students carry out independent research.
Developing: Ask students to research a list of diseases caused by excessive alcohol
consumption.
Securing: Ask students to find out about the penalties for drug abuse or drug smuggling
in different countries.
Exceeding: Ask students to find out how new drugs are tested, including double-blind
trials, and to write a report on the different priorities that the people involved in the
tests have – the drugs company, the scientists doing the tests, the patients.
4: Sports and drugs – the debate

There is an opportunity for a debate on Student Book spread 7Ce Drugs and sport. Refer
to Skills Sheet RC 5 for ideas on how to run a debate. Skills Sheet RC 3 may be useful for
students to refer to if they are going to consult secondary resources as part of their
preparation for the debate.
Resource material for this debate is published by the Physiological Society and is
available on their website.
Explaining Tasks
1: 7Ce Drugs (Student Book)
This spread takes a look at drugs and their effects on the body. Worksheet 7Ce-1 is the
Access Sheet.
complete the table. See the ASP Introduction for ideas on how to run the feedback and
action components for this formative assessment. This also contains mini-plenary ideas.
An AT link allows you to turn the labels on and off on photo A. Using the AT interactive
Effects and side effects, students look at some illnesses and some drugs. They match the
drugs to the illnesses that they can treat, pointing out which are the useful effects and
which are the side effects.
2: Caffeine and the heart

There is a good opportunity here to link back to work earlier in the unit on the heart
and pulse rates (Student Book spread 7Cb Muscles and blood).
Measure your heartbeat rate (and possibly blood pressure) with a monitor or
smartphone app. Then drink a cup of coffee or glass of cola (or other caffeine-containing
drink) and wait a few minutes before measuring the rates again. Ask students to suggest
further questions that could be investigated using this equipment (such as: Does more
cola always increase the heartbeat rate? How quickly does the heartbeat rate return to
normal after drinking coffee?). The heartbeat rate can then be measured at various time
intervals after drinking the drink. If you have a sensor that can measure heartbeat rate,
connecting yourself to a datalogger will enable you to constantly monitor your rate
throughout the lesson, sharing the results with students at the end. Note that it will take
15–20 minutes for caffeine to be absorbed.
Safety: Drinking should not occur in the laboratory. Use the school canteen or a
classroom for this activity. The person drinking the caffeine-containing drink should be
familiar with taking caffeine, and the drink should be the only caffeine-containing drink
they take that day. A normal portion size of cup/beaker full should be taken. Any
students with caffeine sensitivity must not drink the caffeine-containing drink.
Equipment: Automatic pulse monitor (e.g. pulse oximeter) or pulse smartphone app,
caffeine-containing soft drink/coffee/tea to drink. Optional: datalogger and appropriate
sensors, automatic blood pressure monitor.
Level: Securing
3: 7Ce Drugs and sport (Student Book)

This spread completes the unit by considering how drugs can be misused in sport.
Questions 2, 3 and 4 all involve students thinking back to previous parts of this unit and
linking various ideas together. They can be used for formative assessment, with
students working together to produce the best, detailed answer that they can. See the
ASP Introduction for ideas on how to run the action component for this formative
assessment.
Plenaries
1: Quick Check
Assessment: The 7Ce Quick Check sheet contains a wordsearch concentrating on the
classification of different drugs.
Feedback: Groups look at each others’ completed sheets and discuss any differences.
Read out the names from the sheet and ask students to raise a hand if the substance is in
one of the groups on the sheet, or two hands if the substance is in two groups.
Action: If there is any confusion about which groups substances belong to, identify the
words on the Student Book spread 7Ce Drugs and ask students to find out where it tells
them which groups the substances belong to.
2: Drugs quiz again

Ask students to look at their copies of Worksheet 7Ce-5 (from Starter 2) and to correct
or add information to it as necessary. The sheet could then be used as a framework for
students to write a couple of paragraphs (possibly using a variety of sentence types, if
they have studied the work on the Student Book spread 7Cc Sentences) to summarise
what they have learnt about drugs.
3: Athletics training camp: Open-ended Assessment Task

A young athlete is training for a competition and has been offered a place in a training
camp. A sports scientist has come to see the athlete in order to explain the benefits of
the camp. Students need to play the part of the sports scientist, and will need to write
down what they would tell the young athlete in order to explain to them:
• what respiration is
• how the body gets the materials it needs for respiration
• how cells get the materials they need for respiration
• how breathing occurs
• what bones and muscles do for an athlete
• how to avoid being tempted to cheat.
Students will need to show the young athlete at least one diagram as part of their talk.
You can assess this activity by using the Open-ended Assessment Task sheet or students
4: Quick Quiz
Revisit the 7C Quick Quiz to test students’ knowledge of the content of this unit.
Students could fill in their answers on the 7C Quick Quiz Answer Sheet. Encourage
students to identify for themselves areas where their understanding is still weak, and to
5: End of Unit Test

Students should circle the stars next to each statement on the 7C Progression Check to
Homework
1: Cold and flu remedies
Worksheet 7Ce-7 contains a text on cold and flu remedies together with questions on
the text about drugs and their effects.
2: The thalidomide story

Worksheet 7Ce-8 contains a more challenging text on thalidomide together with
questions on the text about drugs and their effects.
7Ga Solids, liquids and gases

Topic 7Ga describes the different properties of solids, liquids and gases, in terms of
shape, volume and compressibility. It is presented in the context of waste management
and disposal.
Learning Objectives
Starters
1: Quick Quiz
Use the 7G Quick Quiz for baseline assessment. Students can use the 7G Quick Quiz
for the whole unit, and then again at the end of the unit to show progress. Or just use the
formatively in a plenary for this topic. See the ASP for more information about Quick
Quizzes. Advice on dealing with any misconceptions highlighted by this activity can be
found in the Background information.
2: Solids, liquids and gases

The AT video Dealing with waste sets the context for the unit by providing ideas about
waste management and solids, liquids and gases.
Introduce some statistics about the amount of waste we produce, explaining the role of
landfill sites and how recycling is necessary. Include an introduction to how different
waste materials in different states have to be handled differently because of their
different properties.
Have a selection of solids, liquids and gases (which could be linked to waste) available.
As a whole-class discussion, ask students how they would sort them into groups. As
students will have met the terms solid, liquid and gas in primary, they should have little
difficulty in grouping the materials in this way. However, this will act as reinforcement
and ensure that all students remember the terms. This activity will naturally lead into
Exploring 1, where students observe the properties of solids, liquids and gases in more
detail.
Equipment: Selection of solids, liquids and gases.
Level: Securing
3: Concept map
The AT interactive States of matter asks students to select the correct words to describe
the states of matter shown. This should recap terms met in primary. You may then want
to ask students to construct a concept map using terms such as solid, liquid, gas, ice,
water and steam.
Although changes of state are not covered in detail in this unit, it may also be useful to
ask them to include terms such as melt, evaporate, freeze and condense on their concept
maps. The concept maps can be kept and revisited at the end of the topic, when students
can add the properties of the three states of matter, and also at the end of the unit. See
Plenary 3 and 7Ge Plenary 4.
Level: Securing
Exploring Tasks
1: Circus of observations
Provide a collection of solids, liquids and gases (detailed below) for students to
examine, and record their findings on Worksheet 7Ga-2. Depending on student
numbers, you may wish to set up two or three sets of identical stations.
Solids: include a range of solid materials, including a syringe with a piece of wood (or
similar) inside it so students can attempt to squash it. If the syringe has a rubber end to
the plunger it should be removed as it will be slightly compressible and may confuse
students.
Liquids: provide several examples of liquids and some spare containers of various sizes
so students can pour them from one container to another. Include a syringe with its end
sealed, filled with coloured water.
Gases: include a syringe full of air – the end can be sealed, or students can seal the end
themselves with a finger when attempting to compress the air (sealing the end prevents
it being used for squirting water!). Also provide a large plastic bag full of air, tied tightly,
for students to gently squash to observe the change of shape, and a bottle of dilute air
freshener or perfume for students to observe that the gas spreads out. You may need to
discuss with students the fact that some of the liquid evaporates, providing the smell.
Equipment (per station): Solids: range of solid materials such as wooden block, iron
(metal) block, rock, syringe with solid inside.
Liquids: range of liquids such as water, ethanol, cooking oil, assorted items of glassware
(boiling tubes, small beakers, Petri dishes), syringe full of coloured water with sealed
end.
Gases: syringe full of air with sealed end, large plastic bag full of air (tied tightly), open
bottle of air freshener or perfume.
2: Classifying difficult substances

Provide a selection of substances that are difficult to classify, and ask students to decide
if they are solids, liquids or gases, giving their reasons. The substances can be set out
around the classroom, with students moving from one to another, or each group can be
provided with their own samples.
Safety: Students must not be allowed to eat any of these samples.
Equipment (per group): One sample of each of the following (if possible): rubber (an
eraser will do), warm runny custard, cold set custard, jelly, sand, honey, toothpaste,
tomato sauce, sugar, jam, modelling clay, foam rubber.
Level: Securing
3: Different liquids with different properties

Students time how long it takes a set volume of different liquids to go through a filter
funnel (see list below). Ask each group to investigate one liquid, and share the results. A
method should be agreed with students so that all groups obtain results that can be
compared.
Developing: Give students instructions on what to do, which can be written on the
board.
Securing: Students should be able to plan this simple experiment for themselves. The
word viscosity need not be mentioned to students.
Exceeding: When planning the experiment, explain to students that they need to collect
evidence that they can be sure of, which in turn will allow them to be more certain of
their conclusions. Elicit the idea that repeated measurements are a good way of
collecting evidence that they can be sure of.
Safety: Only use new liquids and wash hands after use.
Equipment (per group): Filter funnel, clamp and stand, stop clock, thermometer, boiling
tube, beaker, measuring cylinder, liquids to test, e.g. treacle, honey, water, milk, cream,
new vegetable oil, washing-up liquid.
Level: Securing
4: Change in viscosity with temperature

Students time how long it takes a set volume of vegetable oil at different temperatures
to go through a filter funnel.
Developing: Show students the picture at the top of Worksheet 7Ga-7 and ask them to
explain how they would do this experiment. Working with them, write step-by-step
instructions on the board before allowing students to start work.
Securing: Students should be able to plan this experiment for themselves. The word
viscosity need not be mentioned to students.
Exceeding: When planning the experiment, explain to students that they need to collect
evidence that they can be sure of, which in turn will allow them to be more certain of
their conclusions. Elicit the idea that repeated measurements are a good way of
collecting evidence that they can be sure of.
Safety: Avoid contact with the skin. Students should not be allowed to heat oil using a
Bunsen burner, even with eye protection. The use of a water bath prevents the
formation of pockets of gas, which eject the hot liquid as they rise to the surface.
However, this may mean that forward planning is required and students could be
recommended to start with the higher temperatures first – the vegetable oil can be
cooled quite easily by standing it in a trough of iced water.
Equipment (per group): Filter funnel, clamp and stand, stop clock, thermometer, boiling
tube, beaker, measuring cylinder, vegetable oil, access to water bath(s) at pre-set
temperatures agreed with students (max 50°C), or access to plastic bowls and supplies
of hot water to make their own water baths, iced water.
5: Classifying materials
Worksheet 7Ga-3 provides a set of cards that students can use as the basis for a
discussion, including straightforward and difficult materials. The reasoning behind
students’ classification of the various substances is more important than the ‘answers’
they reach. This can be followed up by using Worksheet 7Ga-6 as discussion material.
Level: Securing
6: A lot of waste
Worksheet 7Ga-4 provides data about the amount of waste produced in different
countries in different ways. Students are asked to discuss the different ways of
recording data in order to draw conclusions. Students may not be familiar with the
decimal notation for millions shown in the sheet and it is worth explaining this
beforehand. Also, explain that you can add decimal numbers of millions to get an
answer in decimal numbers of millions. This can be followed up by using Worksheet
7Ga-8 as further discussion material.
Level: Securing
Explaining Tasks
1: 7Ga Sorting rubbish (Student Book spread)
Questions 1 and 2 can be used as baseline assessment.
The AT video Dealing with waste introduces some ideas about waste management and
the properties of solids, liquids and gases (Starter 2).
Developing: Show students the video and then go through the last paragraph with them.
Point out that photo A shows a landfill site.
2: Waste categories
Empty out the contents of your bin (providing it is safe to do so) and sort the contents
into groups. Ask students why we do not throw liquids into bins. Explain that this is for
a number of reasons: it is difficult to take bins that are full of liquid to be emptied; they
could make some of the paper unrecyclable; liquids such as paints cause problems in
bin lorries because they can leak paint all over the road. Ascertain how much of your
bin’s contents could be recycled. Link this to recycling in your school. Tell students that
councils in the UK with the highest recycling rates are achieving over 40% of all rubbish
recycled.
Securing: Ask students to draw a pie chart of the contents of the bin using a spreadsheet.
Equipment: A bin full of (non-smelly) rubbish.
Level: Securing
3: 7Ga Solids, liquids and gases (Student Book)

Introduce ideas about the different properties of the three states of matter and how the
different states can be identified.
Student Book Questions 1, 2 and 3 can be used as baseline assessment for the topic.
Worksheet 7Ga-1 is the Access Sheet.
4: 7Ga Density comparisons

Show students a range of different solids that have different densities and write their
densities on the board (in g/cm3). Challenge students to explain what we mean by
density, and establish that it is the mass of a material in a certain volume (often 1 cm 3).
Ask students to tell you the mass of 1 cm3 of some of the materials, and to put materials
in order of density. Challenge students to calculate the mass of different volumes of
some of the substances.
Equipment: Range of different solids (preferably in the form of blocks, and for which
there are known densities).
Level: Developing
Plenaries
1: Quick Check
series of properties cards. Ask students to work in pairs to put the cards into three
groups of properties – the cards marked with the three states of matter are not placed
at this time.
Feedback: Student pairs group together into fours and compare their piles, correcting
any mistakes and labelling their piles with the states of matter. Ask groups to nominate
the property they think was the most difficult to match to a state of matter.
Action: While teaching the next topic, repeat the association between the
property/properties that students found the most difficult and the relevant state(s) of
matter as reinforcement.
2: Thinking about solids, liquids and gases

Assessment:
Plus, Minus, Interesting: All solids should be squashable. (Possible answers: Plus – it
would be easier to get things into tight spaces; Minus – it would be more difficult to
walk as the ground would squash under your feet; Interesting – would there be less
damage in a car accident if solids were squashable?)
Consider All Possibilities: A material is difficult to squash. (Possible answers: it is a
solid or a liquid.)
Odd One Out: solid, liquid, gas. (Possible answers: solids are the only substances that
cannot flow; gases are the only substances that can be compressed.)
Action: Ask students to choose the best answer from their group and consider why they
think it is the best. Ask a spokesperson from each of a number of groups to read out the
best answer chosen by their group. Identify any ideas that are missing and share them
with the class. If understanding is poor then revise states of matter that affect them at
the start of the next lesson.
The AT presentation 7Ga Thinking skills can be used for this activity.
Level: Securing
3: Concept map revisited

Students revisit their concept maps from Starter 3, adding to them and correcting them
in a different colour. Things that should be added include properties of the three states
of matter.
Level: Securing
4: Properties summary
The AT video Dealing with waste includes ideas about waste management and solids,
liquids and gases. You could show students the video without the sound and ask
different groups to write voice-overs for the video to help describe the properties of
solids, liquids and gases.
Level: Securing
Homework
1: Summary of properties
Worksheet 7Ga-5 provides simple questions on the three states of matter.
2: Solid or liquid
Worksheet 7Ga-6 provides questions on solids and liquids that are difficult to
categorise.
Level: Securing
3: Oil leak
Worksheet 7Ga-7 provides results from an experiment into temperature and liquid
viscosity to interpret. The word viscosity is not mentioned although you might
encourage some students to do the Optional extra (Question 9) and find this out. Note
also that this sheet asks students to draw a smooth curve through a set of points on a
graph, which they may not be familiar with. Skills Sheet PD 6 may be useful.
4: A study of rubbish
Worksheet 7Ga-8 provides questions on different ways of displaying data. This requires
students to have a working knowledge of pie charts and bar charts. Skills Sheets PD 3
and PD 7 may be useful.
7Gb Particles
Topic 7Gb explains the concepts of hypotheses and theories in the context of scientific
methods and introduces the particle theory of matter to explain the basic properties of
solids, liquids and gases. There is also a Working Scientifically spread that looks at the
scientific method, hypotheses and theories.
Learning Objectives
Starter
1: Properties of solids, liquids and gases
Ask students to name some properties of solids, liquids and gases. Write their
suggestions on the board or use Worksheet 7Ga-2 to record students' suggestions. (This
worksheet can be made into an OHP transparency or used on an interactive white board
from the AP.) Then ask students why the three states of matter have these properties.
Explain that these questions are the same as a scientist would ask. Ask students for any
ideas they have. Advice on dealing with any misconceptions highlighted by this activity
can be found in the Background information.
Level: Securing
2: Thinking about materials

Use some Odd One Out exercises to recap previous topics and get students thinking
about the properties of solids, liquids and gases. Note that there is usually more than
one possibility, and the important outcome is the student's justification of their
decision.
Assessment:
Odd One Out: sand, stone, wood. (Possible answers: sand is the only solid that can flow
(because it is in tiny pieces); wood is the only one that came from living things.)
Odd One Out: ice, water, stone. (Possible answers: stone, as ice and water are the same
substances; ice is the only one that does not exist at room temperature.)
Odd One Out: water, honey, petrol, wood. (Possible answers: petrol because it cannot
be found in nature; wood is the only solid.)
Feedback: Students answer the thinking skills questions in groups. In doing so they
should revise ideas on states of matter.
with the class. If understanding is poor then review ideas about solids, liquids and
gases.
The AT presentation 7Gb Thinking skills can be used for this activity.
Level: Securing
3: Introducing hypotheses and theories

Write the question 'Why are the three states of matter different?' on the board. Discuss
this question and introduce ideas about scientific questions, hypotheses, predictions
and testing. You could use the block flowchart of the scientific method from Skills Sheet
SI 1 and ask students to fill it in with the correct words, revising material from Unit 7B.
This could be done in groups or on the board by taking suggestions from the class. This
will revise the concept of the scientific method, which is met on Student Book spread
7Ba The scientific method.
Developing: Give students the words to use.
Activity Type: Baseline Assessment, Working Scientifically.
Level: Securing
4: Using models
Introduce the idea of a scientific model as anything which helps us understand the
things we see around us. Models help us describe, explain or find out about something
that is very complicated by simplifying it.
You could discuss the different types of model used: demonstrate some simple models
(such as a car) and write a mathematical formula on the board. Ask students what these
both have in common. Elicit the idea that they are both types of model.
You could use Skills Sheet SI 4 as a basis (although this sheet goes beyond what most
students will have covered so far). Unit 7J has a Working Scientifically spread on using
different types of models.
Introduce the idea that we could need a model to help us describe the three states of
matter.
Level: Securing
Exploring Tasks
1: Observations and theories
Worksheet 7Gb-4 can be used to do a card sort activity that is intended to help students
to differentiate between observations and hypotheses, and to realise that hypotheses
(and theories) may have to change in the light of new evidence.
Developing: Students divide the cards into observations (evidence) and hypotheses.
Securing: Students are given all the cards except the ones about Chris's sore throat,
Ben's homework and the funny smell, and are then asked to produce their own
hypothesis, with reasons, as to who took the sandwich. They can then be given the
remaining cards and asked to reconsider their hypotheses.
No 'answer' has been provided. The intended answer is that Ben accidentally knocked
over Melissa's bag when he was in the classroom doing his science homework, and the
sandwich fell behind the radiator. This explains Ben's presence in the classroom. Chris
did not eat much at lunchtime because his sore throat had started to hurt. It is not
important that students reach this conclusion but they should be encouraged to realise
that hypotheses and theories may have to change in the light of new evidence.
Level: Securing
2: Explaining matter
In this activity students try to explain observations on matter using various mixing
experiments.
First they mix 25 cm3 sand and 25 cm3 peas and use their observations to explain the
reduction in volumes. Then they mix 25 cm3 water and 25 cm3 methylated
spirits/ethanol and measure the total volume (usually about 47 cm3) and use the results
and conclusions to the first part to explain the second part.
If the experiments are carried out in the reverse order they can be used as discovery
learning and this stimulates discussion. The mixtures of ethanol and water can be
collected for use in other experiments. The first part can be demonstrated, however, to
save resources. Worksheets 7Gb-2 and 7Gb-3 describe the two parts of this
investigation.
Securing: Students would be expected to be able to link the two experiments to explain
the observations using particle theory.
Exceeding: Students could reverse the order of the experiments and try to suggest an
explanation using their understanding of particle theory, which can then be illustrated
with the second experiment. Students could also be asked to plan, produce and carry
out a class talk on the mixing experiments using presentation software, illustrations and
the second experiment.
Safety: Methylated spirits (ethanol) is flammable and toxic. Handle carefully and keep
away from any source of heat.
Equipment (per group): Sand, peas, water, bottle of methylated spirits, 2 × 50 cm3
measuring cylinders, eye protection.
3: Hypotheses about states of matter

Ask students to suggest hypotheses to explain the properties of the three states of
matter. This could link back to Starter 1. Students should share their ideas with the class
or within groups and evaluate their ideas, and those of others, to see how well they
explain the observations in this topic and in Topic 7Ga. The four photos from Student
Book spread 7Gb Hypotheses and theories (showing squashing balloons, dilution, etc.)
could be displayed and used to discuss ideas about matter.
Activity Type: Formative Assessment, Working Scientifically.
4: Modelling particles with students

This is a Visual Auditory Kinaesthetic thinking skills exercise. Once students have an
understanding of what the particle theory is, ask them to come up with models to show
the three states of matter using themselves as particles. You could ask each group to
come up with a plan or let each group put on a 'show' but this will probably need to be
done in the school hall.
An alternative approach is to place five or six responsible students at the front of the
class and ask other members of the class to give directions to the 'particles' to produce a
suitable model. One way of doing the model is for students to link arms when modelling
a solid, and be asked not to move their feet. They may sway slightly, to model the
vibration of atoms. When modelling a liquid, students should walk around and stay
close enough to always be touching a couple of other students, but without linked arms.
When modelling a gas they should be allowed to walk (not run) around the room.
Explaining Tasks
1: 7Gb Hypotheses and theories (Student Book)
Questions 1 and 4 can be used as baseline assessment. You could use Skills Sheets SI 1–
SI 4 when looking at scientific method, questions, hypotheses, predictions and models.
The AT interactive Scientific method asks students to put the steps of a scientific
investigation into the correct order.
2: Demonstrations
Demonstrate the phenomena shown in images D, E and F on Student Book spread 7Gb
Particles and D and E on Student Book spread 7Gb Hypotheses and theories to confirm
how particle theory explains observations.
• Show solids do not change shape but liquids do.
• Use syringes to demonstrate that gases are compressible whereas solids and liquids
are not.
• Show successive dilutions of a coloured solute (e.g. orange squash or potassium
manganate(VII)).
• Show potassium manganate(VII) dissolving and diffusing in water. You could also
show the differences in dissolving/diffusion in hot and cold water.
• Demonstrate squashing balloons and/or blowing up a balloon until it bursts.
The 'exploding can' could be demonstrated safely by taking an old coffee tin (the square
catering type with the tight-fitting metal lid). Seal the lid on tightly and then heat using a
Bunsen burner. After a few minutes the lid should pop off. It is often not that dramatic
but must be done behind a safety screen just in case.
Safety: Potassium manganate(VII) is oxidising and harmful, and will stain skin.
Equipment: Example of a solid, a liquid and a gas, three sealed syringes containing a
solid, water and air, 10 small beakers or test tubes, orange squash, potassium
manganate(VII), tweezers, large beaker, hot water, balloon, large empty coffee tin with
close-fitting lid, Bunsen burner, safety screen.
3: 7Gb Particles (Student Book)

These pages introduce students to the idea of particles. Skills Sheet SC 2 may be useful if
students question the m/s notation for speed in the fact box on the spread. Worksheet
7Gb-1 is the Access Sheet.
The AT animation Solids, liquids and gases shows particles in the three states of matter
and links the arrangement of the particles to the properties of solids, liquids and gases.
The AT interactive Properties and particles requires students to match descriptions of
particles with each state of matter.
4: Modelling particles
These activities are an extension of Starter 4.
Put some marbles or peas into the arrangements of particles shown for solids, liquids
and gases on Student Book spread 7Gb Particles. Use a tray with high sides so that the
marbles/peas do not roll off. Tell students that a theory for why solids, liquids and gases
have different properties is called the particle theory. Explain that all materials are
made out of particles but solids, liquids and gases have different arrangements of these
particles. Invite students to say which of the marble/pea arrangements they think
corresponds to each state of matter, and why they think that. Or give students
marbles/peas and ask them to arrange them how they would be arranged in a variety of
named materials (e.g. steel, water, air).
Alternatively, use a vibration generator to show students how the particles move at
three different speeds. With a big class it may be useful to use a video camera so that a
large image of the generator can be shown on a screen.
Worksheet 7Gb-5 could be used to support students thinking about particle models of
matter. If students do this practical it will need good supervision to prevent
peas/marbles from ending up all over the floor and providing a slip hazard.
Safety: Slip hazard.
Equipment: Marbles or peas (dried if students are to use them), tray with high sides (or
shallow box), or a vibration generator. Optional: video camera, video screen.
Use a space-filling model (polystyrene spheres glued together) to demonstrate each of
the properties of solids the students considered earlier. It does not flow, squash or
change shape but it has a fixed shape and fixed volume, and is dense because of the
close packing of the spheres (particles).
Equipment: Model of a solid made from polystyrene spheres glued together (or
similar). (Take care with the glue used as some glues will attract the polystyrene
spheres, making the sticking process awkward.)
5: Particle models
Create a class list for situations explained by the particle theory of matter: gases and
liquids changing shape; gases spreading out; gases compressed; dilution.
Ask students to come up with other situations which could be explained by using
particle theory. Worksheet 7Gb-7 could be used for some examples.
Plenaries
1: Quick Check WS
Assessment: Students complete the Quick Check sheet for this topic, which involves
describing the meaning of terms related to scientific method.
Feedback: Students work in pairs and compare their answers, correcting any mistakes.
Action: Ask pairs if there are any disagreements and discuss with them reasons for these
differences.
Developing: Students are able to write a simple definition of all terms.
Securing: Students are able to write a full definition of all terms.
2: Quick Check
Assessment: Students complete the Quick Check sheet for this topic, which provides a set
of true/ false statements to help students revise the ideas from this topic.
Ask students to rank the statements as true or false.
Feedback: Students work in groups and compare their answers, correcting any mistakes.
Using their corrected statements, students then decide whether the second statement of
each pair explains the first.
Action: Ask groups if there are any disagreements and discuss with them reasons for
these differences.
Developing: Students rank the statements as true or false, and correct any false
statements.
Securing: Using their corrected statements, students then decide whether the second
statement of each pair explains the first.
3: Theory and practice

Worksheet 7Gb-5 challenges students to check their understanding of terms used in
their work on scientific method and particle theory. Students mark and comment on
each others' work.
4: Voting on particles
The AT spreadsheet link opens Voting on particles. Four questions are asked, each on a
different page in the spreadsheet. Pose each question to the class and ask students to
vote for each of the possible correct answers A–D. Type the number of votes into the
cells next to each possible answer and bars will appear on the graph showing the total
votes for each answer. Move on to the next page and the answer is displayed along with
the bar on the graph for the correct answer.
Level: Securing
5: Correcting misconceptions
Assessment: Ask students to think of an incorrect idea about particles that they or
somebody else held at the start of this topic. After writing the incorrect idea at the top of
a sheet of paper, they then pass it on to the next student, who reads it and writes the
correct view below it. The paper is passed on to a third student, who after reading both
ideas writes down the part in the previous topic/lessons he or she thought best
explained the idea.
Feedback: Some students read out their lists and there is class discussion on which
areas of work were most difficult and what activities/resources helped their
understanding. The feedback could lead on to discussion of the use of models.
Action: Students and teachers take note of any remaining misunderstandings. Teachers
should also note the activities their students said were most effective and use this to
inform their teaching in the next topic.
Level: Securing
Homework
1: Applying theories to matter
Worksheet 7Gb-8 provides an opportunity to apply particle theory to aspects involved
in waste management.
2: What's the matter?

Worksheet 7Gb-9 provides comprehension questions on early theories of matter.
Level: Securing
3: Using ideas about particles

Worksheet 7Gb-10 challenges students to use information about particles to explain
expansion, contraction, evaporation and melting.
Level: Exceeding
7Gc Brownian motion

Topic 7Gc discusses Brownian motion, and how its explanation using particle theory
finally established the theory within the scientific community.
Learning Objectives
Starters
1: Brownian motion
Students watch part of the AT video Brownian motion with no sound. They are then
asked to think about and describe what they are seeing. This should be a brief
introduction to what Brownian motion is – not what causes it.
Level: Securing
2: Thinking about particles

Consider All Possibilities: A tiny speck floating on some water is seen to be moving
slightly. What ideas could explain this movement? (Possible answers: it is being blown
by the wind; someone is blowing on it; the speck is a tiny organism that is moving;
water particles are bumping into it.)
At this level the students would not be expected to come up with the last answer, but
this exercise will get students to think about the material that is covered in the topic.
The AT presentation 7Gc Thinking skills 1 can be used for this activity.
Level: Securing
3: Scientific questions
Show students some undiluted orange squash in one glass and the same volume of a
more diluted orange squash in another glass. Ask students to come up with a scientific
question about the two glasses, a hypothesis, a prediction and a way of testing the
hypothesis/prediction. Possible answers: Why does one squash appear paler than the
other? The colour of the squash depends on the amount of water added. If I add water to
the darker squash, then it will become paler. I would add water to the squash.
Show students dilution and remind them that the particle theory explains what is
happening in terms of mixing particles of squash with particles of water. This explains
why the two colours mix together rather than stay separate.
Equipment: Orange squash: diluted and undiluted in two separate glasses, water.
Level: Securing
4: Old theories
Read out a list of old theories, such as: maggots are created from meat; everything is
made of different amounts of fire, water, earth and air; the Earth is at the centre of the
Universe; aliens live on the Moon. Ask students what these all have in common and
explain that they were theories – scientific ideas. They have all been tested scientifically
but there is little or no evidence to support them.
Level: Securing
Exploring Tasks
1: Incorrect hypotheses and theories
Ask students to use books and/or the Internet to find out about scientific theories that
have been shown to be incorrect. They should produce a list of hypotheses and theories
together with a simple description of each.
Developing: Give students ideas for what hypotheses/theories to check and ask them to
find out one thing about each one (e.g. when it was disproved, when people believed it,
who proposed it, who disproved it). Ideas include the Earth at the centre of the
Universe, no creatures on Earth ever becoming extinct, the speed of sound cannot be
broken, organisms being created out of dead materials, an unfrozen sea being found at
the North Pole and diseases like malaria and cholera being caused by bad air.
Exceeding: Students record the evidence that was used to disprove the
hypotheses/theories on their list.
2: Modelling particles with students
This is a Visual Auditory Kinaesthetic thinking skills exercise. Once students have an
understanding of what the particle theory is and how there is a possible link to
Brownian motion, ask them to come up with a model to show how the particle theory
can explain Brownian motion, but using themselves as particles. You could ask each
group to come up with a plan or let each group put on a ‘show’ but this will probably
need to be done in the school hall.
An alternative approach is to place five or six responsible students at the front of the
class and ask other members of the class to give directions to the ‘particles’ to model a
gas. They should be allowed to walk (not run) around the room bouncing off the sides
like pool balls on a table. Some fairly large but movable object could then be introduced
to represent the pollen or dust. A large cardboard box would do. When the students
bump into this object it should move slightly in the opposite direction.
3: History of particle theory

Explain to students that the particle theory of matter has been developed over many
years and that it has been modified as new evidence has been collected. Then get
students to do Worksheet 7Gc-3, which also requires Worksheet 7Gc-4. This helps to
provide a historical perspective on the development of the particle theory as well as
providing further reinforcement of the distinction between observations and theories.
Developing: Do not use Worksheet 7Gc-3 but simply ask students to order the cartoon
cells on Worksheet 7Gc-4.
Level: Securing
4: Measuring the very small

Introduce ideas of units and scales as outlined in Skills Sheet SC 2. (Note °C is not an SI
unit and joules, volts, pascals, watts, hertz and newtons are all derived units.) Then
show students that 1 000 000 000 nm = 1 m and 1 000 000 nm = 1 mm.
Students then complete Worksheet 7Gc-5 to practise interconverting units including the
nanoscale: metres to millimetres, micrometres and nanometres. Skills Sheets MS 4 and
SC 2 may be useful to support students who struggle with decimal notation using a large
number of decimal places.
Extend this activity by asking students to measure some objects and ask them to
convert their measurements in metres and centimetres into millimetres, micrometres
and nanometres. The AT interactive Units of measurement asks students to convert
measurements and match the answers to the questions.
Explaining Tasks
1: Chalk dust
Puff a little chalk dust or talc into the beam of an overhead projector or slide projector
in a darkened room. Students should be able to see random movements of the particles.
Ask students why the chalk dust behaves in this way. Explain that it is because air
particles are hitting the dust.
Equipment: Overhead projector or slide projector, chalk or talcum powder.
Level: Securing
2: Brownian motion
To introduce this topic, the AT video Brownian motion shows and explains Brownian
motion. Show students the video but stop at the indicated point and do not reveal the
explanation. Students can then discuss the observation and try to suggest an
explanation for what they saw happening. Then show the students the last part of the
video, which explains Brownian motion using particle theory. The AT interactive
Movement showing Brownian motion asks students to select the movement showing
Brownian motion in particles of smoke. Use the AT interactive Explaining Brownian
motion and ask students to explain Brownian motion by selecting what it shows
evidence of in liquids and gases.
Level: Securing
3: Investigating Brownian motion

Set up a demonstration of Brownian motion using a smoke cell. There are a number of
possible setups using projectors and video cameras linked to microscopes.
Equipment: Smoke cell with light source, microscope, video camera to fit microscope.
Level: Securing
4: Random
Write the word ‘Random’ on the board and ask students to think of words which are
similar. These can be written on the board too. Use them to initiate a discussion on the
nature of randomness. Ask students to think up some other random events or situations
(e.g. tossing a coin, throwing a dice).
Finally, ask students to work in groups, to think up a model of how they could use a die
or other item to instruct a student to make random movements. Link this idea to
particle theory. If large dice are available their model could be tried out in class.
Level: Securing
5: 7Gc Brownian motion (Student Book)
This introduces Brownian motion as part of the evidence for the particle model. This
also looks at the nano-scale. Skills Sheets MS 4 and SC 2 may be useful to support
students who struggle with decimal notation using a large number of decimal places.
Worksheet 7Gc-1 is the Access Sheet. Questions 1, 2 and 3 can be used for formative
assessment.
The AT video Brownian motion shows how Brownian motion is produced and what it
looks like. The AT animation link opens Brownian motion in practice. You could also
look for Brownian motion videos on the Internet, but be aware that not every video
labelled as ‘Brownian motion’ is actually Brownian motion!
Plenaries
1: Quick Check
The 7Gc Quick Check sheet provides practice for students in considering observations,
theories and predictions.
card sort. Students are asked to decide if a statement is an observation, a theory or a
prediction. Ask students to explain their choices.
Feedback: Students in groups of four compare their choices, correcting any mistakes.
They should then discuss which of the observations, theories and predictions they think
are correct. A spokesperson for each group is nominated to report on any points that
caused problems or were areas of disagreement during the group’s discussion.
Action: All students write down at least one thing they have learned, or improved their
understanding of, by carrying out the exercise.

