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 for
the 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 in
any 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 and
title 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 the
pace 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 possible
methods 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 might be 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 Secondary
1Teacher Guide available on the Cambridge Secondary 1 website. Blank templates are also available on the Cambridge Secondary 1 website for you to use if you
wish.

Overview
Term 1 Term 2 Term 3

2A Unit 9.4 Sexual Reproduction in Flowering

1A Unit 9.1 Photosynthesis and Plant Growth 3A Unit 9.7 Ecology
Plants

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

3C Unit 9.9 The Energy Crisis and Human

1C Unit 9.3 Electrostatics and Electric Currents 2C Unit 9.6 Movements, Pressure and Density
Influences

V1 1Y07 Science Stage 9 1

Scheme of Work – Science stage 9

Unit 1A: 9.1 Photosynthesis and Plant Growth

In 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.

V1 1Y07 Science Stage 9 2

Framework Learning Objective Activities Resources Comments Time
Codes

9Bp1 Define and describe
photosynthesis and use the word
equation.
9Bp2
The importance of water and
mineral salts to plant growth.
9Bp1 Define and describe
photosynthesis and use the word
equation.
9Ep4 Select ideas and produce plans
for testing based on previous
knowledge, understanding and
research.
9Ec2 Interpret results using scientific
knowledge and understanding.
9Bp1 Define and describe
photosynthesis and use the word
equation.
Review the work on photosynthesis Link to Stage 8 Unit 60 min
and the transport of water and 1A and Unit 2A.
mineral salts in plants in stage 8.
Discuss how to investigate the effect Cress seeds, petri dishes or 60 min
of light on growing plants. shallow containers, filter
paper or cotton wool.
Set up some quickly germinating
seeds in advance, e.g. cress, and
leave them in the dark to observe the
effects. Some should be set up in the
light as a comparison. Link the
equation with transfer of energy
along the food chain.
Sun →producer → consumer.
Construct the word equation for Sugars are converted 30min
photosynthesis and explain it is an to starch.
endothermic reaction because of the
requirement for energy.

Light + Carbon dioxide +water →

sugar + oxygen.
9Bp1 Define and describe Know the green parts of cells are Microscopes, onion, pond 60min
photosynthesis and use the word called chloroplasts. weed, slides and coverslips.
equation. Compare pond weed and
onion skin cells under the
9Eo3 Make observations and microscope. Chloroplasts are
measurements identified.

V1 1Y07 Science Stage 9 3

Framework Learning Objective Activities Resources Comments Time
Codes

9Bp1 Define and describe
photosynthesis and use the word
equation.
9Ec4 Draw conclusions.
9Bp1 Define and describe
photosynthesis and use the word
equation.
9Ep5 Suggest and use preliminary
work to decide how to carry out
and investigation.
9Ep7 Decide which measurements and
observations are necessary and
what equipment to use.
Know that carbon dioxide can enter
and oxygen escape through stoma.
Leaf-peel techniques can be used to
see stoma, possibly showing
differences on upper and lower
surfaces.
Measure rates of photosynthesis by
using the work on testing the
formation of oxygen from pond weed
(Stage 8 Unit 1A) to develop further
investigations on the rate of
production of oxygen e.g. by
counting bubbles produced by pond
weed, or the gas can be collected.
Suitable leaves include 60min
Tradescantia, Impatiens and
beans. Clear nail varnish,
microscope slides,
microscopes.
Elodea, gas collection Link to Stage 8 Unit 60min
apparatus (trough of water, 1A.
filter funnel, test-tube). Link to Stage 9 Unit
2B.

9Eo1 Make sufficient observations and

measurements to reduce error
and make results more reliable.

9Ec8 Explain results using scientific

knowledge and understanding.

V1 1Y07 Science Stage 9 4

Framework Learning Objective Activities Resources Comments Time
Codes
9Bp2 Understand the importance of Use secondary sources to explain Secondary sources. 30min
water and mineral salts to plant why water is important to a plant.
growth.

9Ep6 Decide whether to use evidence

from first-hand experience or
secondary sources.
9Bp2 Understand the importance of
water and mineral salts to plant
growth.
9Ep6 Decide whether to use evidence
from first-hand experience or
secondary sources.
9Bp2 Understand the importance of
water and mineral salts to plant
growth.
Investigate the effect of different
nutrients on plant growth.
Students should appreciate the
importance of the three essential
elements, nitrogen, phosphorus and
potassium.
Summarise the requirements for
plant growth in the form of a diagram
of a plant showing the intake and
output of items by arrows and
including the transport routes of
xylem and phloem.
Duckweed is grown in Secondary data 80min
shallow dishes containing should also used and
solutions with certain a comparison with
minerals omitted to observe the primary data
the effects. A control should made.
be included. Water should
be prevented from leaving
the containers by an oil film.
40min

V1 1Y07 Science Stage 9 5

Scheme of Work – Science stage 9

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 creative thought.
 Deciding which apparatus to use and assess any hazards in the laboratory.
 Using a range of materials and equipment and control risks.

Recommended Vocabulary for this unit:

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

V1 1Y07 Science Stage 9 6

Framework Learning Objective
Codes
9Cp2 Compare the structures of the first
twenty elements of the Periodic
Table.
9Cp2 Compare the structures of the first
twenty elements of the Periodic
Table.
9Cp1 Describe the structure of an atom
and learn about the methods and
discoveries of Rutherford.
9Ep1 Discuss and explain the importance
of questions, evidence and
explanations, using historical and
contemporary examples.
9Ep3 Discuss the way that scientists work
today and how they worked in the
past, including reference to
experimentation, evidence and
creative thought.
V1 1Y07
Activities Resources Comments Time
Revise the symbols for the first 30min
twenty elements.
Each group of students can make a
poster of the structure of a chosen
element.
Arrange the first 20 elements with Blank Periodic Tables, 40min
atomic (proton) numbers into a sets of cards of first 20
simple Periodic Table. elements (including
A game of cards can be played. atomic numbers).
Each card has a symbol and as they
are drawn from a pile they are laid
out on a blank copy of the table.
The winner completes his table first.
Look at the information given for 50min
each element on the Periodic Table
and relate this to atomic structure.
Diagrams show the arrangement of
electrons in their shells around the
nucleus. Pupils should learn to build
them up with increasing atomic
number.
Learn about the work of Rutherford 40min
and other scientists associated with
the development of atomic structure
and the Periodic Table e.g.
Mendeleev and Bohr. Use
secondary sources to find out about
the methods and discoveries of
Rutherford. Prepare a poster or a
presentation about Rutherford.
Science Stage 9 7
Framework Learning Objective Activities Resources Comments Time
Codes

9Cp3 Describe trends in groups and Look at the vertical pairs of Periodic Tables. 60min
periods. elements and seek similarities, e.g.
inert gases, alkali metals, halogens.
Students could make predictions
about the next member of the group
and compare the predictions with
the actual properties of the element Safety goggles must be
worn by students and
Compare reactivity between vertical teacher and screens
pairs of elements where used for sodium and
appropriate. i.e. the reaction of lithium.
lithium / sodium with water, Demonstration only.
magnesium and calcium with dilute
acid, physical properties of chlorine,
bromine and iodine. Make further
predictions about other elements
within the groups studied.

