Scheme of Work Science Stage 9.v1

7/31/2019 Scheme of Work Science Stage 9.v1

1/51

V1 1Y07 Science Stage 9 1

Scheme of Work Science stage 9

Introduction

This document is a scheme of work created by Cambridge as a suggested plan of delivery for Cambridge Secondary 1 Science stage 9. Learning objectives forthe stage have been grouped into topic areas or Units. These have then been arranged in a recommended teaching order but you are free to teach objectives inany order within a stage as your local requirements and resources dictate.

The scheme for Science has assumed a term length of 10 weeks, with three terms per stage and three units per term. An overview of the sequence, number andtitle of each unit for stage 9 can be seen in the table below.

The scheme has been based on the minimum length of a school year to allow flexibility. You should be able to add in more teaching time as necessary, to suit thepace of your learners and to fit the work comfortably into your own term times.

Scientific Enquiry learning objectives are recurring, appearing in every unit. Activities and resources are suggested against the objectives to illustrate possiblemethods of delivery.

There is no obligation to follow the published Cambridge Scheme of Work in order to deliver Cambridge Secondary 1. It has been created solely to provide an

illustration of how delivery mightbe planned over the three stages.

A step-by-step guide to creating your own scheme of work and implementing Cambridge Secondary 1 in your school can be found in the Cambridge Secondary1Teacher Guide available on the Cambridge Secondary 1 website. Blank templates are also available on the Cambridge Secondary 1 website for you to use if youwish.

Overview

Term 1 Term 2 Term 3

1A Unit 9.1 Photosynthesis and Plant Growth2A Unit 9.4 Sexual Reproduction in Flowering

Plants3A Unit 9.7 Ecology

1B Unit 9.2 The Periodic Table and Preparing Salts 2B Unit 9.5 Reactivity and Rates of Reaction 3B Unit 9.8 Chemicals and Thermal Energy

1C Unit 9.3 Electrostatics and Electric Currents 2C Unit 9.6 Movements, Pressure and Density3C Unit 9.9 The Energy Crisis and Human

Influences


2/51



Unit 1A: 9.1 Photosynthesis and Plant GrowthIn this unit, pupils build on their previous knowledge of photosynthesis and water and the transport of water and minerals in flowering plants to develop their

knowledge of

The process of photosynthesis including the word equation.

The importance of water and mineral salts to plant growth.

Scientific Enquiry work focuses on:

Deciding whether to use evidence from first-hand experience or secondary sources.

Using appropriate sampling techniques where required.

Looking critically at sources of secondary data.

Comparing results and methods used by others.

Recommended Vocabulary for this unit:

Photosynthesis chlorophyll chloroplasts control.


3/51


Framework

Codes

Learning Objective Activities Resources Comments Time

9Bp1

9Bp2

Define and describe

photosynthesis and use the wordequation.

The importance of water andmineral salts to plant growth.

Review the work on photosynthesis

and the transport of water andmineral salts in plants in stage 8.

Link to Stage 8 Unit

1A and Unit 2A.

60 min

9Bp1

9Ep4

9Ec2

Define and describephotosynthesis and use the wordequation.

Select ideas and produce plansfor testing based on previousknowledge, understanding and

research.

Interpret results using scientificknowledge and understanding.

Discuss how to investigate the effectof light on growing plants.

Set up some quickly germinating

seeds in advance, e.g. cress, andleave them in the dark to observe theeffects. Some should be set up in the

light as a comparison. Link theequation with transfer of energyalong the food chain.

Sun producer consumer.

Cress seeds, petri dishes orshallow containers, filterpaper or cotton wool.

60 min

9Bp1 Define and describephotosynthesis and use the wordequation.

Construct the word equation forphotosynthesis and explain it is anendothermic reaction because of the

requirement for energy.

Light + Carbon dioxide +water sugar + oxygen.

Sugars are convertedto starch.

30min

9Bp1

9Eo3

Define and describephotosynthesis and use the word

equation.

Make observations andmeasurements

Know the green parts of cells arecalled chloroplasts.

Compare pond weed andonion skin cells under themicroscope. Chloroplasts areidentified.

Microscopes, onion, pondweed, slides and coverslips.

60min


4/51


Framework

Codes


9Bp1

9Ec4

Define and describe

photosynthesis and use the word

equation.

Draw conclusions.

Know that carbon dioxide can enter

and oxygen escape through stoma.

Leaf-peel techniques can be used tosee stoma, possibly showingdifferences on upper and lower

surfaces.

Suitable leaves include

Tradescantia, Impatiens and

beans. Clear nail varnish,microscope slides,microscopes.

60min

9Bp1

9Ep5

9Ep7

9Eo1

9Ec8

Define and describephotosynthesis and use the wordequation.

Suggest and use preliminarywork to decide how to carry outand investigation.

Decide which measurements andobservations are necessary andwhat equipment to use.

Make sufficient observations andmeasurements to reduce error

and make results more reliable.

Explain results using scientificknowledge and understanding.

Measure rates of photosynthesis byusing the work on testing theformation of oxygen from pond weed(Stage 8 Unit 1A) to develop further

investigations on the rate ofproduction of oxygen e.g. bycounting bubbles produced by pondweed, or the gas can be collected.

Elodea, gas collectionapparatus (trough of water,filter funnel, test-tube).

Link to Stage 8 Unit1A.Link to Stage 9 Unit2B.

60min


5/51


Framework

Codes


9Bp2

9Ep6

Understand the importance ofwater and mineral salts to plantgrowth.

Decide whether to use evidencefrom first-hand experience orsecondary sources.

Use secondary sources to explainwhy water is important to a plant.

Secondary sources. 30min

9Bp2

9Ep6

Understand the importance ofwater and mineral salts to plant

growth.

Decide whether to use evidencefrom first-hand experience or

secondary sources.

Investigate the effect of differentnutrients on plant growth.

Students should appreciate theimportance of the three essentialelements, nitrogen, phosphorus and

potassium.

Duckweed is grown inshallow dishes containing

solutions with certainminerals omitted to observethe effects. A control shouldbe included. Water should

be prevented from leavingthe containers by an oil film.

Secondary datashould also used and

a comparison withthe primary datamade.

80min

9Bp2 Understand the importance ofwater and mineral salts to plant

growth.

Summarise the requirements forplant growth in the form of a diagram

of a plant showing the intake andoutput of items by arrows andincluding the transport routes ofxylem and phloem.

