Please note that each 'duo' of topics will take place in the relevant term but may be rotated and therefore not in strict order because of equipment and facility requirements. In this unit, students are introduced to cells. They will explore and develop their understanding of animal and plant cells, cell specialisation, cell division and organ systems. Students will also have the opportunity to develop microscopy skills, slide preparation and scientific drawing. Students will develop their working scientifically skills by being able to understand risks, Identify features of an investigation which are hazardous, Determine the nature of the hazard, Suggest the likelihood of that happening, Identify and record key features of an observation and write a scientific description of the observation, using key words.
A biological structure or chemical agent that interferes with the physiological action of another.
A band or bundle of fibrous tissue in a human or animal body that has the ability to contract, producing movement in or maintaining the position of parts of the body.
A dense organelle present in most eukaryotic cells, typically a single rounded structure bounded by a double membrane, containing the genetic material.
An organelle found in large numbers in most cells, in which the biochemical processes of respiration and energy production occur. It has a double membrane, the inner part being folded inwards to form layers (cristae).
The semipermeable membrane surrounding the cytoplasm of a cell.
The material or protoplasm within a living cell, excluding the nucleus.
A space or vesicle within the cytoplasm of a cell, enclosed by a membrane and typically containing fluid.
A plastid in green plant cells which contains chlorophyll and in which photosynthesis takes place.
An optical instrument used for viewing very small objects, such as mineral samples or animal or plant cells, typically magnified several hundred times.
Specialised cells. Cells may be specialised for a particular function. Their structure will allow them to carry this function out.
Please note that each 'duo' of topics will take place in the relevant term but may be rotated and therefore not in strict order because of equipment and facility requirements. An introduction to the three states of matter and the particle model. Students will be asked to apply this to a number of scientific concepts e.g. diffusion, density pressure and dissolving/solutions. Students will then look at mixtures and the purity of substances (melting and boiling points). Students will develop their working scientifically skills by being able to check that the measuring instrument can measure the complete range of the independent variable, use the measuring instrument correctly, Carry out the method carefully and consistently and draw a graph accurately.
A solid is a sample of matter that retains its shape and density when not confined. The adjective solid describes the state, or condition, of matter having this property.
A liquid is a sample of matter that conforms to the shape of a container in which it is held, and which acquires a defined surface in the presence of gravity.
A gas is a sample of matter that conforms to the shape of a container in which it is held and acquires a uniform density inside the container, even in the presence of gravity and regardless of the amount of substance in the container.
Power derived from the utilisation of physical or chemical resources, especially to provide light and heat or to work machines.
An instance of one moving object or person striking violently against another.
(with reference to a solid) Become or cause to become incorporated into a liquid so as to form a solution.
To cause (a substance) to unite with the greatest possible amount of another substance, through solution, chemical combination, or the like; to charge to the utmost, as with magnetism.
A liquid mixture in which the minor component (the solute) is uniformly distributed within the major component (the solvent).
The minor component in a solution, dissolved in the solvent.
Able to dissolve other substances.
Please note that each 'duo' of topics will take place in the relevant term but may be rotated and therefore not in strict order because of equipment and facility requirements. Students will look closely at what makes up our planet. They will be asked to show an understanding of the chemical and geological processes that have shaped Earth over time. In addition, the topic covers the study of the universe and the stars. Students will develop their working scientifically skills by being able to Identify the reasoning that links the evidence to the claim, comment on whether the reasoning follows logically from the evidence, explain how believable you think the claim is, by presenting all your evidence and reasoning, understand the role of a theory in science, explain why it sometimes takes a long time for a theory to be changed and explain why argumentation is essential for the development of robust theories.
Any of the world's main continuous expanses of land (Europe, Asia, Africa, North and South America, Australia, Antarctica).
The part of the earth between the core and the the crust is the MANTLE. It is about 1,800 miles(2,900 km) thick and makes up nearly 80 percent of the Earth's total volume. The mantle is made up of magma and rock.