Recognise Groups and Periods by

colouring in according to the
properties of the elements
e.g..metals and non-metals or
solids, liquids and gases (at room
temperature).
9Cp3 Describe trends in groups and Relate atomic structure to Periods. 30min
periods. Use diagrams to show the electron
shells and relate these to position of
elements in the Periodic Table.
9Cc5 Explain how to prepare some Discuss the elements in carbonate Link Elements to 10min
common salts by the reactions of and Sulphate ions. compounds and
metals and metal carbonates and complex ions.
be able to write word equations for
these reactions.
Framework Learning Objective Activities Resources Comments Time
Codes

V1 1Y07 Science Stage 9 8

9Cc5 Explain how to prepare some
common salts by the reactions of
metals and metal carbonates and
be able to write word equations for
these reactions.
9Ep7 Decide which measurements and
observations are necessary and
what equipment to use.
9Eo1 Make sufficient observations and
measurements to reduce error and
make results more reliable.
9Ec8 Explain results using scientific
knowledge and understanding.
9Cc5 Explain how to prepare some
common salts by the reactions of
metals and metal carbonates and
be able to write word equations for
these reactions.
9Ep7 Decide which measurements and
observations are necessary and
what equipment to use.
9Eo1 Make sufficient observations and
measurements to reduce error and
make results more reliable.
9Ec8 Explain results using scientific
knowledge and understanding.
Framework Learning Objective
Codes
V1 1Y07
Describe the preparation of crystals calcium carbonate, Word equations must 60min
of chloride or sulfate salts from magnesium carbonate, be used.
carbonates and acids. Excess copper carbonate, dil
carbonate is added to dilute acid HCl soln, dil H2SO4
until no more dissolves. The excess
is filtered off. Evaporate until some
solid appears and then leave to
cool. Filter.
Students to prepare an appropriate
salt such as calcium chloride,
magnesium nitrate, copper sulfate.
Students assess the risks involved
in the preparation.
Students might discuss ways of
producing different sized crystals.
Students to plan the preparation of
zinc nitrate
Prepare sodium chloride from Sodium carbonate soln, Safety goggles must 60min
sodium carbonate. dil HCl, UI soln, be worn.
Where there is no solid to indicate laboratory glassware and Word equations should
that a reaction is complete an heating apparatus. be used.
indicator must be used. In the
reaction between sodium carbonate
solution and dilute hydrochloric acid,
an indicator can be used. The
indicator can be removed with
charcoal which is then filtered off.
Evaporate until some solid appears
and then leave to cool. Filter.
Activities Resources Comments Time
Science Stage 9 9
9Cc5 Explain how to prepare some
common salts by the reactions of
metals and metal carbonates and
be able to write word equations for
these reactions.
9Ep7 Decide which measurements and
observations are necessary and
what equipment to use.
9Eo1 Make sufficient observations and
measurements to reduce error and
make results more reliable.
9Ec8 Explain results using scientific
knowledge and understanding.
V1 1Y07
Prepare crystals of chloride or Zinc, magnesium ribbon, Safety goggles must
sulfate crystals from metals and dil HCl, dil H2SO4. be worn.
acids. Lab glassware and Word equations should
heating apparatus. be used.
Excess metal is added to dilute acid
until no more dissolves. The excess
is filtered off. Evaporate until some
solid appears and then leave to
cool. Filter.
Science Stage 9 10
Scheme of Work – Science stage 9

Unit 1C: 9.3 Electrostatics and Electric Currents

In 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.

Scientific Enquiry work focuses on:

 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.

Recommended Vocabulary for this unit:

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

V1 1Y07 Science Stage 9 11

Framework Learning Objective Activities Resources Comments Time
Codes

9Pm1 Describe electrostatics and the
concept of charge, including
digital sensors.
9Eo3 Make observations and
measurements.
9Ec2 Interpret results using scientific
knowledge and understanding.
9Pm1 Describe electrostatics and the
concept of charge, including
digital sensors.
9Eo3 Make observations and
measurements.
9Ec2 Interpret results using scientific
knowledge and understanding.
9Pm1 Describe electrostatics and the
concept of charge, including
digital sensors.
9Eo3 Make observations and
measurements.
9Ec2 Interpret results using scientific
knowledge and understanding
After charging by rubbing, plastic Plastic rulers, balloons, Time spent ensuring 30min
rulers pick up small pieces of paper, plastic rods, pieces of cloth the concept of
strips of cling film spring apart, e.g. duster/ t-shirt. charge is
balloons stick to walls, plastic rods understood, will
deflect a steady stream of water etc. greatly benefit the
Explain that only negative charges understanding of
move in these circumstances and electric circuits.
that by moving away from a neutral
site they leave a net positive charge.
They can also induce opposite
charges on neutral material. The
effect is only noticeable on insulators
because conductors allow negative
charge to pass to the hand and then
to earth.
Investigate the laws of attraction and 20min
repulsion.
Establish that there seem to be only
two types of charge (only two effects
are seen).
Suspending one charged item and
approaching with another shows that
similar charges repel and unlike
charges attract.
The electrostatic generator. This Electrostatic generator, 40min
machine for generating electrostatic Insulating material (to stand
charge usually provides a on).
memorable lesson. Even a simple
one can build up several thousand
volts and cause lightning flashes,
hair to rise, neon lights to light up,
windmills to turn etc.

V1 1Y07 Science Stage 9 12

Framework Learning Objective Activities Resources Comments Time
Codes

9Pm1 Describe electrostatics and the
concept of charge, including
digital sensors.
9Pm2 Interpret and draw simple parallel
circuits.
9Pm3 Model and explain how common
types of components, including
cells (batteries), affect current.
9Ep2 Test explanations by using them
to make predictions and then
evaluate these against evidence.
Pupils investigate some problems
and some advantages about
electrostatics using secondary
sources.
Presentation of findings to whole
class.
Make a simple series electric circuit
with switch, bulb and battery.
Draw the circuit diagram.
Discuss the advantages of circuit
diagrams.
Make a simple parallel circuit by
including a second bulb. Draw the
circuit diagram.
Give a variety of circuit diagrams or
circuits and decode if they are
parallel or series circuits.
Investigate the flow of charge in a
circuit.
Emphasise that batteries produce
charge which flows from one end to
the other round a circuit. Students
can suggest ways of increasing the
rate of flow of charge (more
batteries, easier path).
Let pupils test this explanation by
using a variable resistor to dim /
brighten a bulb.
Secondary sources. Spray painting, risk 50min
of explosions with
fuels, and
combustible powders
Low voltage power supplies Link to Stage 7, Unit 60min
(e.g. batteries), connecting 2C metals conduct
wires, switches, bulbs (at electricity.
least 2 per circuit). A step by step
approach is
NB Mains electricity recommended to
should never be used ensure all pupils
directly for any of these have a sound
types of investigation. understanding.
Low voltage power supplies 60min
(e.g. batteries) (at least 2
per circuit) connecting
wires, switches, bulbs,
variable resistor.
NB Mains electricity
should never be used
directly for any of these
types of investigation.