40min


6/51



Unit 1B: 9.2 The Periodic table and Preparing Salts

In this unit, pupils build on their previous knowledge of the Periodic Table, particle theory and chemical reactions to develop their knowledge of

The structure of an atom.

The methods and discoveries of Rutherford and other scientists.

The structures of the first twenty elements of the Periodic Table.

Trends in groups and periods.

Preparing some common salts by the reactions of metals or metal carbonates with acid.

Writing word equations to describe reactions of metals or metal carbonates with acids.

Scientific Enquiry work focuses on: The importance of questions, evidence and explanations, using historical examples.

Using explanations to make predictions and then evaluate these against evidence.

Discussing the way that scientists work today and how they worked in the past, including reference to experimentation, evidence and creativethought.

Deciding which apparatus to use and assess any hazards in the laboratory.

Using a range of materials and equipment and control risks.


Nucleus proton neutron electron electronic shell (orbit) atomic (proton) number group period evidence prediction evaluation reactants productscarbonates sulfates nitrates chlorides neutralization filtration crystallization evaporation.


7/51


FrameworkCodes


9Cp2 Compare the structures of the firsttwenty elements of the PeriodicTable.

Revise the symbols for the firsttwenty elements.Each group of students can make a

poster of the structure of a chosenelement.

30min

9Cp2 Compare the structures of the first

twenty elements of the PeriodicTable.

Arrange the first 20 elements with

atomic (proton) numbers into asimple Periodic Table.A game of cards can be played.

Each card has a symbol and as theyare drawn from a pile they are laidout on a blank copy of the table.The winner completes his table first.

Blank Periodic Tables,

sets of cards of first 20elements (includingatomic numbers).

40min

9Cp1 Describe the structure of an atom

and learn about the methods anddiscoveries of Rutherford.

Look at the information given for

each element on the Periodic Tableand relate this to atomic structure.

Diagrams show the arrangement ofelectrons in their shells around thenucleus. Pupils should learn to buildthem up with increasing atomic

number.

50min

9Ep1

9Ep3

Discuss and explain the importanceof questions, evidence and

explanations, using historical andcontemporary examples.

Discuss the way that scientists worktoday and how they worked in thepast, including reference toexperimentation, evidence and

creative thought.

Learn about the work of Rutherfordand other scientists associated with

the development of atomic structureand the Periodic Table e.g.

Mendeleev and Bohr. Usesecondary sources to find out aboutthe methods and discoveries ofRutherford. Prepare a poster or apresentation about Rutherford.

40min

FrameworkCodes



8/51


9Cp3 Describe trends in groups and

periods.

Look at the vertical pairs of

elements and seek similarities, e.g.inert gases, alkali metals, halogens.Students could make predictionsabout the next member of the group

and compare the predictions with

the actual properties of the element

Compare reactivity between verticalpairs of elements whereappropriate. i.e. the reaction of

lithium / sodium with water,magnesium and calcium with diluteacid, physical properties of chlorine,bromine and iodine. Make further

predictions about other elementswithin the groups studied.

Recognise Groups and Periods bycolouring in according to theproperties of the elementse.g..metals and non-metals or

solids, liquids and gases (at roomtemperature).

Periodic Tables.

Safety goggles must beworn by students and

teacher and screensused for sodium andlithium.

Demonstration only.

60min

9Cp3 Describe trends in groups andperiods.

Relate atomic structure to Periods.Use diagrams to show the electronshells and relate these to position of

elements in the Periodic Table.

30min

9Cc5 Explain how to prepare somecommon salts by the reactions ofmetals and metal carbonates and

be able to write word equations forthese reactions.

Discuss the elements in carbonateand Sulphate ions.

Link Elements tocompounds andcomplex ions.

10min

FrameworkCodes



9/51


9Cc5

9Ep7

9Eo1

9Ec8

Explain how to prepare some

common salts by the reactions ofmetals and metal carbonates andbe able to write word equations forthese reactions.

Decide which measurements andobservations are necessary and

what equipment to use.

Make sufficient observations and

measurements to reduce error andmake results more reliable.

Explain results using scientific

knowledge and understanding.

Describe the preparation of crystals

of chloride or sulfate salts fromcarbonates and acids. Excesscarbonate is added to dilute aciduntil no more dissolves. The excess

is filtered off. Evaporate until some

solid appears and then leave tocool. Filter.

Students to prepare an appropriatesalt such as calcium chloride,

magnesium nitrate, copper sulfate.Students assess the risks involvedin the preparation.Students might discuss ways of

producing different sized crystals.Students to plan the preparation ofzinc nitrate

calcium carbonate,

magnesium carbonate,copper carbonate, dilHCl soln, dil H2SO4

Word equations must

be used.

60min

9Cc5

9Ep7

9Eo1

9Ec8

Explain how to prepare somecommon salts by the reactions of

metals and metal carbonates andbe able to write word equations forthese reactions.


Make sufficient observations andmeasurements to reduce error and

make results more reliable.


Prepare sodium chloride fromsodium carbonate.

Where there is no solid to indicatethat a reaction is complete anindicator must be used. In the

reaction between sodium carbonatesolution and dilute hydrochloric acid,an indicator can be used. Theindicator can be removed with

charcoal which is then filtered off.Evaporate until some solid appearsand then leave to cool. Filter.

Sodium carbonate soln,dil HCl, UI soln,

laboratory glassware andheating apparatus.

Safety goggles mustbe worn.

Word equations shouldbe used.

60min

FrameworkCodes



10/51


9Cc5

9Ep7

9Eo1

9Ec8

Explain how to prepare some

common salts by the reactions ofmetals and metal carbonates andbe able to write word equations forthese reactions.




measurements to reduce error andmake results more reliable.



Prepare crystals of chloride or

sulfate crystals from metals andacids.

Excess metal is added to dilute acid

until no more dissolves. The excess

is filtered off. Evaporate until somesolid appears and then leave to

cool. Filter.

Zinc, magnesium ribbon,

dil HCl, dil H2SO4.Lab glassware andheating apparatus.

Safety goggles must

be worn.Word equations shouldbe used.


11/51



Unit 1C: 9.3 Electrostatics and Electric CurrentsIn this unit, pupils build on their previous knowledge of different types of energy and energy transfers to develop their knowledge of

Electrostatics and the concept of charge, including digital sensors.

Simple series and parallel circuits.

How common types of component, including cells (batteries), affect current.

How current divides in parallel circuits.