Assessment: Ask each student to write down three things that they think the person
sitting next to them should have learnt and when they would have learnt each thing.
Then ask students to ask each other in pairs whether they agree on the things they
should have learnt. Ask them to agree a final list of the three most important points.
Feedback: Display a simple set of learning outcomes for the topic. For example, you
should be able to:
• state what is meant by Brownian motion
• describe how the particle theory can explain Brownian motion
• explain how Brownian motion supported the particle theory of matter
• convert metres to nanometres and vice versa
• explain how scientists use hypotheses and theories to explain observations.
Action: Ask each pair if there are any additions that should be made to the list. Students
then complete their list of ‘Things I should have learned’.
Level: Securing
3: Q & A Brownian motion

Ask each student to write down a question about something from Topics 7Gb and 7Gc.
They should write the question on the left of a strip of paper and the answer on the right
and then tear the strip in half. Appoint a student to collect all the questions and another
to collect all the answers. Once collected, hand out the questions and answers so that
each student gets one question and one answer. Then get a selected student to read out
his/her question. The student with the right answer then stands up and reads out the
answer. You may need to restart this activity if the original answers to questions are
wrong. Do not identify individuals who have made these mistakes; they will learn from
any discussion as to what the answer should be.
Equipment: Strips of paper.
4: Thinking about theories

Assessment:
Odd One Out: the Sun and Moon circle the Earth, Rajesh will go shopping tomorrow, all
things can exist in one of three states, shadows are formed when light cannot pass
through something. (Possible answers: ‘the Sun and Moon circle the Earth’ has been
disproved; ‘Rajesh …’ is a prediction whereas the others are theories.)
Consider All Possibilities: Solid gold turns into liquid gold when it is heated up. What
theories could explain this? (Possible answers: solids are made of boxes that break open
releasing liquids when heated; solids are made of tiny parts that break away from each
other when heated; solids are composed of many tiny solid parts, all of which become
fluid.)
with the class. If understanding is poor then revise states of matter that affect them at
the start of the next lesson.
The AT presentation 7Gc Thinking skills 2 can be used for this activity.
Level: Securing
Homework
1: Brownian motion and the scientific method
Worksheet 7Gc-6 provides further opportunity to consider the scientific method in
relation to Brownian motion and the particle theory of matter.
2: Measuring movements
Worksheet 7Gc-7 provides practice in measurement and calculations in the context of
Brownian motion.
3: Sock theories
Worksheet 7Gc-8 provides comprehension questions on what makes a good scientific
theory.
7Gd Diffusion
Topic 7Gd uses the particle theory to explain diffusion in different situations.
Learning Objectives
Starters
1: Model students
Ask students to write a brief description of what happened to them as they came into
the room. They should include the situation outside the room, how they came through
the door and where they went in the room. Collect in the descriptions for later use. Then
tell students that this is a model for something (but say no more than that) and that you
will look at their descriptions later (in Plenary 4).
Level: Securing
2: Word meanings
Write these words on the board: diffusion, dissolving, digestion, distillation, data. Ask
students what they all have in common. (They all begin with d; they are all scientific
words; they all contain vowels and consonants; they each contain at least two letters
which are the same.) Then ask students what each of the words mean. Allow groups to
discuss the meanings for a few minutes to agree on what they think. Then ask a
spokesperson from each group to give the definition of one word and an idea of how
certain they are of the answer (on a scale of 1 to 5, with 1 being absolutely certain). For
words that have scored low on the Certainty of Response Index scale (see Introduction)
and have been poorly defined, ask students how they would find out the meanings of
the words. Suggestions should include asking a teacher, looking the words up in the
glossary at the back of the textbook, looking in a dictionary or on the Internet.
Encourage students to do one of these things whenever they encounter words that they
do not know or cannot remember the meanings.
Level: Securing
3: Diffusion
Have a container of a strong-smelling substance placed in the room just before the
students enter. It is useful if this can be placed in an area in which the entry of the
students is not going to cause air currents. Some students may comment on the smell,
and others may also notice that the smell has not reached all areas of the room. Discuss
the reasons for this and introduce the term ‘diffusion’. Ethanol, perfume and after-shave
are suitable substances.
Safety: Ethanol is highly flammable. Avoid naked flames.
Equipment: Dish of strong-smelling substance, e.g. ethanol,perfume or after-shave.
Level: Securing
Exploring Tasks
1: Diffusion of smells
Hold a class discussion of how you could measure the rate of diffusion of a gas. You
could use a bottle containing something smelly, e.g. perfume, to test students’ ideas.
Developing: At its simplest, this could just be an activity where members of the class put
their hands up as soon as they can smell a perfume that has been placed in a dish at the
front of the room. This would be sufficient to establish that the smell spreads out
around the room.
Securing: A slightly higher level of sophistication might be to have a prepared map of the
classroom, with students filling in the rank order of the places where the smell could be
detected after the start of the experiment. This is likely to show that while the general
trend is for the particles to move outwards from the centre, this motion is not
necessarily uniform. This option is an example of an experiment where it is not easy to
control any variables, but which may nevertheless yield useful, semi-quantitative data.
Exceeding: You could assemble a number of students at different, known distances from
the perfume. Each student would be given a stop clock and told to stop it as soon as he
or she noticed the smell. Results can be tabulated and a scatter graph of distance against
time can be drawn. The gradient of the graph will be an estimate of the speed of
diffusion. This is a good opportunity to practise skills of planning the number and range
of measurements to be taken, and of drawing lines of best fit through data that is likely
to have quite a large scatter.
Safety: If using a chemical from the prep room,consult safety documentation to ensure
that it is not hazardous to breathe!
Equipment:
Developing: small, screw-top bottle containing cotton wool impregnated with a perfume
or other strong-smelling liquid.
Securing: as Developing plus overhead transparency of map of classroom, plus copies
for students.
Exceeding: as Developing plus stop clocks, measuring tape.
2: Observing diffusion in liquids

Start by placing a strongly coloured water-soluble substance into a glass of water, in a
glass of water (e.g. a spoonful of meat extract or yeast extract, a teabag, some food
colouring with a small dropper). Students can record their results in written or
diagrammatic form. This practical can be used to carry out a Working Scientifically
investigation. A set of descriptions to assign developing, securing or exceeding to the
work is provided in the ASP. Even if this is not formally assessed, the descriptions could
be used for students to mark each others’ work and to provide formative feedback to
each other.
Developing: Worksheet 7Gd-2 supports this activity.
Securing: Worksheet 7Gd-3 supports this activity and involves some aspects of planning
and more quantitative measurements (how high the colour has spread in the glass after
various time intervals) and repeating the experiment with water at different
temperatures.
Exceeding: Carry out the investigation given in the first part of Worksheet 7Gd-3, up to
and including the apparatus list. This means that students have the opportunity to do all
the planning of the method for the investigation.
Safety: Water from a kettle should not be boiling and should be dispensed by a teacher
or assistant.
Equipment (per group): 250 cm3 beaker, water, something that dissolves in water with
a strong colour (e.g. a spoonful of meat extract or yeast extract, a teabag, some food
colouring with a small dropper), stop clock, thermometer, ruler, access to kettle.
3: Diffusion of hydrogen chloride and ammonia

This is a teacher demonstration of the ‘traditional’ experiment investigating the
diffusion of hydrogen chloride and ammonia gases. All stages of this demonstration
should be carried out in a fume cupboard.
Step 1 Open the bottle of ammonia solution carefully, pointing the bottle away from
everyone. Open the bottle of hydrochloric acid and hold the stopper near the mouth of
the ammonia bottle. Students should see white clouds of ammonium chloride form.
Step 2 Clamp the glass tube at either end, making sure it is horizontal.
Step 3 Moisten one of the cotton wool wads in the mouth of the ammonia bottle. Push
the soaked end into one end of the glass tube. Replace the lid on the bottle.
Step 4 Quickly repeat this procedure with a second wad of cotton wool and the
hydrochloric acid. Put the cotton wool wad into the other end of the glass tube.
Step 5 Push bungs into the ends of the glass tube to reduce the quantity of the gases
which escape. Once assembled, the tube can be removed from the fume cupboard.
Step 6 Watch the tube and observe a ring of white powder forming near the middle of
the tube. This is ammonium chloride.
Note: The tube used must be clean and completely dry for this experiment.
Worksheet 7Gd-4 sets the scene and asks students to make a prediction of where the
white ‘smoke ring’ will occur. Typical results give the formation of ammonium chloride
about one-third of the way along the tube from the hydrogen chloride end.
The reaction taking place is:
NH3 (g) + HCl (g) → NH4Cl (s)
The time taken for the ring to form will depend on the dimensions of the tube, the
amount of the solutions which are put on the cotton wool wads and the temperature of
the room. The ring usually forms nearer to the hydrochloric acid end of the tube as
hydrogen chloride diffuses more slowly than ammonia. This is because hydrogen
chloride has almost twice the molecular weight of ammonia, and the rate of diffusion is
inversely proportional to the square root of the molecular mass of the gas.
It is worth noting that the rate of diffusion is not the same as the speed at which the gas
molecules travel (which is hundreds of metres per second). The gas molecules follow a
zig-zag path through the tube as they collide with the air molecules in the tube.
Safety: Concentrated hydrochloric acid is a corrosive solution that releases a corrosive
and toxic gas (hydrogen chloride). Concentrated ammonia is a corrosive solution that
releases a toxic gas. This demonstration should only be carried out by a teacher in a
well-ventilated laboratory. The cotton wool should be handled with tongs or tweezers,
and the release of any fumes into the laboratory should be kept to a minimum. The
‘prepared’ method suggested reduces the risk to students even further. All solutions can
then be handled in the prep room in a fume cupboard.
Equipment: 2 stands and clamps, glass tube about 0.5 m long and 2 cm inside diameter
(dimensions not critical), bungs to fit into the ends of the glass tube, cotton wool,
tweezers/forceps, conc. hydrochloric acid, conc. ammonia solution (alternatively, cotton
wool impregnated with each solution can be prepared and stored in a small, stoppered
container that will fit inside the glass tube), eye protection, protective gloves.
4: Landfill diffusion
Ask students to think about the problems which could be caused by diffusion at landfill
sites.
Introduce the investigation into the rates of diffusion depending on the type of soil. Give
the students an introduction to the resources available, and some hints at the set-up.
Working in groups students should then plan the investigation, producing a written aim
and method. After the teacher has checked the plans, the students can carry out their
investigation and complete their write-up with results, conclusion and evaluation.
The simplest set-up would involve placing a coloured sweet into a white powdered solid
to represent the soil, e.g. rice, flour, dry white sand. (The rice would have the largest
spaces and represent the coarsest soil while the flour would have the smallest spaces
and represent the finest soil. The sand would be somewhere in between.) The students
should then carefully pour a measured volume of water over the sweet (about 5 cm 3)
and observe how quickly the colour spreads.
The results should show that diffusion is fastest with the coarsest grains (the rice).
The results and the consequences for the diffusion of pollution could then be discussed
by the class.
Safety: Safely dispose of materials immediately after use. Students should not eat the
sweets.
Equipment (per group): Petri dishes, 10 cm3 measuring cylinder, water, solid with
strong soluble colour, rice, flour, dry white sand, stop clock.
Level: Securing
5: Modelling diffusion
Worksheets 7Gd-5 and 7Gd-6 can be used by individual students or groups to describe a
model to explain what is happening during diffusion.
Developing: Use Worksheets 7Gd-5 and 7Gd-6 to support this activity.
Securing: Use only Worksheet 7Gd-6 to support this activity.
This task can be reviewed as Plenary 4 so that students can get a sense of how their
understanding has improved over the course of this topic.
Exceeding: Use Worksheet 7Gd-7 to investigate a different way of calculating diffusion
rates.
Explaining Tasks
1: 7Gd Diffusion (Student Book)
Questions 1 and 3 can be used for formative assessment for the topic. Worksheet 7Gd-1
is the Access Sheet.
The AT animation Diffusion and the particle model shows animated versions of diffusion
in liquids and gases. After showing students this animation, the AT interactive Diffusion
asks students to sort the states of matter into order according to the speed at which
their particles diffuse.
2: Demonstration of diffusion
Find the volume of a gas jar by filling it with water and emptying it into a measuring
cylinder. Thoroughly dry the gas jar and place 1–2 g of copper turnings in the bottom.
Add 0.8 cm3 of concentrated nitric acid per 100 cm3 of gas jar volume and place a
greased lid on the jar. The reaction produces nitrogen dioxide gas that, if the correct
volume of acid has been used, will just fill the jar. Explain why the gas spreads
throughout the jar, using the idea of particles.
Securing: Ask students to compare the speed of diffusion in this task with that shown in
the animation in Explaining 1. Ask them to account for this difference in speed.
Safety: This demonstration must be done in a fume cupboard and eye protection must
be worn. Nitrogen dioxide is toxic and corrosive.
Concentrated nitric acid is oxidising and corrosive and is best handled with chemically
resistant gloves.
Equipment: Fume cupboard, measuring cylinder, 1–2 g copper turnings, concentrated
nitric acid, greased gas jar with lid, eye protection.
3: Liquid diffusion
Prepare two beakers of potassium manganate(VII) in water in advance. The first will
have a few crystals of potassium manganate(VII) dissolved and dispersed throughout,
the second will have a few crystals of potassium manganate(VII) placed at the bottom of
the beaker of water and left for approximately 15 minutes, to allow the colour to spread
through half the beaker. A third beaker should be set up as the practical is introduced to
students with the same amount of potassium manganate(VII) placed at the bottom of
the beaker of water.
Explain to students how the apparatus has been set up and ask them to explain what
they see.
Developing: Explain that the purple substance dissolves in water, and the dissolved
substance then spreads out through the water in a process called diffusion. Point out
that the water is not being stirred or moved in any way.
Securing: Explain that the purple substance dissolves in water, and the dissolved
particles of the substance then diffuse through the water particles. Ask students to
compare the speed of diffusion in this task with that shown in Explaining 2. Ask them to
account for this difference in speed.
Equipment: 3 beakers, water, potassium manganate(VII).
Level: Securing
4: Modelling diffusion
This is similar to Explaining 4 in Topic 7Gb. Put some marbles or peas into the
arrangements of particles shown for liquids and/or gases on Student Book spread 7Gb
Particles. Use a tray with high sides so that the marbles/peas do not fall off. Next add
marbles/peas of a different colour to one side of the tray. Now shake the tray so that the
marbles/ peas move and the differently coloured marbles/ peas will be seen to diffuse
into the others. Use the model to illustrate why diffusion in liquids takes longer than
diffusion in gases.
Equipment: Marbles or peas (dried if students are to use them) of two different colours,
tray with high sides (or shallow box).
Level: Securing
Plenaries
1: Quick Check
Assessment: The 7Gd Quick Check sheet provides a set of simple questions about
diffusion and particles. The answers to the questions are found on a wordsearch grid
and a mystery word is asked for.
Feedback: Ask students to confer with one another in order to check their work and see
who has found the mystery word.
Action: Then review the answers to the questions with the class. Students should note
where they were wrong and explain the correct answers.
2: Thinking about diffusion

Assessment: Ask students to consider these two Consider All Possibilities statements. As
with activities of this type, it is not the answer that matters but the justifications that
students use for their answers.
Consider All Possibilities: You can hear someone cooking food but cannot smell it.
(Possible answers: the food being cooked does not smell; you have a cold and so cannot
smell anything; there is a breeze moving the smell away from you; the smell has not had
time to diffuse as far as you yet.)
Consider All Possibilities: Mike has placed an air freshener at one end of the room but
he cannot smell it at the other end of the room. (Possible answers: the air freshener
does not work/has no smell; Mike cannot smell things; the air freshener needs to have
more time for its smell to spread; Mike has not opened the air freshener properly.)
their thoughts to one another and discussing the possibilities.
Action: Ask students to choose the best answer from their group that includes a
scientific explanation of diffusion. They should also consider why they think it is the
best. Ask a spokesperson from each of a number of groups to read out the best answer
chosen by their group. Identify any ideas that are missing and share them with the class.
If understanding is poor then revise particle theory at the start of the next lesson.
Level: Securing
3: Topic question
Assessment: Ask students to write an answer to the sub-headed question at the start of
the section: ‘Why do some things spread out?’ Instruct them that their answer should
contain more diagrams than words.
Feedback: Students work in groups to check their answers. Ask students to grade each
others’ summaries for brevity, clarity and content. They should point out two ways it is
good and one way it could be improved.
Action: Check students’ review ‘I can…’ statements in the Student Book for Topic 7Gd to
see if they were all covered.
Level: Securing
4: Model students – revisited

Review Exploring 5, working in pairs or small groups. Students comment on each
others’ use of Worksheets 7Gd-6 and 7Gd-7 to see how their understanding of diffusion
has improved.
If the students have completed Starter 1, return the descriptive paragraph to each
student. Working in groups students then discuss each others’ paragraphs and try to
find an answer to the question: What are students coming into the room a model for?
Through discussion try to elicit the ideas that the students were in higher concentration
outside the door (or in the doorway or corridor) and as they came into the room there
was more space and students were in much lower concentration and so they spread out,
just like the diffusion of a gas.
This should end with a class discussion on the value of this model of diffusion. In what
ways is it a good model? In what ways is it a poor model? How could we improve the
model?
Homework
1: A rubbish problem
Worksheet 7Gd-8 provides straightforward questions on diffusion.
2: Thinking about diffusion

Worksheet 7Gd-9 provides questions on the movement of particles in liquids and solids.
3: Random motion
Worksheet 7Gd-10 provides more challenging questions on the random movement of
particles in a gas.
Level: Exceeding
7Ge Air pressure

Topic 7Ge looks at explanations and applications of gas pressure. There is an
opportunity to find out about STEM and the skills associated with being a meteorologist
(with a focus on communication and generation and analysis of data).
Learning Objectives
Starters
1: Collapsing cans
First describe to the students the experiment you are about to demonstrate and ask
them to write down what they think will happen. Then set up the collapsing can.
Connect a vacuum pump to a sealed, empty can, or to an empty plastic drinks bottle.
Observe what happens when most of the air is removed and ask students to explain
what is happening. It does not matter if they cannot think of the correct explanation.
Students may initially explain the collapsing can in terms of the vacuum pump sucking
the sides in, as opposed to the air outside pushing the sides in.
The AT interactive Different pressures asks students to sort three cans filled with gas in
order of increasing pressure.
Equipment: Empty can or plastic drinks bottle, vacuum pump, bored cork/bung, glass
tube.
Level: Securing
2: Magdeburg hemispheres
This is particularly effective if the hemispheres have been prepared before the lesson.
Ask a student to try to pull the two hemispheres apart. If you can then let air in without
being observed, you can demonstrate that you can separate the spheres using just your
little fingers, whereas the student could not separate them with their full strength.
Again, this practical should be repeated later in the lesson when students should be able
to explain what happens in terms of particles and air pressure.
Petroleum jelly smeared around the contact surfaces will help to ensure a good seal.
If you do not have any Magdeburg hemispheres there are some demonstrations
available on the Internet.
Equipment: Magdeburg hemispheres, petroleum jelly, vacuum pump.
Level: Securing
3: Gases under pressure
There are a variety of useful videos on Internet video storage sites that show the effects
of air and gas pressure. Show students examples that are too dangerous or difficult to
do at school. The AT interactive Changing pressure asks students to select the ways in
which gas pressure can be increased.
Level: Securing
4: Visualising pressure
Discuss with students what it would feel like if they were out in a hail storm with small
hail stones. Then ask them to say what it would feel like if more hail stones fell over the
same time period. Elicit the idea that they would feel more pressure on their heads and
link this to the idea of gas particles hitting the walls of a container.
Exploring Tasks
1: Syringes
Give students syringes, ask them to seal the end with a finger, and press in the plunger.
Ask them how the force needed to press the plunger changes as it moves further in. Ask
students to submit ideas as to why this happens and then discuss the ideas in groups,
with each group then submitting a final idea to discuss as a class. Once the class has
reached its decision, confirm the correct answer (the same number of particles is being
forced into a smaller space, so they collide with the walls more often and the pressure
increases).
Equipment (per group): Syringes.
2: Things that rely on pressure

The AT presentation Things that rely on pressure gives students the opportunity to
explore gas pressure in various objects.
3: Fly-tipping debate
There is an opportunity for a debate in the ‘Have your say …’ box on Student Book
spread 7Ge Waste. Refer to Skills Sheet RC 5 for ideas on how to run a debate.
Worksheet 7Ge-5 will help some students to formulate their views.
It should be noted that the issue of fly-tipping is not as simple as it may seem. In the UK,
many fly-tippers are lazy householders who cannot be bothered to go to a household
waste recycling centre, but others are commercial house-clearers who are not allowed
to use household waste recycling centres. The UK council tax, paid by householders,
funds these recycling centres, so commercial companies have to take their rubbish to
landfill sites, where they are charged landfill tax. Some companies fly-tip to avoid this
tax.
4: Pneumatic tyres
Ask students to find out about Robert Thomson, John Dunlop and the development of
the pneumatic tyre.
Developing: Ask students to find out what Robert Thomson and John Dunlop both
invented and ask them to say whether they think things would be invented twice today,
giving their reasons. Skills Sheets RC 1 and RC 2 may be useful for this activity.
Securing: Ask students to prepare presentations on the development of the pneumatic
tyre. Be aware that images downloaded from the Internet may be under copyright.
Level: Securing
5: Weather forecasts
At the end of the STEM pages, there is an activity in which students produce weather
forecast maps.
Diagram E in the Student Book spread 7Ge Forecasting the weather provides a map for
students to copy, but this could be replaced by a map of your country or local area.
Ensure that students include a key with their work, to explain what their symbols mean.
Exceeding: Give students a weather map (from an app, website or TV news) and ask
them to prepare the script to be read out as a forecast. An alternative is to give students
the script (or a recording) of the weather forecast from TV news and ask them to
prepare weather maps to go with the forecast.
Equipment: Optional: outline map of your country/local area; weather forecast maps
taken from an app, website or TV news or weather forecast scripts/recordings from TV
news.
Explaining Tasks
1: 7Ge Air pressure (Student Book)
Questions 1 and 3 can be used for formative assessment. Worksheet 7Ge-1 is the Access
Sheet and Worksheet 7Ge-2 is the sheet covering the Developing objectives. A helpful
prop is a tabletennis ball, which can be dropped or thrown to model a gas particle
hitting the wall of its container.
The AT animation Air pressure explains how particles exert pressure.
Ask students to suggest some other uses or effects of pressure in gases. Suggestions may
include car tyres, gas cylinders and popping ears on aeroplanes. There is more
information on this in the Background information.
2: 7Ge Waste (Student Book)

There is an opportunity for a debate on Student Book spread 7Ge Waste. Refer to Skills
Sheet RC 5 for ideas on how to run a debate. Skills Sheet RC 3 may be useful for students
to refer to if they are going to consult secondary resources as part of their preparation
for the debate.
3: Talking about pressure

Demonstrate and discuss some experiments that can be explained with reference to
air/gas pressures. After each experiment the students should be asked to write a
description of what happens and an explanation using gas pressures.
Worksheets 7Ge-3 and 7Ge-4, which are designed to aid those working on the Securing
objectives, outline the three experiments described below but other experiments can be
substituted.
Experiment 1
Fill a glass completely with water, put a piece of card on top and invert the glass. The
card should stay attached to the glass. Ask students to describe and explain what they
have seen and the role of air pressure in keeping the card up. This will not work with
beakers or any other containers that have a lip shaped for pouring. It is suggested that
this is a teacher demonstration only, for reasons of mess rather than safety!
Safety: Mop up any spills straight away.
Equipment: Drinking glass or other container with a flat rim, card.
Experiment 2
Place a small piece of burning paper in a conical flask and immediately place a peeled
hardboiled egg in the mouth of the flask. The egg will ‘bobble’ a little as the air in the
flask expands. Then when the air in the flask cools, the egg will seal the flask. As there is
more pressure on the outside than the inside, the egg will be pushed into the flask by air
pressure. Again ask students to describe and explain what they have seen in terms of air
pressure.
Safety: Dispose of the egg immediately after use.
Equipment: Peeled hardboiled egg, conical flask or widenecked drinks bottle.
Experiment 3
This practical originated as a party trick. Two plastic drink bottles are set up, with a
balloon inside each of them, with the opening of the balloon stretched across the neck of
the bottle. The bottles should look identical. However, a small hole of about 1 mm
should be made in the bottom of one of the bottles. Two students are then given a bottle
each to try to blow up the balloon. One will blow up easily while the other will be
impossible. Discuss possible reasons with the class before showing them the difference
between the bottles. Ask students to describe and explain what they have seen in terms
of air pressure.
Safety: The balloon should be discarded after use by each student.
Equipment: 2 plastic drink bottles, 2 balloons.
Level: Securing
4: Water-filled barometer
Use a long glass tube sealed at one end, fill it with water and invert it into a trough of
water. The water should stay in the tube. Explain to students why the water stays up.
This is not actually a barometer – to be used as such the glass tube would have to be
long enough to form a vacuum at the top (about 10 m long!). Worksheets 7Ge-6 and
(homework) 7Ge-9 make use of this idea, and the drawings from those sheets may help
explanations.
Equipment: Long glass tube, sealed at one end, trough of water.
Level: Securing
5: Kinetic theory model

Kinetic theory models typically consist of a closed container containing small spheres,
and a motor that can make the base of the container vibrate. If such a model is available,
use it to reinforce explanations of the differences in particle arrangement and
movement between the three states of matter.
Equipment: Kinetic theory model.
Level: Securing
6: 7Ge Forecasting the weather (Student Book)

These pages in the Student Book look at the job of a meteorologist and the skills and
training that meteorologists need. There is a particular focus on generation and analysis
of data (using models as hypotheses where an experimenter can have no control of an
independent variable) and communication (using diagrams and symbols to
communicate complex/large amounts of information clearly and concisely).
Before starting the page, discuss the importance of weather forecasts for people doing
different jobs/ activities in the area in which you live.
Plenaries
1: Thinking about pressure
Assessment:
Plus, Minus, Interesting: Car tyres should not be filled with a gas. (Possible answers:
Plus – you would not get punctures; Minus – more vibrations would be transmitted to
the car or the ride would not be as smooth; Interesting – are all tyres filled with gas?
Some types of tyre are solid and others are filled with liquid. Some are filled with air and
others are filled with different gases, like nitrogen.)
Consider All Possibilities: A car tyre bursts. (Possible answers: there is a puncture; the
pressure in the tyre was too high; the tyre got too hot.)
Odd One Out: pressure, density, volume. (Possible answers: pressure is the only one
that depends on the movement of particles, it is the only one that involves a force;
volume is the only one that does not necessarily involve particles; density is the only
one that decreases with increasing temperature.)
Feedback: Students answer the thinking skills questions in groups, discussing the
answers and giving feedback to one another.
Action: Ask students which of the exercises was best for revising air pressure. Ask a
spokesperson from each of a number of groups to read out the best answer chosen by
their group. Promote class discussion to point out if any ideas were wrong. Ask students
how they can correct any mistakes.
The AT presentation 7Ge Thinking skills can be used for this activity.
Level: Securing
2: Particle theory presentation: Open-ended Assessment Task

Ask groups of students to give a presentation on ‘particle theory’. They could include
models and/ or electronic slides in their presentations, but the choice of what to do
should be left to students to decide in groups. Skills Sheets RC 2 and RC 4 may help
students. Once they have worked on their presentations they should give them to the
class. Other groups use Worksheet 7Gb-6 to provide constructive feedback. You can
assess this activity by using the Open-ended Assessment Task sheet or students can rate
their own performance by using the Assess Yourself! sheet (see the ASP).
3: Return to the collapsing cans and expanding marshmallows

Repeat the experiment of the collapsing can from Starter 1 and ask students to explain
what is happening in terms of air pressure. They could also revisit their thoughts of
Starter 1 and correct them.
You can extend this by connecting the vacuum pump to a clear, rigid bottle filled with
marshmallows. The marshmallows will increase markedly in size. Make sure the
vacuum pump tube is protected by a gauze mat (to stop any errant marshmallows
getting into it).
Safety: Ensure that the marshmallows are not eaten.
Equipment: Empty can or plastic drink bottle, vacuum pump, bored cork/bung, glass
tube, marshmallows, clear rigid bottle, gauze.
Level: Securing
4: Concept maps revisited

Assessment: Ask students to look again at the concept maps they made in Starter 3 in
Topic 7Ga. Ask them to amend and add to their maps.
Developing: Give students the Quick Check sheet for this topic and ask them to either fill
in the concept map or use the concept map on that sheet to help them add to and amend
their own maps.
Securing: Give students the words at the bottom of the Quick Check sheet to help them
add to or amend their existing maps, or to develop new maps.
Feedback: Students work in groups to discuss and agree amendments to concept maps
and Quick Check sheets.
Action: Students use the results of their discussions of the Quick Check sheets and their
concept maps to highlight areas of difficulty. Teachers can concentrate on highlighted
areas in revision.
Students should also be asked to name the topic they most enjoyed and the one they
found hardest. In each case they should give a reason for their choice.

Revisit the 7G Quick Quiz to test students’ knowledge of the content of this unit.
Students could fill in their answers on the 7G Quick Quiz Answer Sheet. Encourage
students to identify areas for themselves that are still weak and decide how they are
going to remedy this.
6: End of Unit Test

Use one or both of the End of Unit Tests. A Mark Scheme is given in the ASP. Encourage
students to identify areas that are still weak and to formulate plans to strengthen those
areas. Summary Sheets are provided to help students with revision.
Students should circle the stars next to each statement on the 7G Progression Check to
Homework
1: Air and particles
Worksheet 7Ge-7 provides straightforward questions on gas pressure.
2: Revision puzzle
Worksheet 7Ge-8 is a puzzle that can be used to revise the material from the whole unit.
Level: Securing
3: A weighty matter
Worksheet 7Ge-9 provides a more challenging comprehension on barometers.
Level: Exceeding
7Ka Different forces

Topic 7Ka introduces the outdoor activity theme for the unit and revisits ideas about
forces first met at primary: that forces are pushes or pulls and that forces can change
the speed or direction of movement of something or change its shape. This topic also
looks at the difference between mass and weight.
Learning Objectives
Starters
1: Forces revision
As the first part of the topic is largely primary revision, start by asking students to write
down the key facts they recall about forces. Then elicit ideas from the class about the
different kinds of forces and what they can do. Ask for ideas about how forces are
measured - many students will have come across force meters at primary. Remind them
of the units for force. Ask students to revisit their lists and add anything they missed.
2: Forces concept map

Ask students to create a concept map to summarise what they already know about
forces. This can be carried out in a small group. First discuss how ideas about forces
might be categorised into branches of a mind map. Brainstorm possible branches and
sub-branches such as different kinds of forces, what the forces can do, how forces are
measured - many students will have come across force meters, units of forces, etc. at
primary. Students should add a question they have about forces associated with each
main branch of their mind map, then display their maps in a place where they can be
revisited. This task can act as a baseline assessment to help you to plan the teaching for
the rest of the unit. Students can add to or correct their map as they work through the
unit, and can revise it at the end of 7Ke.
3: Ideas about forces
The AT interactive Is it a force? asks students to identify which are the forces from a
mixed list. Ask students to work in pairs or small groups to classify the items, and to
agree on how confident they are of their answer before checking. Encourage students to
ask for help if they don't understand why they got some items wrong.
4: Quick Quiz
Use the 7K Quick Quiz as a baseline assessment for this unit. Students could record their
answers on the 7K Quick Quiz Answer Sheet. Either use the whole Quick Quiz (which
can be revisited at the end of the unit) or use only the Quick Quiz questions for this topic
(which can be revisited at the end of this topic or at the end of the unit).
Exploring Tasks
1: Forces in action
Place equipment around the lab, numbered to match Worksheet 7Ka-2:
1. a pair of magnets
2. an ice cube and a similar-sized block of wood, for students to push along the bench
3. a piece of natural string (the rougher the better) and a piece of plastic string, for
students to tie knots with
4. a spring that can be stretched between the hands without exceeding its elastic limit
(students should be able to feel that the force exerted by the spring increases as the
extension increases)
5. a force meter and an object to weigh
6. two sheets of paper for students to drop, to see if a crumpled piece of paper falls
faster than a flat one.
Get students to sketch an additional example of each force beside each numbered
example on Worksheet 7Ka-2. This is a check of whether they really understand each
type of force. They should compare these in small groups and then make any
refinements needed to their own work following the discussion.
Safety: Clear up any water spills from melting ice.
Equipment (per group): (1–3 sets only if done as a circus, depending on class size)
1. two bar magnets (N and S marked)
2. ice cube, similar-sized block of wood
3. piece of natural string, piece of plastic string
4. spring
5. force meter; object to weigh that can be hooked onto force meter
6. sheets of paper
2: More forces
Give students practice using force meters by asking them to weigh a range of objects
and also to measure other forces, such as the force required to open a door, to drag a
book or other object along a bench, or the force they can exert with their little fingers.
Get students to list the forces they will measure first – and to order these according to
the relative size they predict the forces will be. Changes in the order should be marked
clearly in a different colour once they have made the measurements.
Equipment (per group): Force meter, variety of objects to weigh and/or pull.
Level: Securing
3: Mass and weight

Start by eliciting students' ideas about mass and weight by asking them how much they
weigh - answers are likely to be in kilograms or stones. You could then ask what
happens to their weight if they go into space but point out that their bodies would not
have changed. This introduces the need for another measurement (mass) to quantify
the amount of substance in something. Discuss the fact that the scientific definition of
weight is the force caused by gravity acting on a mass and, because it is a force, its units
are in newtons. It is acceptable to talk about weighing 5 kg of potatoes in a supermarket
but not in a science lesson, i.e. the everyday use of the term weight refers to mass in
kilograms, not force in newtons. (Note that the equation covering mass and weight is
covered in Unit 8L.)
This practical is best carried out after Explaining 1. Ask students to weigh a range of
objects using scales marked in both grams/kilograms and newtons. If such scales are
not available, provide a range of labelled masses (slotted masses will do but other
objects could be used if their masses are measured before the lesson and marked on
them). If possible, use bathroom scales to find the masses of the students themselves.
Ask students to compile a table of weight against mass. Students could be asked to plot
graphs to show their results and work out the weight of 1 g in newtons. Students can
then use their graphs to work out the weight of other items of known mass.
Finally (and as a formative assessment) check students' grasp of different magnitudes of
weight relating to everyday experience by getting them to select from a range of objects
that they think weighs closest to 0.1 N, 1 N, 10 N, 100 N, etc. The objects can be actual
objects or pictures if needed. The class results should be collated and individuals can
compare their answers with the correct solution (revealing how much each item
actually weighs) and how their judgement compares with that of others in the class.
Discuss why they might find mass easier to judge - possibly because they have long
experience of associating objects with their mass but weight in newtons is unfamiliar.
Safety: Be aware that some students may be sensitive about their weight/mass.
Equipment (per group): Access to a range of items with masses marked, force meter,
bathroom scales, graph paper.
Level: Securing
4: Aristotle's ideas about forces

Worksheet 7Ka-3 introduces Aristotle's ideas about why things fall, float or rise and
contrasts them with our current ideas.
Check students' understanding of the difference between modern and ancient
explanations using a fisherman's ring. Students stand in two concentric circles, facing
each other. You give the instruction for which student should talk and which should
listen, the idea they have to explain, and whether they are Aristotle or a modern
scientist, e.g. get inner-ring students to explain, as if they were Aristotle, why a coin
thrown into the sea sinks to the bottom of the sea but then stops. The inner student has
30 seconds to explain then the outer student is asked to comment briefly on the
explanation given. Then ask students to move (e.g. outer circle moves two places to the
left) and give another instruction. Alternate the students who speak and listen and also
get students to provide the examples for their partner to explain.
Level: Securing
5: Hazards and risks

Worksheet 7Ka-4 explains the difference between a hazard and a risk in the context of
outdoor sports.
Explaining Tasks
1: 7Ka Forces (Student Book)
This introduces the outdoor sports theme of the unit and reminds students that forces
are involved in all activities. The questions provide a baseline assessment opportunity
to find out how much students remember of their primary work on forces.
2: 7Ka Different forces (Student Book)

These pages introduce various contact and noncontact forces and explain the difference
between mass and weight. An AT link allows you to turn the labels on and off on photo
E. The AT animations Forces during a bungee jump and Forces on an aeroplane both
illustrate the acting force during two very different situations.
Forces during a bungee jump shows the forces acting on a bungee jumper during
different parts of a jump. Forces on an aeroplane shows what happens when the forces
acting on an aeroplane are changed.
Worksheet 7Ka-1 is the Access Sheet. Questions 4 and 6 can be used for formative
assessment.
Assessment: Ask students to think about the questions for a few minutes.
Feedback: Use red/amber/green cards to let students indicate how confident they are
that they have the correct answers. Check by asking confident students what the
answers are to the questions. Alternatively, pair up confident and nonconfident
students. The challenge for the confident students is to explain to one or more peers so
these students become happy to hold up a green card in a second class indication. This
explaining will reinforce the confident students' understanding too.
Action: Plenary 1 and Plenary 3 can be used to reinforce understanding about the use of
force arrows and types of forces. Exploring 3 can be used to help understanding of mass
and weight.
You could keep students in the mentor pairs/small groups and challenge the confident
students to support the less confident peer/s in carrying out these questions. Tell the
pairs/groups that you will spot-check understanding (to avoid students simply telling
each other the correct answers).
3: Cycle helmets
There are differing views on the use of cycle helmets, with some unreservedly
supporting the wearing of helmets. However, you may wish to discuss with students the
fact that many people consider that they may do more harm than good, such as by
increasing the likelihood of rotational injuries to the brain (these injuries are less
common than other types but more serious when they do occur). Opposing views may
be found on the Internet.
The AT presentation Wear a helmet? presents some of the arguments for and against
the wearing of cycle helmets.
Level: Securing
Plenaries
1: Quick Check
Assessment: Ask students (or groups of students) to add arrows to the diagrams on the
7Ka Quick Check sheet, to show both the directions and an indication of the sizes of the
forces. They should label their arrows with the names of the forces where possible.
Feedback: Students work in pairs to check each other's answers and then feed back in a
class session. The AT presentation Labelling forces opens the same material as a
presentation for class discussion and to check final answers.
Action: Get students to write a note about which aspects of forces diagrams they need to
improve on. Can they express what it is they find challenging? Note any areas of
difficulty as these can be revisited in the following topics.
2: Thinking about forces

The AT presentation 7Ka Thinking skills provides the questions below.
Assessment:
Odd One Out: friction, gravity, magnetism. (Possible answers: friction is the only
contact force and is the only one that always tries to slow things down; magnetism is
the only one that can push or pull; gravity is the only one that gives us weight.)
Consider All Possibilities: A bicycle is slowing down. (Possible answers: it is going up
a hill; the rider has stopped pedalling; it is going into the wind and air resistance is
slowing it down; it has gone into water and water resistance on the wheels is slowing it
down.)
Plus, Minus, Interesting: Gravity on Earth should be weaker. (Possible answers: Plus -
it would be easier to pick things up; Minus - things would blow away more easily on
windy days; Interesting - which sports records would change? Gravity on Mars is only
one-third as strong as the gravity on Earth.)
Feedback: Students answer the thinking skills questions individually and then discuss
their answers in groups, thereby feeding back their thoughts to one another. Ask
students to write down their best answers and consider why they think they are the
best. Ask them to do the same for their weakest answers, trying to identify what they
find difficult about these.
Compile a class list of ‘features of good answers’ and a second list of areas of this topic
which need to be reinforced. Identify any ideas that are missing and share them with
the class.
If understanding is poor then revise the material at the start of the next lesson.
Revisiting could be in the form of re-presenting information in a different format
starting with the Student Book or Summary Sheet and producing a concept map, table of
categories or key ideas list; producing an annotated diagram using information from the
Student Book and other sources; writing out a detailed explanation of an idea for a
friend; making a model that demonstrates an idea.
Level: Securing
3: Where are the forces?

The AT presentation Where are the forces? provides images of different situations. Show
each image and ask the class to suggest what forces are acting on the object, and the
directions in which they act. Then click to show force arrows and labels.
Students could be asked to indicate their confidence in their answers by holding up a
green card for confident or red for unsure.
Discuss any misconceptions apparent from the first slide before proceeding to the next
slide.
Level: Securing
Homework
1: Forces and mass 1
Forces and mass 1 Worksheet 7Ka-5 provides straightforward questions on the content
of this topic.
2: Forces and mass 2

Forces and mass 2 Worksheet 7Ka-6 provides questions on the content of this topic.
3: Measuring masses
Measuring masses Worksheet 7Ka-7 provides questions on this topic with an increased
cognitive demand.
7Kb Springs
Topic 7Kb looks at springs and how the extension of a spring depends on the force
applied. The use of springs inside force meters is also considered.
Learning Objectives
Starters
1: Uses of springs
Ask students to spend a few minutes working in small groups to list as many uses of
springs as possible. Collect ideas and make a list on the board and then ask students if
they can group their ideas into different types of use (examples could be measuring
things as in force meters, supermarket scales, storing energy as in wind-up toys, holding
things in place with bungee cords, cushioning forces to make things more comfortable,
e.g. springs in furniture or car suspensions). Get students to compare their list with that
of another group, making a note of examples they had not thought of and discussing the
most appropriate categories for their examples.
Level: Securing
2: What’s the use?