The movement caused within a fluid by the tendency of hotter and therefore less dense material to rise, and colder, denser material to sink under the influence of gravity, which consequently results in transfer of heat.
A sheet, quantity, or thickness of material, typically one of several, covering a surface or body.
Tectonics is concerned with the processes which control the structure and properties of the Earth's crust, and its evolution through time.
Having or representing the sun as the centre, as in the accepted astronomical model of the solar system.
An optical instrument designed to make distant objects appear nearer, containing an arrangement of lenses, or of curved mirrors and lenses, by which rays of light are collected and focused and the resulting image magnified.
The emission of energy as electromagnetic waves or as moving subatomic particles, especially high-energy particles which cause ionization.
A celestial body moving in an elliptical orbit round a star.
An artificial body placed in orbit round the earth or another planet in order to collect information or for communication; a celestial body orbiting the earth or another planet.
Please note that each 'duo' of topics will take place in the relevantterm but may be rotated and therefore not in strict order because of equipment and facility requirements. An introduction to the properties of metals before considering the principles of reactivity series and displacement reactions. Students will then look at reactions between acids and alkalis including real life applications. Students will develop their working scientifically skills by being able to Identify and record key features of an observation. Write a scientific description of the observation, using key words. Suggest a hypothesis for the observation. Describe what to do if the conclusion does not agree with your prediction.
A solid material which is typically hard, shiny, malleable, fusible, and ductile, with good electrical and thermal conductivity (e.g. iron, gold, silver, and aluminium, and alloys such as steel).
A substance with particular chemical properties including turning litmus red, neutralising alkalis, and dissolving some metals; typically, a corrosive or sour-tasting liquid of this kind.
A compound with particular chemical properties including turning litmus blue and neutralising or effervescing with acids; typically, a caustic or corrosive substance of this kind such as lime or soda.
Reactivity is the tendency of a substance to undergo chemical reaction, either by itself or with other materials, and to release energy.
A danger or risk.
A situation involving exposure to danger.
Corrosives are materials that can attack and chemically destroy exposed body tissues. Corrosives can also damage or even destroy metal. They begin to cause damage as soon as they touch the skin, eyes, respiratory tract, digestive tract, or the metal.
In chemistry, an indicator is defined as a substance that undergoes distinct observable change when the conditions of its solution change. Litmus is the most commonly used indicator in the laboratory.
Please note that each 'duo' of topics will take place in the relevant term but may be rotated and therefore not in strict order because of equipment and facility requirements. The unit explores the relationship between kinetic energy and electrical energy and its application in generating energy for the home. Students will develop their working scientifically skills by being able to Gather sufficient data for the investigation and repeat if appropriate. Gather data, minimising errors. Identify control variables. Understand the impact of society on interpretation of results. Identify individuals or organisations who may gain or lose money from a new technology. Describe how it would affect each group financially.
Relating to or resulting from motion.
Relating to heat.
Concerned with, operating by, or producing electricity.
Light energy is the only form of energy that we can actually see directly. It is formed through chemical, radiation, and mechanical means. Light energy can also be converted into other forms of energy.
Vibrations that travel through the air or another medium and can be heard when they reach a person's or animal's ear.
When an object is above the Earth's surface it has gravitational potential energy (GPE). The amount of GPE an object has depends on its mass and its height above the Earth's surface.
Elastic potential energy is Potential energy stored as a result of deformation of an elastic object, such as the stretching of a spring. It is equal to the work done to stretch the spring, which depends upon the spring constant k as well as the distances
Scientific discoveries and inventions need to be used responsibly, and decisions made based on evidence (not prejudice). We encourage students to be both open minded (generating a hypothesis) and critical (demanding evidence).