Measuring current and voltage.


Choosing apparatus and deciding which measurements and observations are necessary.

Assessing any hazards and controlling risk.

Obtaining reliable results.

Making conclusions using scientific knowledge and understanding.


Electrostatic charge positive negative insulator attraction repulsion ammeters voltmeters parallel circuits series circuits circuit diagrams.


12/51


FrameworkCodes


9Pm1

9Eo3

9Ec2

Describe electrostatics and theconcept of charge, includingdigital sensors.

Make observations andmeasurements.


After charging by rubbing, plasticrulers pick up small pieces of paper,strips of cling film spring apart,

balloons stick to walls, plastic rodsdeflect a steady stream of water etc.Explain that only negative charges

move in these circumstances andthat by moving away from a neutralsite they leave a net positive charge.They can also induce opposite

charges on neutral material. Theeffect is only noticeable on insulatorsbecause conductors allow negative

charge to pass to the hand and thento earth.

Plastic rulers, balloons,plastic rods, pieces of clothe.g. duster/ t-shirt.

Time spent ensuringthe concept ofcharge is

understood, willgreatly benefit theunderstanding of

electric circuits.

30min

9Pm1

9Eo3

9Ec2

Describe electrostatics and the

concept of charge, includingdigital sensors.

Make observations and

measurements.


Investigate the laws of attraction and

repulsion.Establish that there seem to be onlytwo types of charge (only two effectsare seen).

Suspending one charged item andapproaching with another shows thatsimilar charges repel and unlikecharges attract.

20min

9Pm1

9Eo3

9Ec2

Describe electrostatics and the

concept of charge, includingdigital sensors.


Interpret results using scientificknowledge and understanding

The electrostatic generator. This

machine for generating electrostaticcharge usually provides amemorable lesson. Even a simple

one can build up several thousandvolts and cause lightning flashes,hair to rise, neon lights to light up,

windmills to turn etc.

Electrostatic generator,

Insulating material (to standon).

40min


13/51


FrameworkCodes


9Pm1 Describe electrostatics and theconcept of charge, includingdigital sensors.

Pupils investigate some problemsand some advantages aboutelectrostatics using secondary

sources.Presentation of findings to wholeclass.

Secondary sources. Spray painting, riskof explosions withfuels, and

combustible powders

50min

9Pm2 Interpret and draw simple parallelcircuits.

Make a simple series electric circuitwith switch, bulb and battery.Draw the circuit diagram.

Discuss the advantages of circuitdiagrams.Make a simple parallel circuit byincluding a second bulb. Draw the

circuit diagram.

Give a variety of circuit diagrams orcircuits and decode if they areparallel or series circuits.

Low voltage power supplies(e.g. batteries), connectingwires, switches, bulbs (at

least 2 per circuit).

NB Mains electricity

should never be useddirectly for any of thesetypes of investigation.

Link to Stage 7, Unit2C metals conductelectricity.

A step by stepapproach isrecommended toensure all pupils

have a soundunderstanding.

60min

9Pm3

9Ep2

Model and explain how commontypes of components, includingcells (batteries), affect current.

Test explanations by using themto make predictions and thenevaluate these against evidence.

Investigate the flow of charge in acircuit.

Emphasise that batteries producecharge which flows from one end tothe other round a circuit. Studentscan suggest ways of increasing the

rate of flow of charge (morebatteries, easier path).Let pupils test this explanation by

using a variable resistor to dim /brighten a bulb.

Low voltage power supplies(e.g. batteries) (at least 2per circuit) connecting

wires, switches, bulbs,variable resistor.

NB Mains electricityshould never be used

directly for any of thesetypes of investigation.

60min


14/51


FrameworkCodes


9Pm5

9Ep4

9Ep8

9Eo2

9Ec4

9Ec5

Measure current using

ammeters and voltage usingvoltmeters, including digital

meters.

Select ideas and produce plans

for testing based on previousknowledge, understanding andresearch.

Decide which apparatus to useand assess any hazards in thelaboratory, field or workplace.

Use a range of materials and

equipment and control risks.

Draw conclusions.

Evaluate the methods used and

refine for further investigations.

Investigate the current in series andparallel circuits using a number ofidentical lamps.

Use an ammeter to measure currentin different parts of the c ircuit.

Pupils to make conclusion about thecurrent in series circuits and parallelcircuits.

Low voltage power supply(e.g. batteries), connectingwires, switches, bulbs,

ammeters.

NB Mains electricityshould never be useddirectly for any of these

types of investigation.

Apparently identicalbulbs will havedifferent brightness

so it is worthexchanging them orselecting matching

ones.

60min

9Pm5

9Ep4

9Ep8



meters.




Investigate the effect of addingvarious lengths of resistance wire, avariable resistor, lamps, and

ammeters.

Low voltage power supply(e.g. batteries), connectingwires, switches, bulbs,

ammeters, variableresistors, resistance wires ofvarious lengths.

NB Mains electricity

should never be useddirectly for any of thesetypes of investigation.

Students must bewarned that shortlengths of wire will

get hot.Symbols for thesecomponents must be

given.

60min


15/51


FrameworkCodes


9Eo2

9Ec4

9Ec5

Use a range of materials andequipment and control risks.

Draw conclusions.



9Pm3

9Ep4

9Ep8

9Eo2

9Ec4

Model and explain how commontypes of components, including

cells (batteries), affect current.

Select ideas and produce plansfor testing based on previous

knowledge, understanding andresearch.



Draw conclusions.

Understand the effects of furthercomponents by finding out about

mystery components such as

diodes, buzzers, motors and reedswitches. Pupils can establish whichare one-way devices but of coursemust be warned about any that maybe broken by passing a current in the

wrong direction.

Low voltage power supply(e.g. batteries), connecting

wires, switches, bulbs,diodes, buzzers, motors,reed switches, ammeters.

Pupils could bechallenged to protect

a box from beingopened by designinga buzzer alarm.

40min


16/51


FrameworkCodes


9Pm5

9Ep4

9Ep8

9Eo2

9Ec4

9Ec5



meters.






Draw conclusions.



Use a voltmeter to measure thevoltage across a component. Pupilsshould be shown that a voltmeter

measures the voltage output of acell, two cells, etc. It can then beused to measure the voltage across

any two points in a circuit. Theyshould also try the putting the meterin series to show that the circuit then

does not work.

The voltage across a home-madecell can be detected using two

different metals and a solution orsimply a fruit. Students could

investigate into the effect of differentmetals and different fruit /vegetables.

