reading & writing numeracy & mathematical skills british ... · cgp g cse chemistry...

Purpose of the study:

Students should understand different aspects relating to successful breeding including courtship behaviour, mating strategies and the level of parental care. To understand two different forms of behaviour, innate and imprinting, and considers the work of two key ethologists who studied these behaviours. To know different types of learned behaviours and explains how conditioning can be used to train captive animals for specific purposes. To understand different types of communication in animals and looks at some aspects of the work of Fossey and Goodall on social behaviour. To know some of the different ways that plants communicate, with each other and with animals. To know the evidence for human evolution that we get from fossils and stone tools and describes some of our human-like ancestors. To know how and why humans migrated from their origins in Africa around the world.

Aims & Learning Overview: (Guided Learning Hours)

Approximately 10 hours including one hour for revision and test. Practical controlled assessment lessons will be carried out throughout the topic.

Language & Vocabulary

Reading & Writing

Numeracy & Mathematical Skills

Behaviour, Reproductive quality, Courtship behaviour, Innate, Reflex, Ethology, Imprinting, Learning, Choice chambers, Habituation, Classical conditioning, Operant conditioning, Train, Communicate, Visual signs, Body language, Sound, Chemical substances, Pheromones, Social behaviour, Evolution, Co-evolution, Pollination, Plant chemical defence, Ardi, Lucy, Mitochondria, Nuclear DNA, Mitochondrial DNA, African Eve,

Report writing Spelling, Punctuation and Grammar TiPToP Writing to explain Planning Analysing

Collecting data – Tables Analysing data Averages Graphs Calculations

BRITISH VALUES

Debating the benefits and drawbacks of scientific developments including those linked to environment, health and quality of life – breeding, courtship, behaviour, communication in animals, theory of evolution and the evidence How scientific knowledge changes over time. Where we come from?

Resources/Websites to support learning

Edexcel Extension Science text books and Active teach, Biology for you books Websites - http://www.bbc.co.uk/bitesize/GCSE/science/ http://www.biology4kids.com http://science.howstuffworks.com/life

Suggested Home Learning Activities PEE answers to questions, Practice exam questions, Practice controlled assessment tasks – further examples provided within SoL.

Cross Curricular Links ICT, PSHE (SPaCE), Geography, History, Citizenship, RE,

http://www.bbc.co.uk/bitesize/GCSE/science/

http://www.biology4kids.com/

http://science.howstuffworks.com/life


Students should know the structure of a fermenter, the role of various fermenter parts and the importance of achieving optimum conditions for the growth of microorganisms. To know the advantages of microorganisms in producing food, focus in particular on mycoprotein. To know the role of various enzymes in a variety of technology examples. To know the effects of changes in human population size on global food security, methods of increasing food production and the impact of growing biofuels. To know the process of genetic modification and also some of the points raised regularly in discussions about GM crops.


Approximately 11 hours including one hour for revision and test. Practical controlled assessment lessons will be carried out throughout the topic.


Reading & Writing


Biotechnology, Biomolecules, Fermenters, Aseptic precautions, Sterilised, Nutrients, Optimum temperature, Optimum pH, Agitation, Mycoprotein, Fusarium, Lactose, Lactic acid, Enzymes, Invertase, Saccharomyces cerevisae, Sucrase, Proteases, Lipases, Chymosin, Genetic modification, Recombinant DNA technology, Insulin, Lactase, Global food security crisis, Conventional breeding, Integrated pest management, Crop rotation, Biofuels, Renewable, Flavonoids, Transgenic, Agrobacterium tumefaciens, Bacillus thuringiensis, Bt toxin,

Report writing Spelling, Punctuation and Grammar TiPToP Writing to explain Planning Analysing

Collecting data – Tables Analysing data Averages Graphs Calculations

BRITISH VALUES

Debating the benefits and drawbacks of scientific developments including those linked to environment, health and quality of life – Production of food, Food security, GM crops, Use of microbes, Biotechnology, Farming. How scientific knowledge changes over time.


Edexcel Extension Science text books and Active teach, Biology for you books Websites - http://www.bbc.co.uk/bitesize/GCSE/science/ http://www.biology4kids.com http://science.howstuffworks.com/life

Suggested Home Learning Activities PEE answers to questions, Practice exam questions, Practice controlled assessment tasks – further examples provided within SoL.