The AT interactive What’s the use? shows images of springs with different uses. Ask
students to say what the spring is being used for. Get them to consider categories for the
ways springs are used as they discuss the specific examples. For the images showing
energy storage, link ideas back to strain energy (elastic potential energy), which
students looked at in Unit 7I.
You could also get students to think of one more application of springs for each of their
spring categories.
3: Jumping high
Ask students to suggest how they can make the highest jump possible. This could be
done by asking them to sketch a labelled diagram. If necessary, suggest they think of
athletic jumping events or equipment that could help them. Elicit ideas such as using a
pole in pole vaulting, using a mini-trampoline or using pogo sticks. Show sketches from
volunteers and ask what all these things have in common – students should be able to
see that they all involve something bending or a spring being stretched or compressed.
Level: Securing
Exploring Tasks
1: Investigating stretching
Students investigate the stretching characteristics of various materials. At this stage,
students are just investigating whether a material stretches in a linear or non-linear
fashion. Test the materials to be stretched before the lesson to ensure that suitable
results can be obtained with the materials to be used.
Students should be plotting scatter graphs of their results and drawing lines or curves
of best fit through the points (see Skills Sheet PD 6). This is because the practical is
looking for a relationship/ correlation between two variables. Line graphs are drawn
when we know there is a relationship and we just want to follow changes of one
variable with another (usually time), with the points being joined in a dot-to-dot
fashion. However, drawing a scatter graph will also show the differences and so is
acceptable at this stage.
Developing: Students follow the instructions on Worksheet 7Kb-2 and test springs and
elastic bands only. Students should be allowed to test springs beyond their elastic limit,
so that they can see that extension is proportional to force for only a limited range of
forces. Test the springs to be used before the practical and tell students the maximum
mass they should use (to pass the elastic limit without snapping the springs). If possible,
select elastic bands that give approximately the same extension as the springs and
ensure that their deviation from proportional stretching is sufficient to show up on
students’ graphs.
Securing: Worksheet 7Kb-3 shows students two different ways to set up the apparatus
needed for measuring extension – the horizontal method with a pulley is needed for
materials that do not stretch very much for a given force. Students use the questions on
the worksheet to help them to plan their own investigations to compare the stretching
characteristics of springs, elastic bands and also nylon line and/or metal wire. In
addition to checking the springs and elastic bands (as described above), it is advisable
to check that the wire/nylon line used stretches a measurable amount with the masses
available.
Exceeding: Students design their own experiment and plot scatter graphs to determine
the elastic limit and limit of proportionality for the springs.
It is advisable to test any wire and/or nylon line to be given to students first, to ensure
that suitable results are obtainable with the masses to be used.
Safety: Wear eye protection if elastic bands or springs are to be stretched to breaking
point. Stand a waste bin or bucket lined with newspaper beneath the masses to ensure
that they cannot fall on students’ feet. Clamp the base of the stand to the bench so it
cannot fall over.
Equipment (per group): Retort stand and two clamps, ruler, springs, mass holder and
masses (100 g to 1000 g), G-clamp, elastic band, graph paper, box with newspaper, eye
protection. Optional: wire (copper wire SWG 30 should work), nylon line (new,
monofilament nylon fishing line is best), pulley and clamp, sticky label or sticky tape
and paper.
2: Make a force meter

This is best carried out after Exploring 1. Worksheet 7Kb-4 provides instructions.
Students calibrate a spring by producing a graph of weight against length and use this to
weigh another object. Before carrying out this practical, the maximum load for the
springs in use must be determined and students warned not to exceed this. If
insufficient G-clamps are available to fasten stands to the bench, place a large mass on
the base of each stand to stop it toppling over. Ensure that objects to be weighed are
within the range covered in the experiment. This practical could be presented as a
contest to see who can find the weight of an object most accurately.
Students may need to be shown how to draw a scatter graph with a line of best fit. Skills
Sheet PD 6 may help.
Safety: Wear eye protection. Stand a waste bin or bucket lined with newspaper beneath
the masses to ensure that they cannot fall on students’ feet. Clamp the base of the stand
to the bench so it cannot fall over.
Equipment (per group): Retort stand and two clamps, ruler, spring, mass holder and
masses (100 g to 1000 g), G-clamp, object to weigh, graph paper, box with newspaper,
eye protection.
3: Two springs
This practical is best done as a follow-up to Exploring 1. Ask students what they think
will happen if two similar springs are used together to hold a weight, end to end or next
to each other, compared with using one spring, and to explain their reasoning. Students
can then plan and carry out a quick investigation to test their predictions. They should
find that two springs fastened end to end produce twice the extension because the full
force is applied to both springs and so both stretch. With two springs side by side (as
shown in figure B on Worksheet 7Kb-9), the extension should be half that of a single
spring, as each spring is supporting only half of the weight.
Safety: Wear eye protection if springs are to be stretched to breaking point. Stand a
waste bin or bucket lined with newspaper beneath the masses to ensure that they
cannot fall on students’ feet. Clamp the base of the stand to the bench so it cannot fall
over. Use adhesive tack to stop the springs from sliding along the apparatus and provide
stability.
Equipment (per group): Retort stand and two clamps, ruler, two similar springs, short
length of dowel, mass holder and masses (100 g to 1000 g), G-clamp, graph paper, box
with newspapers, eye protection, adhesive tack.
Level: Securing
4: A spring experiment
The AT spreadsheet Spring experiment gives the results of an investigation using two
different springs. This can be used in place of Exploring 1 if time is short, or can be used
as additional reinforcement of the results expected from an investigation into the
stretching of a spring. It could also be used to develop students’ skills in using a
spreadsheet package for graph plotting. The spreadsheet includes some questions.
Level: Securing
5: Different kinds of spring

Show students a clockwork toy (or other device that uses energy stored in a spring) as
an illustration of one use of springs. If possible, show them the coiled spring inside the
device. If students have already studied Unit 7I you may wish to remind them that the
spring stores energy when it is compressed/coiled tightly (referred to as strain energy
or elastic potential energy) which is transferred as the spring unwinds.
Ask for suggestions of other uses for springs and then ask students to make a poster or
presentation to show several different kinds of springs and their uses. Worksheet 7Kb-6
provides some initial research ideas.
Developing: Students can just find images of different kinds of springs and match these
with images illustrating their use.
Securing: Students should attempt to explain how the shape of the spring is suited to its
use, and whether or not it is important that the spring obeys Hooke’s law.
This is a good opportunity for students to practise organising notes and to consider the
best way of presenting information.
Help students to structure this research by providing criteria for a presentation or
poster. For example, the poster brief might include: a good range of examples or
applications of springs; an explanation of how springs are useful in each context; data to
support the explanation; a recent invention or application; a relevant image; references
showing the sources of all the information. Students can then peer review the posters
against the brief, and provide feedback to each other. Students should be given the
opportunity to improve their posters once they have received feedback.
Equipment: Clockwork toy or other device.
6: Running blades
This task is aimed at giving students practice with note-taking. Two AT presentations
are available for this activity, Running without blades and Running with blades.
Divide the class into two groups and ask each group to watch one of the presentations
and take notes. They then write up their notes as a summary paragraph. Students can be
reminded of work in Unit 7C (where tendons were introduced) and Unit 7I (which
included looking at energy stored in stretched or compressed objects).
Follow this up by asking students to describe to the class how they made notes (e.g.
bullet points, a table, using abbreviations, sketching a flow chart, etc). Ask each one to
consider which method would work best for them. Students then watch the other
presentation, making notes.
Ask them to reflect on whether they took better notes the second time. Students could
also swap their summary paragraphs for peer review, and write a note reflecting on
how well they are able to make notes from a presentation or video and how this is
different from making notes from a book.
Skills Sheet RC 5 provides some hints for students preparing for a debate.
Level: Securing
Explaining Tasks
1: 7Kb Springs (Student Book)
This spread describes how springs stretch under applied forces and how they are used
in force meters. If students have already studied Unit 7I, you may wish to recap energy
stores by asking them about the energy transfers when a pogo stick is being used
(energy stored in the compressed spring, referred to as strain or elastic potential
energy, transferred to various combinations of kinetic and gravitational potential
energy during the jump).
Worksheet 7Kb-1 is the Access Sheet.
Assessment: Ask students to discuss the answers to the question in pairs.
Feedback: Ask for a show of hands for the three options to part a, then ask students who
are correct to explain their answers. Repeat for the answers to b and c.
Action: If the apparatus for Exploring 1 or Exploring 2 is to hand, demonstrate the
extension per unit force for two springs of different strengths. Ask students to sketch a
force–extension graph for what is happening, then discuss what this shows about their
understanding in relation to the correct graph.
The AT interactive Facts about springs asks students to identify the true and false
statements about springs, while the interactive Springs and graphs asks students to
match different graphs to their correct descriptions.
2: Bathroom scales
Before the lesson, remove the cover from a set of mechanical (not electronic) bathroom
or kitchen scales to find out how they work – there is usually a metal bar that deforms
when someone stands on it and a mechanism to transform the deformation into
movement of the dial.
Get students to make an annotated sketch explaining how these scales work. They can
compare their diagram with a partner’s and annotate each other’s work with
suggestions for improvements.
Safety: Wear manual handling gloves and eye protection when taking the scales apart.
Equipment: Set of mechanical bathroom or kitchen scales.
Plenaries
1: Quick Check
Assessment: Students complete the sentences on the 7Kb Quick Check sheet.
Feedback: Ask students to check that their completed sentences are correct using the
Student Book. Ask for volunteers to read out statements, and ask the rest of the class to
point out any statements that they think are incorrect. In these cases discuss what the
correct response should have been.
Action: Get students to write down why they think they got each incorrect response
wrong. Go over the vocabulary involved in any of the sections of the Quick Check sheet
where there were a significant number of hands not held up.
2: Thinking skills
The AT presentation 7Kb Thinking skills provides the questions below.
Assessment:
Plus, Minus, Interesting: Nothing should change length when a force is applied to it.
(Possible answers: Plus – it would be easier to design buildings and other objects if
forces did not affect the size/shape of components; Minus – cars and other vehicles
would be very uncomfortable with no springs to smooth out bumps; Interesting –
would cars be able to go as fast without springs to smooth out the bumps? The first
spring-powered clocks were invented in Germany in around 1500.)
Consider All Possibilities: A student plots a graph to show the extension of a spring
but the graph is not a straight line through the origin. (Possible answers: the student
has plotted length rather than extension; the spring has exceeded its limit of
proportionality/elastic limit; the spring is damaged; the student did not record the
forces/lengths correctly.)
What Was The Question: extension. (Possible question: What is the name for the
amount a spring stretches when there is a force on it?) It will not go back to its original
length. (Possible question: What happens if a spring is stretched beyond its elastic
limit?) If the force doubles, the extension doubles. (Possible question: What does
Hooke’s law say about springs?)
Feedback: Give students a few minutes to think of their responses then ask for
volunteers to provide answers. Ask the class to choose the best answers to each
question and suggest why they are the best.
Action: Get students to categorise the areas they need to improve in, e.g. they do not
understand the science ideas, poor recall, not reading the task properly. Group together
students with similar issues and get them to revise together one area identified for
improvement for their group.
3: Five facts about springs

Consolidate the work of this topic by asking students to produce an information card
with ‘Five facts about springs’. They could do this individually or in groups, and then
share their facts with the rest of the class. Compile a class fact list of the five facts
considered the most important. Assess students’ confidence in the facts presented by
asking them to hold up a number between 1 and 5 on a piece of paper (for a Certainty of
Response Index, see Introduction) when each fact is read out.
Students should use the class fact list to review the five facts they are least confident
about. They could be asked to write questions to which the facts are the answer and test
each other. Answers to the questions do not need to be written out – but just refer to the
numbered fact cards.
Homework
1: Stretching springs 1
Worksheet 7Kb-7 provides results from an experiment on springs with straightforward
questions.
2: Stretching springs 2
Worksheet 7Kb-8 provides results from an experiment on springs with questions for
students to answer.
3: More than one spring

Worksheet 7Kb-9 provides questions challenging students to explain the extension
obtained from different combinations of springs.
7Kc Friction
Topic 7Kc looks at friction, and the effects of friction and lubrication. It also discusses
various ways in which friction is helpful and not helpful. The practical activity on
investigating the factors affecting friction can be used for training or assessment, and a
set of descriptions to assign developing, securing or exceeding to the work is provided
in the ASP.
Learning Objectives
Starters
1: Concept map
Students should have looked at friction at primary. Ask them to draw a concept map to
show what they know about friction. If necessary, prompt them to include examples of
friction being useful and not useful and the factors that affect friction. If they created a
concept map/mind map in 7Ka Starter 2, get them to add a branch ‘friction’ (if not
already there) - and add these suggested sub-branches.
Level: Securing
2: Friction - true or false?

Use the card sort activity provided in Worksheet 7Kc-4 to find out what students know
about friction. Keep the sorted piles of cards until the end of the lesson, so students can
revisit this activity to see if any of their ideas have changed. This activity will be quicker
if students are provided with the statements already cut up into separate cards. This
activity is also available in an interactive format, using the AT interactive Facts about
friction.
Level: Securing
3: Woodpecker
Show students the woodpecker toy with the woodpecker stationary at the top of the
pole. Ask students to suggest why the woodpecker stays where it is and elicit the idea
that friction between the pole and the wooden collar is holding it in place. Flick the
woodpecker so that it starts to move and again ask students to explain. You could also
oil part of the pole and ask students to explain the subsequent smooth motion of the
woodpecker down the pole. When the woodpecker is stationary the collar is not vertical
and friction between the collar and the pole holds it in place. The woodpecker only
moves down when the collar is exactly vertical, and the spring mounting causes the
woodpecker to continue to bob up and down with the jerking movement of the collar,
thus continuing to allow the collar to slip a little further down the pole. Lubricating the
pole reduces the friction and allows the woodpecker to slide down the oiled section of
the pole without bobbing. If a toy is not available, there are several videos on the
Internet that show a woodpecker toy moving, some in slow motion. Get students to
sketch a diagram of this toy, annotating it to explain how it works.
Equipment: Toy woodpecker on pole.
Level: Securing
Exploring Tasks
1: Investigating friction
Discuss with students the factors that could affect friction and then ask them to plan
their own investigation. You may wish to carry out Explaining 3 (an interactive activity
asking students to spot mistakes in an investigation) or Explaining 4 (a practical
demonstration with deliberate mistakes) to help them to think about fair testing before
they plan their own investigation.
Students could investigate the size of the area in contact, the roughness of the surface,
the force with which the two surfaces are pushed together or the speed at which the
block is pulled. The apparatus needed will depend on the students' plans but the list
below should cover most eventualities.
mark each others' work and to provide formative feedback to each other. Note that
using Worksheet 7Kc-2 will limit students' possible marks in the planning strand.
Developing: Students follow the directions on Worksheet 7Kc-2.
Securing/Exceeding: Students can plan their own investigation using the hints on
Worksheet 7Kc-3. Skills Sheets PD 3 and PD 5 may be of use when presenting results.
Safety: Take care that the block does not fall off the edge of the bench.
Equipment (per group): Blocks of wood of different sizes fitted with hooks, force meter,
ramp, sheets of paper and sandpaper of different grades, drawing pins, set of slotted
masses, stop clock.
2: Hovercraft
Worksheet 7Kc-5 looks at hovercraft in terms of vehicles that spread their weight out
using air and therefore have no friction acting between themselves and the ground.
There are some interesting short videos on the Internet that show hovercraft being
used on snow, mud and water, and how the lack of contact with the ground affects the
way they can be handled. You could download these and show them to the class or
allow students to search for them.
Developing: Discuss with students how hovercraft work and the kinds of areas they are
used in. Students could use the Internet to look up search and rescue organisations that
use hovercraft, and why they use hovercraft in those areas.
Securing: Students can work through the questions on the sheet individually or in
groups. They could follow this up with one of the suggested research tasks below:
• Find out who invented the hovercraft, and when.
• When were the first hovercraft put on sale, and who used them?
Ask students to design a web page to explain how hovercraft work as a formative
assessment task.
Level: Securing
3: Light a fire
Ask students to use the Internet to find out how to light a fire without using matches.
Ask them to explain the methods used in terms of friction. Students could make a small
poster to illustrate their findings.
Level: Securing
4: Useful or not?
Worksheet 7Kc- 6 provides four situations that include useful friction and friction that is
not useful.
Developing: Students work in groups to identify these situations and write down one
way in which friction can be increased and one way in which it can be decreased for
each picture.
Securing: Students cut out the images and stick each one onto a sheet of A4 paper. They
can then label the places where friction is useful and not useful, explaining the reasons
for their choice each time. They can also suggest one or more ways of changing the
friction for each location (increasing the friction where it is useful, decreasing it where
it is not useful).
When groups have finished their discussions and labellings, ask for a volunteer from
each group to explain one point in turn, until all the points have been made.
Equipment (per group): Red and green pencils. Optional: scissors, glue, A4 paper.
Level: Securing
5: Make a balloon hovercraft

Students make a balloon hovercraft by using adhesive tack to stick the bottle cap to the
centre of a CD or DVD. Push the central part of the cap down, then inflate a balloon and
place its neck over the bottle cap. When ready to use the hovercraft, carefully pull up the
central section of the bottle cap (with the neck of the balloon still attached) to release
the air.
Groups could have a race by flicking their hovercraft along the bench and seeing which
goes furthest from a single push. They can make posters or presentations explaining
why the hovercraft moves so far.
Equipment (per group): Old CD or DVD, bottle cap from a sports drink (the kind with a
central section that you pull up with your teeth to drink), adhesive tack or modelling
clay, balloon.
Level: Securing
Explaining Tasks
1: 7Kc Friction (Student Book)
This spread looks at friction and its effects and introduces the idea of lubrication.
Worksheet 7Kc-1 is the Access Sheet.
Many students will have a good practical understanding of friction through their own
experiences at home and in school, yet they may not necessarily relate these
experiences to the force of friction. The usefulness of friction can be introduced by
talking about walking on ice or packed snow, or the use of brakes in cars and on
bicycles, and by discussing how pencils write.
The final question asks students to write a paragraph for a story in which a lubricating
mist envelops a town. Students could work on their paragraphs in small groups. If time
permits, the class could think up some characters for all groups to use and each group
could then write one scene that could be assembled into a story. Each group should try
to include three effects caused by friction disappearing.
Question 4 can be used as formative assessment.
The AT interactive Friction factors asks students to fill in the gaps to complete sentences
about friction.
Assessment: Ask students to work in pairs to produce a detailed answer to the question
(to include the purpose of tyres, how they are designed to have high friction and what
water does to the amount of friction).
Feedback: Ask one group to give their answer and draw a smiley face on the board to
indicate the quality of the answer. Ask for volunteers to add to or correct the answer
until a detailed and correct answer is given. Ask students to hold up a number between
1 and 5 on a piece of paper as a Certainty of Response Index (see Introduction) score to
indicate how well they think they understand the final answer and how well they think
they will be able to recall the facts. The feedback and improvements could be carried
out in small groups.
Action: Go over any areas of difficulty or use Explaining 2 to develop understanding.
2: Lubrication demonstration
Possible demonstrations are:
1. pushing an ice cube and a block of wood along the bench, pointing out that the water
from melting ice produces a lubricant, or using oil or washing-up liquid to provide a
lubricating film between the bench and a block of wood being pushed along it. You may
wish students to push the blocks so they can feel the effects of the lubricant themselves
or you could use a force meter to quantify the different forces needed to push lubricated
and unlubricated blocks
2. explaining to students how a linear air track works and showing them how long a
glider can continue to move if the track is set up with rubber bands at each end
3. set up a tray as a ramp and place some coins on it. Raise one end of the tray and note
the angle at which the coins start to slide. Ask students to predict how high the end of
the ramp will need to be raised to make the coins slide if a thin layer of cooking oil is
applied first. Ask them to explain their predictions.
Students can also be reminded of the practicals they carried out in Topic 7Ka with the
block of wood and ice cube or the two types of string (both parts of 7Ka Exploring 1).
Ask why they think the objects behaved differently.
Get students to explain what a lubricant is to each other using a technique such as a
fisherman's ring (see 7Ka Exploring 4 for an explanation). This discussion could also
include examples of where lubricants are used and how they work in these situations.
Safety: Clear up any spilled liquids.
Equipment:
1. ice cube, wooden block, oil or washing-up liquid, force meter
2. linear air track with ends set up with rubber bands, glider, air blower
3. tray, coins, cooking oil
Level: Securing
3: Measuring friction
The AT animation Measuring friction shows an investigation into friction which includes
mistakes that mean the test shown is not fair. Ask students to watch the animation and
identify the mistakes. It may be necessary to view it more than once.
The mistakes are:
• on the second trial the student forgets to put the weight on the block
• on the third trial the student forgets to use the plank and uses the table top instead
• on the fourth trial the block is not pulled at a steady rate
• on the fifth trial the plank is raised at one end.
Students should then organise the class list of mistakes into a table which explains why
each mistake means the test is not fair.
Level: Securing
4: Spot the mistake

This is a practical alternative to Explaining 3 (spotting mistakes in an investigation into
friction). Demonstrate how to carry out an investigation but include deliberate errors
such as changing two variables at once. Ask students to point out the errors and discuss
ways of improving the method. Take the opportunity to discuss the need for repeat
readings. The friction could be measured by finding the force needed to pull a block
along at a steady speed or finding the time taken for a block to slide down a ramp. The
advantages and disadvantages of each method could be discussed. This task could be
used to help students to plan their own investigation into the factors affecting friction
(Exploring 1).
Students should then organise the list of mistakes discussed during the demonstration
into a table which explains why each mistake would mean the test is not fair.
Safety: Take care that the block does not fall off the edge of the bench.
Equipment: Blocks of wood of different sizes fitted with hooks, force meter, ramp,
sheets of paper and sandpaper, drawing pins, set of slotted masses, stop clock.
Level: Securing
Plenaries
1: Quick Check
Assessment: Give students copies of the 7Kc Quick Check sheet and ask them to discuss
the answers in groups. Give them five minutes to do this.
Feedback: Ask groups to report back on one of the pictures. Other groups should be
asked to make constructive comments to help improve the answers. Students should
make a note of areas of difficulty they have.
Action: Groups then think up a situation of their own, and describe the situation, the
helpful and unhelpful friction, and how the friction could be controlled. Students should
highlight where they have applied an area of science that they previously found difficult.
2: Thinking about friction

The AT presentation 7Kc Thinking skills provides the following questions.
Assessment:
Plus, Minus, Interesting: There should be no friction. (Possible answers: Plus - cars
would need smaller engines; things would not wear away; Minus - cars would not be
able to stop; you would have to drink through a straw because you could not pick up a
glass; Interesting - what would walking be like if there were no friction? The material
used on the inside of non-stick cooking pans has very low friction - it is very difficult to
make it stick to the pan!)
Consider All Possibilities: A bicycle is not going very fast. (Possible answers: the axles
need lubricating; the brakes are catching; there is a strong wind blowing; the cyclist is
not pedalling hard.)
What Was The Question: oil. (Possible questions: Name a lubricant; What should you
put on the axles of a bicycle to reduce friction? What should you never put on the brake
blocks of a bicycle?)
Feedback: Use the pose-pause-pounce-bounce method to obtain feedback for each of the
questions above. Give students a few minutes to think of their answers then pounce
randomly on a student for an answer, before bouncing that answer to another student,
asking ‘What did you think of the answer?’.
Action: Identify any misconceptions or areas for which students have poor recall and list
these on the board. Depending on the areas of difficulty, the other plenary activities may
help to consolidate knowledge from this lesson. Re-check the list after these activities.
Level: Securing
3: Friction - true or false? revisited
If you have kept the sorted cards from Starter 2, ask students to look at their sorted
cards and to move any cards that they now think are in the wrong pile. Ask them to
explain any changes they have made, and why they made them.
Level: Securing
Homework
1: Friction and sport
Worksheet 7Kc-7 provides straightforward questions to help to consolidate the work in
this topic.
2: Mountain bikes
Worksheet 7Kc-8 provides questions about forces and friction.
3: A curling question
Worksheet 7Kc-9 describes an investigation into friction and asks students to plot the
results and draw conclusions.
4: Research activities
Students could research one of the following topics and produce a poster or
presentation on their findings. See Skills Sheet RC 11 and Exploring 3 in 7Ae.
• Ask students to find out about Teflon™ and its uses.
• Students find out about the causes of avalanches and how changing friction is
involved.
Level: Securing
7Kd Pressure
Topic 7Kd introduces the idea that pressure is a measure of the force on a given area, in
the context of outdoor activities. The equation for calculating pressure is introduced
(students are not expected to be able to rearrange the equation themselves at this
stage). There is a Working Scientifically spread looking at SI units.
Learning Objectives
Starters
1: Pressure brainstorm
Give students rough paper and ask them to write down what they understand by the
word ‘pressure’ - if they cannot describe the meaning, then they can give examples of
high pressure or low pressure. Students could work in pairs and then join another pair
before sharing with the whole class. If necessary, follow up by asking what they think it
would be like to lie on a bed of nails, or if being trodden on by stiletto heels would be
better or worse than being trodden on by someone in boots. You could provide them
with the terms force, area and pressure, and say their definition must be revised to
include these.
This activity should start students thinking about the effect of both force and area on
pressure and should also allow you to identify any misconceptions that will need to be
addressed during the lesson.
Level: Securing
2: Ideas about pressure

The AT interactive Ideas about pressure provides different statements about pressure,
some of which are incorrect. Ask students to comment on each statement, saying
whether they think it is correct or not, and if not, why not. The ideas can then be sorted
into those that are correct and those that are incorrect.
Level: Securing
3: Demonstrating pressure
Demonstrate the effects of pressure by placing various masses on modelling clay and
measuring the depth of the impression made. If possible, have masses of different
shapes, so that you can show the effect of changing the weight on a fixed area and also
changing the area for a fixed weight. Elicit the idea that increasing the weight and
decreasing the area both increase the depth of the impression.
Get students to write a sentence explaining the relationship between pressure, weight
and area. Discuss these in class and get students to improve their own sentences if
possible.
Safety: Wash hands after the practical. Take care with larger masses.
Equipment: Modelling clay, variety of masses.
Level: Securing
Exploring Tasks
1: Pressure on your body
Ask students to work out how much pressure can be put on different parts of the body.
They do not actually have to put the pressure on, just calculate it. Students will need to
convert their mass into newtons by multiplying by 10. Students may need help in
working out the area of different parts of the body - the easiest way is to draw around
the part on squared paper and count the squares. Part squares should be included if
more than half the square is within the outline and ignored otherwise.
The AT spreadsheet Pressure calculator calculates the pressure when students enter a
force and an area.
Developing: Students follow the instructions on Worksheet 7Kd-2. They can use the AT
spreadsheet Pressure calculator to work out the pressures.
Securing: Students work out their own method of calculating the pressure on different
parts of the body. Having used their own method once, students could compare their
calculation methods within a small group. The group should then agree a single correct
and appropriate method to be used for the following calculations. Students should note
down what was good and what needed improving in the method they thought up.
Safety: Some students may be sensitive about their weight or the size of their hands or
feet. In this case it is only necessary for one volunteer from each group to find their
mass and the area of different parts of their body. Warn students against attempting
handstands, etc., unless a risk assessment has been carried out.
Equipment (per group): Access to bathroom scales, tape measure, calculator, squared
paper.
2: Body pressures
The AT spreadsheets Body pressure 1 and Body pressure 2 provide information about
body mass and areas of parts of the body for two people. They ask students to calculate
the pressure under each part of the body.
Developing: Body pressure 1 provides instructions helping students to enter data into
the spreadsheet to calculate the pressures.
Securing: Body pressure 2 includes instructions to help students set up the spreadsheet
to carry out the calculations for them.
Students should make a note of what they found easy and what they found difficult
when creating an equation in a spreadsheet.
Level: Securing
3: Comparing pressures
The AT spreadsheet Comparing pressures asks students to estimate various quantities
and helps them to calculate comparisons such as the reduction in pressure when
someone puts on a pair of skis. Working in small groups will allow students to discuss
how sensible their estimates seem to be. Access to the Internet may be useful to help
students with their estimations. Students could create a graphic representation of a
series of examples illustrating increasing (ranked) pressures. You may wish to use
Explaining 3 before this activity.
Level: Securing
4: Reducing pressure under vehicles

Ask students to use the Internet to find pictures of different ways in which the pressure
beneath vehicles can be reduced, and to explain why this is necessary.
Students can present their findings as posters or as computer presentations. Use agreed
criteria to guide these and for peer evaluation of the finished product. Evaluation in
small groups avoids all presentations having to be watched by the whole class.
Equipment: Internet access, poster paper, coloured pencils.
Level: Securing
5: Different units
Worksheet 7Kd-3 asks students to consider why the media often use unusual units for
illustrating quantities (for example, ‘an area the size of Wales’). Students could also be
encouraged to think up their own ‘media units’. Students may need to be shown how to
work out the conversions in Question 3.
Level: Securing
6: Wintry calculations
Worksheet 7Kd-4 provides a set of questions about pressure in the context of
snowshoes and crampons. Students can work through this alone or in pairs. The sheet
could also be used for homework.
The AT presentation Wintry calculations guides students through the first couple of
questions on the worksheet. The AT presentation Wintry calculations answers provides
worked answers to all the questions on the worksheet and can be used to help students
mark their own answers or to work through the sheet in class to give students
confidence in tackling similar calculation questions.
Students should write down where they think they have gained confidence in carrying
out these calculations.
Explaining Tasks
1: 7Kd Pressure (Student Book)
These pages introduce the idea of pressure and the factors that affect it. The formula for
calculating pressure is given. Division is presented both by putting one quantity above
another and by using the division sign. Point out to students that both are valid ways of
presenting division calculations. Note that, at this stage, students are not expected to be
able to rearrange formulae to change the subject.
Ensure that students can distinguish between the terms force and pressure and that
they refer to the force being concentrated, not pressure being concentrated.
Discuss with students how to increase or decrease pressure and when such changes
would be needed. For instance, drawing pins and knives are examples of when a high
pressure is wanted, and caterpillar tracks and large tyres on tractors are examples of
reducing pressure to help to avoid a vehicle sinking into the ground.
Worksheet 7Kd-1 is the Access Sheet.
Assessment: Students work in pairs to jot down answers to the question.
Feedback: Ask several pairs of students to share their answers with each other, then ask
for agreed answers and also for any points of disagreement.
Action: Get students to annotate each element of the equation to show what happens to
pressure if it gets larger and if it gets smaller. Examples could be given, such as if weight
gets greater, pressure increases: a heavy person will put more pressure on the floor
than a light person. If students are having difficulty with the qualitative relationship
between pressure, force and area, revisit this question after carrying out one or more of
Exploring 1, 2 or 3, and relate the quantitative examples they have worked through to
the question.
Equipment: Calculator.
2: 7Kd SI units (Student Book)

These pages introduce the SI system of units, concentrating on the ones that students
will meet in Year 7 and also the standard prefixes. Students may not be familiar with
prefixes. Skills Sheet SC 2 can be given to students as a reminder.
Questions 1 and 2 on the Student Book spread 7Kd SI Units can be used for formative
assessment. See the ASP Introduction for ideas on structuring this using the
3: Gas pressure
Ask students to describe how gases can cause pressure (from Unit 7G), and if necessary
elicit the idea that particles in gases are moving around all the time, hitting the walls of
their container. The force from the particles hitting the walls is what gives us gas
pressure. Demonstrate this effect using a lever arm balance (or top pan kitchen scales),
and allowing a stream of small balls to fall onto the pan. The pan should be turned
upside down to prevent the balls collecting in it and you will need to use a large tray
beneath the balance, or surround it with books, to collect the balls.
Safety: Collect any balls that reach the floor before students move around the room.
Equipment: Top pan balance or kitchen scales, small balls (marbles, steel balls or lead
shot), large tray or plenty of books.
Level: Securing
Plenaries
1: Quick Check
Assessment: Give students copies of the 7Kd Quick Check sheet and ask them to cut out
the cards and assemble them into sentences, adding their own joining words. Also ask
them to draw a smiley face next to each sentence to show their level of confidence in
what they have done.
Feedback: Assess the level of confidence by checking the smiley faces students are using
as they work through the task. Alternatively, ask selected students to each read out one
of their sentences, and ask the rest of the class to use smiley faces to indicate how
confident they are that the sentence makes sense/is correct.
Action: Identify areas that may need to be revisited at the beginning of the following
lesson or during unit revision.
2: Quick Check WS
Assessment: Give students copies of the 7Kd Quick Check WS sheet and ask them to
complete it and then check their answers against the Student Book.
Feedback: Ask for a show of hands for students who got all of Question 1 correct,
Question 2, etc. For Question 1, ask who got answers wrong because they picked the
correct type of unit, but not the SI version.
Action: Students can be given Skills Sheet SC 2 to keep as a reminder. Students could add
a branch for ‘units’ to their mind maps if these were produced in 7Ka Starter 2.
3: Thinking about pressure

Assessment:
Plus, Minus, Interesting: All vehicles should have very narrow tyres. (Possible
answers: Plus - narrow tyres would be cheaper; Minus - narrow tyres would not give as
much grip; Interesting - would tractors get stuck in the mud more often? The biggest
tyres are used in mining machinery, and some are over 4 metres across.)
Plus, Minus, Interesting: Our feet should be much smaller (or larger). (Possible
answers: Plus - shoes would be cheaper; Minus - it might be harder to balance on
smaller feet; Interesting - would they make steps on staircases smaller if we had
smaller feet? Why did some Chinese women used to have their feet bound? The person
with the biggest feet in the world is Brahim Takioullah, whose feet are 38 cm long.)
Plus, Minus, Interesting: All knives should have wide edges. (Possible answers: Plus -
people would not cut themselves accidentally; Minus - it would be harder to cut up
food; Interesting - which foods would we not be able to cut? Fake knives used to stab
people in films have retractable blades.)
Consider All Possibilities: You are sinking into the ground. (Possible answers: your
feet do not have a big enough surface area to reduce the pressure; you are too heavy for
the surface; the ground is boggy.)
Feedback: Ask students to volunteer their answers for each of the questions. Use a
smiley face on the board to indicate good answers (that show correct understanding of
the science) or answers that indicate misconceptions.
Action: Identify any misconceptions or areas for which students have poor recall. Briefly
recap those parts of the lesson.
Level: Securing
4: Pressure adverts
Check students' understanding of ideas about pressure by asking them to write spoof
adverts that sell an incorrect idea, such as a new improved knife with a blunter edge,
guaranteed to cut through things with difficulty. Suitable topics for such adverts include
snowshoes, skis, drawing pins, the bed of nails with fewer nails, caterpillar tracks,
tractor tyres. Small groups of students could be given one product each and asked to
write their advert within five minutes before reading out their advert to the rest of the
class. They should jot down their deliberate mistakes before showing their adverts. The
rest of the class should work out what the deliberate mistakes are.
Level: Securing
5: Revisiting ideas about pressure

The AT interactive Ideas about pressure provides different statements about pressure,
some of which are incorrect. Ask students to comment on each statement, saying
whether they think it is correct or not, and if not, why not. If students have already seen
these statements as part of Starter 2, ask them to revise their notes if necessary before
sharing ideas with the rest of the class. They should be encouraged to identify what they
know now but did not know at the start of the topic.
Level: Securing
Homework
1: A winter walk 1
Worksheet 7Kd-5 provides straightforward questions to help to consolidate the work in
this topic.
2: A winter walk 2
Worksheet 7Kd-6 provides questions about pressure.
3: Tyres and pressures

Worksheet 7Kd-7 provides challenging questions to give students practice in using the
formula relating pressure, force and area. It will be helpful if students have done
Explaining 3. Note that the side walls of tyres play a small role in supporting the weight
of a vehicle but in bicycles this effect is minimal.
7Ke Balanced and unbalanced
Topic 7Ke looks at the effects of balanced and unbalanced forces on moving and
stationary objects. There is an opportunity to look at the STEM skills of communication
and generation and analysis of data, in the context of architects and civil engineeers. The
closing page looks at the need for safety standards in sporting equipment.
Learning Objectives
Starters
1: Balanced forces
Demonstrate various situations where forces are balanced. Discuss the types of forces
and how students know they are balanced. Suitable demonstrations include:
• tie a paper clip to the base of a clamp stand using a piece of cotton thread and position
a magnet above it so that the paper clip appears to be suspended
• a helium-filled balloon tied to a mass to stop it rising
• an object resting on a table
• an object suspended from a string
• a tug of war or arm-wrestling contest (ask two sensible students to cooperate).
Discuss what forces are present and point out that there are pairs of forces balancing
each other. This could lead into work on stretching materials by showing a mass
attached to a rubber band, and asking students what would happen if a larger mass
were added or if you used a thicker rubber band. Students could make diagrams to
show the balanced forces. These can then be discussed as a whole class.
Safety: Do not allow anyone to breathe in the helium from the balloon.
Equipment: Clamp and stand, cotton thread, paper clip, magnet, balloon filled with
helium or hydrogen (on a string), string, masses or other objects.
Level: Securing
2: Forces on students
Ask students to describe the forces on them while they are sitting or standing or while
riding a bike, etc. Elicit ideas about what forces are necessary to keep something
moving. Students can jot down their ideas and revisit them at the end of the lesson
(Plenary 4).
3: What will happen?