V1 1Y07 Science Stage 9 13

Framework Learning Objective Activities Resources Comments Time
Codes

9Pm5 Measure current using
ammeters and voltage using
voltmeters, including digital
meters.
9Ep4 Select ideas and produce plans
for testing based on previous
knowledge, understanding and
research.
9Ep8 Decide which apparatus to use
and assess any hazards in the
laboratory, field or workplace.
Investigate the current in series and Low voltage power supply Apparently identical 60min
parallel circuits using a number of (e.g. batteries), connecting bulbs will have
identical lamps. wires, switches, bulbs, different brightness
ammeters. so it is worth
Use an ammeter to measure current exchanging them or
in different parts of the circuit. NB Mains electricity selecting matching
should never be used ones.
Pupils to make conclusion about the directly for any of these
current in series circuits and parallel types of investigation.
circuits.

9Eo2 Use a range of materials and

equipment and control risks.

9Ec4 Draw conclusions.

9Ec5 Evaluate the methods used and

refine for further investigations.
9Pm5 Measure current using
ammeters and voltage using
voltmeters, including digital
meters.
9Ep4 Select ideas and produce plans
for testing based on previous
knowledge, understanding and
research.
9Ep8 Decide which apparatus to use
and assess any hazards in the
laboratory, field or workplace.
Investigate the effect of adding Low voltage power supply
various lengths of resistance wire, a (e.g. batteries), connecting
variable resistor, lamps, and wires, switches, bulbs,
ammeters. ammeters, variable
resistors, resistance wires of
various lengths.
NB Mains electricity
should never be used
directly for any of these
types of investigation.
Students must be 60min
warned that short
lengths of wire will
get hot.
Symbols for these
components must be
given.

V1 1Y07 Science Stage 9 14

Framework Learning Objective Activities Resources Comments Time
Codes

9Eo2 Use a range of materials and

equipment and control risks.

9Ec4 Draw conclusions.

9Ec5 Evaluate the methods used and

refine for further investigations.
9Pm3 Model and explain how common
types of components, including
cells (batteries), affect current.
9Ep4 Select ideas and produce plans
for testing based on previous
knowledge, understanding and
research.
9Ep8 Decide which apparatus to use
and assess any hazards in the
laboratory, field or workplace.
Understand the effects of further Low voltage power supply Pupils could be 40min
components by finding out about (e.g. batteries), connecting challenged to protect
‘mystery’ components such as wires, switches, bulbs, a box from being
diodes, buzzers, motors and reed diodes, buzzers, motors, opened by designing
switches. Pupils can establish which reed switches, ammeters. a buzzer alarm.
are ‘one-way’ devices but of course
must be warned about any that may
be broken by passing a current in the
wrong direction.

9Eo2 Use a range of materials and

equipment and control risks.

9Ec4 Draw conclusions.

V1 1Y07 Science Stage 9 15

Framework Learning Objective
Codes
9Pm5 Measure current using
ammeters and voltage using
voltmeters, including digital
meters.
9Ep4 Select ideas and produce plans
for testing based on previous
knowledge, understanding and
research.
9Ep8 Decide which apparatus to use
and assess any hazards in the
laboratory, field or workplace.
9Eo2 Use a range of materials and
equipment and control risks.
9Ec4 Draw conclusions.
9Ec5 Evaluate the methods used and
refine for further investigations.
V1 1Y07
Activities Resources Comments Time
Use a voltmeter to measure the Fruit e.g. apple, orange, 60min
voltage across a component. Pupils vegetable e.g. potato,
should be shown that a voltmeter connecting clips, metal
measures the voltage output of a electrodes, voltmeters, low
cell, two cells, etc. It can then be voltage power supply (e.g.
used to measure the voltage across batteries), connecting wires,
any two points in a circuit. They bulbs.
should also try the putting the meter
in series to show that the circuit then
does not ‘work’.
The voltage across a home-made
cell can be detected using two
different metals and a solution or
simply a fruit. Students could
investigate into the effect of different
metals and different fruit /
vegetables.
Science Stage 9 16
Scheme of Work – Science stage 9

Unit 2A: 9.4 Sexual Reproduction and Flowering Plants

In 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.

Scientific Enquiry work focuses on:

 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.

Recommended Vocabulary for this unit:

Pollination fertilization dispersal pollen ovule gamete.