Cross Curricular Links ICT, PSHE (SPaCE), Geography, History, Citizenship, RE,

http://www.bbc.co.uk/bitesize/GCSE/science/

http://www.biology4kids.com/

http://science.howstuffworks.com/life


The purpose of the unit is to describe the differences between qualitative and quantitative analysis. In terms of qualitative analysis to determine the presence of cations by flame tests and precipitation reactions with sodium hydroxide. Detection of anions using silver nitrate solution with links to analysis of safe limits in the water supply. Forensic criminology through ion detection is also considered, and the methods of chemical analysis used in medicine


This unit takes 6 hours to deliver including one hour for assessment. There is also one practice controlled assessment relating to ion identification specifically looking at planning skills including variables and controlling risks.


Reading & Writing


Analysis, qualitative, quantitative, ionic compounds, cation, anion, precipitation reaction, ionic equation, spectator ion, alkaline gas, litmus, purity, sampling.

Writing to explain Spelling, Punctuation and Grammar TipTop PTR marking Testing hypotheses Analysing Drawing conclusions Evaluating

Collecting data Analysing data Addition, Subtraction, Multiplication and Division Balancing equations

BRITISH VALUES

How safe is our water supply? How can chemistry help solve crimes? Use of analysis linked to environmental and health problems.


www.bbc.co.uk/ bitesize revision Edexcel Extension Science TG, Chemistry for You, www.chem4kids.com CGP GCSE Chemistry Revision Book www.howstuffworks.com Edexcel 360 extension student book www.docbrownschemistry.org.uk BBC Learning Zone video clips

Suggested Home Learning Activities

Calculations to analyse a range of different water samples given as secondary evidence, write a report on the PCA on the ‘murder of Dr. Walker’, an instruction leaflet on balancing symbol equations, Camelford- a water problem, Research into Alzheimers Disease and environmental issues.

Cross Curricular Links Physics, , Medicine, Geography

http://www.bbc.co.uk/

http://www.chem4kids.com/

http://www.howstuffworks.com/

http://www.docbrownschemistry.org.uk/


The purpose of the unit is to describe quantitative analysis related to everyday situations such as hard and soft water and making salts. Students should demonstrate an understanding of the fact that some areas of the country have dissolved calcium or magnesium ions in the tap water making the water hard. Water can be described as temporary or permanent hardness. Temporary hard water can be softened by boiling or using an ion exchange column, but only ion exchange will work on permanent hardness. Students need to know how to calculate the amount of substance as moles, number of particles etc, and convert one form into another using scientific convention and symbols. The preparation of soluble salts from insoluble reactants and acid is covered as well as making salts from soluble reactants using acid-base titration techniques. Students need to be able to demonstrate an understanding of how to carry out simple calculations using the results of titrations using mathematical skills.


This unit takes 10 hours to deliver including one hour for assessment. There is also 2 practice controlled assessments, one relating to the mass of solute in solutions of different concentrations(skill- evaluation relating to method) , and the other one relating to acid-base titrations(skill- obtaining suitable primary evidence).


Reading & Writing


Solutions, hard water, solute, concentration, insoluble precipitate, scum, temporary hardness, permanent hardness, ion exchange column, boiling, solvent, solution, relative atomic mass, Avogadro number, moles, relative formula mass, base, salt, soluble, excess, filtration, filtrate, crystallise, alkali, neutralisation

Writing to explain Spelling, Punctuation and Grammar TipTop PTR marking Testing hypotheses Planning skills, Analysing, Drawing conclusions, Evaluating

Collecting data Analysing data Addition, Subtraction, Multiplication and Division Balancing equations Calculation of concentration and use of correct scientific units, Transposition and applying formulae, Ratios

BRITISH VALUES

What is the impact of hard water on industry and society eg brewing, washing liquids and the detergent industry? Why are scientists interested in moles? Application of titrations to medicine and other industries. What techniques can be used to identify differences between fake and real drugs?




Research ion exchange columns and other water softeners. Calculations based on moles, titrations. Choosing reactants to make salts, flowchart for titration using apparatus.