Fruit e.g. apple, orange,vegetable e.g. potato,connecting clips, metal

electrodes, voltmeters, lowvoltage power supply (e.g.batteries), connecting wires,

bulbs.

60min


17/51



Unit 2A: 9.4 Sexual Reproduction and Flowering PlantsIn this unit, pupils build on their previous knowledge reproduction and plant growth to develop their knowledge of.

Sexual reproduction in flowering plants including pollination, fertilisation, seed formation and dispersal.


Selecting ideas and plans for testing based upon previous knowledge, understanding and research.

Deciding which measurements and observations are necessary, what equipment to use and assessing any hazards.

Using appropriate sampling techniques where required to obtain reliable measurements.

Present results, describing correlations and drawing conclusions.


Pollination fertilization dispersal pollen ovule gamete.


18/51


FrameworkCodes


9Bp3

9Eo3

Understand sexual reproduction inflowering plants includingpollination, fertilisation, seed

formation and dispersal.


For a selection of locally occurringflowering plants, identify the differentparts of the plant, including leaf, stem,

roots, flower.

Review the functions of each part andexplain that the flower is the partwhere sexual reproduction takesplace.Discuss the difference betweenflowers from different plant.

Selection of locally occurringflowering plants. Photos maybe substituted for live

specimens.

Revise previousknowledge of plantstructures and

functions from Stage9, Unit 1A, Stage 8Unit 3A, Stage 7 Unit1A.

30 min

9Bp3 Understand sexual reproduction inflowering plants includingpollination, fertilisation, seedformation and dispersal.

Identify the positions and functions ofthe reproductive parts of a floweringplant. Investigate using secondarysources. Pupils can investigate thestructure of the flowers of locallyoccurring plants.

Draw diagrams of a flower showingthe male and female reproductiveparts. Include ovules in the ovary.

Secondary sources, selectionof flowers from locallyoccurring plants, Handlenses.

Male anther,filament, pollen.Female stigma,style, ovary, ovule.

60min

9Bp3

9Eo3

Understand sexual reproduction inflowering plants includingpollination, fertilisation, seedformation and dispersal.


Identify pollen as the male sex celland the ovule as the female sex cell.Introduce gamete as meaning sexcell.

Observe pollen grains under themicroscope.

Microscopes, prepared slidesof different pollen grains orequipment to make their ownslides.

50min


19/51


FrameworkCodes


9Bp3 Understand sexual reproduction inflowering plants includingpollination, fertilisation, seed


Investigate examples of wind andinsect pollinated flowers (live,diagrams or photographs) and if

possible a local flower showing thepollen and sticky stigma clearly.Explain what is meant by pollination.Discuss different ways pollen maytravel from one flower to another.Discuss the features of a windpollinated and an insect pollinatedflower.Discuss the advantages and dis-advantages of self-pollination andcross-pollination.


9Bp3

9Eo3

9Ec2




Explain what is meant by fertilisation.Observe pollen tubes using amicroscope.

Draw diagrams to show how thepollen causes a tube to grow downthe style and into the ovary to allowfertilisation.

Microscopes, fresh pollengrains, glucose soln,microscope slides and coverslips.

60min

9Bp3

9Eo3

9Ec2



Interpret results using scientificknowledge and understanding

A seed such as a large bean can bebisected to identify the parts and atest done for starch. Some can begrown one way up, some another to

compare the outcome.Discuss the variety of seeds andidentify what part of different plantscontains the seed e.g. cherry stones,orange pips, tomato seeds, wheatears.Fruits can be seen as thedevelopment of the ovary.

Soaked broad bean seeds,hand lenses, I/KI soln.

Seed structure doesnot have to belearned.

60min


20/51


FrameworkCodes


9Bp3

9Eo3

9Ec2

9Ec4

9Ec5

9Ec6

9Ec7

Understand sexual reproduction inflowering plants includingpollination, fertilisation, seed




Draw conclusions.

Evaluate the methods used andrefine for further investigations.

Compare results and methodsused by others.

Present conclusions andevaluation of working methods indifferent ways.

Examine a wide range of f ruits anddiscuss methods of dispersal.Investigate wind dispersal by making

a paper model (two or more wingsand a weighted centre). By adjustingthe wing size, total mass, shape etcstudents aim to make it stay in the airfor the longest possible time, afterdropping it from a certain height.Students should be shown examplesof seeds and predict the method ofdispersal.

A range of fruits. Photos maybe substituted for livespecimens.

60min

9Bp3 Understand sexual reproduction inflowering plants includingpollination, fertilisation, seedformation and dispersal.

Research the life cycle of a floweringplant and display on a hoop of paper.Students discuss the importance ofseeds within the life cycle.

40 min

9Bp3 Understand sexual reproduction inflowering plants including

pollination, fertilisation, seedformation and dispersal

Investigate reasons for the dispersalof plants.

Compare the growth of plants whichare crowded with those with plenty ofspace. The same amount of water,light and nutrients should be suppliedto, for example, cress seeds.

40min



21/51



Unit2B: 9.5 Reactivity and Rates of ReactionIn this unit, pupils build on their previous knowledge of chemical reactions to develop their knowledge of

The reactivity series of metals with oxygen, water and dilute acids.

Displacement reactions.

The effects of concentration, particle size, temperature and catalysts on the rate of a reaction.


Using preliminary work to decide how to carry out an investigation based upon previous knowledge, understanding and research.

Deciding which apparatus to use and assess any hazards.

Choosing whether to use evidence from first-hand experience of secondary sources.

Obtaining reliable results.

Describing patterns (correlations).

Drawing conclusions and evaluating methods.


Reactivity series displacement reaction concentration catalyst.


22/51


23/51


FrameworkCodes


9Cc2

9Ec3

9Ep6

Describe the reactivity of metalswith oxygen, water and diluteacids.

Look critically at sources ofsecondary data.


Construct a reactivity series formetals. Pupils should collect theirobservations of reactions in a table

and suggest an order of reactivity.This can be enhanced with researchor supplied information about

metals which have not beenobserved.

30min

9Cc3

9Ec3

9Ep6

9Ep4

9Ep7

9Ep8

Explore and understand thereactivity series.



Select ideas and produce plansfor testing based upon previousknowledge, understanding andresearch.

Decide which measurementsand observations are necessary

and what equipment to use.

Decide which apparatus to use

and assess any hazards in thelaboratory.