Looking into the future options for the production of electricity, alternative fuels, and methods to reduce pollution with discussion of how these can improve people’s lives and the environment in general
Please note that each 'duo' of topics will take place in the relevant term but may be rotated and therefore not in strict order because of equipment and facility requirements. Looking at the science behind human reproduction, from fertilisation through to birth and beyond. Students will learn how the genes we carry determine how our body develops. Students will develop their working scientifically skills by being able to gather sufficient data for the investigation and repeat if appropriate. Present data. Decide the type of chart or graph to draw based on its purpose or type of data. Design a table for data being gathered. Suggest relationships between variables. Calculate a mean from a set of data . Read values from a line graph
A distinct sequence of nucleotides forming part of a chromosome, the order of which determines the order of monomers in a polypeptide or nucleic acid molecule which a cell (or virus) may synthesize.
Deoxyribonucleic acid, a self-replicating material which is present in nearly all living organisms as the main constituent of chromosomes. It is the carrier of genetic information.
The action or process of fertilizing an egg or a female animal or plant, involving the fusion of male and female gametes to form a zygote.
A dense organelle present in most eukaryotic cells, typically a single rounded structure bounded by a double membrane, containing the genetic material.
Derive (a quality, characteristic, or predisposition) genetically from one's parents or ancestors.
Variation, in biology, any difference between cells, individual organisms, or groups of organisms of any species caused either by genetic differences (genotypic variation) or by the effect of environmental factors
Relating to the natural world and the impact of human activity on its condition.
The production of offspring by a sexual or asexual process.
Learning about theories concerning the creation of the universe and evolution of life with consideration of religious beliefs
Please note that each 'duo' of topics will take place in the relevant term but may be rotated and therefore not in strict order because of equipment and facility requirements. This topic introduces the movement of energy in the form of sound. In addition the topic will also introduce basic properties of light and covers concepts such as reflection and refraction. Students will develop their working scientifically skills by being able to Understand Hypothesis and predictions. Identify and record key features of an observation. Write a scientific description of the observation, using key words . Decide whether the conclusion of the experiment agrees with your prediction.
Power derived from the utilisation of physical or chemical resources, especially to provide light and heat or to work machines.
Vibration is a mechanical phenomenon whereby oscillations occur about an equilibrium point.
Waves involve the transport of energy without the transport of matter.
A particle is a minute fragment or quantity of matter. In the physical sciences, a particle is a small localized object to which can be ascribed several physical or chemical properties such as volume or mass.
Situated or extending across something.
Running lengthwise rather than across.
Throw back (heat, light, or sound) without absorbing it.
Make (a ray of light) change direction when it enters at an angle.
To spread across or move away over a large area, or to make something do this.
Used to classify something in terms of its position on a scale between two extreme points.
Science is using evidence to make sense of the world. In this topic students will develop enjoyment and fascination with the beauty of natural phenomenon of how light can change, produce different colours such as rainbows.
Making new discoveries increases our sense of awe and wonder at the complexities and elegance of the natural world.
Please note that each 'duo' of topics will take place in the relevant term but may be rotated and therefore not in strict order because of equipment and facility requirements. This topic will include speed, velocity and pressure. Students will then be asked to apply this knowledge to real life examples such as speeding cars. Students will develop their working scientifically skills by being able to Read values from a line graph. Interpret a sloping line on a graph to suggest the relationship between variables. Identify the claim. Comment on whether the claim is clearly stated. Identify all the evidence that is used.
Movement towards or attraction to something.
Strength or energy as an attribute of physical action or movement.
The SI unit of force. It is equal to the force that would give a mass of one kilogram an acceleration of one metre per second per second
Increase in speed or rate
To draw by a physical force causing or tending to cause to approach, adhere, or unite; pull (opposed to repel ): The gravitational force of the earth attracts smaller bodies to it.
A large body of matter with no definite shape.
When two objects or things meet.
Friction is the resistance to motion of one object moving relative to another. It is not a fundamental force, like gravity or electromagnetism.