Cross Curricular Links Physics, , Medicine, Geography, Citizenship






The purpose of the unit is to describe key terms on electrolysis eg electrode, electrolyte etc and explain how the movement of cations and anions is liked to oxidation and reduction(OILRIG). Students should be able to demonstrate the use of half-equations to describe reactions at the anode and cathode. The electrolysis of molten substances, as well as the preferential discharge of certain ions and the use of inert electrodes is covered. The subject matter includes a wide range of substances and their industrial uses. Of particular importance is the purification of copper using an impure anode and pure cathode and students need to explain how electroplating reduces corrosion of metal objects.


This unit takes 7-8 hours to deliver including one hour for assessment. There are also 2 practice controlled assessments, one relating to the electrolysis of sodium chloride solution for a range of different volumes(skill- evaluating conclusion) and the other one relating to the electrolysis of copper sulphate solution, the relationship between current and mass(skill- processing evidence and producing graphs).


Reading & Writing


Electrolytes, electrolysis, electrodes, cation, anion, cathode, anode, reduction, oxidation, half-equation, discharged, corrosive, inert, impure, refined, electroplating, corrosion

Writing to explain Spelling, Punctuation and Grammar TipTop PTR marking Testing hypotheses Planning skills, Analysing Drawing conclusions, Evaluating

Collecting data Analysing data Addition, Subtraction, Multiplication and Division Balancing equations Writing half equations

BRITISH VALUES

Should electrolytic plants be built near towns, should metals be extracted to produce electrodes. Evaluate the pros and cons of extracting metals compared to recycling. Links between copper use and environmental chemistry, supply and demand, socio economic factors for a salt factory.




Research the process of Aluminium extraction, practise half equations using worksheets, use of models to explain electrolysis. Practice exam questions, research electroplating and a range of its uses. Flip learning on an aspect of electrolysis using videoclips.

Cross Curricular Links Physics, Geography, Citizenship, Economics






The purpose of the unit is to demonstrate an understanding of the application of the mole to gases known as molar volume and to use this with balanced equations to calculate masses of solids and volumes of gases. There is also the application of Avogadro’s law to calculate volumes of gases. An important process such as the Haber Process is covered as an example of an important reversible industrial reaction, as it is the raw material for making fertilisers. Advantages and disadvantages of fertilisers is considered, ie increased yield, but also the problems of eutrophication. Students need to have an understanding of how to change the position of a dynamic equilibrium by changes in temperature and pressure, and why a catalyst is needed. The socio-economic and environmental effects of the process on science and technology are covered.


This unit takes 5 hours to deliver including one hour for assessment. This unit does not contain any practice controlled assessments.


Reading & Writing


Mole, atmosphere, molar volume, rounding, fertilisers, nitrogenous fertilisers, Haber Process, reversible, eutrophication, decomposed, exothermic, endothermic, dynamic equilibrium, yield, catalyst, state symbols.

Writing to explain Spelling, Punctuation and Grammar TipTop PTR marking Testing hypotheses Planning skills, Analysing Drawing conclusions, Evaluating

Collecting data Analysing data Addition, Subtraction, Multiplication and Division Balancing equations Applying formulae Rounding of decimal places

BRITISH VALUES

How can we check for safety leaks? Is there a use for penguin poo or guano? How does ammonia link to explosives? Should we use artificial fertilisers that affect wildlife?




Research the history of the Haber Process,Practice exam questions, research equilibrium and a range of its uses. Flip learning on the Haber Process using videoclips. Advantages and disadvantages of using fertilisers, Calculations on molar volumes and Avogadro’s Law.

Cross Curricular Links Physics,Biology Geography, Citizenship, Economics






The purpose of the unit is to describe the health and social issues surrounding the possible harmful effects of ethanol in alcoholic drinks and the fermentation process. Also how a concentrated solution of ethanol is obtained by fractional distillation. The industrial process of making alcohol from crude oil as well as fermentation is also considered and the factors for each method evaluated. Students need to demonstrate an understanding of the key structures and reactions of alkanes, alkenes, alcohols, carboxylic acids including their uses. The formation of esters from carboxylic acids and alcohols is demonstrated, together with uses, especially for polyester. Once again the use of contemporary science and technological developments are covered, identifying benefits, drawbacks and risks. Students need to explain how soap is made and how it works due to the hydrophobic tail and hydrophilic head. Oils can be changed into fats by catalytic hydrogenation.