Investigate whether the reactivityseries is the same with differentacids and whether some acids and

more reactive than others. Pupilsshould plan their own investigations

including a basic risk assessmentand decide whether to use primarydata and/or secondary data.

Copper, iron, magnesium,zinc, dilute acids (sulphuric,nitric, ethanoic).

Safety goggles mustbe used.

60min


24/51


FrameworkCodes


9Eo1

9Eo2

9Eo3

9Eo4

9Ec1

9Ec2

9Ec4

9Ec5

9Ec8

Make sufficient observationsand measurements to reduceerror and make results more

reliable.




Choose the best way to presentresults.

Describe patterns (correlations)

seen in results.


Draw conclusions.



Communicate this clearly to

others.

See above. See above.


25/51


FrameworkCodes


9Cc4

9Ep2

Give examples of displacementreactions.

Test explanations by using themto make predictions and thenevaluate these against

evidence.

Make predictions aboutdisplacement reactions.

Put a steel rod or blade into coppersulfate solution and a copper coininto iron sulfate solution.

When the idea of displacement isclear, students can predict, andconfirm, the results of the reactionbetween other metals and solutions.

Copper sulfate soln, ironsulfate soln, steel rod,copper coin, magnesium,

zinc, magnesium sulfatesoln.

Very small quantitiescan be used bycarrying out the tests

on a spotting tile.

Safety goggles must

be used.

60min

9Cc3

9Ep1

Explore and understand thereactivity series.

Discuss and explain theimportance of questions,

evidence and explanations,using historical andcontemporary examples.

Explain why the historical order ofthe discovery of metals is related tothe reactivity series. Different

students can research the methodsused for extracting named metals

and the dates of their discovery.Group results can be used to relatethe difficulty of extraction andhistory to position in the reactivityseries.

50min

9Cc6 Give an explanation of theeffects of concentration,

particle size temperature andcatalysts on the rate of areaction.

Show how rate of reaction depends

on concentration of reactants. Carryout an investigation into the timetaken for a 3cm length ofmagnesium ribbon to completely

react in 25 cm3 of hydrochloric acid.varying the concentration of the

acid.

Safety goggles must

be used.

40min

9Cc6 Give an explanation of theeffects of concentration, particle

size temperature and catalysts

on the rate of a reaction.

Show how rate of reaction dependson particle size. The time taken thesame mass of magnesium powder

and magnesium ribbon tocompletely react with hydrochloricacid can be compared.


40min


26/51


FrameworkCodes


9Cc6

9Eo3

Give an explanation of theeffects of concentration, particlesize temperature and catalysts

on the rate of a reaction.


measurements.

Show how rate of reaction dependson the presence of a catalyst.

Hydrogen peroxide can bedecomposed into water and oxygen.Students observe the rate of the

reaction before and after theaddition of a small quantity ofmanganese(IV) oxide.

Investigate the use of a catalyst inindustry and find out how it relate toenergy, cost and pollution issues

using secondary sources.

Hydrogen peroxide soln,Manganese(IV) oxideLaboratory glassware.


40min

9Cc6 Give an explanation of the

effects of concentration, particlesize temperature and catalystson the rate of a reaction.

Use the kinetic theory to explain

effects on rates of reaction.

Through diagrams, use ideas aboutparticle theory to explain the effectsof the different variables on the

speed of reactions, i.e.concentration increases the numberof particles, temperature increasestheir speed and that increased lump

size decreases the area for particlesto approach one another.

A good context is

found in recipeswhere cooking timesvary for, e.g.,potatoes dependingon area exposed.

20min


27/51



Unit 2C: 9.6 Moments, Pressure and DensityIn this unit, pupils build on their previous knowledge of forces and movement to develop their knowledge of.

Objects turning on a pivot and understand the principle of moments.

Pressure as caused by the action of force on an area.

Pressures in gases and liquids (qualitative only).

The densities of solids, liquids and gases.


Deciding which measurements and observations are necessary, which equipment to use and assess any hazards and control risks.

Making sufficient observations and measurements to reduce error and make results more reliable. Interpreting results using scientific knowledge and understanding.

Drawing conclusions.

Communicating clearly.


Lever moment pivot density pressure.


28/51


29/51


FrameworkCodes


9Eo4

9Ec1

9Ec2

9Ec4


Describe patterns (correlations)seen in results.


Draw conclusions.


9Pf2 Determine densities of solids,liquids and gases.

Determine the density of a regularsolid. Pupils must appreciate thatthey need to know the mass and the

volume of an object to calculate thedensity.

If pupils are not completely happywith the concept of volume it is

helpful if solids can be matched byblocks of 1 centimetre cubes.

The mass of the solids can then befound. Students investigate thedensity of different sized blocks of

material.

Weighing balance, ruler/measuring tape, selectionof solids of different

materials but of similar sizeand shape e.g. cubes of one

centimetre side.

Explain that materialscan only becompared if they

have equal volumesso the mass of 1 cm

3

or 1 m3

must befound in each case.

50min


30/51


FrameworkCodes


9Pf2

9Ep4

9Ep7

9Eo3

9Eo4

9Ec1

9Ec2

9Ec4

Determine densities of solids,

liquids and gases.

Select ideas and produce plansfor testing based upon previousknowledge, understanding and

research.




measurements.

Choose the best way to present

results.



Draw conclusions.

Determine the density of an irregularsolid. Discuss ways of finding thevolume of an irregular solid and a

solid that floats in water.

Investigate the density of a number

of different materials.

Weighing balance, ruler/measuring tape, andselection of solids of

different materials. Otherrequirements as requestedby pupils from their

investigation plan.

50min


31/51


FrameworkCodes


9Pf2

9Ep4

9Ep7

9Eo3

9Ec4

Determine densities of solids,liquids and gases.


research.




measurements.

Draw conclusions.

Pupils discuss ways of finding thedensity of a liquid and then find thedensity of water, salt water and other

non-hazardous liquids.

50min

9Pf2

9Ep4

9Ep7

9Eo3

9Ec4

Determine densities of solids,liquids and gases.


for testing based upon previousknowledge, understanding andresearch.



Draw conclusions.

Discuss the problems of measuringthe density of a gas.

Explain suitable ways of measuring

the density of a gas.

Demonstration of finding the densityof carbon dioxide.

Heat a sample of a metalcarbonate and collect thegas produced in anupturned measuring

cylinder.