V1 1Y07 Science Stage 9 17

Framework Learning Objective
Codes
9Bp3 Understand sexual reproduction in
flowering plants including
pollination, fertilisation, seed
formation and dispersal.
9Eo3 Make observations and
measurements.
9Bp3 Understand sexual reproduction in
flowering plants including
pollination, fertilisation, seed
formation and dispersal.
9Bp3 Understand sexual reproduction in
flowering plants including
pollination, fertilisation, seed
formation and dispersal.
9Eo3 Make observations and
measurements.
V1 1Y07
Activities Resources Comments Time
For a selection of locally occurring Selection of locally occurring Revise previous 30 min
flowering plants, identify the different flowering plants. Photos may knowledge of plant
parts of the plant, including leaf, stem, be substituted for live structures and
roots, flower. specimens. functions from Stage
9, Unit 1A, Stage 8
Review the functions of each part and Unit 3A, Stage 7 Unit
explain that the flower is the part 1A.
where sexual reproduction takes
place.
Discuss the difference between
flowers from different plant.
Identify the positions and functions of Secondary sources, selection Male – anther, 60min
the reproductive parts of a flowering of flowers from locally filament, pollen.
plant. Investigate using secondary occurring plants, Hand Female – stigma,
sources. Pupils can investigate the lenses. style, ovary, ovule.
structure of the flowers of locally
occurring plants.
Draw diagrams of a flower showing
the male and female reproductive
parts. Include ovules in the ovary.
Identify pollen as the male sex cell Microscopes, prepared slides 50min
and the ovule as the female sex cell. of different pollen grains or
Introduce ‘gamete’ as meaning sex equipment to make their own
cell. slides.
Observe pollen grains under the
microscope.
Science Stage 9 18
Framework Learning Objective
Codes
9Bp3 Understand sexual reproduction in
flowering plants including
pollination, fertilisation, seed
formation and dispersal.
9Bp3 Understand sexual reproduction in
flowering plants including
pollination, fertilisation, seed
formation and dispersal.
9Eo3 Make observations and
measurements.
9Ec2 Interpret results using scientific
knowledge and understanding.
9Bp3 Understand sexual reproduction in
flowering plants including
pollination, fertilisation, seed
formation and dispersal.
9Eo3 Make observations and
measurements.
9Ec2 Interpret results using scientific
knowledge and understanding
V1 1Y07
Activities Resources Comments Time
Investigate examples of wind and Secondary sources. 80min
insect pollinated flowers (live,
diagrams or photographs) and if
possible a local flower showing the
pollen and sticky stigma clearly.
Explain what is meant by pollination.
Discuss different ways pollen may
travel from one flower to another.
Discuss the features of a wind
pollinated and an insect pollinated
flower.
Discuss the advantages and dis-
advantages of self-pollination and
cross-pollination.
Explain what is meant by fertilisation. Microscopes, fresh pollen 60min
Observe pollen tubes using a grains, glucose soln,
microscope. microscope slides and cover
slips.
Draw diagrams to show how the
pollen causes a tube to grow down
the style and into the ovary to allow
fertilisation.
A seed such as a large bean can be Soaked broad bean seeds, Seed structure does 60min
bisected to identify the parts and a hand lenses, I/KI soln. not have to be
test done for starch. Some can be learned.
grown one way up, some another to
compare the outcome.
Discuss the variety of seeds and
identify what part of different plants
contains the seed e.g. cherry stones,
orange pips, tomato seeds, wheat
ears.
Fruits can be seen as the
development of the ovary.
Science Stage 9 19
Framework Learning Objective
Codes
9Bp3 Understand sexual reproduction in
flowering plants including
pollination, fertilisation, seed
formation and dispersal.
9Eo3 Make observations and
measurements.
9Ec2 Interpret results using scientific
knowledge and understanding.
9Ec4 Draw conclusions.
9Ec5 Evaluate the methods used and
refine for further investigations.
9Ec6 Compare results and methods
used by others.
9Ec7 Present conclusions and
evaluation of working methods in
different ways.
9Bp3 Understand sexual reproduction in
flowering plants including
pollination, fertilisation, seed
formation and dispersal.
9Bp3 Understand sexual reproduction in
flowering plants including
pollination, fertilisation, seed
formation and dispersal
Scheme of Work – Science stage 7
V1 1Y07
Activities Resources Comments Time
Examine a wide range of fruits and A range of fruits. Photos may 60min
discuss methods of dispersal. be substituted for live
Investigate wind dispersal by making specimens.
a paper model (two or more wings
and a weighted centre). By adjusting
the wing size, total mass, shape etc
students aim to make it stay in the air
for the longest possible time, after
dropping it from a certain height.
Students should be shown examples
of seeds and predict the method of
dispersal.
Research the life cycle of a flowering 40 min
plant and display on a hoop of paper.
Students discuss the importance of
seeds within the life cycle.
Investigate reasons for the dispersal 40min
of plants.
Compare the growth of plants which
are crowded with those with plenty of
space. The same amount of water,
light and nutrients should be supplied
to, for example, cress seeds.
Science Stage 9 20
Scheme of Work – Science stage 9

Unit 2B: 9.5 Reactivity and Rates of Reaction

In 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.

Scientific Enquiry work focuses on:

 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.

Recommended Vocabulary for this unit:

Reactivity series displacement reaction concentration catalyst.
Framework Learning Objective
Codes
9Cc2 Describe the reactivity of metals
with oxygen, water and dilute
acids.
9Eo2 Use a range of materials and
equipment and control risks.
9Ec1 Describe patterns seen in
results.
9Cc2 Describe the reactivity of metals
with oxygen, water and dilute
acids.
9Cc6 Give an explanation of the
effects of concentration, particle
size temperature and catalysts
on the rate of a reaction.
9Eo2 Use a range of materials and
equipment and control risks.
9Ec1 Describe patterns seen in
results.
9Cc2 Describe the reactivity of metals
with oxygen, water and dilute
acids.
9Eo2 Use a range of materials and
equipment and control risks.
9Ec1 Describe patterns seen in
results.
Activities Resources Comments Time
Compare the rates of reaction of Copper, iron, Safety goggles must 50min
some metals with oxygen. magnesium,zinc, oxygen. be used.
Small samples of a range of metals Lab glassware and heating
can be cleaned and left in air. They apparatus.
are checked at intervals for signs of
oxidation. The same range of
metals can each be heated in air
and placed in a gas jar of oxygen.
Write word equations for each
reaction.
Compare the rates of reaction of Copper, iron, magnesium, Safety goggles must 50min
some metals with water. zinc. be used.
Small pieces of metal are cleaned Lab glassware and heating
and left in water to observe changes apparatus.
after the next few days. Some may Sodium
only react when heated in steam,
some will not react at all.
The reaction of a small piece of
sodium with water can be
demonstrated by the teacher with
the usual safety precautions.
Write word equations for each
reaction.
Compare the rates of reaction of Copper, iron, magnesium, Safety goggles must 40min
some metals with dilute acid. zinc, dil HCl. be used.
Small pieces of metals (NOT Lab glassware.
including sodium) are added to
dilute hydrochloric acid and the
reaction observed. The hydrogen
gas made can be tested.
Write word equations for each
reaction.
Framework Learning Objective Activities Resources Comments Time
Codes

9Cc2 Describe the reactivity of metals
with oxygen, water and dilute
acids.
9Ec3 Look critically at sources of
secondary data.
9Ep6 Decide whether to use evidence
from first-hand experience or
secondary sources.
9Cc3 Explore and understand the
reactivity series.
9Ec3 Look critically at sources of
secondary data.
9Ep6 Decide whether to use evidence
from first-hand experience or
secondary sources.
Construct a reactivity series for 30min
metals. Pupils should collect their
observations of reactions in a table
and suggest an order of reactivity.
This can be enhanced with research
or supplied information about
metals which have not been
observed.
Investigate whether the reactivity Copper, iron, magnesium, Safety goggles must 60min
series is the same with different zinc, dilute acids (sulphuric, be used.
acids and whether some acids and nitric, ethanoic).
more reactive than others. Pupils
should plan their own investigations
including a basic risk assessment
and decide whether to use primary
data and/or secondary data.

9Ep4 Select ideas and produce plans

for testing based upon previous
knowledge, understanding and
research.

9Ep7 Decide which measurements

and observations are necessary
and what equipment to use.

9Ep8 Decide which apparatus to use

and assess any hazards in the
laboratory.
Framework Learning Objective Activities Resources Comments Time
Codes

9Eo1 Make sufficient observations See above. See above.

and measurements to reduce
error and make results more
reliable.

9Eo2 Use a range of materials and

equipment and control risks.

9Eo3 Make observations and

measurements.

9Eo4 Choose the best way to present

results.

9Ec1 Describe patterns (correlations)

seen in results.