This unit takes 9 hours to deliver including one hour for assessment. There is also 1 practice controlled assessment on fermentation using different concentrations of sugar solution(skill- control variables and choice of equipment).


Reading & Writing


Fermentation, ethanol, dehydration, liver cirrhosis, fraction, fractional distillation, hydration, cracking, non-renewable, biofuels, renewable, catalyst, hydrocarbon, alkene, homologous series, alkanes, alcohols, hydroxyl, ethanoic acid, oxidation aerobic, preservative, carboxylic acids, bases, carboxyl group, structural formula, molecular formula, ester, polyester, hydrophilic, hydrophobic, anion, saturated, unsaturated, hydrogenated, catalytic hydrogenation

Writing to explain Spelling, Punctuation and Grammar TipTop PTR marking Testing hypotheses Planning skills Analysing Drawing conclusions Evaluating

Collecting data Analysing data Addition, Subtraction, Multiplication and Division Balancing equations Writing half equations Graph work

BRITISH VALUES

How can we address the problem of binge drinking and antisocial behavior? Are biofuels such as gasohol sustainable? What would we do without preservatives such as vinegar? Is it acceptable to use crude oil to make other organic products? Links between perfumes, plastic bottles and shirts?



Suggested Home Learning Activities Research fats, oils and soaps. BRITISH VALUES questions, information leaflet on organic products, manufacture and uses, extended exam questions, methods of ethanol production/biofuels.

Cross Curricular Links Biology, Geography, Citizenship, Technology






This unit builds on the knowledge gained in units P1 and P2 by introducing students to medical physics. Students will

learn how physics principles are vital in modern medicine in the way in which they are applied to diagnosis, treatment

and storage of medicines.

Practical work in this unit will give students opportunities to plan practical ways to answer scientific questions; devise

appropriate methods for the collection of numerical and other data; assess and manage risks when carrying out practical

work; collect, process, analyse and interpret primary and secondary data; draw evidence based conclusions; and

evaluate methods of data collection and the quality of the resulting data.

In Topic 1 students will learn about the use of radiation and other waves in medical treatment and diagnosis. Students

will apply their understanding of lenses to treatments for long and short sightedness.


12 hours, including two hours for an APP assessment and end-of-unit test.

1.1 Demonstrate an understanding of the methods that medical physicists can employ to help doctors solve problems.

1.2 Use the word ‘radiation’ to describe any form of energy originating from a source, including both waves and particles

1.3 Demonstrate an understanding that the intensity of radiation will decrease with distance from a source and

according to the nature of the medium through which it is travelling.

1.4 Use the intensity equation.

1.5 Describe the refraction of light by converging and diverging lenses

1.6 Relate the power of a lens to its shape

1.7 Use the power of a lens equation.

1.8 Investigate variations of image characteristics with objects at different distances from a converging lens.

1.9 Use the lens equation.

1.10 Identify the following features in a diagram of the eye – cornea, iris, pupil, lens, retina, ciliary muscles

1.11 Demonstrate an understanding that light is focused on the retina by the action of the lens and cornea.

1.12 Recall that the average adult human eye has a near point at about 25 cm and a far point at infinity

1.13 Explain the symptoms and causes of short sight and long sight.

1.14 Compare and contrast treatments for short sight and long sight.

1.15 Explain, with the aid of ray diagrams, reflection, refraction and total internal reflection (TIR), including the law of

reflection and critical angle.

1.16 Calculate critical angle using Snell’s Law.

1.17 Explain refraction in terms of change of speed of radiation.

1.18 Investigate the critical angle for perspex/air or glass/air or water/air boundaries.

1.19 Investigate TIR between different media.

1.20 Explain how TIR is used in optical fibres.

1.21 Explain uses of optical fibres in endoscopes.

1.22 Explain uses of ultrasound in diagnosis and treatment.

Language & Vocabulary Reading & Writing Numeracy & Mathematical Skills

CAT scanner, diagnosis, endoscope, incident, intensity, ionising, medium, non-ionising, radiation, ultrasound, ciliary muscles, converge, cornea, far point, iris, lens, near point, pupil, refracting, retina, converging lens, diverging lens, laser correction, long sight, short sight, converging image, focal length, focus, focal point, dioptre, lens equation, power of a lens, real image, virtual image, angle of incidence, angle of reflection, law of reflection, normal, reflected, refracted, refractive index, Snell’s law, total internal reflection, critical angle, optical fibre.