The mass of the gaswill be the differencein mass of the solidbefore and after

heating.

60min

FrameworkCodes



32/51


9Pf1

9Eo3

Explain that pressure is caused

by the action of a force on anarea.


measurements.

Explain the pressure due to a solid.

Discuss appropriate examples ofexperience of pressure such aswalking on snow, mud, dry sand.

Students explain why knives anddrawing pins are effective but only if

used the right way round.

Students can investigate pressure by

pressing objects into plasticine,provided they are pressed with equalforces, shows that the smaller thearea of contact the greater the

pressure.

Different objects, plasticine /

modelling clay.

Units can be N/cm2

or N/m 2 or kN/m2 .Note that althoughthis may be regardedas an appropriate

activity, pressurecalculations will notbe tested at

checkpoint level.

60min

9Pf3

9Ec8

Explain pressures in gases andliquids (qualitative only).


knowledge and understanding.Communicate this clearly toothers.

Demonstrate pressure in a liquid.Use a plastic bottle which has holes

in the sides at different heights.When filled, water is forced out

sideways, the lower the hole thegreater the pressure.

Pupils explain the pressure of aliquid in terms of a particle model.

Plastic bottle prepared assuggested.

Reference can bemade to dams and

deep sea divers.

Link to Stage 8 Unit1B.

60min


33/51


FrameworkCodes


9Pf3

9Ec8

Explain pressures in gases and

liquids (qualitative only).

Explain results using scientificknowledge and understanding.Communicate this clearly to

others.

Demonstrate pressure in a gas.A container of at least three litres isconnected to a vacuum or suction

pump and compressed by thepressure of the atmosphere.

Alternatively a heat-proof containercontaining a little water, can beheated and then have the topscrewed on tightly causing the same

effect as it cools.

Blowing up balloons or tyres or

heating tins with a lid on causes anincrease of pressure which pupilsshould explain using a particle

model.

Flexible container e.g.plastic bottle, vacuum orsuction pump, balloons, tin

with lid as suggested.

Air pressure isrelatively large sogood demonstrations

are possible.

For either method

safety screens andsafety gogglesshould be used.Link to Stage 8 Unit

1B.

60min


34/51



Unit 3A: 9.7 Ecology

In this unit, pupils build on their previous knowledge of organisms in their environment to develop their knowledge of Constructing keys to identify plants and animals.

Food chains, food webs and energy flow including the role of decomposers.

How living things are adapted to their habitats.

How characteristics are inherited.

Selective breeding.

The work of Darwin on natural selection and other scientists studying the natural world.


Discussing the way that scientists work today and how they worked in the past, including reference to experimentation, evidence and creative thought.

The importance of questions, evidence and explanations.


Consumer producer trophic level primary secondary tertiary herbivore carnivore genetic material adaptation variation habitat.

Note: This unit is delivered in less time than units 3B and 3C. This is to ensure equal time is allocated to biology, chemist ry and physics learning objectives in term

2.


35/51


FrameworkCodes


9Bv1 Use and construct keys toidentify plants and animals.

Collecting leaves or seeds canprovide samples for constructing akey but pupils will need to have

worked with a provided key first.Pupils make keys to identify classmembers and discuss whether it will

work next week or next year.

Sample key. Bring out the pointthat some questionsare less useful than

others, e.g. length ormass, depth of colouretc.

50 min

9Bv1

9Be3

9Be2

Use and construct keys toidentify plants and animals.

Explain and model food chains,food webs and energy flow.

Research the work of scientistsstudying the natural world.

Using provided keys, pupils identifyplants and animals in the local

environment (alternatively, useprovided keys to identify pictures,photos).

Review work on food chains fromstage 7 and discuss need to find out,

by observation or from secondarysources, which organism is eaten bywhich to be able to make a foodchain.

Explain the terms producer, primaryconsumer, secondary consumer,tertiary consumer, herbivore,carnivore.

Make simple food chains from plantsand animal identified by their key.

Charts and keys foridentification.

Link to Stage 7, Unit3A.

40 min


36/51


FrameworkCodes


9Be3 Explain and model food chains,food webs and energy flow.

Explain that that most food chainsare interlinked as food-webs.Pupils identify food chains within anexample of a food web, preferably of

local species.

Discuss the effect of the removal of

one type of organism on the otherorganisms in the food web.

Explain that food chains and webs

show biomass and not individuals.Introduce the idea of energy flowingalong the food chain and so flowing

through the food web.

Introduce the term trophic level.Pupils redesign the layout of their

food webs to show energy transferthrough trophic levels.

Various food webs. Consolidateunderstanding byexamining variousexamples of food

webs.

50min

9Be4 Explain the role of decomposers. Explain the role of decomposers.

Demonstrate the breakdown ofbread (or fruit) as moulds areallowed to grow on it in a sealedcontainer.

Discuss where decomposers fit in

the food web.

Discuss the importance ofdecomposers in food webs, in termsof recycling material such as

minerals.

Prepared sample of mouldybread (or fruit) in sealed

container as example.

20min


37/51


FrameworkCodes


9Be1 Explain the ways in which livingthings are adapted to theirhabitats. Secondary sources canbe used.

Pupils choose(from a list) an animaland a plant and research and reporton how they are adapted to be ableto survive, by finding food and

shelter and avoiding predators intheir habitat.

Link to Stage 7, Unit3A.

A choice chamber

used for wood lice /maggots etc willshow preference for

dark, dampconditions.

40min

9Bv2 Understand that organismsinherit characteristics from theirparents through genetic material

that is carried in the cell nuclei.

Discuss inherited characteristics bygiving examples of similarities anddifferences between parents and

offspring.

Explain that characteristics are

passed on in genes, the genetic

material is stored in the nucleus ofthe cell and discuss how this geneticmaterial is passed on from one

generation to another.

A simple knowledgeof genetic materialsbeing located in the

nucleus of most cellsand being joined withother genes during

fertilization is all that

is required.Link to Stage 8, Unit3A

40min

9Bv3

9Ep3

Describe how selective breedingcan lead to new varieties.

Discuss the way that scientistswork today and how they worked

in the past, including reference toexperimentation and evidence.

Research selective breeding usingsecondary sources giving at least

one example to write an accountabout how to selectively breed acertain characteristic in an organism

e.g. of a flower grower trying toachieve a flower of a certain colour,or similarly for a vegetable with a

desirable property.