9Ec2 Interpret results using scientific

knowledge and understanding.

9Ec4 Draw conclusions.

9Ec5 Evaluate the methods used and

refine for further investigations.

9Ec8 Explain results using scientific

knowledge and understanding.
Communicate this clearly to
others.
Framework Learning Objective
Codes
9Cc4 Give examples of displacement
reactions.
9Ep2 Test explanations by using them
to make predictions and then
evaluate these against
evidence.
9Cc3 Explore and understand the
reactivity series.
9Ep1 Discuss and explain the
importance of questions,
evidence and explanations,
using historical and
contemporary examples.
9Cc6 Give an explanation of the
effects of concentration,
particle size temperature and
catalysts on the rate of a
reaction.
9Cc6 Give an explanation of the
effects of concentration, particle
size temperature and catalysts
on the rate of a reaction.
Activities Resources Comments Time
Make predictions about Copper sulfate soln, iron Very small quantities 60min
displacement reactions. sulfate soln, steel rod, can be used by
copper coin, magnesium, carrying out the tests
Put a steel rod or blade into copper zinc, magnesium sulfate on a spotting tile.
sulfate solution and a ‘copper’ coin soln.
into iron sulfate solution. Safety goggles must
When the idea of displacement is be used.
clear, students can predict, and
confirm, the results of the reaction
between other metals and solutions.
Explain why the historical order of 50min
the discovery of metals is related to
the reactivity series. Different
students can research the methods
used for extracting named metals
and the dates of their discovery.
Group results can be used to relate
the difficulty of extraction and
history to position in the reactivity
series.
Show how rate of reaction depends Safety goggles must 40min
on concentration of reactants. Carry be used.
out an investigation into the time
taken for a 3cm length of
magnesium ribbon to completely
react in 25 cm3 of hydrochloric acid.
varying the concentration of the
acid.
Show how rate of reaction depends Safety goggles must 40min
on particle size. The time taken the be used.
same mass of magnesium powder
and magnesium ribbon to
completely react with hydrochloric
acid can be compared.
Framework Learning Objective
Codes
9Cc6 Give an explanation of the
effects of concentration, particle
size temperature and catalysts
on the rate of a reaction.
9Eo3 Make observations and
measurements.
9Cc6 Give an explanation of the
effects of concentration, particle
size temperature and catalysts
on the rate of a reaction.
Activities Resources Comments Time
Show how rate of reaction depends Hydrogen peroxide soln, Safety goggles must 40min
on the presence of a catalyst. Manganese(IV) oxide be used.
Laboratory glassware.
Hydrogen peroxide can be
decomposed into water and oxygen.
Students observe the rate of the
reaction before and after the
addition of a small quantity of
manganese(IV) oxide.
Investigate the use of a catalyst in
industry and find out how it relate to
energy, cost and pollution issues
using secondary sources.
Use the kinetic theory to explain A good context is 20min
effects on rates of reaction. found in recipes
where cooking times
Through diagrams, use ideas about vary for, e.g.,
particle theory to explain the effects potatoes depending
of the different variables on the on area exposed.
speed of reactions, i.e.
concentration increases the number
of particles, temperature increases
their speed and that increased lump
size decreases the area for particles
to approach one another.
Scheme of Work – Science stage 9

Unit 2C: 9.6 Moments, Pressure and Density

In 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.

Scientific Enquiry work focuses on:

 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.

Recommended Vocabulary for this unit:

Lever moment pivot density pressure.
Framework Learning Objective
Codes
9Pf4 Know that forces can cause
objects to turn on a pivot and
understand the principle of
moments.
9Pf4 Know that forces can cause
objects to turn on a pivot and
understand the principle of
moments.
9Ep4 Select ideas and produce plans
for testing based upon previous
knowledge, understanding and
research.
9Ep7 Decide which measurements and
observations are necessary and
what equipment to use.
9Eo3 Make observations and
measurements.
Activities Resources Comments Time
Describe a lever as a simple Forcemeter, tin with tight Pupils to realise that 40min
machine which uses a pivot. fitting lid, lever. the turning effect of
the lever increases
Discuss how to open a tin with a tight with the distance
fitting lid. from the force and
the pivot and the size
Explain that they are using a lever of the force
with a force and a pivot.
Demonstrate other common
examples of a lever in action e.g. a
wrench, wheel brace.
Investigate, as a whole class activity,
the effect of changing the distance
between the force used and the
pivot, and the size of the force on the
effectiveness of a lever.
Understand the principle of moments See-saw balances, 50min
by looking at a see saw and weights / counters of equal
introduce the idea of balancing. masses (e.g. 10g).
Investigate the rule of balancing
using appropriate apparatus.
Derive the principle of moments from
their experimental results.
Framework Learning Objective Activities Resources Comments Time
Codes

9Eo4 Choose the best way to present See above. See above.
results.

9Ec1 Describe patterns (correlations)

seen in results.

9Ec2 Interpret results using scientific

knowledge and understanding.

9Ec4 Draw conclusions.

9Pf2 Determine densities of solids, Determine the density of a regular Weighing balance, ruler Explain that materials 50min
liquids and gases. solid. Pupils must appreciate that /measuring tape, selection can only be
they need to know the mass and the of solids of different compared if they
volume of an object to calculate the materials but of similar size have equal volumes
density. and shape e.g. cubes of one so the mass of 1 cm3
centimetre side. or 1 m3 must be
If pupils are not completely happy found in each case.
with the concept of volume it is
helpful if solids can be ‘matched’ by
blocks of 1 centimetre cubes.

The mass of the solids can then be

found. Students investigate the
density of different sized blocks of
material.
Framework Learning Objective Activities Resources Comments Time
Codes

9Pf2 Determine densities of solids,
liquids and gases.
9Ep4 Select ideas and produce plans
for testing based upon previous
knowledge, understanding and
research.
Determine the density of an irregular
solid. Discuss ways of finding the
volume of an irregular solid and a
solid that floats in water.
Investigate the density of a number
of different materials.
Weighing balance, ruler 50min
/measuring tape, and
selection of solids of
different materials. Other
requirements as requested
by pupils from their
investigation plan.

9Ep7 Decide which measurements and

observations are necessary and
what equipment to use.

9Eo3 Make observations and

measurements.

9Eo4 Choose the best way to present

results.

9Ec1 Describe patterns (correlations)

seen in results.

9Ec2 Interpret results using scientific

knowledge and understanding.

9Ec4 Draw conclusions.

Framework Learning Objective Activities Resources Comments Time
Codes

9Pf2 Determine densities of solids, Pupils discuss ways of finding the 50min
liquids and gases. density of a liquid and then find the
density of water, salt water and other
9Ep4 Select ideas and produce plans non-hazardous liquids.
for testing based upon previous
knowledge, understanding and
research.

9Ep7 Decide which measurements and

observations are necessary and
what equipment to use.

9Eo3 Make observations and

measurements.