Collate and interpret scientific texts.

Extract information from scientific text and summarise this information.

Adapt writing style to suit different audiences.

Use different formats to present information.

Identify meaning in scientific text, collating and summarizing information from a range of sources.

Organise ideas into well-developed, structured paragraphs when comparing different methods of communication of scientific language.

Identify meaning in scientific text, summarizing the content and adapting language to suit different audiences.

Extract and interpret information from graphs to determine relationships.

Use data to plot appropriate graphs, interpreting the data presented to answer questions.

Conversion of units.

Extract and interpret information from practical activity.

Calculations using the lens equation, including rearrangement of the equation.

Interpret data from results table and use quantitative problem solving to solve calculations.

BRITISH VALUES

Should patients be informed of all dangers before being exposed to treatments?

Talk about whether shops should be allowed to sell laser pens.

Should charity money be given to poor nations for corrective glasses, instead of food aid?

Should money be spent on expensive, powerful lenses that are used in astronomy?

Should money be spent on developing an invisibility cloak?

Should giant artificial rainbows be made to cheer people up, despite the cost?


Core Science GCSE text books, teachers guide and active teach. Core Science Google site. Websites – http://www.bbc.co.uk/bitesize/GCSE


Medical imaging - Worksheet P3.1c.

Functions of parts of the eye - Worksheet P3.2d

Problems with vision - Worksheet P3.3e.

The power of a lens and the use of the lens formula - Worksheet P3.5f.

Explaining reflection and refraction - Worksheet P3.6f.

Calculating critical angle - Worksheet P3.9e.

Using reflection and refraction - Worksheet P3.10b.

Cross Curricular Links SPaCE, Mathematics, English, Technology.

http://www.bbc.co.uk/bitesize/GCSE









In Topic 2 students will learn about the production of X-rays and then discuss the risks and advantages of using X-rays

for treatment and diagnosis. A brief study of the use of an electrocardiogram (ECG) will enable students to develop a

simple understanding of the use of a pacemaker to regulate heart action.



2.1 Relate the ionisation by X-rays to their frequency and energy qualitatively.

2.2 Explain the key features of passing a current through an evacuated tube.

2.3 Explain why a beam of charged particles is equivalent to an electric current. 2.4 Use the current equation.

2.5 Use the kinetic energy equation.

2.6 Demonstrate an understanding of the inverse square law for electromagnetic radiation.

2.7 Relate the absorption of X-rays to the thickness of the material through which they are travelling, quantitatively.

2.8 Describe how X-rays are used in CAT scans and fluoroscopes

2.9 Demonstrate an understanding of the comparison of the risks and advantages of using X-rays for treatment and

diagnosis.

2.10 Explain how action potentials can be measured with an electrocardiogram (ECG) to monitor heart action.

2.11 Relate the characteristic shape of a normal ECG to heart action

2.12 Use the frequency equation.

2.13 Describe the use of a pacemaker to regulate the heart action.

2.14 Describe the principles and use of pulse oximetry.


Amperes, anode, cathode, coulombs, electron gun, evacuated tube, filament, ionising radiation, potential difference, thermionic emission, X-ray, CAT scan, Fluoroscope, inverse square law, tumours, action potential, electrocardiogram (ECG), frequency, pacemaker, pulse oximeter, pulse oximetry.












Calculations, including rearrangement of equations.


BRITISH VALUES

Should patients be informed of all dangers before being exposed to treatments?

Talk about whether shops should be allowed to sell laser pens.

Should charity money be given to poor nations for corrective glasses, instead of food aid?

Should money be spent on expensive, powerful lenses that are used in astronomy?

Should money be spent on developing an invisibility cloak?

Should giant artificial rainbows be made to cheer people up, despite the cost?




Making X-rays - Worksheet P3.11c.