The force per unit area that one region of a gas, liquid, or solid exerts on another. Pressure is usually measured in Pascal units, atmospheres, or pounds per square inch.
It helps us understand our relationship with the world around us including how the physical world behaves
Scientists are collaborators. Sharing ideas, data, and results (for further testing and development by others) is a key principle of the scientific method. We encourage students to work together on scientific investigations and to share results
Please note that each 'duo' of topics will take place in the relevant term but may be rotated and therefore not in strict order because of equipment and facility requirements. This topic explores how organisms at different feeding levels interact and feed with a focus on plant organs and plant reproduction to ensure population survival. Students will develop their working scientifically skills by being able to Identify possible consequences to particular habitats. Describe possible consequences to animals dependent on these habitats. Consider the environment. Understand the limitations of science and its impact on the World.
Pollination is the act of transferring pollen grains from the male anther of a flower to the female stigma. The goal of every living organism, including plants, is to create offspring for the next generation.
The action or process of fertilizing an egg or a female animal or plant, involving the fusion of male and female gametes to form a zygote.
Germination is the process by which a plant grows from a seed. The most common example of germination is the sprouting of a seedling from a seed of an angiosperm or gymnosperm
The production of offspring by a sexual or asexual process.
A small arthropod animal that has six legs and generally one or two pairs of wings.
The stigma receives pollen and it is on the stigma that the pollen grain germinates. Often sticky, the stigma is adapted in various ways to catch and trap pollen with various hairs, flaps, or sculpturings.
For flowering plants, style takes on a whole new meaning. In plants, the style is a structure found within the flower. It is a long, slender stalk that connects the stigma and the ovary.
The part of a stamen that contains the pollen.
A slender thread-like object or fibre, especially one found in animal or plant structures.
The male fertilizing organ of a flower, typically consisting of a pollen-containing anther and a filament.
a series of organisms each dependent on the next as a source of food.
a system of interlocking and interdependent food chains.
This topic will help us understand our relationship with the world around us including the interdependence of all living things.
How society looks at the complexities and elegance of the natural world and how we have an impact on the environment as a society.
Please note that each 'duo' of topics will take place in the relevant term but may be rotated and therefore not in strict order because of equipment and facility requirements. Students will look at the conductivity of different materials, the uses of electricity and series and parallel circuits.
A flow of electricity which results from the ordered directional movement of electrically charged particles.
An electromotive force or potential difference expressed in volts.
The electrical resistance of a circuit component or device is defined as the ratio of the voltage applied to the electric current which flows through it.
The electrical resistance of a circuit component or device is defined as the ratio of the voltage applied to the electric current which flows through it.
Metal drawn out into the form of a thin flexible thread or rod.
A device for making and breaking the connection in an electric circuit.
A series circuit is a circuit in which resistors are arranged in a chain, so the current has only one path to take. The current is the same through each resistor.
A parallel circuit has two or more paths for current to flow through. Voltage is the same across each component of the parallel circuit. The sum of the currents through each path is equal to the total current that flows from the source.
In science, conduct means to serve as a channel. For example, water and most metals will conduct electricity.
When two or more things are joined together.
Practical activities in science require students to engage in team work and show mutual respect for each other.
Scientists are collaborators. Sharing ideas, data, and results (for further testing and development by others) is a key principle of the scientific method. We encourage students to work together on scientific investigations and to share results.
Pupils should decide on the appropriate type of scientific enquiry to undertake to answer their own questions and develop a deeper understanding of factors to be taken into account when collecting, recording and processing data. They should evaluate their results and identify further questions arising from them. Students will develop their working scientifically skills by being able to
Make a conclusion and explain it. Judge whether the conclusion is supported by the data. Explain how in an investigation in which not all variables could be controlled that a conclusion could still be drawn.
Practical activities in science require students to engage in team work and show mutual respect for each other.
Science works within and in support of the law for example forensic science.
Up to the end year test will include revision of topics so far.