38/51


FrameworkCodes


9Bv4

9Ep1

9Ep3

Discuss the work of Darwin indeveloping the scientific theory ofnatural selection.

Discuss and explain theimportance of questions,

evidence and explanations, usinghistorical and contemporaryexamples.

Discuss the way that scientistswork today and how they workedin the past, including reference to

experimentation and evidence.

Discuss how selective breeding mayalso occur in nature (naturalselection).

Investigate Darwins work and howhe used evidence to come up with

his theory of natural selection.



39/51



Unit 3B: 9.8 Chemicals and Thermal Energy

In this unit, pupils build on their previous knowledge of chemical reaction and energy transfers to develop their knowledge of Endothermic processes and exothermic reactions.

The thermal (heat) energy transfer processes of conduction, convection and radiation.

Cooling by evaporation.


Ideas and plans for testing based upon previous knowledge, understanding and research

Deciding measurements and observations to make, equipment to use, assessing hazards and controlling risks

Obtaining and presenting reliable results Describing correlations

Explaining results and drawing conclusions using scientific knowledge and understanding

Evaluating experimental methods.


Exothermic endothermic thermal (heat) energy transfer conduction convection radiation evaporation.

Note: This unit should be delivered in more time than units 3A and 3C. This is to ensure equal time is allocated to biology, chemistry and physics learningobjectives in term 2.


40/51


FrameworkCodes


9Cc1

9Eo1

9Eo2

9Eo3

9Eo4

9Ec1

9Ec2

9Ec4

Explore and explain the idea ofendothermic processes andexothermic reactions.

Make sufficient observations andmeasurements to reduce error

and make results more reliable.






Draw conclusions.

Investigate the reactions of

magnesium

sodium hydroxide solution

potassium hydrogencarbonate

sodium hydrogencarbonate

with acid measuring the temperatureof the liquid before and after addingthe reactants.

Students to classify the reactions onthe basis of the temperature change.

Discuss exothermic and endothermicreactions.

Magnesium, sodiumhydroxide solution,potassium

hydrogencarbonate, sodiumhydrogencarbonate.Dil acid.

Lab glassware,thermometers.

Spend time ondiscussing theplanning process to

develop skills ofindependent workingas preparation for

IGCSE.

80min


41/51


FrameworkCodes


9Cc1

9Eo1

9Eo2

9Eo3

9Eo4

9Ec1

9Ec2

9Ec4

9Ec8


Make sufficient observations andmeasurements to reduce errorand make results more reliable.





Interpret results using scientific


Draw conclusions.


others.

Investigate the process of burning tobe able to draw conclusions aboutthe process.

Using dry bread or wooden splints,will give results for energy release.Burning a candle allows collection of

the products and test for carbondioxide and water.

Use secondary sources to find out

that oxygen is a reactant.Write word equations.

70min


42/51


FrameworkCodes


9Cc1

9Eo2



By discussion identify the need forheat, fuel and oxygen to start /maintain a fire. Pupils should usethis information to suggest ways of

stopping different types of fire.Pupils produce a poster on fireprevention in the home and /or work

environment.

60min

9Cc1

9Ep4

9Ep7

9Ep8

9Eo1

9Eo2

9Eo3



research.






measurements to reduce errorand make results more reliable.



measurements.

Compare the energy released bydifferent fuels by heating equalvolumes of water using a knownmass of each fuel. Compare

changes in temperature.

Various fuels dependent onpupils plans, lab heatingequipment, thermometers,lab glassware (heatproof).

Pupils should designas accurate aninvestigation aspossible.

Plans should bechecked for safe

procedures before

pupils start thepractical work.

80min


43/51


FrameworkCodes


9Eo4

9Ec1

9Ec2

9Ec4

9Ec5

9Ec8


Describe patterns (correlations)

seen in results.

Interpret results using scientific


Draw conclusions.



others.


9Cc1

9Eo2

9Ep6

Explore and explain the idea of

endothermic processes andexothermic reactions.


Decide whether to use evidence

from first-hand experience orsecondary sources.

Students can research and report on

which they consider to be the bestfuel for a certain purpose such ascooking(camping) or transport. They

should take into account factors suchas convenience, cost, pollution,availability etc.

40min


44/51


FrameworkCodes


9Cc1

9Ep4

9Ep7

9Ep8

9Eo1

9Eo2

9Eo3

9Eo4

9Ec1

9Ec2



research.





Make sufficient observations andmeasurements to reduce errorand make results more reliable.



measurements.

Choose the best way to present

results.



Investigate the endothermic processof dissolving ammonium chloride.

Predict what will happen if more

ammonium chloride is dissolved or ifless water is used.

Design and carry out investigation totest their prediction

Ammonium chloride, water,thermometers, labglassware.

Safety goggles mustbe worn.

Investigation can

also be done withammonium sulfate.0.5 to 3.0 g of

ammonium chloridein 10 cm

3of water

provides a suitabletemperature

decrease.

80min

Framework Learning Objective Activities Resources Comments Time


45/51


Codes

9Ec4

9Ec5

9Ec8

Draw conclusions.



others.


9Cc1 Explore and explain the idea ofendothermic processes andexothermic reactions.

The process of respiration can bereviewed to identify it as anexothermic reaction, suggest gettinghot when running.

Photosynthesis can be reviewed asan endothermic reaction that

converts carbon dioxide and water

into glucose and oxygen.

Link to Stage 9, Unit1A and Stage 8, Unit2A.

Respiration can berepresented by theword equation

glucose + oxygen

carbon dioxide+water.Photosynthesis can

be represented bythe word equationcarbon dioxide +

water glucose +

oxygen.

40min

9Cc1

9Pe3

Explore and explain the idea of

endothermic processes andexothermic reactions.

Explain cooling by evaporation.

Discuss why melting ice and

evaporation are endothermicprocesses.

Investigate which conditions aid therate of evaporation using tissues orsmall pieces of cloth, dampened.Factors which can be tested are

temperature and moving air.

Small pieces of cloth (or

tissues).Timers.

Give a particle

explanation of theprocess.

60min


46/51


FrameworkCodes


9Pe2

9Ep8

9Eo3

9Ec2

Identify and explain thethermal(heat) energy transferprocesses of conduction,convection and radiation.

Decide which apparatus to useand assess any hazards in the

laboratory.



Rods of different metals can beheated to find out which is the bestthermal conductor. It is important toheat the ends of the rods equally,

perhaps by supporting on a non-combustible mat on a tripod andheating them all at the same time.