9Ec4 Draw conclusions.

9Pf2 Determine densities of solids,
liquids and gases.
9Ep4 Select ideas and produce plans
for testing based upon previous
knowledge, understanding and
research.
9Ep7 Decide which measurements and
observations are necessary and
what equipment to use.
Discuss the problems of measuring Heat a sample of a metal The mass of the gas 60min
the density of a gas. carbonate and collect the will be the difference
gas produced in an in mass of the solid
Explain suitable ways of measuring upturned measuring before and after
the density of a gas. cylinder. heating.
Demonstration of finding the density
of carbon dioxide.

9Eo3 Make observations and

measurements.

9Ec4 Draw conclusions.

Framework Learning Objective Activities Resources Comments Time
Codes
9Pf1 Explain that pressure is caused
by the action of a force on an
area.
9Eo3 Make observations and
measurements.
9Pf3 Explain pressures in gases and
liquids (qualitative only).
9Ec8 Explain results using scientific
knowledge and understanding.
Communicate this clearly to
others.
Explain the pressure due to a solid. Different objects, plasticine / Units can be N/cm2 60min
modelling clay. or N/m 2 or kN/m2 .
Discuss appropriate examples of Note that although
experience of pressure such as this may be regarded
walking on snow, mud, dry sand. as an appropriate
activity, pressure
Students explain why knives and calculations will not
drawing pins are effective but only if be tested at
used the right way round. checkpoint level.
Students can investigate pressure by
pressing objects into plasticine,
provided they are pressed with equal
forces, shows that the smaller the
area of contact the greater the
pressure.
Demonstrate pressure in a liquid. Plastic bottle prepared as Reference can be 60min
Use a plastic bottle which has holes suggested. made to dams and
in the sides at different heights. deep sea divers.
When filled, water is forced out
sideways, the lower the hole the Link to Stage 8 Unit
greater the pressure. 1B.
Pupils explain the pressure of a
liquid in terms of a particle model.
Framework Learning Objective
Codes
9Pf3 Explain pressures in gases and
liquids (qualitative only).
9Ec8 Explain results using scientific
knowledge and understanding.
Communicate this clearly to
others.
Activities Resources Comments Time
Demonstrate pressure in a gas. Flexible container e.g. Air pressure is 60min
A container of at least three litres is plastic bottle, vacuum or relatively large so
connected to a vacuum or suction suction pump, balloons, tin good demonstrations
pump and compressed by the with lid as suggested. are possible.
pressure of the atmosphere.
For either method
Alternatively a heat-proof container safety screens and
containing a little water, can be safety goggles
heated and then have the top should be used.
screwed on tightly causing the same Link to Stage 8 Unit
effect as it cools. 1B.
Blowing up balloons or tyres or
heating tins with a lid on causes an
increase of pressure which pupils
should explain using a particle
model.
Scheme of Work – Science stage 9

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.

Scientific Enquiry work focuses on:

 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.

Recommended Vocabulary for this unit:

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, chemistry and physics learning objectives in term
2.
Framework Learning Objective
Codes
9Bv1 Use and construct keys to
identify plants and animals.
9Bv1 Use and construct keys to
identify plants and animals.
9Be3 Explain and model food chains,
food webs and energy flow.
9Be2 Research the work of scientists
studying the natural world.
Activities Resources Comments Time
Collecting leaves or seeds can Sample key. Bring out the point 50 min
provide samples for constructing a that some questions
key but pupils will need to have are less useful than
worked with a provided key first. others, e.g. length or
Pupils make keys to identify class mass, depth of colour
members and discuss whether it will etc.
work next week or next year.
Using provided keys, pupils identify Charts and keys for Link to Stage 7, Unit 40 min
plants and animals in the local identification. 3A.
environment (alternatively, use
provided keys to identify pictures,
photos).
Review work on food chains from
stage 7 and discuss need to find out,
by observation or from secondary
sources, which organism is eaten by
which to be able to make a food
chain.
Explain the terms producer, primary
consumer, secondary consumer,
tertiary consumer, herbivore,
carnivore.
Make simple food chains from plants
and animal identified by their key.
Framework Learning Objective Activities Resources Comments Time
Codes
9Be3 Explain and model food chains, Explain that that most food chains Various food webs. Consolidate 50min
food webs and energy flow. are interlinked as food-webs. understanding by
Pupils identify food chains within an examining various
example of a food web, preferably of examples of food
local species. webs.

Discuss the effect of the removal of

one type of organism on the other
organisms in the food web.

Explain that food chains and webs

show biomass and not individuals.
Introduce the idea of energy flowing
along 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 transfer
through trophic levels.
9Be4 Explain the role of decomposers. Explain the role of decomposers. Prepared sample of mouldy 20min
bread (or fruit) in sealed
Demonstrate the breakdown of container as example.
bread (or fruit) as moulds are
allowed to grow on it in a sealed
container.

Discuss where decomposers fit in

the food web.

Discuss the importance of

decomposers in food webs, in terms
of recycling material such as
minerals.
Framework Learning Objective
Codes
9Be1 Explain the ways in which living
things are adapted to their
habitats. Secondary sources can
be used.
9Bv2 Understand that organisms
inherit characteristics from their
parents through genetic material
that is carried in the cell nuclei.
9Bv3 Describe how selective breeding
can lead to new varieties.
9Ep3 Discuss the way that scientists
work today and how they worked
in the past, including reference to
experimentation and evidence.
Activities Resources Comments Time
Pupils choose(from a list) an animal Link to Stage 7, Unit 40min
and a plant and research and report 3A.
on how they are adapted to be able
to survive, by finding food and A choice chamber
shelter and avoiding predators in used for wood lice /
their habitat. maggots etc will
show preference for
dark, damp
conditions.
Discuss inherited characteristics by A simple knowledge 40min
giving examples of similarities and of genetic materials
differences between parents and being located in the
offspring. nucleus of most cells
and being joined with
Explain that characteristics are other genes during
passed on in genes, the genetic fertilization is all that
material is stored in the nucleus of is required.
the cell and discuss how this genetic Link to Stage 8, Unit
material is passed on from one 3A
generation to another.
Research selective breeding using Secondary sources. 40min
secondary sources giving at least
one example to write an account
about how to selectively breed a
certain characteristic in an organism
e.g. of a flower grower trying to
achieve a flower of a certain colour,
or similarly for a vegetable with a
desirable property.
Framework Learning Objective Activities Resources Comments Time
Codes
9Bv4 Discuss the work of Darwin in Discuss how selective breeding may Secondary sources. 40min
developing the scientific theory of also occur in nature (natural
natural selection. selection).

9Ep1 Discuss and explain the
importance of questions,
evidence and explanations, using
historical and contemporary
examples.
Investigate Darwin’s work and how
he used evidence to come up with
his theory of natural selection.