Worksheet 7Ke-2 provides pictures of various situations. Remind students that the sizes
of the arrows indicate the relative sizes of the forces. Ask students to work in groups to
decide what will happen to the diver in each case. Students should jot down their ideas
on rough paper, or in pencil on the worksheet. Revisit the sheet at the end of the lesson
(Plenary 5).
Level: Securing
Exploring Tasks
1: Modelling forces
The AT presentation Modelling forces provides several images of a situation with
various ways of showing the forces present. Show students the first diagram, and ask
them to design better or clearer ways of representing forces and movement. They can
then be asked to comment on the remaining ideas.
A similar exercise can be carried out using Worksheet 7Ke-4. Students are asked to
identify the differences between the different images, and to consider which versions
are the most helpful representations for different purposes.
2: Springs and bungee jumps

Worksheet 7Ke-5 provides two sets of cards for students to sort. The first set describes
how a force meter works, and is similar to figure D in the Student Book. The second set
is for a bungee jump, and includes the effect of the speed of the jumper.
Developing: Students work in pairs to sort the first set of cards only. Explain that this is
how a force meter works if you lower the weight until the spring is at its final length
(rather than just letting go so that the weight bounces).
Securing: Students work in pairs to sort the force meter cards and then use the textbook
to check their response. They can then attempt to sort the bungee jump cards. Point out
that the spring balance will behave in the same way as the bungee jumper if you just
attach a large weight to the hook and let it go.
Exceeding: Remove the explanation cards for the force meter before giving the rest to
students. Students attempt to write their own explanations for the force meter and then
check these against the explanation cards. Then ask them to sort the bungee jump cards.
Students could carry this activity out in small groups and then review each others'
work. Paired groups should come up with an agreed sorting solution after discussion.
Individual students should write down what needed to be corrected in their own
sorting (that is, what they got wrong but now understand).
Equipment: Scissors, glue, paper.
3: Forces and movement

Worksheet 7Ke-3 looks at Aristotle's ideas about forces on moving objects, and
contrasts his ideas and methods with those of Galileo.
Developing: Read through the sheet with students and discuss the ideas.
Securing: Students could work through the sheet alone or in pairs before discussing
answers to the questions. In pairs or small groups, students could work up a model
answer to one of these questions, e.g. Question 4, combining their understanding and
individual responses.
Level: Securing
4: Debate
There is an opportunity for a debate from Student Book spread 7Ke Safety standards.
Refer to Skills Sheet RC 5 for ideas on how to run a debate.
5: Designing bridges
Following the prompt in the Student Book, students work in groups to design and build
a bridge using only sheets of paper and sticky tape. Their brief is to work in a group to
decide on a design that will support a 1 kg mass and span a 50 cm gap. They test their
designs and evaluate them. For designs that fail to support 1 kg, students need to work
out how to make it stronger.
If the bridge did support 1 kg, students could be allowed to test it to destruction to find
out the maximum mass it can support. They could then be challenged to design a bridge
that will support 1 kg using less material.
Students conclude the exercise by writing a short report to describe the design and
what, if any, modifications they made to it.
Safety: Place a cardboard box containing crumpled paper beneath the bridges when
testing them, to ensure masses cannot fall on feet.
Equipment: Sheets of paper, sticky tape, 1 kg mass, cardboard box, crumpled paper.
Optional: additional masses, books to make bridge supports if tables/benches cannot be
moved to make a 50 cm gap.
Explaining Tasks
1: 7Ke Balanced and unbalanced (Student Book)
This spread looks at balanced forces and how force meters work. Note that the work on
force meters is also covered in Exploring 2.
The AT animation Weighing objects can be used to reinforce the information in figure D.
The AT presentation Balanced or unbalanced 1 is a presentation showing different
scenarios. Students should be able to identify when the forces are balanced and when
they are unbalanced.
The AT presentation Balanced or unbalanced 2 is similar, but this time students are also
challenged to state what will happen to the object.
Worksheet 7Ke-1 is the Access Sheet. Question 6 can be used for formative assessment.
Assessment: Ask students to work in pairs to write an answer to the question.
Feedback: Ask for a show of hands from those students who are confident in their
answers. Ask two or three pairs to read out their answers, and write up a smiley/not
smiley face on the board to indicate how good their answer is. Allow students a few
minutes to refine their answers before asking for feedback again.
Action: Students should highlight the corrections they made after feedback and add one
to three ticks to show how confident they now are of these responses. Exploring 2 can
help to develop ideas about balanced and unbalanced forces.
2: 7Ke Safety standards (Student Book)

This page discusses why manufacturers need to test their products and asks students to
discuss whether or not they think that safety standards for adventure sports equipment
are necessary. There are also questions that help to revise some of the earlier content in
the unit.
Plenaries
1: Quick Check
Assessment: The 7Ke Quick Check sheet asks students to summarise what they have
learnt about forces. If students drew a concept map as part of 7Ka Starter 2 they can
refer to this to help them.
Feedback: Build up a concept map on the board, taking suggestions from students. Ask
them to comment on each others' suggestions, such as by holding up a sad face if they
think one of the suggestions is wrong.
Action: Allow students time to add any missing items to their own concept maps or to
correct them. Briefly recap any areas of weakness.
2: Thinking skills
The AT presentation 7Ke Thinking skills provides the questions below.
Assessment:
What Was The Question: It will speed up. (Possible questions: What will happen if the
force from a car engine is bigger than the friction forces? What will happen if a cyclist
pedals harder on their bike?)
Consider All Possibilities: A car is slowing down. (Possible answers: the driver has
applied the brakes; the car is going uphill; the driver has taken their foot off the
accelerator so the friction forces are greater than the driving force.)
Odd One Out: friction, gravity, magnetism. (Possible answers: friction, as it is the only
one that produces heat as well as changing the speed; friction, as it is the only contact
force).
Feedback: Ask students to volunteer answers to the questions. Ask the class to comment
on the validity of the answers given.
Action: Ask students to make a summary of their strengths and weaknesses when
answering this type of question. Identify any misconceptions or areas of weakness and
recap these during the remaining activities.
3: Designing sports equipment: Open-ended Assessment Task

Ask students to imagine they work for a company that designs and makes sports
equipment. Some of the managers have asked why the company needs to employ
scientists to help to design new equipment. Students will have to give a presentation to
the management to persuade them that an understanding of forces is necessary. Ask
them to prepare a set of notes or a list of things they would talk about if they had to give
such a presentation. They will need to look at several different sports to help them to
cover all aspects of this unit.
You can assess this activity by using the 7K Open-ended Assessment Task sheet or
students can rate their own performance by using the 7K Assess Yourself! sheet (see the
ASP).
4: Forces on students revisited

Revisit the notes that students made in Starter 2. Ask them to amend their notes to
reflect what they have learnt during the lesson. You could also ask selected students to
tell the rest of the class one new thing they have learnt.
Level: Securing
5: What will happen? revisited

Revisit the situations shown on Worksheet 7Ke-2 (Starter 3). Students amend the notes
they put on the worksheet if necessary. Ask for volunteers to give their answers so that
all students can check they have the correct responses marked on their worksheet.

Revisit the 7K Quick Quiz to test students' knowledge of the content of this unit.
Students could fill in their answers on the 7K Quick Quiz Answer Sheet. Encourage
7: End of Unit Test

Students should circle the stars next to each statement on the 7K Progression Check to
Homework
1: Changing speed 1
Worksheet 7Ke-6 provides straightforward questions to help to consolidate the work in
this topic.
2: Changing speed 2
Worksheet 7Ke-7 provides questions about balanced and unbalanced forces.
3: Climbing ropes
Worksheet 7Ke-8 provides challenging questions to give students practice in thinking
about balanced and unbalanced forces. It will be helpful if students have done Exploring
2.
Students should carry out refinements to any marked homework once they have
received feedback. These improvements could be assessed by students in pairs, using a
simple grading system to reflect good, medium or poor attention to the feedback
comments.
7Da Variation
Topic 7Da introduces the unit with a look at the reasons why humans explore our
planet. The first spread then reminds students of the concept of a habitat and extends
their knowledge of differences between organisms to the ideas of continuous and
discontinuous variation. There is also a Working Scientifically spread that looks at the
different types of graphical representation for showing variation.
Learning Objectives
Starters
1: Quick Quiz
Use the 7D Quick Quiz for baseline assessment. Students can use the 7D Quick Quiz
for the whole unit or just the first four questions, which relate to this topic.
Once students have carried out the quiz, they will be aware of what they know and any
questions they have about 7D topics. Ask students to write two questions they have
about each topic (based on the statements on the 7D Quick Quiz Answer Sheet) and then
to share these in small groups. Each group should then prioritise two questions for each
topic (10 questions in all, two for each of 7Da, 7Db, etc.) to contribute to a list of class
questions. Display the class questions on a noticeboard, and encourage students to add
sticky notes to these as they get insights into their questions. Tell students you’ll be
looking for the best contributions as you go through the topic, so they should write their
initials on the sticky notes.
2: Habitats
Ask students to work individually to name three habitats and one organism that lives in
each habitat. Students then pair up. One student gives the name of a habitat and the
other student then asks questions that can only have ‘yes’ or ‘no’ answers in order to try
to guess the organism that lives there. Limit the questions to 10. Students then swap
roles and continue until all the organisms in the habitats have been guessed. Ask
students how they were telling the differences between the organisms and establish
that this is because they look different or do different things. Introduce the idea that
differences between organisms are known as variation.
You could ask students to save their lists of habitats and organisms for use later, as a
mini-plenary after students have learnt about variation. Get the original student pairs to
join up with one other pair. Each group should produce a list of all the habitats they
thought of between them and a list of organisms that live in each habitat. They should
write one sentence about each of the organisms to show they understand the meaning
of ‘variation’.
3: Differences
Tell students that we use the term variation to describe differences between things.
Things vary from each other. Give students 2 minutes to compile their own lists of
variation between themselves and their classmates, and then compile a class list on a
large sheet of paper. The lists could include things such as hair colour, length or
curliness, eye colour, height, skin colour, shape of ears/nose. This is a good opportunity
to encourage students to see differences as a good thing, rather than something to be
criticised.
The class list could be kept to use as a mini-plenary after students have learnt about
variation. Ask students to make a two-column table with the title ‘Variation in humans is
demonstrated by these differences’. One column should be headed ‘Me’, the second with
the name of another student or ‘friend’. Students use the class list for ideas.
The class list can also be used for future lessons, as it can be revisited to classify each
type of variation as continuous or discontinuous, or as inherited (Topic 7Db) or
environmental (Topic 7Dc).
Safety: Be aware that students may be sensitive about comparing variations such as
height, weight and skin colour.
Level: Securing
Exploring Tasks
1: Observing variation
Provide a selection of photographs or objects. Students have to observe and describe
the differences. A circus of objects to look at could be set up around the room, with
students identifying the best features that could be used to tell the different things
apart. Skills Sheet RC 10 could be used to introduce ideas about things to look for.
Securing: Extend this work by asking students to have a go at categorising the types of
variation they have observed, e.g. differences in materials, uses, colour, size, where the
objects are found and so on.
Equipment: Selection of objects with differences, e.g. CD covers, books, stationery, lab
glassware, coins.
2: Variation between species

Provide students with living specimens and/or a range of pictures of different species to
look at. Worksheet 7Da-3 provides a range of pictures of vertebrate and invertebrate
animals for students to consider. The AT presentation Variation shows some pictures
that could be studied instead.You may wish for students to collect their own organisms
to observe. Pooters, sweep nets and dipping nets could all be used.
Developing: Students use Worksheet 7Da-4 to record observations for up to 10 animals.
Students should discuss which variations are the best to tell the different organisms
apart. Then ask students to use their observations to plot a bar chart. Skills Sheet PD 3
may be useful for this activity.
Securing: Students design their own tables to record similarities and differences
between the organisms (e.g. number of legs, body shape, body markings) on Worksheet
7Da-3. The completed tables could then be compared to see if different students or
groups had different ideas about a certain animal. Then ask students to identify an
example of discontinuous variation from among the animals and, where possible, to use
an appropriate chart or graph to display this information.
Exceeding: Get students to write a statement justifying why certain types of variations
are more useful than others for telling organisms apart, e.g. ‘using size is limited
because it depends on the age of the organism’, ‘colour is not always useful as it varies
between members of the species’.
Safety: If students are collecting their own organisms to study, they should be taught to
handle any animal in a safe and careful manner. Pooter mouthpieces should be
sterilised before and after use by putting them in sterilising fluid for 30 minutes. Any
organisms that are taken from a local habitat should be housed and fed appropriately,
and returned to the place they were found. Students should wash their hands after
handling any animals.
Equipment: Viewing access to some living organisms, e.g. mouse, snail, earthworm, fish,
woodlouse. Optional: pooter, sweep net, dipping net.
3: Fingerprint variation
Explain to students that the variation in fingerprints is an example of variation within a
species. Worksheet 7Da-5 provides some examples of fingerprints to study.
Developing: Students describe each fingerprint as being a loop, arch or whorl using the
information at the bottom of the sheet. Ask students to count up the number of each
type on the sheet and to present the information as a bar chart. Skills Sheet PD 3 can be
used here.
Securing: Remove the information at the bottom of Worksheet 7Da-5, and challenge
students to work in groups to study the different fingerprints and to design groups into
which they can be classified. Ask them to present the number of fingerprints in each
group using an appropriate chart or graph. Note that, in addition to the basic loops,
arches and whorls, some students may find other groups (such as double loops, right
and left loops).
Exceeding: Students make their own ‘ink pads’ by rubbing a soft pencil on a piece of
paper. Fingertips are pressed onto the pencil rubbing and sticky tape is then stuck onto
the fingertips. This is removed, stuck to white paper and examined. Students should
wash their hands after this activity. Students then work in groups and examine each
others’ fingerprints, developing a way of grouping the different print types and
presenting the different numbers using an appropriate chart or graph.
The AT presentation Sorting the prints can be used to help deliver this lesson.
Equipment: Optional: Soft pencil, sticky tape, plain white sheets of paper.
Level: Securing
4: Whodunnit
The variation in fingerprints has an application in police work. For a simple
‘whodunnit’, copy one of the fingerprints from Worksheet 7Da-5 and tell students that
this fingerprint was found at the scene of a crime. You could write the name of a suspect
under each of the fingerprints on a copy of Worksheet 7Da-5 before copying the sheet
for the students. Ask students to use their powers of observation to work out which
print on the worksheet it matches.
Ask each group to agree and contribute a statement, using the term ‘variation’, about
why fingerprints provide good evidence of an individual’s presence at a crime scene. Go
round the class hearing each statement, and giving feedback on its clarity and accuracy
in the use of ‘variation’.
Level: Securing
5: Variation in humans
A wealth of different variations can be measured on and by students, and the data
plotted on graphs and charts. Possibilities include students’ heights, arm spans, eye
colour and middle finger lengths.
Ask students to suggest a range of human features that could be measured to look for
variation. Then challenge students to divide their lists into those features that show
continuous variation and those that show discontinuous variation.
Students could then produce a concept map that starts with ‘Human variation’ at the
centre, leading to ‘continuous variation’ and ‘discontinuous variation’. Once they have
added their own examples of variation, get them to practise adding others as a form of
note taking, as you go round the class asking for further examples. Discuss the use of
taking notes directly into this type of framework.
Securing: Ask students to measure two different examples of continuous variation (e.g.
height and arm spam) to see if there is a relationship (link) between the two variables.
They should plot their data on scatter graphs to illustrate the relationship or lack of
relationship, possibly using lines of best fit. Skills Sheet PD 6 will help.
Exceeding: Students measure their heights (following the instructions on Student Book
spread 7Da Charts and graphs, should they need to). They divide the data into height
groups, from which they draw a frequency diagram and establish whether it shows
normal distribution. Skills Sheet PD 4 will help. They should discuss the reasons why
their frequency diagrams do or do not show normal distribution (the lower the number
of people measured, the less likely is normal distribution to occur). If students do not
measure themselves, data are provided on Worksheet 7Da-9.
Safety: Be aware that some students may not wish to provide personal information.
Beware of measuring students’ weights because some can be very sensitive about this.
The height information from Worksheet 7Da-9 could be used.
Equipment: Measuring tape.
6: Hybrids
Students research hybrid animals in order to produce a list of such animals. The AT
presentation Hybrid animals could help with this.
Exceeding: Ask students to choose one hybrid from their list, which they then find out
more about. They should list how it is similar to and different from its parent species.
This could be in the form of an annotated photo/picture.
Level: Exceeding
Explaining Tasks
1: 7Da Exploring the world (Student Book)
This first page of the Student Book for this unit looks at the reasons why people explore
the world, in the context of a jungle habitat. Start by asking students for their ideas
about why people explore the world. Categorise the ideas, for example: ‘to increase
knowledge about other human civilisations, wildlife or geography’; ‘to find resources
that they can sell’; ‘to look for specific things they expect to find there’. Move on to
getting pairs of students to list resources (both living and non-living) useful to humans
that have been found through exploration: fossil fuels, chemicals for medicines, food,
building materials, etc. Questions 1, 2 and 3 can be used for baseline assessment for
concepts that will be met and extended in this unit.
2: 7Da Variation (Student Book)

This Student Book spread introduces the differences between continuous and
discontinuous variation. Worksheet 7Da-1 is the Access Sheet. Questions 6 and 7 can be
used for formative assessment, with students working in groups to answer the
questions. See the ASP Introduction for ideas on how to run the feedback and action
components for this formative assessment. This also contains mini-plenary ideas.
The AT interactive Is the variation continuous or discontinuous? asks students to identify
whether examples of variation are continuous or discontinuous.
The AT presentation Variation can be used to help deliver this lesson, along with the AT
presentation Hybrid animals and the AT video Hybrid animals 2. Both describe the birth
of a zonkey, a foal born after a zebra jumped a fence to mate with a donkey in a
neighbouring field at an animal shelter in Italy.
The AT video Species explains the concept of a species, using the contrasting examples
of dogs interbreeding to produce fertile cross-breeds, and donkeys breeding with
horses to produce sterile mules.
3: 7Da Charts and graphs (Student Book)

This spread introduces the different ways of graphically representing variation, and ties
in with similar work in Unit 7L (see Student Book spread 7Lb Line graphs and scatter
graphs). These will all be revisited throughout the remainder of the course for those
students who are unable to access all of this material at the moment (notably in Unit 8B,
where variation will be considered again, in the context of plants). Worksheet 7Da-2 is
the Access Sheet.
The AT presentation Displaying data gives students the opportunity to explore how to
display different types of data.
Developing: Students practise drawing bar charts, using the first section of the spread.
They should also appreciate that any chart or graph that has a ‘Number of …’ label on
the vertical axis is a frequency diagram.
Securing: Students practise drawing bar charts and scatter graphs, using the first and
last sections of the spread.
Exceeding: Students practise drawing bar charts, frequency diagrams and scatter
graphs, and the use of lines of best fit on scatter graphs. Students could list their prior
learning about drawing and using bar charts, frequency diagrams and scatter graphs.
This could be in two columns: (1) statements of what I know and terms I understand;
(2) questions I have about using bar charts, frequency diagrams and scatter graphs.
Students could go back and update these after the lesson has been completed.
The AT spreadsheets Finding relationships and Which chart or graph? can be used to
help deliver this lesson.
Plenaries
1: Quick Check
Assessment: Students work individually on the 7Da Quick Check sheet, answering
Questions 1–4.
Feedback: Students pair up to answer Question 5. They discuss differences between
their answers and make corrections as needed. Then hold a class vote on: ‘Which was
the most difficult question: 1, 2, 3 or 4?’
Action: Get students to identify what makes certain ideas difficult, in small groups. Is it
remembering, understanding the terms or understanding the question? Ask students to
take the most appropriate action for their areas of difficulty. This might be, for example,
going back over the material in the Student Book that students found most difficult,
which is likely to be Question 3, and listing the difficult terms. They could try using each
term in a sentence or write definitions for each other to check.
2: Quick Check WS
Assessment: Students work individually on the 7Da Quick Check WS sheet.
Feedback: Go through the answers one by one. Before reading out each answer ask:
‘Hands up if you are sure you got this right.’ Then read out the answer. Then ask: ‘Put
both hands up if you were sure you got this right and did get it right.’ Make a note of
questions that students are either overly confident on but got wrong or are unconfident
about. Ask students to make notes of these on their own work.
Action: Ask students to identify two areas in this topic that they need to work on.
Review by asking pairs of students to complete the following sentences:
• bar charts are used when ........ <e.g. you want to compare things>
• scatter graphs are used .......... <e.g. to find a relationship between two variables that
you think might be linked>
• a relationship between independent and dependent variables will be shown by ..........
<e.g. an obvious pattern in the points>.
3: Using key words

Assessment: Ask students to write a sentence or two using these words:
Developing: organism, habitat, variation, variable
Securing: continuous variation, discontinuous variation, species, relationship
Exceeding: hybrid, frequency diagram, normal distribution.
The words do not need to be explained, they just need to be used in an appropriate
fashion.
Feedback: Working in pairs, students then read each other’s sentences. For each
sentence, they say what is good about it and something that could be improved.
Action: Words over which there is still disagreement on their use should be looked up
and their definitions checked in the Student Book glossary or on the Word Sheet for this
topic. The best examples could be displayed on a noticeboard for all students to refer to.
Homework
1: Variation in animals
Worksheet 7Da-6 contains straightforward questions about variation in animals.
2: Continuous and discontinuous variation

Worksheet 7Da-7 contains questions on continuous and discontinuous variation.
3: Gone fishing
Worksheet 7Da-8 contains questions on continuous and discontinuous variation,
together with work on relationships shown in graphs and hybrids.
4: Heights
Worksheet 7Da-9 contains work on frequency diagrams.
An alternative to marking this homework sheet in the traditional way, with written
teacher feedback, is to provide students with a mark scheme, get them to mark a
partner’s work, then analyse why their partner has lost marks. It is useful to categorise
where they lost marks in a question: e.g. ‘did not understand the science ideas’; ‘did not
read the question properly’; ‘did not make enough separate points’; ‘did not examine the
data carefully’. You could build up and display a class list combining students’ ideas for
categories of where students can improve in answering this type of question.
Analysing a partner’s work supports students’ understanding of how they can improve
their own work.
7Db Adaptations
Topic 7Db is about adaptations of organisms to their environments.
Learning Objectives
Starters
1: Habitats 1
Divide the class into groups, give each group the name of a habitat, and ask them to
describe the conditions in that habitat and some of the plants and animals that live
there. One student from each group can be asked to read out the group’s description,
and other groups can be encouraged to add any further facts they know about the
habitat. Suitable habitats are woodland, pond, desert, Arctic, underground, mountain,
farmland, beach, river, lake, sea, town (i.e. parks and gardens), grass plains (savanna).
Alternatively, this could be done as an annotated sketch, with students adding features
and information to each others’ habitat sketches.
Worksheet 7Db-3 contains a set of headings to prompt students for the necessary
information. Students will not be able to fill in the whole sheet at this point, but they can
revisit this sheet in Plenary 3, adding and correcting information. Progression is more
easily seen if students are encouraged to add information/corrections in a different
colour.
Developing: Give students habitats with easily definable conditions (e.g. desert, pond,
Arctic).
Securing: Give students habitats with conditions that are a little harder to define
precisely (e.g. town, woodland, underground, mountain, beach, farmland).
Exceeding: The AT presentation Different habitats displays photos of five different
habitats. Students need to prepare a written presentation for one photo to describe the
habitat and its organisms.
Activity Type: Baseline Assessment, Formative Assessment
Level: Securing
2: What’s the weather like?

Explain to students that various factors affect our environments and these are physical
(because they are not alive). Ask students to suggest what the environment outside the
classroom/in the playground is like at the moment. Encourage students to consider how
wet it is, how sunny it is, how windy it is, and the temperature. This activity can be
supported by asking students to find the physical factors listed on a weather app on
smartphones, or by using the AT interactive What’s the weather like?, in which students
look at the physical environmental factors shown on a weather app.
Securing: Extend this activity by getting students to pair up and combine their weather
observations. They can then choose one organism, and list the effects of the current
weather on that organism.
Level: Securing
3: Adaptations of fish
Draw the outline of a fish on the board and ask students to suggest three adaptations for
where it lives (three ways in which it is suited to living in its habitat). These could
include ‘tail fin’ to swim, ‘smooth and streamlined shape’ to move easily through the
water, and ‘gills’ to take oxygen from the water.
Securing: Extend this activity by asking students to produce their own annotated sketch
of a fish, following the discussion.
Level: Securing
Exploring Tasks
1: Salt and duckweed
Establish the idea that saltiness is a physical environmental factor. Some water
(aquatic) habitats contain a lot of salt and some contain very little. In this experiment,
duckweed (any free-floating species will do, e.g. common duckweed, Lemna minor) is
grown in beakers containing various concentrations of common salt. The idea is that
students will discover that the plants are adapted to living in freshwater habitats and
would not survive in saltwater habitats. A range of salt concentrations can be used from
0.5 to 30 g/dm3, although the plants will not survive for very long in solutions above 5
g/dm3; the leaves will start to blacken within about 48 hours.
Developing: Worksheet 7Db-2 is a help sheet. Note that the unit ‘litre’ is used on the
sheet and not ‘dm3’.
Securing: Most students will be able to plan this investigation for themselves, but if time
is short give them the Method from Worksheet 7Db-2 and ask them to carry out the
practical. They should write their own predictions, giving reasons for making those
predictions. At the end of the investigation, ask students to write a short paragraph (or
blog/ text) summarising their conclusion and the evidence that supports this
conclusion.
Safety: Students should wash their hands after contact with any plant material.
Equipment: Common duckweed (Lemna minor or other free-floating variety), three 250
cm3 beakers, common salt solutions (0.5–30 g/dm3 – the latter being the same
concentration as sea water).
2: Adaptations for tree living

Ask students to research the adaptations of two woodland animals – grey squirrels and
woodpeckers. Their goal is to make notes for a short presentation called ‘Adaptations
for living in trees’. Skills Sheet RC 3 may be useful for this activity. Students should
agree simple criteria to use for assessing each others’ presentations. For example:
content tells a good ‘story’ about adaptations; secondary sources have been used
effectively to add to the information in the worksheet; presentation is clear and
interesting. Small groups of students (say three pairs) can then watch each other’s
presentations, feed back constructively against the criteria and then award each other
marks for how constructive their feedback was.
Developing: Students use Worksheet 7Db-4. They first decide on the order of the
headings they are going to have. They then group the cut-out statements at the bottom
of the page under the different headings to form a framework for the talk. The activity
can be left at this, although some students may be challenged to turn the ordered
statements into text for a talk.
Securing: Remove the cut-out statements from Worksheet 7Db-4 before copying for
students. Students decide on an order of headings for their talk, using the sheet, but
must then use secondary sources to find relevant information.
Exceeding: Students work without the sheet, being told that they need to research the
adaptations of two woodland animals that live in trees. They need to find at least one
adaptation of both animals that is similar because of the habitat in which they live.
3: Animals and their adaptations

Worksheet 7Db-5 shows six animals (giraffe, swan, cheetah, snowy owl, otter, mole).
Students throw a dice to choose one animal, which they then need to research in order
to find out some adaptations for that animal that allow it to survive in its habitat. They
then make up a note card for each animal, which could be done by cutting the animal
out of the worksheet and sticking it on a card, before adding labels. Skills Sheet RC 3
may be useful for this activity. When complete, students who have chosen the same
animal work together in groups.
Then use the AT presentation Animals and their adaptations, where students identify
the adaptations for several animals.
Students feed back constructively to each other (e.g. in pairs or small groups),
highlighting strengths and suggesting possible improvements based on the
presentation. Students make changes to their notecards as they see fit and mark each
other on‘giving constructive feedback’.
Equipment: Dice, Internet/library access.
4: Bird adaptations for feeding

Students use Worksheet 7Db-6 to match beak shapes with the correct birds and their
methods of feeding. You could introduce the pictures alone first, asking students to
describe the beaks, to suggest what the methods of catching food might be, and what the
birds might eat. They may then be more open to seeing what the correct answers are.
Get students to note which birds they made the best predictions for.
5: Inherited features 1
Students examine photographs to spot inherited characteristics. This could involve a
series of pictures of your own friends and/or family, or those brought in by students, or
those found by using the AT presentation Family photos, where students explore
inherited features in families.
Developing: Students divide the pictures into family groups and/or spot similarities
between members of the same family.
Securing: Students identify certain features that have been inherited by children from
the parents in the photos.
Ask students to complete a short summary statement, for example ‘Individuals who are
closely related might look similar in the following ways: …’
Equipment: Photographs (optional).
Level: Securing
6: Inherited features 2
Challenge students to use their knowledge and understanding of the material in Unit 7B
to draw a labelled diagram that explains why offspring inherit features from both
parents.
Developing: Some students may need help, and the diagrams of what happens in
fertilisation on Student Book spread 7Bc Becoming pregnant may be useful.
Ask for permission to show some students’ efforts to the class (students will be less
sensitive if the work has been completed in pairs), for example, using a visualiser or
flexi-cam. Get others to comment, making both positive statements about any strengths
and constructive criticism suggesting improvements. This could be done orally, or
students could write comments as if they were teachers marking the work.
Equipment: Optional: Visualiser or flexi-cam.
Level: Exceeding
Explaining Tasks
1: 7Db Adaptations (Student Book)
This spread introduces the idea of physical environmental factors creating the
conditions in a habitat, and of animals inheriting adaptations in order to survive under
those conditions. Worksheet 7Db-1 is the Access Sheet. Questions 7, 10 and 12 can be
used for formative assessment, with students working in groups to answer the question.
for this formative assessment. This also contains mini-plenary ideas.
The AT interactive What’s the weather like? can be used to look at the physical
environmental factors shown on a weather app.
The AT presentation Different habitats asks students to explore different environments.
Using the AT presentations Animals and their adaptations and Similar adaptations,
students identify the adaptations for several animals and how pairs of animals share
similar adaptations.
The AT presentation 7Db Thinking skills can also be used for this task.
2: The process of fertilisation
This task can be used to consolidate knowledge learnt in Unit 7B.
Ask students to work in groups to design an animation that could be used in class to
show the process of fertilisation (in sexual reproduction). Encourage students to
produce a flowchart of events, with diagrams showing the sperm cell and the egg cell.
Go through some of the flowcharts adding good points from each group’s work to a
master flow chart on the board. Then use the master flow chart to explain that the
nucleus contains the information needed for the features of an organism. Explain how,
when the nuclei from the egg cell and the sperm cell fuse, the resulting fertilised egg cell
develops into an organism with features from both parents.
Level: Exceeding
3: Similar adaptations
Explain to students that in any habitat different organisms may have similar
adaptations to help them survive. Give examples such as rabbits and horses having eyes
at the sides of their heads, allowing them to see predators approaching from all sides in
open grassland.
Then show the AT presentation Similar adaptations to allow students to identify how
pairs of animals share similar adaptations.
Plenaries
1: Quick Check
Assessment: The 7Db Quick Check sheet provides a set of statements derived from the
learning objectives. Students draw lines from each statement to a set of traffic lights to
describe how confident they are about the material covered by that statement.
Developing: Students should concentrate on sentences 1–5.
Securing: Students should do all the sentences.
Feedback: Conduct a survey to find out which statements cause the most problems.
Action: Discuss with the class how you can fix these problems and get students to
produce an action plan for improving their understanding. This can include using the
teacher as a resource, but they need to write clear questions for you to answer rather
than saying ‘explain about … again’.
2: Thinking skills
Assessment:
Plus, Minus, Interesting: Rabbits should have shells. (Possible answers: Plus – they
would be better protected against foxes; Minus – it would be harder for them to move
around; Interesting – are there any mammals with shells? Armadillos have ‘shells’
made of overlapping ‘plates’.)
Plus, Minus, Interesting: Antarctica should be warmer. (Possible answers: Plus – more
animals could live there; Minus – animals with adaptations for the cold might overheat
and die out; Interesting – was the Antarctic ever warmer than it is now? Antarctica had
an average temperature of about 7 °C 20 million years ago.)
Consider All Possibilities: An animal has long legs. (Possible answers: so that it is tall
and can see approaching animals that might attack it; so that it can run fast – away from
other animals; so that it can run fast – towards animals it wants to eat.)
Consider All Possibilities: There are low temperatures at night. (Possible answers: a
desert habitat; a country in the northern hemisphere in December)
understanding is poor then revise adaptations at the start of the next lesson.
The AT presentation 7Db Thinking skills can be used for this activity.
3: Habitats 2
Students look back at their work in Starter 1 and correct and add information to their
copies of Worksheet 7Db-3 (in a different colour).
4: Looking back
If students produced a class list of questions at the start of the unit (7Da, Starter 1),
identify any progress in understanding and areas that still need to be addressed by
looking at the questions for this topic and the last. Encourage students to add sticky
notes to the questions as appropriate.
Homework
1: Swordfish
Worksheet 7Db-7 contains straightforward questions on environmental factors,
adaptations and inherited variation.
2: Hares
Worksheet 7Db-8 contains questions on adaptations of animals and inherited variation.
3: Searching for coelacanths

Worksheet 7Db-9 tells the story of the rediscovery of coelacanths and then asks
students questions.
Level: Exceeding
7Dc Effects of the environment

Topic 7Dc looks at how changes in the environment affect the organisms living in a
habitat. This includes discussion of daily changes, seasonal changes, migration,
hibernation, evergreen and deciduous trees, and nocturnal animals.
Learning Objectives
Starters
1: How do we get our features?
Ask students to write down some of their physical features – say five. Then ask them to
say why they have these features. Pose the questions: Do we get all our features in the
same way? In what ways are our features caused?
Securing: Extend this activity by asking students to categorise some of the ‘causes’ for
physical features, e.g. inherited, environmental, caused directly (scars), caused
indirectly (fashion).
Level: Securing
2: Thinking about inherited and environmental variation

Use the following Consider All Possibilities activities to start students thinking about the
different causes of variation. You could record students’ answers and repeat the
exercise as part of Plenary 2, to see if students can add to their answers. Some students
may be sensitive about their physical characteristics, so the statements suggested
should be general.
Consider All Possibilities: A boy has brown skin. (Possible answers: he has a suntan;
one or both parents have brown skin.)
Consider All Possibilities: A girl has curly hair. (Possible answers: she has had her hair
permed; one or both parents have curly hair.)
Consider All Possibilities: A girl has blonde hair. (Possible answers: she has dyed her
hair; one or both parents have blonde hair.)
Consider All Possibilities: Two apples look different from each other. (Possible
answers: one has had more light/water/fertiliser, etc.; they are from two different
species; one might be diseased.)
Consider All Possibilities: One boy is taller than his friend. (Possible answers: his
parents may be taller than his friend’s parents; he may have had better nutrition when
he was growing up.)
The AT presentation Effects of the environment opens a thinking skills presentation on
the effects of the environment on physical characteristics.
Level: Securing
3: Discussing changing environmental factors

Worksheet 7Dc-6 lists some physical environmental factors that change, and asks
students to classify them as daily or seasonal changes. In many cases the changes are
both – the important point is that students can justify their answers. The sheet also asks
students to suggest how humans adapt to these changes. Discussion of the worksheet
can then lead into the main body of the topic, where students learn how animals and
plants are adapted to these changes.
4: Adapting to changes
The AT presentation Adapting to changes allows students to explore how animals adapt
to regular environmental changes. This could be developed into a Know, Want to know,
Learned activity (possibly using Skills Sheets TS 5 and TS 6), and asking students to
think of examples and what they would like to know before watching the presentation
may ‘prime’ them for concentrating. Ask students to make notes as they watch the
presentation, so that they can neatly fill in the ‘L’ part of the Know, Want to know,
Learned table. See Introduction for further notes on this type of thinking skills activity.
Exceeding: Extend this activity by asking students to find a further example to include in
the presentation – both an image and some text to be used as a voiceover that they
could possibly present to the class.
Exploring Tasks
1: Fertilisers and algae
This practical allows students to see the effect of an environmental factor on the growth
of algae. Pond water contains a variety of different algae but it is inadvisable to use real
pond water since the addition of fertiliser may encourage the growth of pathogens. It is
recommended that liquid cultures of algae (such as Scenedesmus or Chlorella) be
obtained from commercial suppliers and made into ‘pond water’. As the algae grow, the
water will become more cloudy.
Qualitative results may be obtained by determining which beakers are more ‘cloudy’.
Quantitative results can be obtained in various ways. A piece of paper or card with
different intensities of shading on it could be used. The cloudiness of the water will
determine which marks can be seen through a beaker of pond water placed on top of
the paper. Alternatively, an ‘X’ could be drawn on the bottom of a measuring cylinder
with the water being poured in until the ‘X’ can no longer be seen. A light meter could
also be used with a cardboard tube being placed around the beaker and a light shone
underneath. The light meter is held above the surface of the water inside the tube. This
works best if a photographic ‘light box’ is available, the surface of which should be
protected by clear plastic. A better option is to use a colorimeter with shaken samples of
water. The results can be recorded daily or after a certain time period.
Developing: Use Worksheet 7Dc-3.
Securing: Use Worksheet 7Dc-4.
Exceeding: Allow students to plan their investigations without help.
Safety: Wash hands thoroughly after handling cultures. Beware of Leptospira
contamination of pond water, which causes Weil’s disease.
Equipment: Beakers (three or four, 100 cm3 capacity suggested), 10% diluted
commercial fertiliser solutions, pipette, tap water with nonfilamentous algae added, 100
cm3 measuring cylinder, piece of white paper.
Optional: sheet of different shades of grey, cardboard tube to fit around the beaker
(about twice the height of the beaker), light meter, light box, colorimeter.
2: Beech leaves
Worksheet 7Dc-5 contains drawings of four different species of beech tree. Use this to
remind students of what a species is, and ask them whether the differences between the
trees are an example of inherited variation. The answer is ‘yes’! Students then go out to
collect leaves from a beech tree (weeping beech is good because the branches are easy
to reach). Students collect leaves that are on the outside of the tree canopy and from
inside the tree canopy. The leaves that they take should not be those at the ends of the
branches (because they are the newer leaves and may not have fully formed yet).
Taking the third or fourth leaf from the end of each branch is recommended. Students
then use squared paper to measure the area of their leaves by placing a leaf on the
squared paper and drawing around it. They then count up the number of squares that
their leaf covered, counting squares that are more than half covered but ignoring
squares that are less than half covered. Rather than students spending ages measuring
the areas of a lot of leaves, it is more time-efficient for each student to collect and
measure the areas of one or two leaves from the outside of the tree and one or two from
the inside, and then to pool the class results.
It should be found that the leaves from inside the tree are larger and those on the
outside are smaller. This is to allow the shaded leaves to collect enough light for
photosynthesis.
To avoid bias, it is best if the sampling of the leaves is done at regular intervals around
the tree, rather than letting students choose where to take the leaves from. A group of
students should arrange themselves at regular intervals around the tree and then take
the leaves from the part of the tree directly in front of them.
Securing: Ask students to write a summary paragraph in the form of an abstract for a
scientific article. It should not exceed 200 words, but must include what the
investigation set out to do, how data were collected and inferences from the results. See
Student Book spread 7Ic Summarising.
Environmental variation of this type can also be seen in brambles (blackberry plants)
and stinging nettles, and in a variety of other common plants.
Safety: Do not allow students to climb trees.
Equipment: Access to a beech tree with easily reachable branches.
3: Discussing daily environmental changes

Ask the question ‘How does our environment change over the course of a day?’ Most
students will be able to suggest changes in temperature and light. Students should then
be encouraged to give examples of how humans alter their activity depending on the
time of day and weather conditions. Ask students how they think plants and animals
alter their behaviour when their environments change in these ways.
Securing: Ask students to summarise some changes and the ways in which they affect
humans and other organisms by using a table, concept map or annotated diagram.
Level: Securing
4: Discussing seasonal environmental changes