Using X-rays - Worksheet P3.12d covers the use of X-rays in both radiology and radiotherapy.

Electricity in the heart - Worksheet P3.13c provides questions on interpreting ECGs and pulse oximetry.











In Topic 3 students will discuss the ethical and social issues relating to the use of radioactive techniques in medical

physics. Students will learn in detail about the decay of radio isotopes and the use of beta decay. They will relate their

knowledge to medical treatments and diagnosis and the dangers of using radiation.



3.1 Evaluate the social and ethical issues relating to the use of radioactive techniques in medical physics.

3.2 Describe the properties of alpha, beta, gamma, positron and neutron radiation.

3.3 Recall the relative masses and relative electric charges of protons, neutrons, electrons and positrons.

3.4 Recall that in an atom the number of protons equals the number of electrons.

3.5 Describe the process of beta-minus decay (a neutron becomes a proton plus an electron).

3.6 Describe the process of beta-positive decay (a proton becomes a neutron plus a positron).

3.7 Explain the effects on the atomic (proton) number and mass (nucleon) number of radioactive decays.

3.8 Use given data to balance nuclear equations.

3.9 Describe the features of the N-Z curve for stable isotopes.

3.10 Identify isotopes as radioactive from their position relative to the stability curve.

3.11 Recall that nuclei with high values of Z (above 82) usually undergo alpha decay.

3.12 Recall that an isotope above the curve has too many neutrons to be stable and will undergo beta-minus decay.

3.13 Recall that an isotope below the curve has too many protons to be stable and will undergo beta-positive decay.

3.14 Recall that the proton and neutron each contain three particles called quarks.

3.15 Describe the arrangement of up and down quarks in protons and neutrons.

3.16 Use given data to explain the arrangement of up and down quarks in protons and neutrons in terms of charge

and mass.

3.17 Explain beta-negative decay as a process that involves a down quark changing into an up quark (a neutron

becomes a proton and an electron).

3.18 Explain beta-positive decay as a process that involves an up quark changing into a down quark (a proton becomes

a neutron and a positron).

3.19 Recall that nuclei that have undergone radioactive decay often undergo nuclear rearrangement with a loss of

energy as gamma radiation.

3.20 Describe the dangers of ionising radiation in terms of tissue damage and possible mutations.

3.21 Explain the precautions taken to ensure the safety of people exposed to radiation, including limiting the dose for

patients and the risks to medical personnel.

3.22 Compare and contrast the treatment of tumours using radiation applied internally or externally.

3.23 Describe palliative care including the use of radiation in some instances.

3.24 Explain uses of radioactive substances in diagnosis of medical conditions, including PET scanners and tracers.

3.25 Explain why isotopes used in PET scanners have to be produced nearby.


Reading & Writing


Atomic number, β− decay, β+ decay, beta (β) decay, beta (β) particles, electron, mass number, neutron, nucleon, positron, proton, alpha particles, alpha decay, gamma radiation, nuclear equation, decay, isotope, N–Z curve, radioactive isotope, stable, unstable, quark, dosage, mutation, palliative, PET scan, radiotherapy, tracer.














BRITISH VALUES

Morals of using each type of radiation discussed.

Should there be a limit to the stability of radiation used – Are some too dangerous?

Creationism vs Science vs both.

Should people be exposed to dangers, even though they are paid to do it?

Evaluate the dangers and side-effects to exposing patients to radiation.




β− and β+ emissions - Use Worksheet P3.14d to give pupils practice in answering questions on this topic.

Decay processes - Worksheet P3.15d has a number of questions designed for students to check understanding of the processes of radioactive emission and decay and nuclear equations.

Working with the curve - Use Worksheet P3.16d to give students the opportunity to develop their understanding of this topic further.

Devise a test - Ask students to devise a brief test on quarks, consisting of three questions. The first should require a one-word answer, the second a one-sentence answer and the third a one-paragraph answer.

Dangers of ionising radiation - Worksheet P3.18d.

How a PET scanner works - Students read the information on Worksheet P3.19a and answer the questions to improve their understanding of how a PET scanner works.











In Topic 4 students will investigate circular motion, momentum and conservation of energy. Students will develop an

understanding of particle accelerators and their use in medical physics and wider research.