9Ep3 Discuss the way that scientists

work today and how they worked
in the past, including reference to
experimentation and evidence.
Scheme of Work – Science stage 9

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.

Scientific Enquiry work focuses on:

 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.

Recommended Vocabulary for this unit:

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 learning
objectives in term 2.
Framework Learning Objective Activities Resources Comments Time
Codes

9Cc1 Explore and explain the idea of Investigate the reactions of Magnesium, sodium Spend time on 80min
endothermic processes and  magnesium hydroxide solution, discussing the
exothermic reactions.  sodium hydroxide solution potassium planning process to
 potassium hydrogencarbonate hydrogencarbonate, sodium develop skills of
9Eo1 Make sufficient observations and  sodium hydrogencarbonate hydrogencarbonate. independent working
measurements to reduce error with acid measuring the temperature Dil acid. as preparation for
and make results more reliable. of the liquid before and after adding Lab glassware, IGCSE.
the reactants. thermometers.
9Eo2 Use a range of materials and
equipment and control risks. Students to classify the reactions on
the basis of the temperature change.
9Eo3 Make observations and
measurements. Discuss exothermic and endothermic
reactions.
9Eo4 Choose the best way to present
results.

9Ec1 Describe patterns (correlations)

seen in results.

9Ec2 Interpret results using scientific

knowledge and understanding.

9Ec4 Draw conclusions.

Framework Learning Objective Activities Resources Comments Time
Codes
9Cc1 Explore and explain the idea of Investigate the process of burning to 70min
endothermic processes and be able to draw conclusions about
exothermic reactions. the process.

9Eo1 Make sufficient observations and
measurements to reduce error
and make results more reliable.
9Eo2 Use a range of materials and
equipment and control risks.
9Eo3 Make observations and
measurements.
Using dry bread or wooden splints,
will give results for energy release.
Burning a candle allows collection of
the products and test for carbon
dioxide and water.
Use secondary sources to find out
that oxygen is a reactant.
Write word equations.

9Eo4 Choose the best way to present

results.

9Ec1 Describe patterns (correlations)

seen in results.

9Ec2 Interpret results using scientific

knowledge and understanding.

9Ec4 Draw conclusions.

9Ec8 Explain results using scientific

knowledge and understanding.
Communicate this clearly to
others.
Framework Learning Objective
Codes
9Cc1 Explore and explain the idea of
endothermic processes and
exothermic reactions.
9Eo2 Use a range of materials and
equipment and control risks.
9Cc1 Explore and explain the idea of
endothermic processes and
exothermic reactions.
9Ep4 Select ideas and produce plans
for testing based upon previous
knowledge, understanding and
research.
9Ep7 Decide which measurements and
observations are necessary and
what equipment to use.
Activities Resources Comments Time
By discussion identify the need for 60min
heat, fuel and oxygen to start /
maintain a fire. Pupils should use
this information to suggest ways of
stopping different types of fire.
Pupils produce a poster on fire
prevention in the home and /or work
environment.
Compare the energy released by Various fuels dependent on Pupils should design 80min
different fuels by heating equal pupils plans, lab heating as accurate an
volumes of water using a known equipment, thermometers, investigation as
mass of each fuel. Compare lab glassware (heatproof). possible.
changes in temperature.
Plans should be
checked for safe
procedures before
pupils start the
practical work.

9Ep8 Decide which apparatus to use

and assess any hazards in the
laboratory.

9Eo1 Make sufficient observations and

measurements to reduce error
and make results more reliable.

9Eo2 Use a range of materials and

equipment and control risks.

9Eo3 Make observations and

measurements.
Framework Learning Objective Activities Resources Comments Time
Codes
9Eo4 Choose the best way to present See above. See above.
results.

9Ec1 Describe patterns (correlations)

seen in results.

9Ec2 Interpret results using scientific

knowledge and understanding.

9Ec4 Draw conclusions.

9Ec5 Evaluate the methods used and

refine for further investigations.

9Ec8 Explain results using scientific

knowledge and understanding.
Communicate this clearly to
others.
9Cc1 Explore and explain the idea of Students can research and report on 40min
endothermic processes and which they consider to be the best
exothermic reactions. fuel for a certain purpose such as
cooking(camping) or transport. They
9Eo2 Use a range of materials and should take into account factors such
equipment and control risks. as convenience, cost, pollution,
availability etc.
9Ep6 Decide whether to use evidence
from first-hand experience or
secondary sources.
Framework Learning Objective Activities Resources Comments Time
Codes
9Cc1 Explore and explain the idea of Investigate the endothermic process Ammonium chloride, water, Safety goggles must 80min
endothermic processes and of dissolving ammonium chloride. thermometers, lab be worn.
exothermic reactions. glassware.
Predict what will happen if more Investigation can
9Ep4 Select ideas and produce plans ammonium chloride is dissolved or if also be done with
for testing based upon previous less water is used. ammonium sulfate.
knowledge, understanding and 0.5 to 3.0 g of
research. Design and carry out investigation to ammonium chloride
test their prediction in 10 cm3 of water
9Ep7 Decide which measurements and provides a suitable
observations are necessary and temperature
what equipment to use. decrease.

9Ep8 Decide which apparatus to use

and assess any hazards in the
laboratory.

9Eo1 Make sufficient observations and

measurements to reduce error
and make results more reliable.

9Eo2 Use a range of materials and

equipment and control risks.

9Eo3 Make observations and

measurements.

9Eo4 Choose the best way to present

results.

9Ec1 Describe patterns (correlations)

seen in results.

9Ec2 Interpret results using scientific

knowledge and understanding.
Framework Learning Objective Activities Resources Comments Time
Codes
9Ec4 Draw conclusions. See above. See above.

9Ec5 Evaluate the methods used and

refine for further investigations.

9Ec8 Explain results using scientific

knowledge and understanding.
Communicate this clearly to
others.
9Cc1 Explore and explain the idea of The process of respiration can be Link to Stage 9, Unit 40min
endothermic processes and reviewed to identify it as an 1A and Stage 8, Unit
exothermic reactions. exothermic reaction, suggest getting 2A.
hot when running.
Respiration can be
Photosynthesis can be reviewed as represented by the
an endothermic reaction that word equation
converts carbon dioxide and water glucose + oxygen
into glucose and oxygen. →carbon dioxide
+water.
Photosynthesis can
be represented by
the word equation
carbon dioxide +
water →glucose +
oxygen.
9Cc1 Explore and explain the idea of Discuss why melting ice and Small pieces of cloth (or Give a particle 60min
endothermic processes and evaporation are endothermic tissues). explanation of the
exothermic reactions. processes. Timers. process.