Ask the question ‘How does our environment change over the course of a year?’ Most
students will be able to suggest changes in temperature and light. Students should then
be encouraged to give examples of how humans alter their activity depending on the
time of year and weather conditions. Ask students whether they think plants and
animals alter their behaviour when their environments change in these ways.
Level: Securing
5: Weather station
If your school has a weather station, use readings from it as evidence for changes in the
environment over the course of 24 hours. Students could draw graphs of the data or
interpret graphs produced by computer equipment attached to the meters in terms of
when dawn was, when dusk was, etc. This data could be checked against newspaper
readings, data from the Met Office, TV weather reports, etc.
Level: Securing
6: Water fleas
Students observe how water fleas (or brine shrimps) change their activity between light
and darkness. Tell students that water fleas feed on tiny plants/algae and these are
nearer the surface of the water during the day (to photosynthesise). Ask students to
predict where water fleas will be found during the day and at night, and to explain the
scientific reasons for thinking this.
Developing: This is simply done using large beakers and a light source. The water fleas
are closer to the surface and more active in the light; less active and lower in the water
during darkness. A light bulb could be positioned over the beaker to observe this, whilst
darkness is best achieved using a thick black bin liner to cover the beaker. This should
be left for at least 5 minutes before being removed and the water fleas observed straight
away.
Securing: Students could try to get quantitative results by altering the light intensity
(and measuring it using a light meter) and measuring how far up the beaker most of the
water fleas are. It is often quite difficult to get meaningful results, but students could
then consider whether there is a certain light intensity below which water fleas go to
the bottom, or whether there is a gradual change in the position of the water fleas
depending on light intensity. Larger sample sizes produce better results. Pond water
should be used if possible.
Ask students to summarise the results and conclusions from this experiment in an
annotated diagram of the apparatus, showing water fleas at three different levels.
Safety: If students are to collect their own water fleas, they should be returned to the
pond they were taken from. Students should wash their hands after handling pond
water, water fleas and brine shrimps. Ensure an appropriate adult–student ratio and
take great care around ponds (consult your school’s policy on field trips for guidance).
Teacher supervision is required to ensure safe placement of the light source and to
avoid broken bulbs. Ensure care is taken when using water and an electrical light
source.
Equipment: One large beaker of water fleas (Daphnia) or brine shrimps (which could be
obtained from a pond in the case of Daphnia or from a biological supply company), light
source, hand lens, and possibly a light meter and a ruler.
7: Migration spreadsheet
This AT link opens the spreadsheet Migration. Students are provided with some raw
data that they need to plot as graphs. Students create graphs showing migration of sand
martins. They must then draw out information relating to migration times.
Securing: Extend this activity by asking pairs of students to compose three questions
that can be answered by the graphs and one that cannot be answered by any of the
graphs, then use these to test another pair of students.
Level: Securing
8: Phenology work
The study of the timings of various seasonal changes in animals and plants (e.g.
emergence, hibernation, migration, new growth) is called phenology. Students could get
actively involved in monitoring such timings if there is a phenological crowd research
project going on in your country.
This activity may provide an opportunity to invite an outside speaker from a local
ecological or phenological organisation into the class. Ask students to prepare questions
beforehand to ask the speaker.
Level: Securing
Explaining Tasks
1: 7Dc Effects of the environment (Student Book)
This spread considers the effects of environmental factors both on individual organisms
(environmental variation) and also on groups of organisms (in terms of the effects of
changes in environmental factors in the course of a day and of a year). Worksheet 7Dc-1
is the Access Sheet. Questions 2 and 3 can be used for formative assessment, with
students working in groups to answer the questions. You could also challenge students
to create a concept map or poster of environmental changes and their effects,
summarising the information in this spread (and the AT presentations). See the ASP
Introduction for ideas on how to run the feedback and action components for this
The AT presentation Adapting to changes gives a broad overview of daily and seasonal
changes along with examples of adaptations to them. Ask students to take notes and
then prepare a table to show how the different organisms cope.
The AT video Adapting to daily changes uses the examples of diurnal and nocturnal
animals, and sun-facing flowers to illustrate the ways in which living things are adapted
to daily changes in environmental factors. The AT animation Daily and seasonal changes
can also be used to show these differences. Ask students to take notes and then prepare
a table to show how the different organisms cope. Skills Sheet RC 3 may also be useful.
The AT spreadsheet Migration was used in Exploring 7, and asks students to create
graphs showing migration of sand martins. The AT presentation Effects of the
environment opens a thinking skills presentation on the effects of environment on
physical characteristics.
2: CCTV detectives
If your school has CCTV cameras that look outside, see if you can find some footage
showing wildlife appearing at times when the school is quiet and/or at night. Show the
footage to the students and explain that animals will alter their behaviour depending on
the time of day, due to changing physical environmental factors. Explain that animals
that only come out at night are called nocturnal. Other footage may be obtainable from
video storage websites on the Internet.
Securing: Extend this activity by building up a list of nocturnal animal species in your
country, using evidence from YouTube clips.
Equipment: CCTV footage from school cameras, Internet access.
Level: Securing
3: Flower opening
Wood sorrel or evening primrose flowers can be used to show that some flowers are
open at night, compared to daisy flowers that are shut at night. If you have two sets of
these plants, with one set under a lightproof box, it should be possible to show the
different states of the flowers.
Equipment: Flowers that are shut during the day (such as wood sorrel or evening
primrose), flowers that are shut at night (such as daisy), lightproof box.
Level: Securing
4: Plants surviving winter

Show students a selection of overwintering structures. Ask students what they think
each one is and then explain why they are needed.
Exceeding: Extend this activity by challenging students to photograph the structures,
and any that they may find outside school, using their phones or digital cameras, and
then make a collage that groups the structures into categories, e.g. roots, tubers, buds.
Equipment: Selection of overwintering structures. Should include: potato tubers, onion
bulbs, carrot tap roots, budded twigs (these can be frozen for use later in the year).
Could include: pupae, rhizomes.
Level: Securing
Plenaries
1: Quick Check
Assessment: The 7Dc Quick Check sheet includes a list of adaptations in the form of cards
that can be cut out and sorted, and covers material from this topic and the last. Give
students a habitat and ask them to work in groups to find cards with the appropriate
adaptations for that habitat. Habitats used should include water (e.g. sea, river, lake or
pond), hot desert, Arctic, European woodland (that is, cold in the winter). Ask a
spokesperson from selected groups to say what adaptations have been chosen and why.
As with most activities of this kind, it is not the actual choice of adaptations that is the
most important, but the justification that students give for their choices.
Feedback: Ask groups who have studied the same habitat to peer review the other
group’s work, pointing out areas where there are differences. Get students to list
missing information and incorrect information separately.
Action: Ask if any groups found differences between their work and another group’s
work, and identify those habitats that were being studied by these groups. Use the
electronic version of the 7Dc Quick Check sheet on the board to go through the habitats
that cause problems, pointing out the correct adaptations and the reasons why those
are the correct responses. Students should reflect (in writing) on how they need to
improve their own work, e.g. remembering adaptations, linking adaptations to
organisms, providing justifications.
2: Thinking about the effects of the environment

Assessment:
Plus, Minus, Interesting: All mammals should grow longer hair or fur in the winter.
(Possible answers: Plus – it would keep them warmer in winter; Minus – some
mammals live in places where it is not cold in winter and they may overheat;
Interesting – which mammals grow longer hair or fur during colder months?)
Consider All Possibilities: An animal has white hair. (Possible answers: it is its winter
coat; it is always white; it is very old.)
Odd One Out: owl, cow, pigeon. (Possible answers: owl is the only nocturnal one and is
the only carnivore; cow is the only mammal.)
answers. Create an agreed class list of ‘what makes a good answer’. If understanding is
poor then revise with students at the start of the next lesson using Student Book spread
7Dc Effects of the environment.
The AT presentation 7Dc Thinking skills can be used for this activity.
Level: Securing
Homework
1: Changes
Worksheet 7Dc-7 contains straightforward questions about environmental variation,
and daily and seasonal changes.
2: Changing habitats
Worksheet 7Dc-8 contains questions about environmental variation, and daily and
seasonal changes.
3: Learning
Worksheet 7Dc-9 extends students’ understanding of inherited and environmental
variation by looking at learning.
Level: Exceeding
7Dd Effects on the environment

Topic 7Dd focuses on the resources needed by organisms from their habitats and how
organisms affect their habitats. There is an opportunity to find out about STEM and the
skills associated with being an environmental planner (with a focus on application of
knowledge).
Learning Objectives
Starters
1: Predator or prey?
Many students will understand the words ‘predator’ and ‘prey’ from primary. The AT
presentation Predator or prey? asks students to identify which animals they think are
predators and which they think are prey. The answers are given as part of the
presentation. This could be run as an opinion line, where students commit to an answer
by moving to one of four positions in the classroom: ‘predator’; ‘prey’; ‘both’; ‘neither’
before the answer is revealed. This ensures that every student makes a decision about
the slides – no one can abstain.
Level: Securing
2: Food chain consequences

Give each student a sheet of paper and ask them to write the name of a producer on the
top. The top of each piece of paper is then folded over twice (to prevent peeking!) and
passed along. The next student writes down the name of a herbivore, folds it and passes
it along. The next student writes down the name of a carnivore, folds it and passes it
along. The student who receives the paper unfolds it and, if they can, writes out the food
chain using the organisms. In many cases there will be no food chain because the
organisms are from different habitats. Stress this to students; food chains can only be
written for organisms that live in the same habitat.
Ask any student who has a food chain to share it with the class. Write the chains on the
board and ask students to identify: carnivore, consumer, herbivore, predator, prey,
producer. Remind students that the arrows in food chains indicate the flow of food from
one organism at the start of the arrow to the organism at the end of the arrow.
Extend this task by asking students who have not got a proper food chain on their
papers to alter one or more of the organisms to make a workable food chain. Or ask
students to contribute other organisms to add to one of the food chains on the board in
order to create a food web.
Equipment: Blank paper.
Level: Securing
3: Changing food web

The AT animation Food webs and interdependence displays some organisms that are
found in gardens. It illustrates how a food web can be built up from individual food
chains, and explains seasonal effects on a food web. Once the final food web has been
built, ask students to pair up and sketch how the web will be different at different times
of day (nocturnal animals will not be present in the day) and at different times of year
(reminding students of migration and hibernation, and of daily and seasonal changes,
from the last topic). Discuss the webs as a class and get students to amend or correct
their webs if necessary.
Level: Securing
Exploring Tasks
1: Mice and owls
Worksheets 7Dd-3 and 7Dd-4 allow students to play a game in which they model
population fluctuations for a predator and its prey. After completing the ‘game’ students
draw graphs and draw conclusions. Students could try creating a computer model using
the ‘rules’ set out on Worksheet 7Dd-3 in a cross-curricular link-up with the ICT
department.
Exceeding: Students could be reminded that this model explores the relationship
between living factors. Ask students to consider how this could be adapted to also
include an environmental factor. For instance, a dice could be thrown at the end of the
year to determine the severity of the winter and the impact this has on the populations.
Students should show their adaptations to the model to each other in small groups. Ask
the groups to comment on other factors that are still not taken account of by the models.
Level: Exceeding
2: Computer population modelling

There are some computer software simulations of populations that can be used by
students. Ask students to draw conclusions about the populations that they study using
the software.
Extend this activity by asking students to write reviews of the simulations, in terms of
both their ease of use and also how well students think they reflect real variations in
populations.
Exceeding: Remind students that they are using a computer model and ask them how
the model helps them to think about populations. Students could be asked to look at this
model and the one that they used in Exploring 1, and to discuss the strengths and
weaknesses of both.
Equipment: Population ecology computer modelling software.
Level: Exceeding
3: Lynx and hare

Get students to make masks of lynx and snowshoe hares. Ensure that there are roughly
twice as many hares as lynx, but the precise numbers do not matter. Students then go
out into the playground. Blow a whistle and time 30 seconds, during which time the lynx
try to tag the hares. After 30 seconds, blow your whistle again, which marks the end of a
year. Any hares that have been tagged go out (and stand in a queue), any lynx that have
failed to tag a hare go out (and stand in another queue). If any lynx has tagged more
than five hares, one lynx is allowed to return. Count up the number of hares. For every
five hares, allow two hares to return. Then time another 30-second interval and repeat
the process outlined above. If you repeat this over 10 or so cycles, you should end up
with two population curves (which can then be plotted on a line graph, providing
someone has recorded the numbers!). You may need to adjust timings and the starting
quantities of hares and lynx depending on the area in which you are playing the game.
Extend this activity by asking students to reflect on how this simulation is similar to and
different from the ‘real’ situation.
Safety: This can get rather boisterous, but making a rule that students can only walk
helps.
Equipment: Materials to make masks, stopclock, whistle.
Level: Exceeding
4: Reindeer island
This activity looks at the population increase and crash of reindeers on St Matthew
Island. There is a suitable online comic by Stuart McMillen, which can be viewed on his
website. Ask students to read the comic and identify the point that the artist is making
in the last frame.
Extend this activity by challenging students to summarise the information in the comic
by writing a few well-constructed paragraphs. Alternatively, students could write a set
of questions that can be answered by the comic strip.
Developing: Help weaker students choose a purpose for each paragraph (for example,
paragraph 1 explains why the population increased and paragraph 2 explains why the
population decreased).
Exceeding: Students could research another population crash and make their own
comic-style account.
Equipment: Internet access or PDF downloaded from a website.
5: Camouflage
Ask students to consider why some animals might be more successful at competing in a
habitat, and relate this to ideas about camouflage. To illustrate, students work in pairs
and are given 20–30 coloured buttons (some green) with the number of each colour
known. One student spreads the items in a set area in some grass (1 m is sufficient). The
set areas can be marked out using quadrats or with string. The other student then has
30 seconds to find as many buttons as possible, picking them up using forceps/tweezers
only and each time placing the item found in a plastic beaker. Variations on this game
include making the students run a set distance between each pick-up. Students should
then be asked to explain the results – which will probably be that the greener buttons
were less likely to be spotted. This will help to reinforce the idea that camouflage is an
important adaptation for animals that are prey. It is obviously also important for those
that are predators.
Exceeding: Ask students to design an investigation using coloured seeds/bait to see
whether colour camouflage really does protect prey/food from birds.
Equipment: 20–30 coloured buttons (different colours, particularly different shades of
green), forceps, plastic beaker, quadrat or string.
Level: Securing
6: Research work
Possible ideas for research work include the following.
Developing: Find/draw a food web for a habitat that you have not studied in class.
Identify the roles of the different organisms (producer, consumer, etc.) and which
organisms are in competition with one another.
Securing: Find out what scavengers are and draw a food web containing a scavenger.
Then make some predictions using the food web.
Exceeding: Find out what the Irish potato famine was and its effects (i.e. death and
migration), and draw a parallel with one of today’s humanitarian crises.
Students could be asked to present their findings in a form that will interest the general
public – they could choose to do a comic strip for example, as in Exploring 4.
7: Invertebrate homes
This is a simple practical in which students look for woodlice in two different areas and
draw conclusions about which areas woodlice prefer and why. Instruct students to
carefully turn over stones, leaves or pieces of wood in their search for woodlice in order
to look for them. If students are to collect leaf litter and look for invertebrates in leaf
litter samples, they should only move woodlice using a soft paint brush. Small
containers could be used to collect woodlice, by placing the containers on their sides
and gently sweeping woodlice into them. Demonstrate how students should do this
before starting the practical.
Developing: Students follow the instructions on Worksheet 7Dd-2.
Securing: Ask students to plan an investigation to answer the question: What places do
woodlice prefer and why? Ask them to assess the risks involved in an investigation like
this (they should consider both the risks to themselves and the risks to other
organisms). Ask students to think about how they are going to collect their results and
how they will make sure that the results are accurate. Students could also discuss the
best way to display their results once they have been collected, and any improvements
they could make to the practical (giving reasons for the changes). Ask students to
summarise what they have found by writing a paragraph about how the habitat that
woodlice choose helps them to survive. Students may need to be prompted with
information about the organism (e.g. that they feed on rotting plant matter, which can
be found in damp conditions).
Safety: Stout gloves are required when collecting leaf litter to avoid scratches. Students
must wash their hands after handling leaf litter/invertebrates. Any animals removed
from a habitat should be replaced where they were found.
Equipment: Soft paint brush, stout gloves, containers for collecting leaf litter, containers
in which to place invertebrate specimens.
8: Building a food web
Students use Worksheet 7Dd-5 to construct a food web from the food chains given.
Students could make a mobile of a food web showing the connections between
organisms. This could be carried out at home or in an art lesson.
Equipment: Plain paper, scissors, glue.
9: Greener cities (Student Book)

At the end of the STEM pages, there is an activity in which students design a tower block
with some green features.
Start by encouraging students to brainstorm ideas, which will include making a list of all
the knowledge that is related to this question. Some ideas are given in the Student Book
(e.g. the different plants and animals that live in a city in your country, resources that
organisms need, the climate). Then ask students to select which aspects of knowledge
are going to be most appropriate for answering the question of how to build a ‘green
tower block’.
This is an exercise in getting students to think about what information they need to use
in order to answer a question, rather than the approach that some students take in
answering questions – whereby they write down everything that they know that is
related to the question, and hope that some of it sticks!
Students should produce posters to show their designs. It is wise to encourage groups
to appoint different people to do different aspects of this (e.g. the drawing, the labelling,
the wording for the labelling, the positioning of labels, preparing something to say as
part of a presentation).
Equipment: Large sheet of paper, coloured pens. Optional: sticky notes (to try out label
positions).
Explaining Tasks
1: 7Dd Effects on the environment (Student Book)
This spread looks at how organisms affect their habitats and the other organisms living
in those habitats. Worksheet 7Dd-1 is the Access Sheet.
groups to answer the question. See the ASP Introduction for ideas on how to run the
plenary ideas.
The AT presentation Rainforest food web explains how food webs are created, and then
challenges students to piece together information about feeding relationships to form a
food web. The presentation also illustrates how the changes in the population of one
organism in a food web can affect the numbers of other organisms.
The AT spreadsheet Effect of changing populations helps students to examine how the
abundance of prey changes the population of predators. The AT presentation 7Dd
Thinking skills can help with thinking about effects on the environment, as used in
Plenary 2.
2: Greener cities (Student Book)

These pages in the Student Book look at the job of an environmental planner and the
skills and training that environmental planners need. There is a particular focus on the
application of knowledge and the need to identify the most appropriate knowledge to
use to answer a question, so that the answer is clear.
Before starting the page, remind students of what a model is and some of the models
that they have encountered in science (e.g. the particle model, food chains).
3: Woollen food webs

Take 13 students and tell them that they will each represent one organism in the food
web shown on Student Book spread 7Dd Effects on the environment. Give each student
a long piece of wool and ask students to arrange themselves into the food web. One
student is told that their animal is now dead and they should sit down. Other students
could then say how this has affected them and whether they felt the wool tug as the
student sat down. Maybe other students will sit down as a result of starvation. This can
be repeated for various organisms.
As a finale, ‘the Sun could go out’ and therefore all the producers sit down. This then has
the rapid knock-on effect that the whole of the food web dies out, emphasising the fact
that all energy comes from the Sun.
Exceeding: Explain to students that a food web is a model that allows us to predict the
effects of changes in a habitat. This task is a slightly different model from the one that
we usually see on paper. Ask students to list some advantages and disadvantages of
each model (e.g. the wool method does not show the direction of energy flow; the wool
method allows you to feel things happening, providing a more obvious way of predicting
what will happen).
Safety: Ensure this is done in an open space.
Equipment: Long strands of wool (1–5 m lengths).
4: Owl pellets
Use an owl pellet to show how scientists might gather evidence for the construction of
food webs, where animals have more than one food source. Take an owl pellet and tease
out the various parts of the pellet with cocktail sticks or fine forceps/tweezers. Point
out the different sorts of bone that are found. Owl pellets may be available from various
suppliers of biological equipment and resources. With any up-close demonstration like
this, it is useful to have a video camera and display equipment so that the whole class
can see properly.
Safety: Owl pellets must be sterilised by autoclaving before examining any pellets found
in the local surroundings.
Students could make an annotated photograph or sketch of the dissected pellet.
Equipment: Owl pellet, cocktail sticks and/or fine forceps/tweezers, video camera and
display equipment.
Level: Securing
Plenaries
1: Quick Check
Assessment: Students work individually on the 7Dd Quick Check sheet.
Feedback: Students peer review the new answers to the question about squirrels, giving
each other new marking bands. If there are disagreements, encourage students to
discuss the reasons for awarding the marking bands with each other.
Action: Read out the descriptions for developing, securing and exceeding marking bands
in turn and ask for a show of hands for students who think they have an answer in each
marking band. Recap the idea of competition between organisms by explaining that
there are lots of resources (not just food) for which animals need to compete, and that
some animals are better at this competition than others and so their populations will
increase.
2: Thinking skills
Assessment:
Consider All Possibilities: There are no frogs in my pond. (Possible answers: the pond
does not contain the right food for frogs; something in the pond is eating all the frogs;
the environmental conditions in the pond are not suitable for frogs.)
Consider All Possibilities: The population of aphids in a garden decreases. (Possible
answers: a pesticide has been sprayed; there has been an increase in the population of
ladybirds.)
Consider All Possibilities: The population of squirrels in a wood increases. (Possible
answers: there has been a lot of food available; the population of the squirrels’ predator
has decreased; the population of an organism that eats similar food to squirrels has
decreased.)
Consider All Possibilities: There are no plants under the trees in a wood. (Possible
answers: there is not enough light getting through to the ground; there is too much
competition for mineral salts and water with the trees.)
Feedback: Ask each group to appoint a spokesperson to read out the agreed answers to
the class. Ask other spokespeople to add to the list.
Action: Get other groups to identify and, if possible, to correct any misconceptions
evident from students’ answers. Even if they cannot correct an answer, students should
be encouraged to identify where they are not sure that something is correct.
The AT presentation 7Dd Thinking skills can be used for this activity.
3: Food web question

Ask students to write a question about the food web on Student Book spread 7Dd
Effects on the environment (or any of the others in these resources) and to design a
mark scheme for the answer. The mark scheme could be based on the Progression
Check. Encourage students to think up questions that are worth more than two marks.
Then allow students to swap questions for others to try out.
4: Looking back
If students produced a class list of questions at the start of the unit (7Da Starter 1),
identify any progress in understanding and areas that still need to be addressed by
looking at the questions for this topic and the last. Encourage students to add sticky
notes to the questions as appropriate.
Homework
1: River food web
Worksheet 7Dd-6 contains straightforward questions on food webs and competition.
2: Populations and competition

Worksheet 7Dd-7 contains questions on a food web and the effects of competition on
populations.
3: Leaf litter food web

Worksheet 7Dd-8 contains more challenging questions on the effects of competition and
how food webs are used as models.
7De Transfers in food chains

Topic 7De completes the unit by looking at the flow of energy through food chains, food
webs and pyramids of numbers. This includes a look at how some persistent pesticides
accumulate in food chains. The last page of the unit looks at nomads and uses their
lifestyle as a context in which to revisit some of the main themes of the unit.
Learning Objectives
Starters
1: Food web numbers
Show students a food web that they are already familiar with (such as the one on
Student Book spread 7Dd Effects on the environment). Ask students how many of each
organism they think there might be in the habitat, just in general terms of lots, a few,
one. Ask students if they can see a pattern (the further up the food web you go the less
numerous the animals are).
Ask students to sketch a diagram or flowchart to represent the number of organisms at
each stage of the food web. They can discuss their ideas in small groups, opening up
interest in learning about pyramids later.
Equipment: Food web (e.g. from Student Book spread 7Dd Effects on the environment).
Level: Securing
2: Rabbits
Ask students why rabbits (and other organisms) need to eat. Students jot down their
answers. Then pick some students to share their answers with the class. Elicit the idea
that all organisms need energy from food. Next ask students to jot down why rabbits
need to keep on eating all their lives. Pick students to share their answers again. Elicit
the idea that energy is used by the rabbit (e.g. for growth, movement) and needs to be
replaced. Next ask students to jot down a way in which energy is lost by a rabbit (e.g. in
faeces, for movement, for heat). Pick students to share their answers again. Students
could sketch a rabbit and draw labelled arrows to summarise ways that it can transfer
energy to the environment.
3: Pesticide
Ask students to work in groups to draw a picture of a container of pesticide. Ask them to
display on their drawings what pests the pesticide is useful for, and to suggest some
safety precautions to be taken when using it.
Developing: Help students by showing them some pesticide labels (either real ones or
downloaded from the Internet).
Ask selected groups to present their drawings to the rest of the class, maybe in the style
of a TV advert for the pesticide. Elicit the idea that pests are any organisms that cause
damage to things that humans want (such as food), and pesticides include chemical
substances such as insecticides and herbicides (weedkillers).
Extend this activity by asking students to sketch a food web for the environment where
the pesticide will be used. They should highlight the pest the chemical will kill, and
suggest the impact on other organisms in the food web.
Equipment: Poster paper, coloured pens.
Level: Securing
Exploring Tasks
1: Working out food chains
Students use Worksheet 7De-2 to put rainforest animals into a food chain and a
pyramid of numbers. They also need to explain how they have gone about doing this.
Students can either count the different numbers of animals on the sheet or could be
given bags of pre-cut animal cards (which makes the activity a little more immersive
and better for group work). Students should compare their pyramids with one another,
and discuss any differences until they agree on a version.
Equipment: Optional: Plastic sandwich bags to contain pre-cut animal cards from the
worksheet.
2: Pesticides in food chains

This activity also makes use of Worksheet 7De-2. Students cut out the cards (or use
them pre-cut) and form the organisms into stacked bars, making a pyramid of numbers.
Then tell students that half of the leaf-cutter ants have come into contact with a
persistent pesticide that was designed to kill caterpillars but has no effect on ants. Ask
them to use the same idea as on Student Book spread 7De Transfers in food chains to
use their pyramids of numbers to model the way in which persistent chemical
substances in an ecosystem can become concentrated at the tops of food chains. One
way of doing this is to draw spots on half the leaf-cutter ants (as in the diagram on the
same Student Book spread). A better way is to use counters, and get students to place
counters on half of the leaf-cutter ants, and then to move all the counters to the next
level. With the right smartphone app (or camera and relevant software), it is possible to
make a stop-frame animation of this process, which can then have a voice-over script
written for it and recorded by the students.
Extend this activity by asking students to comment on each others’ animations or
representations of the pesticide concentration and its effects. In groups, students should
then write and agree upon a short paragraph that describes the effects of persistent
pesticides in an ecosystem. The AT animation Pesticides and food webs: case study
explains the effect of a persistent pesticide on a lake ecosystem.
Equipment: Scissors, glue, coloured pens, small counters (18 per group).
Optional: plastic sandwich bags to contain pre-cut animal cards from the worksheet,
smartphone and stop animation app or camera and stop animation software.
3: Pesticides and birds

Worksheet 7De-3 is a card sort activity that can be used to reinforce students’
understanding of why pesticides are used, and the effects of pesticide accumulation in a
food chain.
Developing: Use the activity as set out on the sheet.
Securing: Ask students to order the cards and then use them as a basis for writing two
properly structured paragraphs about the problem of DDT and wild birds.
4: DDT
Worksheet 7De-5 contains a 1940s-style advert for DDT. Give small groups a copy of the
answers to the questions to check each others’ work. Where students have an incorrect
answer, ask someone in the group to explain the answer to them until the student feels
happy to write their own correct response.
Developing: Students answer Questions 1–5 (question 5 may be a challenge).
Securing: Students answer Questions 1–7.
5: Exploration – the debate

There is an opportunity for a debate on the Student Book spread 7De Nomads. Refer to
Skills Sheet RC 5 for ideas on how to run a debate. Skills Sheet RC 3 may be useful for
students to refer to if they are going to consult secondary resources as part of their
preparation for the debate.
At the end of the debate, ask students to write two columns – to show arguments on
both sides of the debate on exploration. Then ask them to state their personal view, with
a justification.
Explaining Tasks
1: 7De Transfers in food chains (Student Book)
These pages introduce pyramids of numbers and look at how the use of pesticides
causes problems. Sometimes students are confused when presented with facts such as
‘A man eats many cows’. It is best explained by considering how many cows one person
would eat in their entire lifetime.
Worksheet 7De-1 is the Access Sheet. Questions 8 and 9 can be used for formative
assessment, with students working in groups to complete them. See the ASP
formative assessment. This also contains miniplenary ideas.
The AT animation Energy transfer in food chains explains the transfer of energy in a food
chain and illustrates how populations in a food chain can be represented using a
pyramid of numbers.
The AT document Making pyramids of numbers asks students to build number pyramids
for different food chains. The AT presentation 7De Thinking skills can help with thinking
about transfers of energy and poison, as used in Plenary 2.
2: Clearing an island of pests
There are various videos stored on Internet video storage sites that explain how and
why pests have been eradicated on Macquarie Island – a sub- Antarctic island off the
coast of Tasmania. Ask students to link their ideas on the use of chemical pesticides on
the island back to the work on DDT on the same Student Book spread, to explain what
could happen if a chemical is not tested on a wide range of organisms in the ecosystem.
This could also be developed into a Know, Want to know, Learned activity (possibly
using Skills Sheets TS 5 and TS 6). See the Introduction for further notes on this type of
thinking skills activity.
3: 7De Nomads (Student Book)

This final page takes a look at nomadic lifestyles and the threats of modern society
posed toward them. Get students to list the ways in which nomadic life might be
threatened. Show students the presentations on this page, and ask them to annotate
their own original ideas.
There are various videos on Internet video storage sites that illustrate some of the
pressures that the activities of illegal farmers, loggers and miners in the Amazon are
placing on the rainforest and its communities.
All the questions involve students thinking back to previous parts of this unit and
linking various ideas together. They can be used for formative assessment, with
students working together to produce the best, most detailed answers that they can. See
the Student Book for ideas on how to run the action component for this formative
assessment.
Plenaries
1: Quick Check
The 7De Quick Check sheet is a question loop, revising work from the whole unit. There
are 32 cards provided. All cards must be used to close the ‘loop’ – if you do not have 32
students in the class, make two copies of the cards and make sure each student gets two
cards. Some questions will then have two hands going up to answer. When this happens
encourage students to answer the question and pose the next question speaking in
unison.
2: Thinking skills
Assessment:
Plus, Minus, Interesting: All pests should be made extinct. (Possible answers: Plus –
we would never need to use pesticides again; Minus – we would be destroying the food
of other animals and this would damage food webs; Interesting – How do you classify
something as a ‘pest’? Some organisms are pests in some countries but not in others, e.g.
water hyacinth.)
Consider All Possibilities: The numbers of a certain bird are falling. (Possible answers:
it is being poisoned by pesticides; it is being hunted by humans; it is being preyed upon
by an animal new to the habitat; there is a disease that is killing it; its main food source
has been reduced.)
Odd One Out: lettuce, grass snake, sparrowhawk, fox. (Possible answers: lettuce is a
producer, all others are consumers; lettuce is a plant, the others are animals.)
Feedback: Ask groups to discuss the questions. Then ask which they found the most
difficult.
Action: Ask students why they found certain questions more difficult, and use Student
Book spread 7De Transfers in food chains to illustrate where the information they need
comes from. Then challenge students to design a thinking skills question and a set of
answers on the same topic as the one they found most difficult.
The AT presentation 7De Thinking skills can be used for this activity.
3: Residents’ group report: Open-ended Assessment Task

The local authority wants to spray insecticide in a local park in order to kill hairy
caterpillars, which give animals and humans a bad irritation if they touch them. These
brown-tailed moth caterpillars are eaten by a few birds, such as crows, but there are so
many of them that the park’s hawthorn and cherry trees are in danger of being badly
harmed by the caterpillars.
Ask students to prepare a report from a local residents’ group to the local authority,
either in support of or against the idea of spraying the insecticide, explaining the
reasons behind their views. The task can easily be modified to your own circumstances
(e.g. the school gardener wants to spray the playing fields, the local authority wants to
spray the school flowerbeds). Students should decide how they wish to present their
reports to the local authority. Ideas include: as a list of bullet points to be used to
prepare a presentation, as a presentation, a written report or a letter.
You can assess this activity by using the Open-ended Assessment Task sheet or students
can rate their own performance by using the Assess Yourself! sheet (see the ASP). Get
students to reflect on what they did well in this activity and what they need to improve
on.
4: Quick Quiz
Revisit the 7D Quick Quiz to test students’ knowledge of the content of this unit.
Students could fill in their answers on the 7D Quick Quiz Answer Sheet.
Encourage students to identify for themselves areas where their understanding is still
weak and decide how they are going to remedy this. For example, ask students why they
found certain questions more difficult. They can categorise their issues as, for example:
‘do not understand the science’; ‘did not read the question properly’.
Extend this activity by challenging students to design Quick Quiz questions on the
subjects that they still find difficult. The additional questions could be tried out in
groups.
5: End of Unit Test

Extend this activity by getting students to produce questions on areas where they need
further clarification. Spread these out around the room. Other students then choose one
question to attempt to answer – writing this on the same piece of paper. Students then
return to their original question and comment on how well they think the answer
provided helps them.
Homework
1: Energy flow and poisons
Worksheet 7De-4 contains straightforward questions about energy flow in food chains
and pesticides.
2: Toxic chemicals and food chains

Worksheet 7De-6 contains questions about energy flow in pyramids of numbers and the
flow of persistent pesticides through food chains.
3: Pyramids of biomass
Worksheet 7De-7 challenges students to think about the limitations of pyramids of
numbers and introduces the idea of pyramids of biomass.
Level: Exceeding
7Ha The air we breathe
Topic 7Ha reviews chemical and physical change and introduces basic definitions of
atoms, molecules, elements, compounds and mixtures. There is also a Working
Scientifically spread that looks at the different ways in which data is presented,
depending upon the type of variables.
Learning Objectives
Starters
1: Quick Quiz
Use the 7H Quick Quiz for baseline assessment. Students can use the 7H Quick Quiz
Answer Sheet to record their answers. Use either the whole Quick Quiz (which can be
revisited at the end of the unit) or simply the Quick Quiz questions which relate to this
topic. These questions can be revisited formatively in a plenary for this topic. See the
ASP for more information about Quick Quizzes.
2: Particles
Get students to think back to Unit 7G work on the arrangements of particles in solids,
liquids and gases. Ask them to draw the particle arrangements in a solid, liquid and gas,
or present them with three different diagrams and ask which is which. Ask students
questions about the particles to ascertain any previous knowledge about atoms,
molecules, elements or compounds. Possible questions include: Are the particles the
same in each state? Are the particles in a liquid the same as or different from the
particles in a gas?
Level: Securing
3: Terms of matter
Write the following words: atom, chemical change, compound, element, matter,
molecule, mixture, physical change, pure. Ask students to make up a table containing
these words, adding a definition of what they think each word means with examples and
an illustration where possible. Collect in word sheets from each student and revisit lists
formatively in Plenary 4.
4: About purity
Students draw up a table on a piece of paper with two columns, one headed ‘pure’ and
the other ‘mixture’/ ‘impure’. Ask the students, individually or in groups, to think about
the meaning of the words in the headings and then list as many words or phrases
connected with the headings as possible.
Possible associated terms for pure could be: clean, wholesome, nice, alone, good for you,
not mixed, 100%, genuine, natural, regular, nothing else.
Possible associated terms for mixture/impure could be: nasty, unclean, not alone,
poisonous, mixed, polluted, dirty, assorted, various, lots of things, not one thing.
The students’ answers could be displayed to allow everyone to see them. Use the results
to initiate a discussion about the meaning of the words ‘pure’ and ‘impure’, when
referring to matter.
Students should be given time to amend their own table using ideas from the class
discussion. They should make any changes in a different colour so it is clear to them
where there may be gaps in their knowledge.
Level: Securing
Exploring Tasks
1: Investigating air
Start by placing a burning candle under a beaker, discuss what happens and why it
happens. Talk about the idea that air contains oxygen and that oxygen is needed for and
is used up by burning. Then discuss possible questions that could be investigated, along
with suitable variables and methods for investigations with the class.
Developing: Students look at instructions on Worksheet 7Ha-2.
Securing: Students look at Worksheet 7Ha-3 for more aspects on planning and
evaluation.
Exceeding: Students carry out the investigation given in the first part of Worksheet 7Ha-
3, up to and including the apparatus list. Students then have the opportunity to do all
the planning of the method for the investigation.
Rather than each group repeating the experiment several times with different-sized
beakers you may wish to give each group a different size of beaker and then use the
results of all groups to draw the scatter graph.
Get students to write a short paragraph stating what they have learned about air.
Safety: Take care to keep flammable materials away from the flame. Wear eye
protection.
Equipment (per group): Individual eye protection, tea light/candle, different-sized
beakers (200 cm3, 300 cm3, 400 cm3, 500 cm3), heat-resistant mat, stop clock, lighter.
2: Toy plastic brick mixtures
Use different-coloured toy plastic bricks for students to build up representations of
different types of matter. Each group makes one of: a pure solid element; an almost
pure/impure solid element; a solid compound; a gas element; a gas compound; a
mixture of gas elements; a mixture of gas compounds; a mixture of gas elements and
compounds. Include substances composed of atoms but also those made up of
molecules. Place each representation at a numbered ‘station’ next to its ‘state of matter’
label around the room. Students could be asked to go round each station and decide
whether the models represent the kind of matter at each station accurately. Rough
paper should be provided for them to make notes explaining how the model works or
does not work. If help is needed, write a list of appropriate words and phrases to be
used on the board.
Groups could be allowed to use feedback from others to amend their models, which
could be left on display for the duration of the topic
Alternatively, models could be made up by technicians to represent the different types
of solid. Note there should only be a tiny amount of the impurity in the impure solid and
the impurities could be several different colours.
Equipment: Plastic construction bricks.
3: Research a gas
Worksheet 7Ha-5 describes a research task to find information on one or more of the
gases in air. A list of information to find out for each gas is suggested. Skills Sheets RC 1
and RC 4 can be used to help with researching and reporting skills.
Use the bullet points in the brief for this task as criteria for students to peer review each
others’ reports. Students could provide oral feedback to each other in pairs or small
groups, after which they should be given an opportunity to apply the feedback to
improve their reports. These resources could then be saved into a shared network area
for students to use as a resource when they revise.
Level: Securing
4: About the gases in air

Worksheet 7Ha-9 gives students further practice at drawing bar charts and pie charts,
and thinking about the options available when presenting data. Skills Sheets PD 3 and
PD 7 may be useful.
Extend this activity by asking students to write questions that can be answered using
the graphs they have drawn in this activity. The rest of their group just has to say which
graph is better for answering the question – ‘either’, ‘bar chart is better’ or ‘pie chart is
better’. Challenge students to write a sentence about when bar charts are more useful
than pie charts and vice versa, using the information in the Student Book spread 7Ha
Sorting resource data.
Level: Securing
5: Displaying data
Tell students about a series of investigations that could be done about air and ask them
to sketch the type of chart or graph that they would draw for each. Students should be
encouraged to add labels to the axes to show which variable goes where. Then ask
students at random to say which graph they have drawn for each investigation and ask
them to justify their choices. Go through each investigation, establishing that scatter
graphs are to show relationships between quantities, line graphs generally show how
something changes over time, bar charts are for comparing things and are often best for
using when one variable is in words, and pie charts are useful for showing the part of a
whole each thing contributes. Refer to the AT presentation Presenting data to reinforce
these ideas. Note that it may be the first time that some students have encountered
these charts and graphs.
A – Investigation to see if there is a link between the height of the wick of a candle under
a jar, and the length of time it burns for (scatter graph).
B – Investigation to find out how much of each gas is in breathed-out air (pie chart).
C – Investigation to find out which of these is a favourite gas in the class – oxygen,
nitrogen, carbon dioxide, argon (bar chart).
D – Investigation to find out how the amount of oxygen in the air changes over the
course of a day (line graph).
E – Investigation to find the order of precise amounts of the different gases in the air
(table).
Exceeding: Ask students to think of a title for a scientific investigation, a description of
the data that would be collected and a description/sketch of how best to display the
data. For example, ‘What is the average daily temperature each month in one year?’
would require a daily temperature taken at the same time and in the same place each
day (data). The data would be displayed as a bar chart showing the average
temperature for each month of the year – months on horizontal axis, temperature
values on vertical axis.
The AT presentation Presenting data shows a series of slides with examples of different
types of data that can be displayed in different ways: tables, bar charts, pie charts,
scatter graphs and line graphs. Match these to the examples that students have
produced.
6: A new look at materials

Set up a display of different materials for students to look at. You may wish to display
the materials somewhere where students can be observed. Ask them how the materials
might be sorted. Their suggestions might include: solids, liquids and gases, metals and
non-metals, natural and manufactured, elements and compounds, mixtures and pure
substances.
Ask students to classify the materials as elements, mixtures or compounds and to say
how they made their choice for each of the substances. In groups, students should
discuss which of the substances are easiest and hardest to classify and why. Students
should list which substances they feel least confident about, paying attention to these as
they go through the unit.
Extend this activity by asking students to reclassify the substances using one of the
other systems of classification identified at the start of the activity.
Safety: The correct hazard warning symbols should be on the containers. Mercury
(toxic), chlorine (toxic) and bromine (very toxic and corrosive) should be stored in
strong, sealed containers. If there are doubts about the capability of the class to examine
these samples without damaging the containers, do not use these substances.
Equipment: Individual eye protection. A display of samples of various materials, each
labelled with the name and hazard symbol, heat-resistant mat. Possible materials:
sulfur, copper, mercury, chlorine, bromine, oxygen, iron, carbon, aluminium, nitrogen,
carbon dioxide, wood, polythene (or other plastic), glass, pure water, sea water, air, salt.
Level: Securing
Explaining Tasks
1: 7Ha Our material world (Student Book)
This unit starts by reviewing some ideas about matter, and chemical and physical
change. This acts as an introduction to the topics in this unit, which are used to build an
understanding of chemical reactions and different types of chemical reactions.
Questions 1, 2 and 3 can be used for baseline assessment for the topic. The AT
interactive Chemical and physical change helps students to revise the chemical and
physical changes in the context of the world around us.
2: 7Ha Sorting resource data (Student Book)