4.1 Discuss how instruments, including particle accelerators, can help scientists develop better explanations about the

physical world.

4.2 Discuss reasons for collaborative, international research into big scientific questions, including particle physics.

4.3 Explain how for motion in a circle there must be a resultant force known as a centripetal force that acts towards the

centre of the circle.

4.4 Explain how particle accelerators called cyclotrons cause charged particles to move in a circular or spiral path, due to

a magnetic field.

4.5 Demonstrate an understanding that certain stable elements can be bombarded with proton radiation to change them

into radioactive isotopes.

4.6 Describe the use of particle accelerators (cyclotrons) to produce radioactive isotopes for medical purposes.

4.7 Demonstrate an understanding that for inelastic collisions momentum is conserved but kinetic energy is not

conserved.

4.8 Demonstrate an understanding that for elastic collisions both momentum and kinetic energy are conserved.

4.9 Analyse collisions in one dimension in terms of momentum and kinetic energy.

4.10 Carry out calculations using momentum conservation for a two-body collision (in one dimension only).

4.11 Carry out calculations using conservation of kinetic energy for a two-body elastic collision (in one dimension only).

4.12 Investigate factors affecting the height of rebound of bouncing balls.

4.13 Recall that gamma rays can be produced by the annihilation of an electron and a positron.

4.14 Apply conservation of momentum and charge to positron electron annihilation.

4.15 Apply the idea of conservation of mass energy for positron electron annihilation.

4.16 Explain the use of radio isotopes in PET scanners to produce gamma rays.


Centripetal force, cyclotron, fundamental particles, particle accelerator, particle physics, PET scanner, radioactive isotope, resultant force, sub-atomic particles, inelastic kinetic energy, momentum, elastic collision, inelastic collision, momentum , vector, annihilation, anti-matter, mass–energy equivalence, PET scanner, positron, radioactive isotopes.














BRITISH VALUES

Should money that could be spent on the poor be used for scientific research?

Link to car safety; collisions and speed-limits.

Should patients be taught about the dangers of radiation before being exposed to it?




The cyclotron - Worksheet P3.20c looks at the cyclotron’s method of operation and the production of radioactive isotopes by bombardment of stable isotopes by high-speed protons.

Momentum and energy calculations - Worksheet P3.22e provides practice calculations of momentum and kinetic energy for two-body collisions in one dimension.

Positrons and PET scanners - Worksheet P3.23c provides a word completion exercise covering the main aspects of the lesson.

Cross Curricular Links

SPaCE, Mathematics, English, Technology.










In Topic 5 students will learn simple kinetic theory and the gas laws. They will learn the general gas equation and how to

apply this equation to, for example, bottled gases in medicine.



5.1 Use a simple kinetic theory model to describe movement of particles in the three states of matter.

5.2 Explain the pressure of a gas in terms of the motion of its particles.

5.3 Describe the effect of changing the temperature of a gas on the speed of its particles.

5.4 Describe the term absolute zero, 2273°C, in terms of the lack of movement of particles.

5.5 Convert between the Kelvin and Celsius scales.

5.6 Recall that the average kinetic energy of the particles in a gas is directly proportional to the Kelvin temperature of

the gas.

5.7 Investigate the temperature and volume relationship for a gas.

5.8 Use the gas equation relationship.

5.9 Investigate the volume and pressure relationship for a gas.

5.10 Use the volume and pressure relationship equation.

5.11 Use the pressure equation.

5.12 Apply an understanding of the equation in 5.11 to the use of bottled gases in medicine, including the need for a

pressure above atmospheric and the calculation of the volume of gas released at atmospheric pressure.


Absolute zero, Kelvin (K), Kelvin temperature scale, kinetic energy, kinetic theory, pascals (Pa), pressure.














BRITISH VALUES

Should we invest in a high-speed railway, using liquid gases?

Should the public be allowed to own gas containers, considering their potential danger?




Particles and pressures - Worksheet P3.24d provides questions.

Using the gas equations - Worksheet P3.27d provides questions.

Cross Curricular Links

SPaCE, Mathematics, English, Technology.


reading & writing numeracy & mathematical skills british ... · cgp g cse chemistry...

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