9Pe3 Explain cooling by evaporation. Investigate which conditions aid the

rate of evaporation using tissues or
small pieces of cloth, dampened.
Factors which can be tested are
temperature and moving air.
Framework Learning Objective
Codes
9Pe2 Identify and explain the
thermal(heat) energy transfer
processes of conduction,
convection and radiation.
9Ep8 Decide which apparatus to use
and assess any hazards in the
laboratory.
9Eo3 Make observations and
measurements.
9Ec2 Interpret results using scientific
knowledge and understanding.
9Pe2 Identify and explain the thermal
(heat) energy transfer processes
of conduction, convection and
radiation.
Activities Resources Comments Time
Rods of different metals can be Metal rods Distinguish between 60min
heated to find out which is the best Lab heating equipment heat and
thermal conductor. It is important to Wax temperature.
heat the ends of the rods equally, Drawing pins.
perhaps by supporting on a non- Give a particle
combustible mat on a tripod and explanation of the
heating them all at the same time. process.
The heat energy can be detected by
a pin attached by wax to the far end Safety goggles must
of the rod, it is released when the be worn for heating.
wax melts.
Discuss everyday uses of conduction
of heat energy. Include the use of
bad conductors (insulators).
Convection currents can be Give a particle 60min
demonstrated in liquid (warming explanation of the
coloured crystals placed in a beaker process.
of still water) and air (using a candle
in a box with two chimneys and
placing a smoking taper above.
Discuss everyday uses of convection
of heat energy e.g. solar heating
panels.
Framework Learning Objective
Codes
9Pe2 Identify and explain the thermal
(heat) energy transfer processes
of conduction, convection and
radiation.
9Pe2 Identify and explain the thermal
(heat) energy transfer processes
of conduction, convection and
radiation.
Activities Resources Comments Time
Thermal radiation (infra-red) comes Radiation cube Explain that the heat 60min
from all hot objects but pupils can Hot water, thermometer. is not carried by
investigate which surfaces emit / particles in this case
absorb heat the best. One way is to but by a type of ray
fill a metal container (radiation cube) similar to light which
with hot water. Different surfaces, can travel through
black, dull, white, shiny, give off space.
more or less radiation. This can be
detected by placing the hand 2-3 cm Pupils should not
away from the surface. The rate of touch the metal cube.
heat loss can also be estimated by
measuring the rate of temperature
loss.
Discuss everyday uses of heat
transfer by radiation and also ways
of preventing it.
A vacuum flask (a broken one to Vacuum flask (a broken one Students have great 30min
reveal the inner layers) can be to reveal the inner layers). difficulty in
demonstrated as it has ways of distinguishing the
preventing conduction, convection, different processes
radiation and evaporation which so as much practice
students can identify. Ensure that as possible is
students understand that the flask necessary.
can be used for keeping things hot or
cold.
Scheme of Work – Science stage 9

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 world’s energy needs.

Scientific Enquiry work focuses on:

 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.

Recommended Vocabulary for this unit:

Environment solar hydroelectric nuclear fuel fossil fuel renewable and non-renewable sources.
Framework Learning Objective Activities Resources Comments Time
Codes

9Be5 Describe factors affecting the Students investigate changes in Secondary sources. Link to Stage 9, Unit 30min
size of populations. population of species using 3A
secondary data e.g. changes over a The graph shows a
9Ec3 Look critically at sources of year, changes over time. repeating curve for
secondary data. each of predator and
Plot a population / time graph. Start prey, the line for the
with chosen values of two species prey has higher
e.g. fox and rabbit or lion and peaks and reaches
antelope. Suggest on the graph what its highest point
happens when the population of before that for the
rabbits / antelopes increases. predator.
9Be5 Describe factors affecting the Investigate graphs of the global Human population /time 30min
size of populations. population over time and consider graphs.
reasons for, and disadvantages of,
9Ec3 Look critically at sources of the rate of increase.
secondary data.
9Be6 Describe and investigate some Investigate the problems of obtaining Secondary sources. 50min
effects of human influences on enough living space.
the environment. By researching the reasons for and
effects of deforestation using
9Ec3 Look critically at sources of secondary sources.
secondary data. Include information on how species
might have been affected by
destruction of habitat.
Present findings and possible
solutions.
9Be6 Describe and investigate some Investigate the availability of clean Secondary sources. As extension work 50min
effects of human influences on water resources and why water pupils could do
the environment. should be conserved using fieldwork at a stream
secondary sources. site. Indicator
9Ec3 Look critically at sources of Present findings and possible species found can
secondary data. solutions to a shortage of clean show the relative
water. cleanliness of the
water.
Framework Learning Objective Activities Resources Comments Time
Codes
9Pe1 Use knowledge of energy Explain why the world’s energy Secondary sources. 50min
sources including fossil fuels and needs is increasing. Discuss why the
renewable energy resources to world’s energy needs is increasing.
consider the world’s energy
needs, including research from Relate to the increase in population
secondary sources. and the increased use of modern
technology.
9Ec3 Look critically at sources of
secondary data.
9Be6 Describe and investigate some Research the origins and extraction It should be 70min
effects of human influences on and reserves of the main fossil fuels, emphasised that the
the environment. coal, oil and gas. original source is the
Sun.
9Pe1 Use knowledge of energy Explain why fossil fuels are non-
sources including fossil fuels and renewable fuels.
renewable energy resources to
consider the world’s energy Explain why there might be an
needs, including research from energy crisis. Other problems are
secondary sources. cost of extraction and
Investigate the problem of transportation and
9Ec3 Look critically at sources of atmospheric pollution caused by the damage to the
secondary data. combustion of fossil fuels e.g. the environment.
effects of acid (rain) on limestone or
chalk (buildings).
Framework Learning Objective
Codes
9Be6 Describe and investigate some
effects of human influences on
the environment.
9Pe1 Use knowledge of energy
sources including fossil fuels and
renewable energy resources to
consider the world’s energy
needs, including research from
secondary sources.
9Ec3 Look critically at sources of
secondary data.
9Be6 Describe and investigate some
effects of human influences on
the environment.
9Pe1 Use knowledge of energy
sources including fossil fuels and
renewable energy resources to
consider the world’s energy
needs, including research from
secondary sources.
9Ec3 Look critically at sources of
secondary data.
Activities Resources Comments Time
Research different renewable fuels. A careful definition of 70min
Discuss whether ‘nuclear fuels’ are renewable is
renewable or non-renewable. necessary i.e. a
source that can be
Discuss the advantages and replaced in a shorter
disadvantages of using ‘nuclear time than it is used.
fuels’ to generate electricity.
Renewable energy
Use secondary sources to find out sources should
about different renewable energy include solar, waves,
resources. rivers, tides and
wind.
Assess the advantages and
disadvantages of each energy
resource and how the energy
resource is used to generate
electricity.
Present findings to the whole class
as a poster, PowerPoint presentation
or a hand-out.
Discuss and list the problems 50min
of using all kinds of energy sources.
These might include suitability of
site, climate, cost of converting to
electrical energy, pollution of any
kind and destruction of habitats.
Consider the energy sources most
used in your region and whether
there would be benefit in changing to
other energy resources.