These two pages ask students to think about different ways of sorting and presenting
data, including the use of tables, bar charts, pie charts and scatter graphs. Questions 1
and 2 can be used for formative assessment.
The AT spreadsheet Data sort contains further examples of different types of data which
can be displayed in different ways.
Students can represent information to check understanding, for example making a
concept map or table to illustrate different graphs and their uses. Skills Sheets PD 3, PD
6 and PD 7 may be useful for this activity.
Note that the percentages in figure C do not add up to 100% because of rounding.
3: 7Ha The air we breathe (Student Book)

This spread looks at the different types of particles in air to introduce atoms and
molecules, elements and compounds. Worksheet 7Ha-1 is the Access Sheet. Questions 1
and 2 can be used as baseline assessment. Question 6 can be used for formative
assessment with students working in groups to answer the question. See the ASP
The AT interactive Our atmosphere shows the arrangement of particles in air and how
they can be classified. Ask students to think about how well the activity acts as a model
of particles in air. This could be done by asking students to write down one good point
and one poor point about the animation and share these ideas in their groups. Groups
can then submit their agreed good and poor points to a class discussion, which will help
to reveal understanding and misconceptions about the science involved. Ask students to
think about how well the animation acts as a model of particles in air. This could be
done by asking students to write down one good point and one poor point about the
animation and share these ideas in their groups. Groups can then submit their agreed
good and poor points to a class discussion, which will help to reveal understanding and
misconceptions about the science involved.
The AT interactive Particles in elements, compounds and mixtures asks students to label
images of substances to identify the types of particles they contain.
4: Elements, compounds and mixtures

Display a variety of space-filling models showing elements, mixtures and compounds.
Explain to students that the representation of elements and compounds in this way is a
model, and one that provides a good way of showing the differences between elements
and compounds. Explain to students what to look for when deciding whether something
is an element or a compound. You can extend this by asking students to pick
appropriate terms to describe models as you display them (e.g. pure, mixture, atoms,
molecules, element and compound).
Equipment: A variety of space-filling models showing elements, mixtures and
compounds.
5: Atoms, molecules, elements and compounds

Give students the opportunity to recognise and draw a variety of different types of
substance including: pure substances, and mixtures containing elements and
compounds, including atoms and molecules.
Developing: Students use Worksheet 7Ha-4 to help them recognise the nature of a
substance using particle diagrams.
Securing: Students use Worksheet 7Ha-6 to construct particle diagrams containing
atoms, molecules, elements and compounds.
Exceeding: Students use Worksheet 7Ha-8 to practise drawing particle diagrams
containing atoms, molecules, elements and compounds.
All students (whether working on Developing, Securing or Exceeding objectives) will
have to develop a system for making sure that their different atoms look different. Their
systems can be looked at in Starter 2 in the next topic.
Plenaries
1: Quick Check WS
Assessment: The 7Ha Quick Check WS sheet provides a set of simple questions about
drawing and using different types of chart.
Feedback: Ask students to confer with one another in order to check their work. Any
disagreements should be settled by the teacher. Then review the answers to the
questions with the class.
Action: Students note where they were wrong and describe what they have to do in
order to be able to get the answers right if they were given a similar sheet in the future
2: Thinking about mixtures

Use the following thinking skills questions to explore common mixtures.
Plus, Minus, Interesting: Tap water should come with a list of the substances in it, like
bottled water does. (Possible answers: Plus – we would all know exactly what we were
drinking; Minus – a list of chemicals might put some people off drinking the water;
Interesting – does tap water contain any minerals that are good for you? You can get
information about what is in your tap water from the local water company.)
Plus, Minus, Interesting: The sea should be pure water. (Possible answers: Plus – we
would be able to drink it; Minus – we would not be able to get sea salt for cooking;
Interesting – what would happen to all the salt? The amount of salt in sea water from
different seas is not the same.)
Consider All Possibilities: A sample of air contains more carbon dioxide than usual.
(Possible answers: it is air that has been breathed out by someone; something has been
burnt in the air; the test was inaccurate.)
Odd One Out: nitrogen, oxygen, carbon dioxide. (Possible answers: carbon dioxide is a
compound and the other two are elements.)
Odd One Out: tap water, sea water, mineral water. (Possible answers: tap water is
manufactured and the other two are natural; sea water is the only one we cannot drink
as it contains large quantities of sodium chloride.)
The AT presentation 7Ha Thinking skills accompanies this exercise.
Feedback: Students answer the thinking skills questions in groups, giving each other
feedback to arrive at a shared response.
Action: Ask students to write down their group’s best answer and consider why they
think this is the best. Carry out the same process for the weakest answers, with students
spokesperson from a number of groups to read out their best answer and why they
think it is good. Identify any ideas that are missing and share them with the class. Share
weaknesses in groups’ answers in a similar way. List the most common areas needing
improvement for the class and make these a focus in future activity. If understanding is
poor then revise the concepts using the Student Book.
3: Quick Check
Assessment: The 7Ha Quick Check sheet provides a set of statements that can be applied
to elements, mixtures or compounds. Students must identify which term should be
applied to each statement.
Feedback: A completed grid should be supplied for students to check each others’
answers.
Action: Students should then be given an opportunity to make corrections. Any
disagreements or problems should be discussed with the class and individual students
during and after the corrections.
4: Terms of matter
Return the student sheets from Starter 3 with their definitions of the terms: chemical
change, compound, element, matter, molecule, mixture physical change and pure.
Working in groups the students amend their definitions. Students should then compare
their definitions with the word sheet. If students made a concept map at the start of the
unit, these can be revised to incorporate new ideas and examples.
Equipment: Students’ word sheets from Starter 3.
5: Questions for scientists

Ask students to prepare two questions that they would like to ask about matter. Each
question must be based around one of the key words from this topic: change,
compound, element, matter, molecule, mixture, physical change and pure.
Then ask students to gather into groups of four or five and share their ideas. Each group
should discuss the questions and agree on a list of four questions. These questions
should be submitted to the class, and questions that are similar should be combined.
Ask students to vote on which are their favourite questions. If one question gets more
than half the votes, pick it, and let everyone have another vote. Otherwise count up the
votes for each question and pick the top four to put to a scientist. There are various
ways you could do this (e.g. on ‘Ask a scientist’ sites on the Internet, on general question
and answer sites, on Twitter). Compare the answers you get from the different sites. Ask
students to suggest which of the answers they think carry the most weight, giving their
reasons.
Homework
1: Types of matter
Worksheet 7Ha-7 provides practice in recognising the difference between atoms and
molecules, and elements and compounds based on particle diagrams. It also asks
questions about the difference between elements, compounds and mixtures.
2: Substances in air
Worksheet 7Ha-8 provides practice in drawing atoms and molecules found in air. It also
asks questions about recognising compounds and the differences between pure
substances and mixtures.
Level: Exceeding
3: Concept maps
Worksheet 7Ha-10 asks students to complete a concept map on the classification of
matter, which should include information on atoms, molecules, elements and
compounds. It also contains some more challenging questions on molecules. Students
will have to develop a system for making sure that their different atoms look different.
Their systems can be looked at in Starter 2 in the next topic.
7Hb Earth's elements

Topic 7Hb investigates elements and provides some examples with their symbols. The
periodic table is introduced as a special list of all known elements.
Learning Objectives
Starters
1: The beginning of elements
Ask students to list all they know about elements and compounds, including examples
of each. Then ask what the students hope to learn about elements in this topic. If there
are any questions they could be noted and reviewed later in the Explaining Tasks. The
AT interactive The elements in the Earth can be used by students to investigate methods
for extracting natural elements from the Earth and information about the elements
themselves (finite resources and so on).
Level: Securing
2: Symbols
Stress to students the importance of symbols around us. Get students to suggest some
everyday symbols, prompting them (for example) to think about symbols on keyboards
or MP3 players or video games. Tell students that elements can also be represented by
symbols. The AT presentation Symbols for elements shows Dalton's symbols for the
elements (also found on the Student Book spread 7Hb Earth's elements). If students
have completed Homework 2 or Homework 3 from the last topic, ask them to describe
how they have shown different atoms. Compare their ideas with Dalton's and then use
the AT presentation Periodic table. Establish that symbols are useful because they take
less time to write and can be understood by people all over the world, who do not
necessarily speak a certain language.
Level: Securing
3: Element or not?
Give students a list of materials encountered in Topic 7Ha (e.g. sulfur, copper, mercury,
chlorine, bromine, oxygen, iron, carbon, aluminium, nitrogen, carbon dioxide, wood,
polythene (or other plastic), glass, pure water, sea water, air, salt) and ask them to sort
the list into two groups: elements and other substances. This could be achieved by
arranging sticky notes with the names of the substances on them. Ask students to recall
the definition of an element and discuss how an element might be different from a non-
element in terms of particles. Get some students to show their ideas on the board.
Discuss any questions.
Level: Securing
Exploring Tasks
1: About elements
Ask students to find out about specific elements, using secondary sources such as the
Internet and data books. Give them about five elements each and ask them to write
down one question about each and information like: its symbol, state at room
temperature, % abundance in the Earth's crust, appearance, where it is found, its uses
and any other useful or interesting information. Ask students to research and present
information addressing these questions on a sheet of A4 paper so that the sheets can be
put together for a class display of the periodic table. There are many suitable websites
for this kind of research.
Equipment: Internet/library access, paper, coloured pencils.
Level: Securing
2: Elements' symbols
Issue students with a basic periodic table with names and symbols (Skills Sheet SC 5)
and ask them to colour in the symbols that match the letters of each element's name.
Ask students why some elements need to have a two-letter symbol and why some do
not use the first two letters of their name. Extend this activity by asking students to find
out how some other element symbols were chosen (e.g. W, Au, Ag, Pb, Cu) and annotate
their periodic table with this information.
The AT presentation Symbols for elements can be used as a quick-fire quiz on the
symbols for common elements (with a range of photographs of elements, names and
symbols given). Encourage students to make notes of areas that they need to review.
Equipment: Coloured pencils, Internet/library access.
3: Elements bingo
This can be used as a fun activity that can also develop students' skills in information
retrieval and reinforce some of the key ideas introduced during the topic.
Differentiation is achieved by the degree of teacher input. The bingo cards provided on
Worksheet 7Hb-2 are a simplified version of the periodic table. The teacher acts as
caller. The students should have access to a simple periodic table (see Skills Sheet SC 5).
Developing: Students could be told the name of an element and its chemical symbol,
which they then cross off on their cards if they have it.
Securing: The teacher reads out the name only, with some clues as to where the element
is located in the periodic table. This can then reinforce ideas about the positions of
metals and non-metals in the table. Students then have to look up the symbol on the
periodic table (see Skills Sheet SC 5) before crossing it off.
Exceeding: The teacher gives some background information, key properties and/or
clues as to the location of the element in the table. Students have to work out the name
of the element and then look up the symbol. Students could highlight the elements and
groups that they know in an outline of the periodic table. This can be added to as they
discover more about elements and their properties.
4: Recycling phones
Ask students to find out what metals are in their mobile phones.
Developing: Students should find out how much the metals in their phones are worth.
They should then write a statement about the benefits of recycling phones. This could
take the form of a paper poster or online advert.
Securing: Students should also find out why each of the metals is used.
Level: Securing
5: The components of air

Ask students to do some research to find out some uses for the six most common gases
in the atmosphere (see Background information). Students should present their
findings as an ordered table, which should include the names of the gases, their
percentages in the air and one use for each.
Explaining Tasks
1: 7Hb Earth's elements (Student Book)
Questions 1 and 2 can be used for baseline assessment, and Questions 7 and 8 for
formative assessment for this topic.
The topic looks at the elements found on Earth and how the Earth's crust is our source
of all the elements we use for living.
Worksheet 7Hb-1 is the Access Sheet.
Developing: Students use copies of the periodic table to write clues for the crossword on
Worksheet 7Hb-3 using sentence starters ‘An element with the symbol ...’ or ‘The
symbol for ...’.
Securing: Encourage students to work in groups and use secondary sources of
information to look up facts about the elements on Worksheet 7Hb-3 in order to write
clues.
Exceeding: Students can use Worksheet 7Hb-4 to extend their knowledge and
understanding of elements' names and symbols.
2: Molecules of elements and compounds

Use molecular model kits to demonstrate the distinction between atoms and molecules,
and between molecules of elements and compounds. Ask students to write down some
definitions of these terms and to explain the distinctions.
Equipment: Molecular model kits.
3: Elements in use
Show the class some large samples of elements from the store cupboard. Tell them their
names, and ask students to find their symbols. Then, for the elements, discuss their
properties and how the property is linked to a use. Some possible examples are: copper
(Cu, malleable (bendy), used for roofs and posts); lead (Pb, dense (heavy), used for
flashings and as a weight for divers and fishing); carbon (graphite, C, soft and breaks
away, used in pencil leads); mercury (Hg, liquid metal, used in thermometers); sulfur (S,
burns easily, used in matches).
Equipment: Large-sized samples of different elements.
Level: Securing
4: Looking at elements
Show students some displays of elements in sealed containers. Suitable examples would
cover a range of structural types and uses. Describe the properties of each element and
link these properties to uses.
Securing: For each element, show students a diagram of how its atoms are arranged,
reinforcing the idea that there are many different ways in which atoms can be arranged
and these can be modelled.
Exceeding: Make links between some of the atomic arrangements and the properties of
the elements.
Possible elements to use: sulfur (S8 molecules, powder can be used as a pesticide);
copper (lattice structure, roofing material); oxygen (diatomic molecules, oxygen
supplies in hospitals); phosphorus (P4 molecules, used to be used in matches but is
poisonous); mercury (closely packed atoms able to move over each other, used in
thermometers); iron (lattice structure, bridges, steel supports); and zinc (lattice
structure, roofing).
This could be concluded by considering some of the properties and uses of the elements.
Equipment: Samples of elements in sealed containers, e.g. sulfur, copper, oxygen,
phosphorus, mercury, iodine, iron and zinc (use a substitute for phosphorus, if included,
or something that looks like it and is kept under water like the real thing).
Plenaries
1: Quick Check
Assessment: The 7Hb Quick Check sheet contains a series of statements about elements.
Students have to agree or disagree with the statements. It also includes some questions
on element symbols and uses of metals.
Feedback: Students should work in pairs to check their work. They should take each
statement that they think is wrong, and explain why it is wrong.
Action: Students then review the answers to the questions with the class. They should
note where they were wrong and write explanations for the corrections.
2: Thinking about the Earth's elements

Plus, Minus, Interesting: There should only be 10 elements. (Possible answers: Plus -
simpler to learn the elements' properties; Minus - you would not get the variety of
compounds we have now; Interesting - could we still make the complex molecules
needed for life? Between 2000 and 2010, scientists created five new elements.)
Consider All Possibilities: A substance contains the atoms of three different elements.
(Possible answers: it is a mixture of three separate elements; a mixture of one element
and one compound; a single compound.)
Odd One Out: iron, silicon, carbon dioxide. (Possible answers: iron, as it is the only
metal; carbon dioxide, as it is the only compound - the others are elements; carbon
dioxide, as it is the only gas.)
Plus, Minus, Interesting: All elements should have the same abundance in the Earth's
crust. (Possible answers: Plus - there would be a plentiful supply of all elements and
none of our sources would run out; Minus - there may be more poisonous compounds
formed, or the soil may not support plant life, or some reactive elements may remove
oxygen from the air; Interesting - what would the rocks and soil on Earth look like?)
Odd One Out: lead, phosphorus, potassium. (Possible answers: potassium's symbol
does not have a P in it; lead does not begin with a P; phosphorus is non-metal;
potassium is on the lefthand side of the periodic table.)
Odd One Out: gold, aluminium, potassium. (Possible answers: gold can be found in its
native state; potassium only has one letter in its symbol; gold is used in jewellery.)
Plus, Minus, Interesting: We should recycle mobile phones. (Possible answers: Plus -
we would need to mine less of the valuable metals used to make phones; Minus - it
takes some effort to get people to recycle their phones, if we use less of the metals there
may be fewer jobs for miners; Interesting - how much are the metals in a mobile phone
worth? There is up to £2-worth of gold in many mobile phones.)
What Was The Question: iron. (Possible answers: Name an element that is cheap and
strong. Name an element used to make bridges. Name an element that has been known
for thousands of years.)
The AT presentation 7Hb Thinking skills contains the answers to these questions.
Feedback: Students answer the thinking skills questions in groups, giving each other
feedback to arrive at a shared response.
Action: Ask students to write down their group's best answer and consider why they
think this is the best. Carry out the same process for the weakest answers, with students
spokesperson from each of a number of groups to read out their best answer and to say
why they think it is good. Identify any ideas that are missing and share them with the
class. Share weaknesses in groups' answers in a similar way. List the most common
areas needing improvement for the class and make these a focus in future activities. If
understanding is poor then revise the concepts using Student Book spread 7Hb Earth's
elements.
Level: Securing
3: Elements quiz
Assessment: Ask students to make up a quiz sheet about elements, their properties and
symbols (with model answers on a separate sheet). These could be done in the same
format as the Quick Quiz (i.e. multiple choice, which will make any marking of
correct/incorrect answers easier).
Developing: Students will be assisted if they have access to a periodic table (such as
Skills Sheet SC 5).
Feedback: The students should then swap their quiz sheets with other students, for
them to answer.
Action: Any disputed answers, and questions, should be brought to a class discussion.
Level: Securing
4: Element disappearance
Students play in pairs, taking turns to identify the name and symbol of an unknown
element. Make this a simple game with only nine guesses.
Draw an image of a person on the board with nine strokes (e.g. two arms, two legs, stick
body, head, two eyes and a smiley face). For each wrong letter guess, remove one
component of the person. The game is over when the last component is removed.
Developing: Students will be assisted if they have access to a periodic table (such as
Skills Sheet SC 5).
Level: Securing
Homework
1: Names and symbols
Worksheet 7Hb-5 contains a wordsearch and questions on the elements, which involve
the students using the periodic table.
2: Silicon and germanium

Worksheet 7Hb-6 contains questions on the elements, their discovery, properties, uses
and symbols.
3: Thinking about elements

Worksheet 7Hb-7 provides more challenging activities on the make-up of matter, by
considering different ideas about elements.
7Hc Metals and non-metals

Topic 7Hc uses the properties of elements to classify them into metals and non-metals.
It also looks at how the properties of substances are linked to their uses. There is an
opportunity to find out about STEM and the skills associated with jobs in the mining
industry (with a focus on critical analysis and evaluation, and use of maths).
Learning Objectives
Starters
1: Uses of metals
Introduce a display of different metals to the class and ask students to match each metal
with a possible use. Could also have objects made of the same metals to show the
different uses before or after class discussion. Then challenge students to explain why
they have made those matches. At this stage it may just be ‘because our pans at home
are aluminium’ rather than linking with actual properties. But the Starter will get
students used to thinking about metals and properties and teachers may gain some
insight into what their students know about metals already.
Equipment: A display of different metals and metal objects: copper and electrical wire,
aluminium and other metal cooking pots, mercury and thermometer, zinc and nail, tin
and tin can, iron and car part, etc.
Level: Securing
2: Ideas about metals

It can be expected that all students are familiar with the word ‘metal’, and will be
bringing to the topic some prior knowledge of what metallic properties are. Start with a
collection of objects on a tray – ask students to identify those that are metals. Ask
students the criteria that they use to judge whether something is a metal. Note these
down and revisit them at the end of the topic. The obvious visible indicators, such as the
shiny appearance, are likely to be known from general knowledge, or work at primary.
Equipment: A variety of objects containing a number of different metals and non-
metals.
Level: Securing
3: What is the can made of?

Show students two similar cans (one made of steel and one made of aluminium) and ask
what they are made of (answer: metal). Expand by asking what properties metals have
in common. You could write the statement ‘All metals are …’ on the board and ask
students to list possible properties (such as conduction of heat and electricity, and some
might suggest magnetism). Finally, ask students how they know which can is which and
then demonstrate using a magnet that they are indeed different. Ask students to
consider how this property can be useful when recycling metals. This could then lead
naturally on to the practical work in Exploring 3.
Equipment: Steel can, aluminium can, magnet.
Level: Securing
Exploring Tasks
1: What is a metal?
Students carry out three tests to examine the thermal conduction, electrical conduction
and density of metals. These tests draw on ideas introduced in earlier units.
Developing: Students use Worksheet 7Hc-2 to provide a structured approach to the
three properties tested.
Securing: Students use the more open-ended approach of Worksheet 7Hc-3 to help plan
an investigation to classify substances as metals or substances that are not metals using
three properties.
Check students’ plans before the practical work starts.
Get students to make a summary table of the materials tested, showing all the
properties investigated in these experiments.
Safety: Care with hot water for test 1 (do not heat above 60 °C).
Equipment: Individual eye protection.
Test (1): 250-cm3 beaker, access to kettle, rods of iron, copper, plastic, wood, glass and
aluminium.
Test (2): Circuit board or equivalent, cell, connecting wires, bulb, crocodile clips,
samples as for Test (1).
Test (3): Blocks/cubes of materials as listed in Test (1) (which must have equal
dimensions), access to balance.

2: Magnetic materials
The AT animation Magnetic materials shows a ‘virtual demonstration’ in which eight
metallic elements can be ‘tested’ to see if they are magnetic or not. In each case, ask
students to locate the metal in the periodic table and predict whether or not it is
magnetic. Collect the class votes before carrying out the test.
If students produced an annotated periodic table in the previous topic, get them to add
annotations of properties of the metals they have explored in this topic, e.g.
conductivity, weight and magnetism.
Level: Securing
3: Practical: sorting metals

Review Starter 3 and discuss why it is important to be able to separate waste metals,
and how the magnetic property of certain metals could be used to separate them,
pointing out that magnets are made of magnetic metals. Show students the apparatus
and ask them to work in groups to devise a set-up to separate the ball bearings and
glass marbles.
Students then use a ramp and magnet system to design a simple materials sorter. In the
real world context, magnets would be used to separate iron from other metals. If ball
bearings of nonferrous metals can be obtained, this would be a more realistic set-up. In
practice, it is likely that a separation of steel ball bearings from glass marbles is a more
practical option. Tell students that you are using this arrangement to model the
behaviour in a genuine recycling facility.
Students may need varying amounts of help for this task. Ask them to produce a plan on
paper before they attempt the practical. This would involve a trial and error method.
The students should be encouraged to experiment with varying the magnet position and
position of the marbles on the ramp to provide a reliable separation that will collect the
different marbles in the two ‘bins’. The class evaluation of the practical should include a
discussion of all the variables involved and possible problems in real-life recycling
plants.
Safety: Care should be taken to avoid the marbles going on the floor.
Equipment (per group): Ramps, magnets (ceramic magnets will probably be best), two
plastic pots (e.g. small ice cream containers), metre ruler, ball bearings, glass marbles of
roughly similar size to ball bearings.
Level: Securing
4: Properties and uses

Worksheet 7Hc-4 involves students in thinking about properties and the classification
of elements and how properties are linked to uses. This task can lead on from the
activity in Starter 3.
Developing: Students complete the worksheet.
Securing: Ask students to make their own versions of Question 2, using research if
needed. Students swap their questions with one another to complete.
Level: Securing
5: Classifying elements
Ask students to work in groups to discuss ways in which they think they could classify
elements (e.g. solids, liquids and gases). Then ask them to complete Worksheet 7Hc-5,
which challenges them to think about different ways of classifying elements, and use the
periodic table to record information about different elements. at the end, encourage
students to write statements to say how their ideas about classifying elements have
changed as a result of doing this activity.
Level: Securing
6: Investigating properties
Students work in groups to research the properties and uses of a group of linked
elements (e.g. they are all common metals, they are all used in hospitals) in order to
produce a joint presentation. Each group should decide what information they are going
to research and how they are going to present it. The final presentation could be a joint
booklet, information poster or Microsoft ® PowerPoint presentation. Worksheet 7Hc-6
provides guidance on the style and content for their presentations.
Extend this activity by asking students to summarise new knowledge gained about the
properties of metals and non-metals during their research. Using the outline periodic
table is one way, annotating information on the groups or individual elements.
Level: Securing
7: Linking properties to uses

The AT interactive Properties of metals is a linking exercise that shows some of the uses
of metals linked to their properties. Ask students to come up in turn, and drag one of the
names into a space on the chart, or move one of the existing names if they think it is in
the wrong place. When a consensus has been reached, check answers and explain any
corrections that need to be made.
Level: Securing
8: Extracting metals
At the end of the STEM spread 7Hc Obtaining metals, there is an activity in which
students do some simple data analysis.
Start by going through the first question with students, identifying the data that they
have been given in the activity box and comparing it with the roles and processes shown
in diagram A in the Student Book spread 7Hc Obtaining metals.
Students should then show that the copper will be sold for less than the cost of
production.
Explaining Tasks
1: 7Hc Metals and non-metals (Student Book)
Questions 1 and 2 can be used for baseline assessment, and Questions 7 and 8 for
formative assessment, for the topic. This topic looks at the different properties of metals
and non-metals and links properties to uses.
Worksheet 7Hc-1 is the Access Sheet.
These questions should be marked with written feedback, or students could check their
answers against model answers. Students should be asked to make corrections to their
responses in a different colour, then reflect on what they did well and where they need
to improve.
The AT presentation Metals and non-metals contains pictures of different elements.
Students are asked to look at each element, discuss its properties and then decide if it is
a metal or non-metal.
2: 7Hc Obtaining metals (Student Book)

This spread in the Student Book looks at some jobs in the mining industry, and the skills
and training needed. There is a particular focus on critical analysis and evaluation
(checking that you have enough good-quality data from which to draw a conclusion)
and using percentages to make fair comparisons.
Before starting the spread, ask students what a percentage is and why we use
percentages. Make sure that all students realise that percentages are fractions of 100,
and they are often used to make fair comparisons between things. Ask students for
some everyday examples of where percentages are used to make comparisons (e.g.
discounts when buying items).
For students that still struggle with percentages, Skills Sheet MS 2 Percentages may
help.
3: Linking properties to uses
Demonstrate some of the other properties of metals. In each case, link the property of
the metal with a use.
Malleability: Using a rod of lead, a heavy hammer and an anvil, show how lead can be
beaten into shape. Lead is beaten into shapes when used for roofing.
Flexibility: Use sheets of copper or tin, and a spring to illustrate flexibility.
Ductility: A useful property of metals is that they can be drawn into thin wires.
Illustrate this property by having some examples of metal wires: copper, steel, etc. The
term ‘ductile’ will be met further on in Unit 8G.
Safety: A safety screen and eye protection are needed for the malleability
demonstration.
Equipment: Eye protection, safety screen, rods of lead, anvil, heavy hammer, sheets of
copper or tin, steel springs.
Level: Securing
Plenaries
1: Quick Check
Assessment: The 7Hc Quick Check sheet contains a series of statements about metals and
non-metals that are all wrong in some way. Students have to explain why each
statement is wrong.
Feedback: For each statement, ask for volunteers to explain what is wrong with the false
statements. You could also ask students to hold up red/amber/ green cards or smiley
faces to show how confident they are in their answers.
Action: Note any areas where there were difficulties and go over each after checking
answers. The sections of card should then be used to create a poster display on the
properties of metals and nonmetals. The class should agree which statements should be
used in the posters. Any students with difficulties in this area should copy the final lists
of properties from the posters.
2: Thinking about metals and non-metals

Use the following thinking skills questions as a plenary.
Plus, Minus, Interesting: Metal X is very flexible. (Possible answers: Plus – it can be
made easily into complex shapes; Minus – the shapes may not hold; Interesting – are
there other metals like this? Gallium is very flexible but will melt in your hand.)
Plus, Minus, Interesting: Gold is used for electrical connections. (Possible answers:
Plus – it is a very good conductor of electricity; Minus – it is very expensive;
Interesting – there is up to £2-worth of gold in many new mobile phones. Are there any
metals that conduct electricity better than gold?)
Odd One Out: steel, aluminium, copper. (Possible answers: copper is red-brown in
colour; steel rusts; steel is not an element).
Odd One Out: potassium, mercury, sulfur. (Possible answers: sulfur is a non-metal;
mercury is a liquid; sulfur does not conduct electricity; sulfur does not conduct heat;
sulfur is yellow.)
What Was The Question: It is a non-metallic mixture. (Possible questions: How could
you describe air? How could you describe sea water? Why doesn’t air conduct
electricity?)
What Was The Question: It conducts electricity. (Possible questions: Suggest one
property of metal Y. Why can’t solid X be sulfur? Why is copper used for electrical
wiring?)
What Was The Question: The right-hand side of the periodic table. (Possible questions:
Where on the periodic table are non-metals found? Where on the periodic table are you
less likely to find metals? Where on the periodic table is chlorine found? Where on the
periodic table are elements that are gases found?)
The AT presentation 7Hc Thinking skills can be used to help with these questions.
Level: Securing
3: Poster plenary
Ask students to summarise the properties of metals and non-metals as a poster display
showing examples of metals and non-metals, along with important properties and how
those properties are related to the uses of the elements. Students may be able to
download images from the Internet, but note that these may be under copyright.
Students could peer review the posters against criteria agreed in a brief for the posters
before they start. Groups could produce their own brief or there could be a class brief.
The criteria might include aspects of properties, uses, similarity to other materials,
periodic table and recycling potential.
Homework
1: Metal or non-metal 1
Worksheet 7Hc-7 asks students to complete a list of properties of metals and non-
metals (some first letters have been included). They then relate the use of some metals
to their properties.
Worksheet 7Hc-9 includes more challenging questions on the properties of metals and
nonmetals, relating their use to their properties.
Level: Securing
Worksheet 7Hc-10 asks students to use information on the properties of 10 elements to
classify them as metals or non-metals. It also includes some challenging questions on
identifying elements by their properties.
7Hd Making compounds

Topic 7Hd looks at the formation of compounds from elements and the difference in
properties between elements and compounds. It also introduces ideas about naming
simple compounds.
Learning Objectives
Starters
1: Element or not?
This is a ‘quick-fire’ Starter for reviewing elements and compounds. The AT interactive
Element or compound? asks students to suggest which substances are elements and
which are compounds. A quieter version of this activity could involve the use of red and
green cards. Students hold up a green card for an element and a red card for a
compound (not element). This activity could also be revisited as a plenary. Identify
those photographs that cause difficulties and discuss them at the end in more detail. Ask
individual students to voluntarily explain how they can tell if the example is an element
or not. Other students should be encouraged to add any further thoughts.
Equipment: Class set of red and green cards.
Level: Exceeding
2: Ideas about elements and compounds

Ask students to work together in pairs to agree a definition of element or compound,
together with an example. They must not use the words ‘element’ or ‘compound’ in their
definitions. Then ask a student at random to stand up and read out their definition. Ask
another student to say whether the definition is one for an element or one for a
compound. Definitions could include particle diagrams as part of their explanation.
Correct any misconceptions and then repeat the questioning for a few more rounds.
3: Missing words and definitions

Cut up the words and definitions from the Word Sheets for Topics 7Ha, 7Hb and 7Hc to
make up sets for group work. Then remove one word and one definition from each set.
Ask students to work together to match the words with the correct definitions and to
write down the missing words and a definition for the missing definition.
Level: Securing
Exploring Tasks
1: Iron and sulfur
Students can make a compound from the two elements iron and sulfur. This experiment
is shown in the Student Book and so you may wish to get students to do the experiment
before they look at the book.
Developing: Students follow instructions on Worksheet 7Hd-2, which also provides
guidance on recording and considering results.
Securing: Students use Worksheet 7Hd-3 to plan their investigation.
A mixture of iron and sulfur, about 0.2 g, can be heated gently in an ignition tube. This
should be pre-filled before the lesson. Once the reaction has started the tube should be
removed from the flame, and the red glow will continue to spread through the tube,
indicating that a reaction is taking place.
To remove the iron sulfide it will almost certainly be necessary to break the tube - for
this reason the use of small ignition tubes is recommended. To remove the iron sulfide
from the tube, wrap the tube in a cloth or rag and break the glass with a pestle or
hammer. Use tongs to pick up the pieces of iron sulfide. This should be carried out by
the teacher only.
Alternatively, the reaction could be carried out on a larger scale as a teacher
demonstration (using a maximum of 2 g of mixture). There is some risk of the sulfur
catching fire to form the toxic gas sulfur dioxide. This risk is reduced if excess iron is
used. A mineral wool plug in the mouth of the tube will also reduce the risk of sulfur
vapour escaping and igniting to form sulfur dioxide. The stoichiometric ratio of iron to
sulfur is 1:1 in terms of atoms, or 56:32 in terms of mass. The exact ratio by mass will
therefore be 7:4; a 2:1 mixture of iron to sulfur will therefore contain a small excess of
iron.
Students are asked to test iron filings, sulfur and iron sulfide for magnetism and
flotation. It is a good idea to use bought samples of iron sulfide for these tests. The iron
sulfide formed from the students' practical is likely to be attracted to the magnet (due to
the excess iron in the mixture, iron sulfide is not magnetic).
Students could be asked to test the substances with dilute acid. Iron sulfide should
release the gas hydrogen sulfide. This gas has a strong and distinctive smell. Iron filings
should give off the gas hydrogen but if the iron filings contain even minute quantities of
iron sulfide then a ‘false positive’ will be obtained (that is, the smell of hydrogen
sulfide). For these reasons, this test has not been included on the worksheets, and
teachers are recommended to try out the test in advance with the iron filings that they
have in stock to judge whether it is worth adding this test to the magnetism and
flotation tests.
Safety: Hydrogen sulfide is very toxic and extremely flammable. Although the quantities
involved are likely to be small, this reaction should be carried out in a fume cupboard.
The human nose can detect hydrogen sulfide in very low concentrations. Eye protection
should be worn when heating the iron and sulfur and when breaking the glass. Broken
glass should be placed in the broken glass bin.
Equipment: Individual eye protection, test tubes, test-tube rack, one small test tube
(ignition tube), ignition tube holder, Bunsen burner, mineral wool, magnet, iron, sulfur,
mixture of iron and sulfur (2:1 mixture of iron to sulfur by mass), heatproof mat, cloth
or rag, pestle or hammer, tongs.
2: Making compounds
Worksheet 7Hd-4 allows students to practise their basic understanding of the changes
that occur when a compound is formed.
3: Another compound
Worksheet 7Hd-5 can be used to improve students' understanding of the changes that
occur during the formation of compounds, the difference between elements and
compounds and how simple compounds are named. The worksheet considers the
changes involved in the formation of a compound that will be unfamiliar to the students.
Students can compare their answers to these sheets in small groups, annotating their
own answers with any revisions. Where there is disagreement about any answer they
should note this for a plenary discussion.
4: Hydrogen explosions
The AT video Explosions with hydrogen 1 shows the explosion of a hydrogen balloon
with a voiceover describing the chemical reactions involved and the part energy plays in
the reaction.
The AT animation Hydrogen explosion shows what happens during the explosion at a
molecular level. Ask the students to watch the animation before telling them that some
students in another class have missed this work. Tell them that their task is to create a
flowchart with illustrations to explain what the animation showed. Students should
compare their flowcharts to see if they missed any stages or detail, improving them
after discussions in their group.
5: Research
Ask the students to use books or the Internet to find information on some common
compounds.
Developing: Students find names of some common compounds and the names of the
elements they are made from, together with differences between the properties of
compounds and their constituent elements.
Securing: Students find uses for the elements and the compound.
In their groups, students should agree a brief for the format of the product of the
research. For example, this could be a book, with chapters and sub-headings,
illustrations, an index and a front cover. This encourages students to think about the key
ideas to present, and gives them scope to be creative. Peer review of the books can be
carried out between groups. The books should be judged against the criteria agreed at
the start of the activity, and could include presentation, interesting communication
techniques, scientific accuracy and accuracy of the text.
6: Particles in elements, mixtures and compounds

Ask students to draw some, or all, of the following as particle diagrams: an element
made up of atoms; a mixture of elements as atoms; an element made up of two-atom
molecules; a mixture element made up of two-atom molecules; a compound containing
two elements; a mixture of compounds. Initiate a discussion, in small groups or with the
whole class, about elements, compounds and mixtures, the nature of pure and impure
substances and how particle diagrams can be used to represent different substances.
Level: Exceeding
7: An introduction to chemical formulae

Worksheet 7Hd-6 challenges more able students by introducing simple formulae
derived from molecular structures. Students could work independently and then
compare and discuss their answers.
Extend this activity by asking students to write out what they would say to the class in
order to teach everyone about how formulae are written out and derived from looking
at molecular structures.
Level: Exceeding
Explaining Tasks
1: 7Hd Making compounds (Student Book)
Questions 1 and 2 can be used for formative assessment for the topic. This topic looks at
the changes which occur in the formation of compounds including the energy needed to
start a reaction and the temperature changes that take place during many chemical
reactions.
Worksheet 7Hd-1 is the Access Sheet.
Students should note the areas where they are least confident, and write a question that
they must aim to answer during this topic.
2: Making compounds
These experiments are intended as teacher demonstrations only. Some or all of these
demonstrations can be used as a way of showing that a compound can be very different
from the elements that make it up, as well as a way of engaging students' interest.
Demonstration 1: Demonstrate the reactions that take place when copper and
magnesium are heated in the air.
Safety: Eye protection should be worn by the demonstrator and audience for all these
demonstrations. Warn students not to stare directly at the flame; they should look
through a narrow gap between their fingers.
Equipment: Eye protection, copper foil, magnesium ribbon (2 cm long), Bunsen burner,
tongs, heatproof mat.
Demonstration 2: The reaction of iron with chlorine can be demonstrated by heating
some wire wool on the end of a deflagrating spoon. Once the wool starts sparking or
glowing, it should be placed into a gas jar of chlorine (toxic). Dense brown fumes of
iron(III) chloride are formed as the iron burns in the chlorine.
Safety: Chlorine is toxic. This reaction should be carried out in a fume cupboard. Eye
protection should be worn by the demonstrator and audience.
Equipment: Eye protection, gas jar of chlorine, deflagrating spoon, iron wool, heatproof
mat, Bunsen burner.
Demonstration 3: The reaction of aluminium and iodine can take place at room
temperature, and is catalysed by the presence of water. Mix 0.5 g of aluminium powder
(highly flammable) and 2 g of iodine crystals (corrosive) together on a heatproof mat.
Add about five drops of water with a little detergent, and leave the reaction mixture to
stand. After an induction period of 1-2 minutes, a vigorous reaction takes place. The
heat generated by the reaction is usually sufficient to vaporise some of the iodine, and
clouds of purple vapour (harmful) are produced.
Safety: This reaction must be carried out in a fume cupboard. Hazardous fumes of
iodine are likely to be released. Iodine is harmful and crystallises painfully on the eye.
Eye protection should be worn by the demonstrator and audience.
Equipment: Eye protection, aluminium powder, iodine (solid), water with a little
detergent in it, heatproof mat.
If students have access to phones or digital cameras, get them to produce short video
clips or a sequence of photos with voice-over describing and explaining what is
happening in the reactions. They could then write a series of questions for other
students to answer while watching their presentation.
3: Chemical and physical change
Find some video or still imagery of different sorts of changes (e.g. downloaded from
video or still image storage sites on the Internet). Examples could include rust,
combustion, cooking and glow sticks (for chemical reactions) and boiling, condensation
and freezing (for physical changes). Go through each piece of footage/image, and ask
students to decide whether it shows a chemical reaction or a physical change, before
giving the correct answer and an explanation as to why it is correct.
Level: Securing
Plenaries
1: Quick Check
Assessment: The 7Hd Quick Check sheet contains a series of activities on the formation
of iron sulfide.
Feedback: Students work in groups of three or four to check their work. Then each
group writes a list of facts about what they have learned about the formation of
compounds in this topic. The ‘fact sheets’ should then be passed around the groups so
that any mistakes can be corrected and any missing facts can be added. When
completed the ‘fact sheets’ should be displayed on the wall for a final check.
Action: Where understanding remains weak, use the Student Book or Explaining 3 to
reinforce learning about the nature of chemical reactions and correct misconceptions.
2: Thinking about elements and compounds