The heat energy can be detected bya pin attached by wax to the far endof the rod, it is released when thewax melts.

Discuss everyday uses of conductionof heat energy. Include the use of

bad conductors (insulators).

Metal rodsLab heating equipmentWaxDrawing pins.

Distinguish betweenheat andtemperature.

Give a particleexplanation of theprocess.

Safety goggles mustbe worn for heating.

60min

9Pe2 Identify and explain the thermal

(heat) energy transfer processesof conduction, convection andradiation.

Convection currents can be

demonstrated in liquid (warmingcoloured crystals placed in a beakerof still water) and air (using a candle

in a box with two chimneys andplacing a smoking taper above.

Discuss everyday uses of convectionof heat energy e.g. solar heatingpanels.

Give a particle

explanation of theprocess.

60min


47/51


FrameworkCodes


9Pe2 Identify and explain the thermal(heat) energy transfer processesof conduction, convection andradiation.

Thermal radiation (infra-red) comesfrom all hot objects but pupils caninvestigate which surfaces emit /absorb heat the best. One way is to

fill a metal container (radiation cube)with hot water. Different surfaces,black, dull, white, shiny, give off

more or less radiation. This can bedetected by placing the hand 2-3 cmaway from the surface. The rate ofheat loss can also be estimated by

measuring the rate of temperatureloss.

Discuss everyday uses of heattransfer by radiation and also waysof preventing it.

Radiation cubeHot water, thermometer.

Explain that the heatis not carried byparticles in this casebut by a type of ray

similar to light whichcan travel throughspace.

Pupils should nottouch the metal cube.

60min

9Pe2 Identify and explain the thermal(heat) energy transfer processes

of conduction, convection andradiation.

A vacuum flask (a broken one toreveal the inner layers) can be

demonstrated as it has ways ofpreventing conduction, convection,radiation and evaporation which

students can identify. Ensure thatstudents understand that the flaskcan be used for keeping things hotor cold.

Vacuum flask (a broken oneto reveal the inner layers).

Students have greatdifficulty in

distinguishing thedifferent processesso as much practice

as possible isnecessary.

30min


48/51



Unit 3C: 9.9 The Energy Crisis and Human Influences

In this unit, pupils build on their previous knowledge of energy and the environment to develop their knowledge of Factors affecting the size of populations.

Some effects of human influences on the environment.

The worlds energy needs.


Looking critically at sources of secondary data.

Deciding which apparatus to use and assess any hazards in the laboratory, field or workplace.

Using appropriate sampling techniques where required.

The importance of questions, evidence and explanations, using historical and contemporary examples.


Environment solar hydroelectric nuclear fuel fossil fuel renewable and non-renewable sources.


49/51


FrameworkCodes


9Be5

9Ec3

Describe factors affecting thesize of populations.

Look critically at sources of

secondary data.

Students investigate changes inpopulation of species usingsecondary data e.g. changes over a

year, changes over time.

Plot a population / time graph. Start

with chosen values of two speciese.g. fox and rabbit or lion andantelope. Suggest on the graph whathappens when the population of

rabbits / antelopes increases.

Secondary sources. Link to Stage 9, Unit3AThe graph shows a

repeating curve for

each of predator andprey, the line for the

prey has higherpeaks and reachesits highest pointbefore that for the

predator.

30min

9Be5

9Ec3

Describe factors affecting thesize of populations.


Investigate graphs of the globalpopulation over time and consider

reasons for, and disadvantages of,the rate of increase.

Human population /timegraphs.

30min

9Be6

9Ec3

Describe and investigate some

effects of human influences onthe environment.


secondary data.

Investigate the problems of obtaining

enough living space.By researching the reasons for andeffects of deforestation usingsecondary sources.

Include information on how speciesmight have been affected bydestruction of habitat.Present findings and possible

solutions.


9Be6

9Ec3




secondary data.

Investigate the availability of clean

water resources and why watershould be conserved usingsecondary sources.Present findings and possible

solutions to a shortage of cleanwater.

Secondary sources. As extension work

pupils could dofieldwork at a streamsite. Indicatorspecies found can

show the relativecleanliness of thewater.

50min

Framework Learning Objective Activities Resources Comments Time


50/51


Codes

9Pe1

9Ec3

Use knowledge of energy

sources including fossil fuels andrenewable energy resources to

consider the worlds energyneeds, including research from

secondary sources.


secondary data.

Explain why the worlds energy

needs is increasing. Discuss why theworlds energy needs is increasing.

Relate to the increase in population

and the increased use of moderntechnology.


9Be6

9Pe1

9Ec3

Describe and investigate someeffects of human influences onthe environment.

Use knowledge of energysources including fossil fuels andrenewable energy resources to

consider the worlds energy

needs, including research fromsecondary sources.


Research the origins and extractionand reserves of the main fossil fuels,coal, oil and gas.

Explain why fossil fuels are non-renewable fuels.

Explain why there might be anenergy crisis.

Investigate the problem of

atmospheric pollution caused by thecombustion of fossil fuels e.g. theeffects of acid (rain) on limestone or

chalk (buildings).

It should beemphasised that theoriginal source is theSun.

Other problems arecost of extraction andtransportation and

damage to theenvironment.

70min


51/51


FrameworkCodes


9Be6

9Pe1

9Ec3

Describe and investigate someeffects of human influences onthe environment.

Use knowledge of energysources including fossil fuels andrenewable energy resources to




Research different renewable fuels.

Discuss whether nuclear fuels arerenewable or non-renewable.

Discuss the advantages and

disadvantages of using nuclear

fuels to generate electricity.

Use secondary sources to find outabout different renewable energyresources.

Assess the advantages and

disadvantages of each energyresource and how the energyresource is used to generate

electricity.Present findings to the whole classas a poster, PowerPoint presentationor a hand-out.

A careful definition ofrenewable isnecessary i.e. asource that can be

replaced in a shortertime than it is used.

Renewable energysources shouldinclude solar, waves,rivers, tides and

wind.

70min

9Be6

9Pe1

9Ec3



Use knowledge of energy

sources including fossil fuels andrenewable energy resources to




secondary data.

Discuss and list the problems

of using all kinds of energy sources.These might include suitability ofsite, climate, cost of converting toelectrical energy, pollution of any

kind and destruction of habitats.

Consider the energy sources most

used in your region and whetherthere would be benefit in changing toother energy resources.

50min

Scheme of Work Science Stage 9.v1

Documents