Assessment: Students discuss the answers to the questions in groups.
Odd One Out: glass, aluminium, brass. (Possible answers: glass is the only one that is
not a metal; glass is the only one that is transparent; aluminium is the only element.)
Odd One Out: sodium, chlorine, salt (sodium chloride). (Possible answers: salt is a
compound made from the other two; chlorine is a gas at room temperature - the others
are solids.)
Odd One Out: oxygen, hydrogen, water. (Possible answers: water is the only liquid;
water is the only one that is not an element; pure hydrogen does not occur (in
significant amounts) in our air; hydrogen is the only one that does not contain oxygen
atoms; oxygen is the only one that does not contain (two) hydrogen atoms.)
Plus, Minus, Interesting: All compounds should be made up of only two different
elements. (Possible answers: Plus - makes the study of compounds easier; Minus - how
would we replace the compounds with more than two elements that will disappear?
Interesting - what compounds would be left and what would our Earth look like? There
are no known compounds of helium.)
The AT presentation 7Hd Thinking skills contains answers to these questions. Once
students have completed these activities, they should get into small groups to design a
dichotomous key to tell whether a chemical is an element or not, and a metal or a non-
metal. Agree two materials in each category (element metal, element non-metal, etc.) for
groups to check that each others' keys work.
Feedback: Groups feed back to each other about whether the keys work or don't work,
then discuss how they can be improved
Action: Groups revise and write down their keys for ‘element or not’, and ‘metal or non-
metal’, so that they work with all the chosen materials.
Level: Securing
3: In the hot seat

Assessment: Working in groups, ask students to think up four questions using their
study of Topic 7Hd. They should then decide the order for their questions and who is
going to ask them. Finally each group then selects one person, at random, to take the
‘hot seat’. Ask one of these students to take a seat at the front of the class, dim the lights
and illuminate the hot seat with a lamp or torch. (Or you could use yourself in the hot
seat.) Start a stop clock to count down 1 minute, then each group gets the chance to ask
one question in turn.
Feedback: After each answer has been given, the group asking the question holds up a
card to indicate if the answer was ‘correct’ or ‘incorrect’. At the end of one minute, count
up the score.
Action: After each contestant has finished, give an opportunity for the groups asking the
question to give the correct answer for any that were thought to be incorrect. Discuss
any problems with any of these answers and any questions that were ambiguous. If
there is time, allow a student from each group to be in the hot seat. Note any similar
questions that continue to cause problems for a later review.
4: Chemical keys
Students work in small groups to design a dichotomous key to tell whether a chemical is
an element or not, and a metal or a non-metal. Students then swap their keys with other
groups to be ‘road-tested’.
Level: Securing
5: Making compounds
There are many videos available on Internet video storage sites that show compounds
being made from two elements with an obvious release of energy (e.g. sodium +
chlorine, iron + sulfur, iron + fluorine).
Show a selection of videos with the sound muted. For each video ask the students to
write a voice-over explaining how you can tell that a reaction is occurring and what the
reactants and products are.
Homework
1: Elements, mixtures and compounds 1
Worksheet 7Hd-7 involves identifying elements, mixtures and compounds using
particle diagrams and naming them. It moves on to evidence of a chemical reaction
occurring.
2: Elements, mixtures and compounds 2

Worksheet 7Hd-8 contains questions which involve applying knowledge to identify
elements and compounds. It then moves on to identifying evidence of a chemical
reaction occurring and drawing particle diagrams to represent a mixture.
3: Elements, compounds and mixtures 3

Worksheet 7Hd-9 provides more challenging activities based around the composition of
air, including what chemical formulae tell us and drawing particle diagrams.
7He Chemical reactions

Topic 7He reviews chemical reactions and applies them to thermal decomposition
reactions. It also extends ideas about naming compounds and further develops the idea
of word equations from Unit 7F.
Learning Objectives
Starters
1: Different changes
To quickly show the difference between a chemical and a physical change and how one
is easier to reverse than the other, demonstrate burning a match and bending a match
(use long matches, and do not break them). Then demonstrate folding a piece of cotton
or wool fabric and burning it.
After the demonstration ask students to describe the difference between the changes,
which should lead to ideas about chemical changes usually being more difficult to
reverse and physical changes often being easy to reverse. Ask students to suggest
further examples of chemical reactions and physical changes.
Equipment (for demonstration): Long matches, heatproof mat, piece of cotton or wool
fabric, retort stand and clamp (to hold fabric in place).
Level: Securing
2: Making links
Making links is a simple quick way of getting students thinking about the content of the
topic. Working individually or in groups students use sets of words and phrases to make
sentences about the topic. Give each group/student the following sets of words/phrases
and ask them to make the link between them.
a nail – rusting – chemical reaction
an egg – goes white and hardens – chemical reaction
a candle – burning – chemical reaction
ice – water – physical change
water – evaporating – physical change
copper sulfate – clear blue solution – physical change
reactants – products – word equation
Challenge students to use the words/phrases to create full sentences using appropriate
conjunctions. Ask selected students to read out their answers and correct
misconceptions as they arise.
Equipment: Sets of words and phrases linked to Topic 7He to be handed out on pieces
of paper to groups/ students.
Level: Securing
3: Physical and chemical change

Remind students of the criteria for deciding whether or not a chemical reaction has
occurred (colour change, evolution of gas, energy change). Students should have
encountered reversible and irreversible changes (mixing and changes of state) at
primary and will have studied dissolving in Unit 7E. Remind students of what the terms
‘reversible’ and ‘irreversible’ mean. Then show students the following demonstrations
and ask them which changes are physical changes, which are chemical reactions, which
are reversible and which are irreversible. Ask students to explain how they made their
decisions.
For teacher demonstration only:
• Lead nitrate solution mixed with potassium iodide solution will give a vivid yellow
precipitate of lead iodide.
• Filtering lead iodide to get a clear solution.
• Pieces of zinc placed into a beaker of dilute hydrochloric acid will show some fizzing,
due to hydrogen gas being given off.
• Ice melting.
• Displacement reaction between a large iron nail in copper sulfate solution which will
form copper brown copper metal on the nail.
• Evaporating salt solution to obtain salt.
• Dissolving sugar in warm water.
• Adding 2 mol dm-3 hydrochloric acid solution to 2 mol dm-3 sodium hydroxide solution
and measuring the temperature rise.
Safety: Lead nitrate solution and lead iodide are toxic. Hydrogen gas is flammable. Solid
copper sulfate is harmful. Demonstrator and students should all wear eye protection.
Equipment (for demonstration): Eye protection, 0.5 mol dm-3 lead nitration solution,
0.5 mol dm-3 potassium iodide solution, zinc granules, 2 mol dm-3 hydrochloric acid, 2
mol dm-3 sodium hydroxide solution, 0.5 mol dm-3 copper sulfate solution, iron nail, salt
solution, sugar, warm water, boiling tubes and rack or conical flasks, filter paper, filter
funnel, thermometer (0–100 °C), spatula, heatproof mat, Bunsen burner, ice cubes.
Activity Type: Baseline Assessment,Working Scientifically
Level: Securing
4: Thinking about changes

Use some Odd One Out thinking skills questions to get students to think about different
types of changes. Some examples are given below.
Odd One Out: dissolving salt in water, burning gas on a cooker, frying an egg. (Possible
answers: dissolving salt in water, as no new substance is formed and it is reversed
easily; frying an egg, as this needs energy to be supplied to keep the change going.)
Odd One Out: grinding sand into small grains, mixing sand and salt, letting a mixture of
sand, cement and water set. (Possible answers: letting a mixture of sand, cement and
water set, as a new substance is formed and it is not reversed easily; mixing sand and
salt, as a mixture is formed but no chemical reaction occurs; grinding sand into small
grains, as only one substance is involved.)
Odd One Out: using a magnet to attract iron filings, iron railings rusting, melting iron.
(Possible answers: iron railings rusting, as a new substance is formed and it is not
reversed easily; melting iron, as this involves a change of state.)
Odd One Out: wax dripping down a candle, the candle burning and producing light,
soot particles sticking to a glass and making it dirty. (Possible answers: the candle
burning and producing light, as a new substance is formed and it is not reversed easily;
soot particles sticking to a glass and making it dirty, as this is the only change where the
product is a solid.)
Plus, Minus, Interesting: Only physical reactions could take place. (Possible answers:
Plus – unwanted reactions like rusting would not happen; Minus – photosynthesis
could not take place, we could only use the substances found on Earth as they are, could
not cook; Interesting – would our new technology work without man-made materials?
We might have to rely on wind power for our cars, which might look something like the
Ventomobile.)
The activity could be repeated at the end of the topic to see if the students have altered
their ideas about change.
Level: Securing
Exploring Tasks
1: Signs of a reaction
Students should be asked to carry out, in test tubes, some chemical reactions in which
visible changes occur. Students could be reminded of the criteria for deciding whether a
reaction has occurred (change in colour, release of a gas, a solid forming, heat). They
should be reminded that they are looking for evidence that new materials have been
made using chemical reactions. They could use digital cameras or their phones to record
before and after images which they then paste into a table with five columns: name of
chemical(s), appearance before, appearance after, description of what has happened in
the reaction, name of product(s).
Developing: Students follow instructions on Worksheet 7He-2 and use Worksheet 7He-3
for recording results.
Securing: Students use Worksheet 7He-2 to plan their investigations and make up their
own tables to record results.
Exceeding: Challenge students to find out the word equations for some of the reactions.
Likely outcomes:
1. Sugar will melt (physical change) and start to darken (chemical change). If heating is
excessive, the sugar will decompose to black carbon and steam will be given off.
2. Initially a pale blue gelatinous precipitate (copper(II) hydroxide) will form. With
excess ammonia, the precipitate will redissolve to give a dark blue solution containing a
complex copper/ammonia ion.
3. Fizzing will occur as carbon dioxide is given off. A solution of magnesium chloride is
formed. Temperature will probably fall slightly.
4. Blue/green precipitate of iron(II) carbonate will form – together with some iron(II)
hydroxide. 5. No reaction will occur, unless you get the tube hot enough to melt the salt.
6. Copper sulfate turns from white to blue. Some of the copper sulfate will dissolve.
There is a temperature rise.
Safety: Copper sulfate solid is harmful. Eye protection must be worn.
Equipment (per group): Individual eye protection, test-tube rack, test tubes, Bunsen
burner, heatproof mat, thermometer; access to: sugar (sucrose), copper sulfate solution
(0.4 mol dm-3), dilute hydrochloric acid (0.4 mol dm-3), ammonia solution (0.4 mol dm-3),
magnesium carbonate (solid), iron chloride solution (0.2 mol dm -3), sodium carbonate
solution (0.4 mol dm-3) , salt (solid), anhydrous copper sulfate (solid).
2: Chemical reactions
The AT video Chemical reactions shows clips of different chemical reactions. There are
eight clips altogether, numbered 1–8. It is not important what the reactions are, but for
the record:
1. magnesium + oxygen
2. sodium + chlorine
3. sodium chloride + silver nitrate
4. potassium chromate(VI) + lead (I) nitrate
5. ammonium chloride + ammonium nitrate + zinc dust
6. heating hydrated copper(II) sulfate 7. zinc + hydrochloric acid
8. sulfuric acid + sucrose
Pause the video as each asset finishes and ask students to say or write down what
evidence there was in the clip that a chemical reaction had occurred.
Alternatively, agree the signs of chemical reactions ahead of watching the video. Write
these on the board and number them. Students suggest which number is being shown
or suggest new evidence of a reaction.
Level: Securing
3: Household reactions
For further examples of chemical and physical change the students can carry out the
following set of experiments using mainly household chemicals to decide whether there
is no reaction, a reversible or an irreversible change. They should also state whether a
change is physical or chemical, including their reasons.
Students will require some guidance for all these tests. This could be done by producing
a simple instruction card for each experiment. The practical could be carried out using
the ‘stations’ technique.
Suitable experiments are:
1. lemon juice added to bicarbonate of soda (chemical reaction, irreversible)
2. baking powder and water (chemical reaction, irreversible)
3. a small amount of plaster of Paris and water (chemical reaction, irreversible)
4. heat zinc oxide and allow to cool (physical, colour change, reverses on cooling)
5. iron wool placed in copper sulfate solution (chemical reaction, irreversible)
6. drop of water added to anhydrous copper sulfate then heated (physical, colour
change, reverses on heating).
Students should now be able to build up a categorisation of chemical reactions –
needing or not needing energy to start them off, reversible or not, undergo physical and
chemical change or just chemical change, etc. Students should be encouraged to make
their own categorisations.
Safety: Anhydrous copper sulfate is harmful. Plaster substitutes can get very hot.
Plaster of Paris must be disposed of via a hazardous waste contractor, not in the bin –
see Hazcard 19B – 2013 edition.
Equipment: (for each station):
Individual eye protection.
For each station:
1. test-tube rack with test tubes, bicarbonate of soda, lemon juice, spatula
2. test-tube rack with test tubes, baking soda, water, spatula
3. plaster of Paris, plastic beaker, water, spatula
4. test-tube rack with test tubes, zinc oxide (solid), test-tube holder, Bunsen burner,
heatproof mat
5. test-tube rack with test tubes, iron wool (or filings), copper sulfate solution (0.5 mol
dm-3)
6. test-tube rack with test tubes, test-tube holder, water, dropper, anhydrous copper
sulfate (solid), Bunsen burner, heatproof mat.
Note: plaster of Paris is CaSO4 • ½H2O. Some substitutes used for model making are not
genuine plaster of Paris.
4: Thermal decomposition
This practical investigation considers the ease of thermal decomposition of a number of
metal carbonates.
Developing: Students follow instructions on Worksheet 7He-4, which also provides
guidance on recording results.
Securing: Students are given the Aim and Apparatus list from Worksheet 7He-4 to plan
their investigation.
Calcium carbonate is very difficult to break down in the heat of a Bunsen burner (about
800°C). The order for the other carbonates is: copper carbonate will break down the
easiest, then lead carbonate, then magnesium carbonate (requires strong heating to
break down) and then calcium carbonate.
Safety: Make sure that you wear eye protection for all these experiments. Be careful to
remove the tube from the limewater when you stop heating to avoid suck-back.
Equipment: Individual eye protection, Bunsen burner, heatproof mat, clamp and stand,
four test tubes, delivery tube, collecting tube (e.g. boiling tube), copper carbonate
powder, lead carbonate powder, magnesium carbonate powder, calcium carbonate
powder, limewater.
Level: Exceeding
5: Matching Q & A
Worksheet 7He-5 involves a cut-out matching exercise, on questions and answers,
about this topic.
6: Word equations
Worksheet 7He-6 includes a number of descriptions of reactions, which the students
can translate into word equations for more practice.
Get students to summarise how a word equation for a chemical reaction works by
producing a generic equation (‘equation kit’); for example, reactant substance A (plus
sign) reactant substance B (arrow) product substance C (and possibly other product
substances).
Level: Exceeding
Explaining Tasks
1: 7He Chemical reactions (Student Book)
Questions 1 and 2 can be used for formative assessment for the topic.
These pages in the Student Book look at chemical reactions in general and thermal
decomposition reactions in particular. Worksheet 7He-1 is the Access Sheet.
Remind students of their work on gases in the air, and that carbon dioxide is one of
those gases. Remind students that carbon dioxide is produced by respiration in cells,
and demonstrate the test for carbon dioxide by blowing out through a straw in a tube of
limewater. Point out the change from clear and colourless to a white milky suspension,
and ensure that students understand that this is a test for carbon dioxide.
Having covered the material on these pages, hold a class discussion about the common
errors in this topic or areas for improvement. This could involve students adding notes
to their own work, annotating to say how each aspect could be improved.
Safety: Blow gently into the tube to avoid splashes. Do not suck. Wear eye protection.
Equipment: Clean/new/sterile drinking straw, test tube, limewater, eye protection.
2: 7He Problems with elements (Student Book)

The final page of the unit asks the students to think about some of the advantages and
disadvantages of having a source of valuable elements in your country.
The AT presentation Mining issues shows some of the consequences of having large-
scale mining operations in a country. Students can explore the positive and negative
issues around mining. In small groups, students should discuss the consequences and
decide if they are advantages or disadvantages for the local population. Get students to
sketch an additional character for the concept cartoon within the presentation who
gives an overall summary comment/balanced view of the discussion.
3: Thermal decomposition reactions

There are a number of different reactions that you can use to demonstrate thermal
decomposition.
The thermal decomposition of a metal carbonate can be demonstrated by following the
method on Worksheet 7He-4.
Potassium permanganate (or potassium manganate(VII)) decomposes on heating to
produce a ‘black powder’ (a mixture of potassium manganate and manganese(IV)) and
oxygen. This can be demonstrated using the apparatus shown below. You could also
show students the test for oxygen (relighting a glowing splint) but the important point
here is that students see that a single compound breaks down into more than one other
substance when heated.
Hydrated (blue) copper sulfate also shows thermal decomposition, and breaks down
into water (the ‘water of crystallisation’) and anhydrous (white copper sulfate). This
reaction (unlike the others listed here) is reversible. It is usefully demonstrated using
the apparatus shown below.
Safety: Wear eye protection.

Remove the delivery tube from the limewater when heating is fininshed (to avoid suck-
back).
Potassium manganate(VII) is oxidising, harmful if swallowed and stains skin and
clothing. It is also very toxic to aquatic life, with long-lasting effects. Avoid raising dust.
Wash hands after demonstration.
Equipment: For metal carbonates: eye protection, Bunsen burner, heat-resistant mat,
clamp and stand, test/boiling tube, delivery tube and bung, metal carbonate powder
(e.g. copper, lead, zinc or calcium carbonate), limewater.
For potassium permanganate (potassium manganate(VII)): eye protection, Bunsen
burner, heat-resistant mat, clamp and stand, 2 x test tubes/boiling tubes, delivery tube
and bung, potassium manganate(VII) crystals, water trough, beehive shelf.
For hydrated copper sulfate: eye protection, Bunsen burner, heat-resistant mat, clamp
and stand, 2 x test tubes/boiling tubes, delivery tube and bung, beaker of cold water,
hydrated copper sulfate crystals.
4: Word equations 2
Using some of the simpler chemical reactions you have used in earlier sections
introduce the terms for reactants and products and explain how reactions can be
described by using word equations. Reactions such as magnesium and oxygen or copper
and chlorine can be demonstrated again or examples can be found in the AT
presentation Word equations. The presentation shows animated descriptions of
chemical reactions and explains how word equations can be written. The AT interactive
More word equations can also be used here.
Level: Securing
5: Limestone to lime
Show students one or more videos (e.g. from an Internet video storage site) showing
how limestone is converted into quicklime (calcium oxide) and how this is used in
cement. The AT animation A decomposition reaction shows a series of slides, with
accompanying word equations explaining how quicklime (calcium oxide) can be made
from limestone (calcium carbonate) in the laboratory. Ask students to watch the video
and the presentation and take notes. They should then write a short summary report on
how limestone is changed into lime in industry and the laboratory. The report should
contain a description of the process with illustrations and word equations.
Level: Exceeding
6: Concentrated sulfuric acid and sugar
A demonstration of the dehydration effect is the decomposition of sugars using
concentrated sulfuric acid. The reaction is sufficiently exothermic to melt the sugar and
convert some of the water formed into steam. Along with the formation of carbon
dioxide and sulfur dioxide through oxidation, this results in the formation of a solid
‘foam’ of carbon, which rises up out of the beaker. This allows discussion of the chemical
and physical changes that occur. In addition, this is a spectacular example of a chemical
reaction that does not need heat energy to be supplied to start it off; compare this with
reactions that need to be heated to get them started.
Enough concentrated sulfuric acid needs to be added to saturate the sugar and if a
narrow beaker is used the ‘foam’ of carbon will grow well above the top of the beaker.
Safety: This reaction must be carried out in a fume cupboard, as quantities of sulfur
dioxide and carbon monoxide may also be formed in side reactions. Concentrated
sulfuric acid is corrosive. Wear eye protection or a face shield, and chemical-resistant
gloves. Do not touch the carbon mass formed unless gloves are worn. For disposal,
plunge the beaker and carbon into an excess of water when cool. The carbon can then
be disposed of with normal refuse.
Equipment (for demonstration): Eye protection, chemical-resistant gloves,
concentrated sulfuric acid (corrosive), sugar (granulated or caster sugar), beaker or jam
jar, glass rod.
Level: Exceeding
Plenaries
1: Quick Check
Assessment: The 7He Quick Check sheet contains a crossword with a series of question
clues related to the thermal decomposition reactions introduced in this topic.
Feedback: Students work in pairs to check their answers. If they get an answer wrong or
there is disagreement they should agree a correct answer or get clarification from the
teacher on what those answers should be.
Action: The students should write out a list of ‘facts to revise’, based on the questions
they found difficult to answer in the Quick Check. They should be instructed to use their
own words in their notes and not just copy the clues and their answers.
2: Thinking about chemical reactions

Assessment: Students should think up answers to the following thinking skills.
Plus, Minus, Interesting: All chemical reactions should give out heat. (Possible
answers: Plus – we would always have enough energy; Minus – the everyday reactions
which always happen could make our planet overheat; Interesting – do most reactions
give out heat or take in heat as they occur? The reaction in glow sticks transfers energy
by light rather than by heating.)
Consider All Possibilities: A substance is heated and a gas is given off. (Possible
answers: the substance has evaporated; the substance has decomposed, giving off a gas;
the substance has reacted with another substance, producing a gas; the substance is
burning.)
Odd One Out: calcium oxide, calcium carbonate, carbon dioxide. (Possible answers:
carbon dioxide, as it is the only gas; calcium carbonate, as it is the reactant – the others
are products; calcium oxide, as it does not contain carbon.)
Feedback: Students work in groups to discuss the questions and their answers. Then ask
which questions they found the most difficult.
Action: Ask students to list the main learning points from the topic that they could use to
answer the questions they found most difficult. Could also challenge students to design
a different thinking skills question and a set of answers on the topics they found most
difficult.
The AT presentation 7He Thinking skills can be used to support this task.
3: Concept map
Assessment: Worksheet 7He-7 asks students to create a concept map about chemical
reactions, using given labels. Ask students to work in pairs to complete their concept
maps. The Summary Sheets could be used by some students if required.
Feedback: Students create a gallery by pinning their completed concept maps on the
wall. All students then take a ‘gallery walk’, reading their colleagues’ answers and noting
any points of disagreement where they arise. This should also give the teacher an
opportunity to note any problem areas to be discussed with the class.
Action: Students who are still having difficulty with some of the ideas of the topic can
redo their concept map but referring to the gallery and the Summary Sheets for help.

Revisit the 7H Quick Quiz to test students’ knowledge of the content of this unit.
Students could fill in their answers on the 7H Quick Quiz Answer Sheet. Encourage
students to identify areas for themselves that are still weak and decide how they are
going to remedy this. For example, ask students why they found certain questions more
difficult. They can categorise their issues as, for example: ‘do not understand the
science’; ‘did not read the question properly’.
Extend this activity by challenging students to design Quick Quiz questions on the
subjects that they still find difficult. The additional questions could be tried out in
groups.
5: End of Unit Test
Extend this activity by getting students to produce questions on areas where they need
further clarification. Spread these out around the room. Other students then choose one
question to attempt to answer – writing this on the same piece of paper. Students then
return to their original question and comment on how well they think the answer
provided helps them.
Students should circle the stars next to each statement on the 7H Progression Check to

Students complete the 7H Open-ended Assessment Task sheet, which challenges
students to prepare a scientific report to help government ministers attending an
international conference on material resources from our Earth to understand the
science behind elements, mixtures and compounds. The instructions for the task are on
the 7H Assess Yourself! sheet.
You can assess this activity by using the 7H Open-ended Assessment Task sheet or
students can rate their own performance by using the 7H Assess Yourself! sheet (see the
ASP).
Homework
1: Compound experiments
Worksheet 7He-8 reviews two of the important chemical changes, the formation and
decomposition of compounds, which are introduced in this unit.
2: Compound properties
Worksheet 7He-9 gives students the opportunity to consider the changes involved in
thermal decomposition reactions, how compounds are named and word equations for
chemical changes.
Level: Securing
3: Planning an experiment
Worksheet 7He-10 allows students the opportunity to plan an investigation concerning
a decomposition reaction.
Level: Exceeding
7La Making sounds

Topic 7La looks at some of the ways in which animals use or make sounds and revises
some primary work. It looks at how sound is produced, links pitch and frequency to the
size of the vibrating object and also links volume/intensity to the amplitude of the
vibrations.
Learning Objectives
Starters
1: Sound concept map
Ask students to think of as many words as they can to do with the topic of sound. Write
the words on the board and ask students to suggest links between the words. Write in
these links to start a concept map on the board, or ask students to work in small groups
to make their own concept maps. Check there are no obvious misconceptions. The maps
can be kept to revisit in 7Ld Plenary 3.
Level: Developing
2: Ideas about sound

Get students to volunteer their ideas about sound. Organise these through class votes
(hands up) into ‘confident this is correct’, ‘uncertain about this’ and ‘sure this is
incorrect’.
Level: Securing
3: Quick Quiz
Use the 7L Quick Quiz for baseline assessment for this unit. Students can use the 7L
Exploring Tasks
1: Changing the pitch
Place equipment around the lab, numbered to match Worksheet 7La-2. Students carry
out each experiment and record their results before drawing a conclusion.
A – a plastic water bottle that can contain water at different levels (students fill or
empty the bottle and blow across the top)
B – a wooden block containing four nails of different lengths and something to tap each
with (e.g. a metal spoon)
C – wind chimes of different lengths and something to hit each with (e.g. an old spoon)
D – wooden blocks of different lengths to drop on the floor
E – a shoe box with elastic bands of different thicknesses wrapped around it
F – a ruler attached to the end of a desk with a G-clamp.
In this activity students are asked to write a conclusion that sums up their findings. Get
students to feed back on each others’ conclusion statements in pairs. Then get small
groups to agree a best statement from their combined efforts. Discuss which group has
the best statement, based on how well they have used the evidence from the practical to
make relevant conclusions.
Safety: Ensure students clear up any water spills as soon as they happen.
Equipment (per group): Plastic bottle, wooden block containing four nails at different
heights, metal spoon, set of wind chimes, four wooden blocks of constant thickness but
of different lengths from 10 cm to 40 cm, shoe box, elastic bands of different
thicknesses, ruler, G-clamp.
Level: Securing
2: Making different sounds

Students investigate the effect of changing length, width and material for a series of
metal tubes. Three sets of labelled tubes need to be provided, as shown in the
Equipment list. Note that Homework 2 covers a similar idea.
Developing: Do this as a class demonstration, discussing the choice of tubes to test for
each question.
Securing: Ask students to choose suitable selections of tubes to investigate the effects of
material, length and diameter on the sound made by the tubes.
Following the practical, ask students to work in pairs to write a short paragraph
explaining the link (if any) between length, diameter, wall thickness, material, pitch and
frequency. All these terms should be used.
Equipment (per group): A selection of metal tubes randomly labelled A to G: three tubes
of the same length, diameter and wall thickness made from aluminium, copper and
brass respectively, two aluminium tubes of the same length but different diameters, two
aluminium tubes of the same diameter as the first but different lengths, an object to hit
the tubes (such as an old spoon).
Level: Securing
3: Bird calls
Students use the Internet to find information on the sizes of different birds and listen to
their calls. Ask them to investigate the hypothesis that the pitch of a bird’s call depends
on its body size. Worksheet 7La-3 provides some questions for students to consider
when deciding how to go about their investigation.
Before they begin, ask students to suggest how the size of a bird might affect the sounds
it makes (for example, would they expect larger birds to make high or low sounds?).
Explain that a suggestion such as ‘larger birds make lower sounds’ is describing a
correlation between size and pitch of call. Ask them to sketch a graph with the size of
the bird on the horizontal axis and the pitch of its song/ call on the vertical axis and
discuss what kind of correlation their sketch graphs show.
With no way of identifying the frequency of the calls, the best way to approach the
investigation is to put the birds in rank order according to the pitch of their calls, and
then compare this list with a rank order of birds in order of size. Students should find
that there is no correlation but could conclude that small birds always have high-
pitched calls, whereas large birds can have high- or low-pitched calls.
4: Musical instruments
Students investigate how a number of different instruments produce sounds of different
pitches and intensities. In particular, a guitar and a glockenspiel can be used and
students investigate what causes the change in the note being produced. With the
guitar, students could also look at the effect of tension on the note produced by a
particular string.
There is an opportunity here for students to bring in their own instruments and
demonstrate to the class how notes of different pitches and volume can be made.
Ask students to summarise how pitch varies with different factors, such as the length of
the string, the key of the glockenspiel and the tension/ thickness of the string. Challenge
them to display these relationships using visuals, e.g. labelled arrows of increasing
diameter, annotated diagrams of the instruments.
Equipment: Musical instruments, e.g. glockenspiel, guitar.
5: Octaves and frequency ranges

Worksheet 7La-4 explains the link between frequency, musical notes and octaves.
Students will not be expected to recall this information. This activity reinforces the link
between pitch and frequency and provides practice in reading information from
diagrams.
The AT spreadsheet Frequency ranges allows students to explore the differing
frequencies produced by musical instruments.
If a piano is available, demonstrate the range of notes possible, or ask volunteers to sing
the lowest and highest notes they can.
Equipment: Piano (optional).
Explaining Tasks
1: 7La Animal sounds (Student Book)
This looks at some ways in which animals use sound and provides some questions to
help students to recall primary work on sound.
2: 7La Making sounds (Student Book)

These pages revise work from primary about describing sounds, linking the pitch to the
size of the vibrating object and loudness to the size of the vibrations. The ideas of
frequency and amplitude are introduced.
Worksheet 7La-1 is the Access Sheet. Questions 4 and 5 can be used for formative
3: Loudspeaker demonstration
Use a loudspeaker cone attached to a signal generator to demonstrate that vibrations
produce sound. Start with a very low frequency, so that students can see the cone
moving. Turn up the frequency, allowing students to feel the vibrations by gently
touching the speaker cone with their fingers. Vibrations at higher pitches can be
demonstrated by putting rice or other small objects onto the speaker so students can
see them moving.
The link between the amplitude of vibration and volume can also be demonstrated. Put
some rice on the loudspeaker and turn up the volume – you may need to pick a suitable
frequency where the increased movement of the rice grains is obvious.
Equipment: Loudspeaker, signal generator, connecting wires, rice.
Level: Securing
Plenaries
1: Quick Check
Assessment: The 7La Quick Check sheet provides a set of statements for students to
classify as true or false. Students should write corrected versions of any false
statements.
Feedback: Ask for a show of hands to indicate whether each statement in turn is true or
false. Students could also hold up a number between 1 and 5 on a piece of paper (for a
Certainty of Response Index score, see Introduction) when responding to each
statement. Identify the questions which most students were unsure of.
Action: Use a hot seat technique to get different volunteers to sit in the centre of the
class and to try to explain answers for each of the more problematic questions. Other
students can ask the volunteer questions until they feel more confident themselves.
2: Thinking skills
Assessment:
Consider All Possibilities: What words are used to describe sounds? (Possible
answers: high, low, loud, soft, screechy, quiet, thunderous, booming.)
Consider All Possibilities: What words describe the sounds that animals make?
(Possible answers: shriek, hoot, buzz, cry, growl, gobble, howl, sing, whinny, yelp, bark,
whistle, bellow, cluck, crow, moo, roar.)
What Was The Question: frequency. (Possible questions: What is the name for the
number of vibrations per second? What is measured in hertz? Which characteristic of a
sound determines the pitch?)
What Was The Question: volume. (Possible questions: What is the name for the
loudness of a sound? What is another way of describing the intensity of a sound? How
does changing the amplitude of a vibration change the sound?)
Feedback: Ask students to volunteer answers. Ask the class to identify any factual errors
evident in the answers.
Action: Get students to categorise responses to questions and ideas into ‘confident this
is correct’, ‘uncertain about this’ and ‘sure this is incorrect’. Allocate any problematic
ideas to pairs of students, who should research and report back next lesson to correct
any misconceptions.
The AT presentation 7La Thinking skills is a presentation version of this task.
Level: Securing
3: I am the answer
Cut out the cards on Worksheet 7La-5 and give each student one card. There are 10
cards, so you will need up to three sets for a class. Read out the statements on the sheet,
one at a time. Ask students to hold up their card if they think it matches the statement
and pick on individual students to explain why they think their card matches. Some
statements have more than one match. For some statements, students could be asked to
suggest other words or objects that also match the statements. Students could also be
challenged to think up their own statements to match their cards or to invent new
statements and answers.
Level: Securing
Homework
1: Describing sounds
Worksheet 7La-6 provides questions on the content of this topic.
2: Different sounds
Worksheet 7La-7 provides questions on sound and on fair tests, using similar ideas to
the practical investigation in Exploring 2.
Level: Securing
3: Concert pitch
Worksheet 7La-8 provides more challenging questions on the structure of the orchestra
and pitch. It includes some calculations.
7Lb Moving Sounds

Topic 7Lb introduces sounds being passed on by vibrations and looks at the speed of
sound in different materials. A Working Scientifically spread looks at line graphs and
scatter graphs.
Learning Objectives
Starters
1: Modelling particles
Ask students to model particles in a solid, liquid and gas. Students stand closely together
to model a solid, move further apart for a liquid and are very widely spaced for a gas.
Ask students to also model the motion of particles. This activity allows you to assess
how much of the work on particles in Unit 7G they recall. Starter 2 can be used as a
follow-up activity if revision is needed.
Students could also be asked to pass a paper message from one to the other (or a tap on
the shoulder), representing the transfer of energy, and think about which arrangement
of particles will allow this to happen fastest.
Equipment: School hall.
Activity Type: Baseline Assesment
2: Particle revision
Worksheet 7Lb-4 provides a set of diagrams and statements about particles in solids,
liquids and gases.
Developing: Students are given all the cards and match up the diagrams and statements.
Securing: Students are initially given only the diagrams and asked to write a few bullet
points for each one to explain what the diagram shows and how this relates to the
properties of a material. They can then be given the statements to check what they have
written.
Use the AT interactive Particles to ask students to identify the properties of solids,
liquids and gases. Ask students to reflect on how well they have recalled the science
about particles which is relevant to this topic.
Activity Type: Baseline Assesment
3: Bell jar demonstration

Use a bell jar with a sound source (such as an electric bell) to show that sound waves
can only travel from one place to another if a medium is present. Allow students to hear
the alarm ringing inside the bell jar when it is full of air. Then get students to predict
what will happen to the sound of the bell when you remove the air. Removing the air
with a vacuum pump causes the sound to become progressively quieter until it
eventually becomes inaudible. Allowing air to re-enter the chamber causes the sound to
become audible once again. Ask students to suggest what the demonstration shows.
Any self-contained sound source such as a personal alarm could be used for this
demonstration.
Ask students to make a note of this demonstration using the framework: observations
from the experiment, conclusion, explanation.
Safety: Wear eye protection and erect safety screens around the bell jar.
Equipment: Bell jar, electric bell, power source, connecting wires, vacuum pump, safety
screen, eye protection.
Level: Securing
Exploring Tasks
1: Travelling sound
Students investigate how sound travels through solids, liquids and gases.
Developing: Students use the instructions provided on Worksheet 7Lb-2, recording their
data as they work.
Securing: Students plan the practical using Worksheet 7Lb-3 and provide an evaluation
of their method.
Note that this investigation only shows how well sound is transmitted through different
materials (that is, how loud it sounds). It does not indicate anything about the speed
with which sound is transmitted.
Safety: Do not place ear(s) or stethoscopes in direct contact with solids through which
loud sounds are passing. Keep all volumes under control.
Equipment (per pair): Stethoscope, two wooden blocks, tank of water.
2: Measuring the speed of sound
If you have a wall in the school grounds on which sounds can echo, then this experiment
works well and provides a good opportunity to look at the repeatability of
measurements.
Ask students to measure out a distance of 50 m between themselves and the wall
(smaller distances are possible but will yield less repeatability in the results). Use a
clapper or clap your hands to generate an echo. Explain to students that the sound from
the clap has travelled to the wall and back again and ask them what distance this is.
Then ask them how they might work out the speed.
Some might know that speed is distance divided by time taken. Explain this and ask
them how they would measure the time taken. The time can then be measured using
stop clocks and the speed calculated. Ask students how the accuracy might be improved.
Some ways of doing this are:
• extending the distance
• setting up a clapping rhythm so that each clap occurs as the echo of the previous one is
heard and then timing over (say) 10 claps
• using a datalogger and microphone to detect the clap and the echo.
Students should take repeat measurements.
Get students to work in small groups to compare their proposed methods for measuring
and calculating the speed, agreeing a method that should work. Ask students to explain
which improvements to the practical would increase the accuracy of the data and the
confidence that the collected data shows the correct patterns/the correct effect
(repeatability).
After the practical, ask students to compare their values for the speed of sound in paired
groups and to suggest where errors may have occurred by asking the other group about
their method.
The AT spreadsheet Speed of sound allows students to record their data and calculate
the speed of sound.
Safety: Ensure that any work outside is well supervised and in line with your school’s
safety policy.
Equipment (per class): Stop clocks, measuring tape. Optional: clapper from PE
department, microphone, datalogger.
Level: Securing
3: How far away can sound be heard?

Find out how far away students can hear a standard sound such as a pin being dropped
onto a heatproof mat. This is best done in a large hall. Ask students what the key
variables are in this investigation and to assign value to the ones to be kept constant
(e.g. using a small pin, a heatproof mat, a large room, a 1-m drop height).
The best way of doing this is to get students to line up in a straight line facing away from
the sound source. Then drop the pin and ask students for a show of hands as to who
could hear it. Repeat the experiment several times with students standing in a different
order (to take account of different hearing sensitivities) to check that the result is
repeatable.
Exceeding: Explain that as well as the energy becoming more spread out with distance,
some of the energy causes vibrations within the mass of particles rather than being
transmitted, so some energy is stored in the air (referred to as thermal energy).
Equipment: Small pin, heatproof mat, a large room (school hall).
4: Speed of sound in the atmosphere

Worksheet 7Lb-5 gives students more practice in drawing line graphs and scatter
graphs. Students will not be expected to recall how the speed of sound changes in the
atmosphere or its link with temperature.
The AT spreadsheet Atmosphere and oceans allows students to explore how properties
change with altitude and depth.
Developing: Students plot a scatter graph of the speed of sound against height to give
them practice in graph plotting. If you wish to extend work with this group to finding
links between variables, it would be best to use the spreadsheet to plot the graphs and
discuss what the graphs show with them, rather than expecting written answers.
Securing: Students use the worksheet and/or the first parts of the spreadsheet to plot
graphs and answer the questions.
Exceeding: In addition to the work suggested above, students use the data provided in
the second part of the spreadsheet to investigate how the speed of sound in the oceans
changes with depth and whether this is linked to density or temperature.
Get students to highlight up to three questions or parts of questions which they found
most challenging. Students should work in small groups to tackle at least one of these
problem areas for each student in the group. Any remaining problem areas should be
listed for the teacher to address in a plenary.
Explaining Tasks
1: 7Lb Moving sounds (Student Book)
These pages look at the idea of transferring energy by pressure waves. Worksheet 7Lb-
1 is the Access Sheet. It may help students to remember that waves transfer energy, not
matter, by asking them to imagine a crying baby (or a particularly talkative member of
the class) sitting in one corner of the room. If sound waves did move air in the direction
of the wave (as opposed to making air particles vibrate around a relatively fixed
position), why does the baby/student not suffocate?
The AT animation Investigating sound waves explains how sound travels through air
and illustrates the terms amplitude and wavelength.
Activity Type: Baseline Assesment, Formative Assesment
2: 7Lb Line graphs and scatter graphs

These pages look at the difference between line graphs and scatter graphs. The final set
of questions asks students to plot stiffness against the speed of sound in different
materials and also to plot density against the speed of sound. This should demonstrate
that the speed of sound is not simply related to either variable. Of the two variables,
density produces the clearest trend, with speed of sound decreasing as density
increases (see the Background information for this topic). The quantity referred to as
stiffness in table E is actually the bulk modulus of the material but the term stiffness has
been used for simplicity. This is a negative correlation – one quantity increases as the
other decreases.
Students often find interpreting graphs difficult as they do not know how to put into
words what the graph shows, so it is good to give them examples of this.
The AT spreadsheet Speed of sound in metals provides the data from the Student Book
together with instructions to help students to use the spreadsheet program to produce
their scatter graphs. Note that if using Microsoft® Excel to plot the graphs, both line and
scatter graphs fall under the ‘XY (scatter)’ or ‘scatter’ function in the Chart Wizard.
structuring this using the Assessment, Feedback, Action, model.
Activity Type: Formative Assesment, Working Scientifically
3: Slinky demonstration
Use a slinky spring to demonstrate longitudinal waves (transverse waves will be
introduced in Topic 7Le). This is best done by stretching the slinky the full length of a
bench or along the floor. Ask students to note that the disturbance moves along the
slinky although the slinky as a whole does not move, and link this to movements in air
particles being moved as sound waves pass. The term longitudinal wave is not
introduced in the Student Book until 7Le but you may wish to introduce the name now.
Add a small marker (a piece of string or similar) to one of the coils of the slinky and ask
students to watch what happens to it as the wave passes. If you have the equipment
available, taking a video of the wave passing the marker and then displaying it at a
slower speed could also be useful and help with Explaining 2.
Get students to sketch the slinky and annotate this with ‘direction of wave’,
‘compression due to wave passing’, ‘motion of marker’, etc. Discuss how well the slinky
models sound waves passing through air and get students to list two aspects which
make it a good model and two limitations of the model.
Equipment: Slinky spring, small piece of string. Optional: video camera and slow motion
playback facilities.
4: Oscilloscope demonstration
This activity can extend the work in Explaining 2. Use a signal generator and an
oscilloscope to demonstrate how changing the frequency and intensity of a sound can
lead to the trace of the sound wave changing on the screen. Connect the signal generator
to a loudspeaker as well so students can hear how the sounds are changing.
Emphasise to students that the wave form shown on the oscilloscope screen is actually a
graph, with the high and low points representing the maximum displacements of air
particles as the sound wave passes, or representing the changes in pressure as the wave
passes. Get students to identify how the trace changes with volume and pitch/frequency
– increasing the volume increases the amplitude of the wave, and changing the
frequency changes the number of waves visible and changes the pitch of the sound they
can hear.
An optional extension to this activity is to demonstrate that most sounds are made up of
more complex series of waves, by singing, whistling or playing various instruments into
a microphone.
Students are not expected to recall this detail but just to appreciate that not all sounds
are made by simple waves.
If Explaining 3 has been done, ask students to add a sketch of the oscilloscope trace to
the slinky sketch they have made, showing how the trace relates to the motion of the
wave. They can add annotations to show how the amplitude of the trace relates to the
motion of the marker.
Equipment: Signal generator, oscilloscope, loudspeaker, connecting leads. Optional:
microphone, musical instruments.
Level: Securing
Plenaries
1: Quick Check
Assessment: The 7Lb Quick Check sheet provides a conjunctions exercise. Students work
in pairs to complete the sentences.
Feedback: Ask for volunteers to complete each sentence. Each time, ask for a show of
hands to say whether or not the sentence is correct.
Action: Note any misconceptions and explain them.
Activity Type: Formative Assesment
2: Quick Check WS
Assessment: The 7Lb Quick Check WS sheet provides a line graph and a scatter graph for
students to interpret.
Feedback: Give students five minutes to answer the questions. This can be done working
in pairs, then ask for volunteers to give their answers. Ask others to comment on the
answers, either correcting them or expanding on them.
Action: Worksheet 7Lb-5 (Exploring 4) can help to consolidate work on this topic if it
has not already been used.
Activity Type: Formative Assesment, Working Scientifically
3: Thinking skills
Assessment:
Consider All Possibilities: You can see someone blowing a whistle but you cannot hear
them. (Possible answers: the sound has not reached you yet; you are too far away so the
sound is too quiet to hear; other noises are stopping you hearing it; there is something
wrong with your ears; (looking forward to 7Lc) the sound is too high frequency for
humans to hear.)
What Was The Question: water. (Possible questions: Name a substance in which sound
can travel faster than it can in air. Name a substance in which sound travels more slowly
than in steel. What has sound travelled through when whales hear it? Name a liquid.)
Odd One Out: air, water, wood – ask students to concentrate on how these relate to
sound! (Possible answers: air, as it is the only one we normally hear sounds through
directly; wood, as it is the only one we cannot hear sounds through directly, i.e. wood,
cannot get inside our ear canals; wood, as it is the only one where the particles cannot
move around/is the only one that keeps its shape; air, as it is the only one that does not
have a constant volume.)
Feedback: Ask for volunteers to give some of their answers then ask if anyone has any
comments or corrections on the responses given.
Action: Ask students to write down their best answers and consider why they think they
are the best. Carry out the same process for their weakest answers, with students
ideas’, ‘did not read the question properly’, ‘did not make enough separate points’. Ask a
spokesperson from a number of groups to read out their best answers and why they
think they are good. Identify any ideas that are missing and share them with the class.
Share weaknesses in groups’ answers in a similar way. List the most common areas
needing improvement for the class and make these a focus in future activity. If
understanding is poor then revise the concepts as a class activity.
The AT presentation 7Lb Thinking skills is a presentation version of this task.

Ask each student to write down three things that they think the person sitting next to
them should have learnt and when they would have learnt them. Then ask students to
ask each other in pairs whether they agree on the things they should have learnt. Ask
them to agree a final list of the three most important points and then agree the top five
key ideas for the class. Pairs of students could write questions relating to their key
learning points for other pairs to answer.
Homework
1:Sound on the move
Worksheet 7Lb-6 provides questions on the content of this topic.
2: Measuring the speed of sound

Worksheet 7Lb-7 provides questions on measuring the speed of sound.
Level: Securing
3: Mach number
Worksheet 7Lb-8 challenges students to answer questions on supersonic flight and
Mach numbers. Students will not be expected to recall this information.
7Lc Detecting sounds

Topic 7Lc explains how ears and microphones detect sound and looks at the hearing
ranges of some different animals. The use of sound detectors to measure noise levels is
introduced and there is an assessment opportunity investigating the performances of
sound insulators.
Learning Objectives
Starters
1: Hearing – true or false?
Worksheet 7Lc-4 provides a set of statements about ears and hearing, some of which
are incorrect. Ask students to classify these as true or false and draw smiley faces to
show how secure they are in their answers. This can be revisited as Plenary 3.
The AT interactive Sound facts allows students to decide whether statements about
sound are true or not as a group.
Students can compare their responses in pairs or small groups. Challenge confident
students to explain a statement to those feeling less secure. Collect feedback on how
many students became more confident as a result of this peer explanation. Discuss what
helped them to feel more confident.
Level: Securing
2: What can you hear?

Ask students to sit in complete silence for two minutes and just listen. At the end of that
time, ask them what sounds they heard, which were the loudest, where they were
coming from, etc. Extend this by asking them how they think they can hear these
sounds.
3: Model ears and microphones

Show students a 3D model of the human ear. The AT animation How the ear works
explains how we hear sound and can be used to help the delivery of this task. Ask for
volunteers to describe how it works and what the individual parts do. Also ask students
to say how confident they are in what they say and ask for others to comment on the
accuracy (or otherwise) of the various suggestions. This will allow you to judge how
much knowledge students already have about ears and hearing. Show students a model
or a simple diagram of a microphone, including a diaphragm, electrical circuit and wire.
Ask students to compare the model and point out comparable features (such as ear
drum and diaphragm). Ask students to work in small groups to complete these
sentences in as many different ways as possible: An ear is similar to a microphone
because …; An ear is different from a microphone because …
Challenge students to design a model using everyday items such as cardboard, pipe
cleaners, modelling clay and clingfilm to demonstrate how sound is transmitted from
the outer ear to the inner ear. (This will demonstrate whether or not they understand
how the ear works. The models could be made as a homework activity, then peer
evaluated.)
Equipment: Model ear, model microphone (or diagram of microphone). Optional:
selection of modelling materials, including cardboard, pipe cleaners, modelling clay,
cling film.
Level: Securing
Exploring Tasks
1: Soundproof design
This practical asks students to investigate which materials are the best for
soundproofing, and could be used following Question 5 in the Student Book.
Developing: Students use Worksheet 7Lc-2 to help them carry out the practical. This
suggests that students investigate the same thickness of different materials.
Securing: Students use Worksheet 7Lc-3 to help them plan their investigation. They
could investigate the effectiveness of different materials or of increasing the numbers of
layers of one material.
Exceeding: Students could be shown the equipment available and asked to plan their
practical work accordingly, possibly based on Question 5 in the Student Book.
Once they have carried out the activity, students could form small groups to compare
the method which they chose and how the data fits with their prediction.
Each working group or pair should suggest one possible improvement to another
working group’s investigation, providing this constructive feedback in a positive way.
Equipment (per group): Electric bell, cardboard box, materials to test such as paper,
card, cloth, bubble wrap, sponge foam, a sound intensity meter, cells or power pack,
connecting wires, sticky tape, elastic bands.
2: Direction of hearing
Ask students what they could do to find out if two ears are better than one for
determining the direction of sounds. Give students a few minutes to work together in
groups to discuss this and then ask for some ideas.
Decide on an appropriate approach, based on students’ ideas. For example, students
could be in groups of about 10. One student sits on a chair with a blindfold on. The
others stand around the chair at the different points of a compass, all at the same
distance to make sure this is a fair test. One student in the ring claps and the student
sitting on the chair points to the student who clapped. The test is repeated several times
before repeating it again with one ear covered up (or blocked with an ear plug). Ask
students whether it is easier to determine direction of sound with one ear or with both
ears (it is easier with both ears because a sound that comes from the side will arrive at
one ear before the other, and this is detected by the brain).
Safety: Use only new foam ear plugs and do not allow students to share them. Do not
allow students to force the plugs too far into their ears.
Equipment (per group): Blindfold, chair. Optional: new ear plugs.
3: Decibel scale
Worksheet 7Lc-5 provides a decibel scale and descriptions of various noises to be stuck
to it. Students should compare their first placements with others in a small group,
discussing this until they are all confident of their placements. Prompt students to
discuss how the cards describing what is making various noises are not the best
descriptions of the sound. Ideally the cards should also include a statement about how
far away the source of the sound is as this will affect the intensity. You would not
normally listen to the noise of an aeroplane from the same distance as listening to
leaves rustle!
Students in the group can be allocated one or two of the sounds to research using the
Internet or reference books before reporting back to the group and sticking the cards
down.
The AT interactive The decibel scale provides a similar interactive activity.
Level: Securing
4: Hearing loss
Worksheet 7Lc-6 provides some information about different ways in which hearing can
be damaged or reduced, with questions for students to answer. Students could work in
groups to discuss the answers to the questions and could then be given the answers to
allow them to mark their own work and produce better answers.
Explaining Tasks
1: 7Lc Detecting sounds (Student Book)
These pages look at how the ear works, auditory ranges and sound proofing. Worksheet
7Lc-1 is the Access Sheet and provides diagrams of an ear and a microphone for
students to label.
The AT interactive Sound order asks students to order statements to show how the ear
allows you to hear sound.
Developing: Students follow the instructions on the worksheet.
Securing: Cut off the labels before giving the worksheet to students (or copy with the
labels covered up) and ask students to add their own labels for each part and to write a
sentence for each to explain what it does.
Exceeding: Ask students to show structures which carry out equivalent roles in the ear
and microphone, e.g. eardrum and diaphragm both vibrate with sound waves.
Starter 3 could also be used or repeated here.
Question 8 on the Student Book spread 7Lc Detecting sounds can be used for formative
Students could then test each others’ recall of parts of the ear and microphone at the
start of the next lesson, using a blank diagram.
2: Hearing ranges
Ask students to determine their own hearing range by using a signal generator and a
loudspeaker connected to a suitable amplifier to produce a tone of medium loudness.
Starting at a frequency of 15 Hz, keep increasing the frequency of the sound and call out
each major point reached on the signal generator. Ask students to put their hands up
when they can first hear the sound being produced, which could be as low as 20 Hz.
When this happens, they should record the value. Keep increasing the frequency until it
gets close to 20 000 Hz. At this stage, most students will have stopped hearing the
sounds and should put their hand down. They should record the frequency at the point
when they can no longer hear the sound. You yourself may have stopped hearing this
note at a frequency as low as 12 000 Hz.
This activity can be used for comparing hearing ranges. Means can be determined from
the data and spreadsheet programs can be used to produce graphs or bar charts to
show the hearing ranges of the students in the class (and any adults willing to be
tested). Boys’ hearing and girls’ hearing could also be compared.
If plotting data, ask students to present the class data in the way they think most
informative then get students to justify their chosen method in small groups. Each
group should agree on the best way to show this information, based on a discussion of
all their efforts.
Equipment (per class): Signal generator, loudspeaker.
Level: Securing
Plenaries
1: Quick Check
Assessment: The 7Lc Quick Check sheet provides a Reverseword, where students have to
write clues for words in a crossword. The words are from the first three topics of this
unit. Students could be asked to write as many clues as possible from memory and then
use the glossary in the Student Book or the Word Sheets for 7La–7Lc to help them to
complete the remainder.
Feedback: Pick students to read out their clues and ask others to comment on how good
the clues are. Then ask for a show of hands for those who needed the glossary/word
sheets, and find out which words they had difficulty defining.
Action: Ask students to learn the definitions they had difficulty with as extra homework.
2: Thinking skills
Assessment:
Plus, Minus, Interesting: Some materials should be able to block out sounds
completely. (Possible answers: Plus – we could have very good soundproofing; Minus –
it is useful for some things to make a noise, for example so we can hear cars
approaching; Interesting – what new sounds could we hear if noisy traffic/machinery
were much quieter? Recording studios reduce the sound getting into them from the
outside by having very thick walls, lined with materials that absorb sounds.)
Plus, Minus, Interesting: Our ears should be able to hear much fainter noises. (Possible
answers: Plus – we could hear more birds and animals; Minus – if our ears were more
sensitive, some of the sounds around us could be too loud for our ears; Interesting –
what new sounds would we hear? Would we hear as well as owls? Hearing aids amplify
sounds (make them louder), so if a person with normal hearing wore one they would be
able to hear much fainter sounds.)
Plus, Minus, Interesting: We should be able to hear a much greater range of
frequencies. (Possible answers: Plus – we could use a wider range of frequencies in
music; Minus – some things might make annoying high-frequency noises that we cannot
hear at the moment; Interesting – would we be able to hear bats? We can feel sounds
below our hearing range through our bodies.)
Feedback: Give students five minutes to think up their responses, then pick students to
give their answers. Get as many different answers as possible and then ask students to
comment on whether any of them are scientifically incorrect.
Action: Students revisit any areas of uncertainty, for example by re-presenting
information in a different format starting with the Student Book or Summary Sheets and
producing a concept map, table of categories or key ideas list; producing an annotated
diagram using information from the Student Book and other sources; writing out a
detailed explanation of an idea for a friend; making a model that demonstrates an idea.
The AT presentation 7Lc Thinking skills is a presentation version of this task.
3: Hearing – true or false? revisited

Assessment: Worksheet 7Lc-4 provides a set of statements about ears and hearing, some
of which are incorrect. If this was used in Starter 1, ask students to answer again and
give another indication of their confidence. If not, ask students to classify these as true
or false and draw smiley faces to show how secure they are in their answers.
Feedback: Ask for a show of hands for each question before confirming whether or not it
is a true statement. Ask for volunteers to read out their corrected statements and ask
other students to comment on them.
Action: Go over any areas of difficulty and ensure that students have the statements on
their worksheets marked as true or correctly rewritten.
Alternatively this activity could be carried out as a peer test, with pairs of students
asking each other to categorise each statement, choosing the ones they are most
confident in first. Once they get to the statements where neither student is confident
they can join with another pair to see if they can help each other. Each group of four
students then needs to list the topics for further revision.
Level: Securing
Homework
1: Ears and noise
Worksheet 7Lc-7 provides questions to help revise the content of this topic.
2: Gardiner’s frogs
Worksheet 7Lc-8 provides questions on ears and hearing. Students will not be expected
to recall details of the frogs.
Level: Securing
3: Owls and ears
Worksheet 7Lc-9 provides more challenging questions based on owls’ hearing. Students
will not be expected to recall the information about owls.
7Ld Using sound

Topic 7Ld looks at some uses of sound, including echolocation and sonar. The STEM
pages provide an opportunity to look at how material in this unit is used by acoustic
engineers, with a focus on the STEM skill of generation and analysis of data.
Learning Objectives
Starters
1: Three uses
Ask students to work in pairs to write down three uses of sound. Give them a couple of
minutes to do this and then ask for suggestions. Write each one on the board (classing
speech, singing etc. as communication) and ask students to cross each suggestion off
their list. The winners are groups who have suggested uses that no other groups
suggested.
2: Spot the links

The AT presentation Spot the link gives students the opportunity to explore how sound
is used in technology and nature. It provides images of different uses of sound. Show the
images and ask students to identify the link. Then go through the images one at a time
and ask how the sound is being used, what it is travelling through, etc. This is an
opportunity to revise work from earlier topics.
Get students to categorise and organise information on uses of sound and what it is
travelling through etc. into a visual representation such as a concept map or collage.
3: Thinking about words

Give students copies of the Word Sheets for the previous three topics but with the
definitions missing (either edit them out from the AT version of the sheet or photocopy
with a piece of paper over the definitions). Ask students to put a number from 1 to 5
against each word to show how confident they are that they know the meaning.
Students should then compare their individual areas of strength and weakness in small
groups, making sure that any students who are not confident become confident (spot-
check definitions from individuals). Once students have had time to coach each other on
any areas of weakness run the activity as a quiz with no copies of the word sheets
available as prompts. Allow some responses through ‘first hand up’ and some by
choosing one individual from each group. Scores should be made for correct responses
and then a group score calculated.
Alternatively, read out the words one by one and ask for a show of hands for Certainty
of Response Index (see Introduction) scores of 4 and 5. This should leave one or two
words which students have difficulty with. Revise their meanings.
Exploring Tasks
1: Investigating bats
Worksheet 7Ld-2 summarises the way in which echolocation in bats was discovered.
There are some optional research questions at the end of the worksheet.
Question 4 could be used as the basis for a class debate. Refer to Skills Sheet RC 5 for
ideas on how to run a debate.
Equipment: Library or Internet access.
2: Dolphins and sound

Worksheet 7Ld-3 looks at how dolphins use sound.
Students could extend the work by finding out about dolphin names (whistles that they
use to identify each other) and how long dolphins can remember them.
The last question could be made the subject of a class debate (see Exploring 3).
Students could design a web page on how dolphins or bats find their way around in the
dark.
Equipment: Internet access (optional).
3: Dolphin debate
There is an opportunity for a debate using the final question on Worksheet 7Ld-3. Refer
to Skills Sheet RC 5 for ideas on how to run a debate.
After the debate, ask students to list the scientific ideas that support each side of an
argument.
4: Sound in school
The activity in Topic 7Ld STEM of the Student Book asks students to work in teams to
investigate noise levels in school. Ideally this should be done in several different places
in the school, at several different times of day for each location. Students should present
their results in a bar chart like the one in the Student Book.
Students could be asked to record other details about the locations, in addition to the
noise levels. Discuss this by first referring to graph E in the Student Book, and asking
students if they can explain the data shown there. A possible explanation is that the
dining hall is noisest at 13:00 because that’s when most students are eating there, and
that all three locations are quietest at 11:00 because students are studying in
classrooms. This should help prompt them to suggest recording things like the number
of people present and what they are doing. They may also suggest recording the nature
of the floor and wall coverings in each location.
Students could also be asked to discuss why a bar chart is suggested as the best way of
presenting their data.
Safety: Ensure adequate supervision if students are out of the classroom.
Equipment: Sound meter.
5: Remembering sound
Help to develop students’ memory skills by giving them a copy of the Summary Sheets
for this unit. Ask them to start by crossing out any parts they have not covered yet (the
material on waves on the surface of water, superposition and the differences between
longitudinal and transverse waves). Then ask them to summarise some or all of the
remaining information in two different ways. Give them 10 minutes to do this and then
ask for volunteers to show how they have summarised the information. Allow students
to share ideas and discuss why they have chosen different ways of summarising the
information.
If time permits, follow this up by giving them a summary sheet from one of the earlier
physics units, and ask them to summarise this information in a different way. They can
then evaluate which method is best for them. Point out that the best way of
summarising information can depend on what kind of information it is (e.g. a flow chart
to summarise processes, mnemonics for lists, concept maps for linked ideas).
Level: Securing
Explaining Tasks
1: 7Ld Using sound (Student Book)
These pages look at some uses of sound.
Worksheet 7Ld-1 is the Access Sheet. Students could cut out the sentence halves and
stick them into their books instead of joining the boxes.
They should discuss their responses in pairs before finally agreeing on the answers. Any
disagreements should be referred to another pair of students.
The AT animation Using echoes explains how bats use echolocation to navigate and to
detect prey.
2: 7Ld Working with sound (Student Book)
These pages look at some of the tasks undertaken by acoustic engineers, and the STEM
skills needed. Students are encouraged to gather and present data about noise in school,
and to suggest methods of abatement.
3: Uses of sound
The AT video Uses of ultrasound describes ultrasonography for medical diagnosis,
ultrasonic cleaning and ultrasound used in physiotherapy.
Alternatively, students can refer to the class question list for this unit as they watch the
video, noting any questions which are answered in the video.
Plenaries
1: Quick Check
Assessment: Students use the 7Ld Quick Check sheet to show how confident they are in
their knowledge of the unit so far and suggest their own approaches to improving their
knowledge and understanding.
Feedback: Ask for a show of hands for the numbers of red or amber links for each
statement in turn, and also ask what remedial measures the students themselves
suggest.
Action: Go over any areas of difficulty. Some of the work in the final topic of this unit is
quite difficult so it will be helpful if students are as secure as possible in the work done
so far.
2: Thinking skills
Assessment:
Plus, Minus, Interesting: Materials should all reflect more energy. (Possible answers:
Plus – more people with poor eyesight might be able to find their way around using
sound; Minus – sounds would make echoes inside rooms, so it might be difficult to
listen to music; Interesting – what would music sound like if there are lots of echoes?
Consider All Possibilities: A bat flies into an obstacle by mistake. (Possible answers:
there is something wrong with the bat’s hearing; there are other sources of ultrasound
that have confused the bat; the object has not reflected the ultrasound from the bat; it is
a bat that does not use echolocation.)
What Was The Question: ultrasound. (Possible questions: What is the name for sound
that is too high for humans to hear? What kind of sound is used by bats and dolphins?
What kind of sound is used to clean delicate objects? What kind of sound is used in
physiotherapy?)
Feedback: Give students five minutes to think up their responses then pick students to
give their answers. Get as many different answers as possible and then ask students to
comment on whether any of them are scientifically incorrect.
Action: Ask students why they found certain questions more difficult. They can
categorise their issues using the ideas from the analysis of their responses used earlier
in this unit, e.g. ‘did not understand the science ideas’; ‘did not read the question
properly’; ‘did not make enough separate points’. Use the Student Book to help students
to improve their response to the question they found most difficult, producing a model
answer. Then challenge students to design a thinking skills question and a model
answer on the same topic as the question they found most difficult.
The AT presentation 7Ld Thinking skills is a presentation version of this task.
Level: Securing
3: Sound concept map revisited

In 7La Starter 1 students drew a concept map to show what they already knew about
sound. Ask students to look at their concept maps again and add to them and/or correct
them. If time permits students can make a neat copy to use for revision at the end of the
unit. This will also help to consolidate knowledge about sound before comparing it with
waves on water in 7Le.
Equipment: Concept map from 7La Starter 1.
Homework
1: Uses of sound 1
Worksheet 7Ld-5 provides questions on the content of this topic.
2: Uses of sound 2
Worksheet 7Ld-6 provides questions on the content of this topic.
Level: Securing
3: Mapping the deep

Worksheet 7Ld-7 challenges students to use their knowledge of sound to answer
questions about mapping the ocean floor.
7Le Comparing waves
Topic 7Le compares sound waves with waves on the surface of water and introduces
the idea of superposition. The closing page looks at the effect human-made noises can
have on animals.
Learning Objectives
Starter
1: Brainstorm water and sound waves
Ask students to describe waves on water – in this situation, thinking of the ripples that
spread out when something falls into a puddle or pond is more useful than thinking
about waves on the sea. Ask students: What causes the waves? Can they be reflected? In
what way(s) are they similar to sound waves? In what way(s) are they different from
sound waves? You could keep a list of ideas and students’ questions and revisit them
later in the lesson or update the list as you go along.
Level: Securing
2: Two loudspeakers
Demonstrate superposition as students enter the room or ask students to file past the
set-up before starting other activities. Set up a signal generator with two loudspeakers 1
m apart and set the frequency to 1500 Hz. Students walk along a line 1 m away from the
line joining the two loudspeakers and cover the ear facing away from the speakers. They
should hear the sound getting louder and quieter as they walk along the line. Ask
students to sketch the set-up and annotate it to show the pattern of loud and soft they
experienced.
This effect does not normally happen with hi-fi or concert speakers, as the two speakers
in a stereo system are not emitting the same sounds.
A smaller scale alternative is to give students a tuning fork. If the fork is struck and then
held vertically near one ear and rotated, the sound should get louder and quieter as the
fork rotates. In this case you would be hearing the effects of superposition of the sound
waves from the two prongs.
Equipment: Signal generator, two loudspeakers, connecting wires. Optional: tuning
forks, mat to strike them on.
Level: Securing
3: Spot the mistakes

Worksheet 7Le-2 provides a paragraph of text about the work in Topics 7La to 7Lc.
Students are asked to spot the mistakes in the text and to write out a corrected version.
If time is short, students could just mark up the mistakes and give verbal feedback. This
will help to consolidate knowledge about sound waves before going on to compare their
characteristics with waves on the surface of water.
If time permits, get students to compare and discuss their mark-up in pairs or small
groups and make any corrections they think necessary as a result of their discussions.
Level: Securing
Exploring Tasks
1: What kind of wave?
This is best carried out after Explaining 4 or after reminding students about Explaining
4 in Topic 7Lb (both of which demonstrate how an oscilloscope can be used to
investigate sound waves). Worksheet 7Le-3 shows some graphs and an oscilloscope
trace, with questions designed to reinforce students’ understanding of the differences
between sound waves and waves on the surface of water, and how graphs can be used
to represent waves in different ways.
Developing: The AT presentation What kind of wave? allows students to interpret
graphical traces of different waves.
Securing: Students answer the questions in pairs. Discuss the answers with the class to
ensure there are no misunderstandings. The presentation can be used for this.
2: Debate
There is an opportunity for a debate using the Have Your Say box on Student Book
spread 7Le Animals and noise. Refer to Skills Sheet RC 5 for ideas on how to run a
debate.
Get students to categorise scientific ideas that support ‘for’ and ‘against’ arguments
from the debate.
3: Noise and animals

Student Book page 7Le Animals and noise gives some information about the effects that
noise can have on various animals. Ask students to find out more about some of these
effects and how the research was carried out. Different groups could be given different
topics to research, such as the effects on whales/dolphins of marine noise, the effects of
tourist helicopters on elephants and the effects of traffic noise on songbirds. Students
could produce short reports or computer presentations of their findings. Use agreed
criteria to guide these and for peer evaluation of the finished product. Evaluation in
small groups avoids all presentations having to be watched by the whole class.
Skills Sheets RC 1, RC 2, RC 3 and RC 4 may be useful.
Level: Securing
Explaining Tasks
1: 7Le Comparing waves (Student Book)
These pages look at the similarities and differences between sound waves and waves on
the surface of water. The idea of superposition is introduced.
Worksheet 7Le-1 is the Access Sheet. Question 5 can be used for formative assessment.
See the ASP Introduction for ideas on structuring this using the Assessment, Feedback,
Action model.
The AT video Waves and energy uses the example of surfing on Cornish beaches to
explain that waves on the sea are caused by wind blowing over them and that the wind
transfers energy to the waves. The longer time the wind has blown (the longer the
‘fetch’), the bigger the wave. Get students to summarise what they have learnt from this
video as a short, illustrated article.
Activity Type: Baseline Assessment, Formative Assessment.
2: 7Le Animals and noise (Student Book)

This page looks at some ways in which human-made noises can affect animals.
The Have Your Say box suggests that students debate the statement that noises do not
matter as they do not harm animals directly (Exploring 2).
3: Slinky demonstration
Use a slinky spring to illustrate the difference between longitudinal waves and
transverse waves. Emphasise that the direction of vibration of the particles/coils is
along the same direction as the wave is travelling for longitudinal waves, and across the
direction of wave travel for transverse waves. Remind students that sound waves are
longitudinal waves and involve pressure changes. Ask them to observe the slinky and
elicit the fact that compressions/changes of pressure are not involved in transverse
waves.
Go back to the annotated diagrams students sketched for longitudinal waves in 7Lb
Explaining 3, showing direction of wave, compression due to wave passing, motion of
marker, etc. Students can produce a similar diagram underneath, for transverse waves.
Equipment: Annotated wave diagrams from 7Lb Explaining 3.
Level: Securing
4: Oscilloscope demonstration
Students were introduced to the use of an oscilloscope to investigate sound waves in
Topic 7Lb. It is worth repeating part of this demonstration now that students have been
introduced to the difference between longitudinal and transverse waves. Ask what the
trace on the oscilloscope looks like, and then ask for reasons why this is not a transverse
wave but a model of a longitudinal wave. In 7Lb Explaining 4 students may have
sketched the oscilloscope trace onto the annotated slinky sketch they made, showing
how the trace relates to the motion of the wave. They can return to this to help them
explain how the trace is a model.
Equipment: Signal generator, oscilloscope, loudspeaker, connecting leads, annotated
wave diagrams from 7Lb Explaining 4. Optional: microphone, musical instruments.
Level: Securing
5: Ripple tank demonstration

Use a ripple tank with two dippers to produce two sets of circular ripples. Run the
vibrator as slowly as possible. You may need to use a strobe light to see the patterns
clearly. At this stage, students just need to be able to see that the waves are different
where two interact. Lighting the tank from below so that the ripples can be seen on the
ceiling is best for a class demonstration.
The websites belonging to Practical Physics and a leading safety organisation for
practical science teaching have details on how to set up and use ripple tanks with a
class.
Safety: Mop up any spilt water straight away.
Equipment: Ripple tank and supports, light source, power pack, connecting wires.
Plenaries
1: Quick Check
Assessment: The 7Le Quick Check sheet provides a set of question and answer cards.
These can be used in several ways:
• Give students just the shaded question cards and ask them to write down the answers.
• Use the cards as a question loop activity (in this case each card should contain a
question and the answer printed next to it). As there are only 20 cards, you may need
two sets. All the cards will be needed if the loop is to be closed – higher-attaining
students can be given more than one card.
• Use the cards to play dominoes (again, each card should consist of a question and an
answer).
• Use the cards to play snap, where a matching pair is a question and its correct answer
(each card should be just one question or one answer).
• Give individual students or groups of students the cards and ask them to match the
questions and the answers, or have a competition to see which group can match all the
cards in the shortest time (each card should be just one question or one answer).
Feedback: Ask students to identify any questions they had difficulty answering.
Action: If there are any common areas of difficulty, revise the relevant material. Group
students according to commonly identified areas of least confidence. Pair small groups
with other groups which are more confident in that area. Challenge the confident group
to coach the less confident group in the specific area. The coaching expertise of each
group should then be monitored by ‘before’ and ‘after’ measuring of confidence on a
scale of 1–5. Move groups around so students have a chance to coach and to be coached
if possible.
2: Thinking skills
Assessment:
Odd One Out: air, water, wood. (Possible answers: water is the only one that can have
two kinds of wave – this is not strictly true but correct as far as students’ current
knowledge; air is the only one through which we normally hear sounds; wood, because
you can hear through it but not see through it.)
What Was The Question: longitudinal. (Possible questions: What kind of wave is a
sound wave? In which kind of wave do the particles vibrate in the same direction as the
wave is travelling? What kind of wave travels through water, not on the surface?)
Consider All Possibilities: some waves on water are bigger than others. (Possible
answers: some waves are made by bigger stones/disturbances; some waves are further
from their source so they are smaller; some waves are a result of two waves in the same
place/superposition.)
Feedback: Give students a few minutes to think of answers, then ask for volunteers to
give their answers. Ask the rest of the class to add to these or correct any scientific
mistakes.
Action: Identify any areas of misunderstanding and discuss any misconceptions.
The AT presentation 7Le Thinking skills is a presentation version of this task.
Level: Securing
3: Zooreka!: Open-ended Assessment Task

Tell students that the world-renowned zoo and aquarium Zooreka! has decided to
employ people to help educate its visitors. Students are to be asked to lead tours and
answer questions relating to the area of animals and sound. In particular, they need to
think about the following things:
• how the enclosures keep the animals healthy and calm
• how animals make sounds and what they use them for
• how humans can listen to the sounds animals make
• how sounds affect animals in the wild, and what we can do to reduce these effects.
Ask students to write down what they would say if they were to guide a group of Year 7
visitors around Zooreka! or to write a leaflet about animals and sound that could be
given to secondary school visitors.
You can assess this activity by using the 7L Open-ended Assessment Task sheet or
students can rate their own performance by using the 7L Assess Yourself! sheet (see the
ASP).
You may wish students to work alone or in pairs of similar ability. You can add other
criteria to guide students’ work and for peer assessment, for example ‘correct use of
scientific terms’ or ‘good use of scientific diagrams’.

Revisit the 7L Quick Quiz to test students’ knowledge of the content of this unit.
Students could fill in their answers on the 7L Quick Quiz Answer Sheet. Encourage
decide how they are going to remedy this. Students should then produce action plans,
with a deadline for completion – and these plans should be valued by marking in the
usual way that work is marked, to emphasise the importance of being able to reflect and
improve during learning.
5: End of Unit Test

Students should circle the stars next to each statement on the 7L Progression Check to
Homework
1: Water and sound waves
Worksheet 7Le-4 provides questions on the content of this topic.
2: Earthquakes and tsunamis 1

Worksheet 7Le-5 provides questions about waves set in the context of earthquakes and
tsunamis. Students are not expected to recall any of the details of these types of wave.
3: Earthquakes and tsunamis 2

Worksheet 7Le-6 provides more challenging questions about waves set in the context of
earthquakes and tsunamis. Students are not expected to recall any of the details of these
types of wave.

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Introduction

Year 7 scheme of work

2: Items card sort

2: Respiration and excretion

Safety: Limewater hazard in mouth. Wear eye protection.

3: Life processes in seedlings

4: Tree rings and growth

2: 7Aa Life processes (Student Book)

3: Life process whispers

2: Life processes and robots

2: What’s in your body?

3: Organs card sort

2: Scientific paper analysis

3: Cut–and–stick human organs

5: Design a stethoscope (STEM)

2: 7Ab Organs (Student Book)

3: Human torso model

4: 7Ab STEM – Medical doctors (Student Book)

4: What’s in your body? Revisited

2: Chopped fruit and veg

3: ‘Tissues in an organ’ challenge

4: What makes things bigger?

2: Looking through a microscope

3: Celery stems and xylem

5: Onion skin tissue

4: 7Ac Microscopes (Student Book)

4: Second box of tissues

3: Organs and tissues

5: Organs and their tissues

6: Microscopes and magnification

3: The story so far

2: Animal cell ‘claymation’

3: 3D plant cell model

4: Paper models of plant and animal cells

6: Human cheek cells

7: Which stain is best?

3: What is a cell? Revisited

2: Plant and animal cells

4: Cells and organelles

7Ae Organ systems

2: Introducing organ systems

3: Organs and their systems

2: Looking back at organ systems

3: Research organ systems

4: Kidney transplant spreadsheet

5: Transplants and organs – the debate

3: 7Ae Transplants (Student Book)

3: Cells, tissues, organs and organ systems: Open-ended Assessment Task

4: Organ systems wordsearch

6: End of Unit Test

2: Human organ systems

2: Sandy water descriptions 1

6: Access to clean drinking water

7: Apparatus diagrams database

2: 7Ea Forensic science (Student Book)

3: 7Ea Mixtures (Student Book)

4: Local water treatment

4: Sandy water descriptions 2

3: An emergency water filter

4: Different kinds of colloids