year 10 2020-2021 half term 4 (spring 2)

Year 10 2020-2021

Half Term 4 (Spring 2)

GCSE Biology B5 Communicable Disease

What are we learning? What knowledge, understanding and skills will we gain? What does excellence look like? What additional resources are

available?

The difference

between non

communicable disease

and communicable

diseases – and which

pathogens cause

communicable

diseases. How these

pathogens cause

disease and how it is

spread, and prevented

by society and our

human bodies.

Knowledge

Identify the difference between non communicable and communicable disease

Identify the main pathogens that cause communicable diseases

State how these pathogens are spread

Identify ways to prevent the spread of infections

Identify diseases caused by viruses, bacteria, fungus and protists

State the ways white blood cells protect the human body from infection

Understanding

Suggests links between lifestyle and health

Explaining how pathogens are spread and using this to identify ways to stop the spread of infection

Explain why viral infections are harder to treat than bacterial infections

Explain how plant diseases can spread

Suggest why it is expensive to stop the spread of malaria

Explain the use of antibody production by white blood cells and how this helps to fight infection

Skills

Draw a detailed conclusions that consider the interaction between two data sets

Appropriate line of best fit is drawn

Evaluate whether the data is sufficient to decide if the hypothesis is supported. (considering validity)

Synthesis and evaluate a range of conclusions from secondary sources to use in debate (considering validity)

Suggest: apply knowledge and understanding to a new situation

Calculate a simple percentages

Calculate a percentage increase or decrease

Using WHO information and website – create a

speech detailing how infections can be spread

from country to country

Evaluate the use of different treatments for

each pathogen and identify the effectiveness of

these treatments

Use the information on malaria to create an

information leaflet for people travelling to

countries that contain infected mosquitoes

Confidently explain the use of white blood cells

in fighting infections

Research the effect of having a compromised

immune system will impact the chance of

humans contracting diseases

Suggesting effective ways to prevent infection

linked specifically to each pathogen

BBC Bitesize

Doddle – power points and

quick quizzes

You tube: ‘Free science lessons’

Seneca learning platform

World Health Organisation

website

NHS website

Scheme of Work 2020-2021

Subject: GCSE Science: B5 Communicable Disease

Year Group: 10 /11

Specification: AQA Combined Science Trilogy

Skill focus: 13, 14, 25

Lesson

No

Topic & Objectives Big Question –

What will

students

learn?

Key Activities & Specialist Terminology

(Do Now Task / Starter/Tasks/Plenary

Planned Assessment

Homework or

flipped learning

resources

DODDLE

resources

Lit

Num

SMSC

Codes

B5.1:

Health

and

Disease

Aiming for Grade 4 LOs:

Describe health as a state of physical and mental wellbeing.

State some causes of ill health.

Draw a simple conclusion from data on health.

What is the

difference

between

healthy and

unhealthy?

Can we trust

data to reveal

the cause of

health

problems?

Lesson Overview

Starters

Healthy and unhealthy (10 min) Divide the class in half.

Ask

students in each half to work in small groups to draw a

labelled image

of a healthy person or an unhealthy person. Discuss their

ideas and define what is meant by health.

Illnesses (5 min) Ask the class to work in groups. Give each

group an

illness or condition, for example, measles, asthma,

depression, or lung cancer. Ask them to discuss what

causes their allocated illness. Discuss what is meant by

health, and the different factors that affect it.

QnA between teachers

and students

Written responses to

questions

Class discussion

Graph interpretation,

describe and explain

question

Learn the keywords

for this topic:

Communicable

Non-communicable

Droplet infection

Direct contact

Validity

Pathogens

Micro-organisms

Bacteria

Fungi

Virus

So3

C3

Sp2

Sp9

Sp1

C2


Describe the difference between communicable and non-communicable diseases.

Use a scatter diagram to identify a correlation between two variables.

Construct and interpret bar charts, frequency tables, frequency diagrams, and histograms.


Suggest how communicable diseases are spread.

Suggest links between lifestyle and health.

Discuss the validity of a statement based on evidence in the form of data.

What are the

biggest health

problems in the

UK? Is this

different to the

rest of the

world?

Main

Interpreting health data (40 min) Show the class a recent

headline

from a newspaper that shows a link between an

activity/food and health. Ask them how you can be sure

that it is true. Explain that these stories are usually based

on data from research but that sometimes the data is

interpreted incorrectly. Demonstrate how to interpret a

scatter graph to work out the correlation. Students are

then presented with statements about health along with

evidence in the form of data. They analyse the data and

decide whether it backs up the statements. Discuss the

need to back up a correlation with a plausible cause before

it can be validated and accepted as meaningful. A

correlation might be just an association between factors, if

no causal link can be established.

Plenaries

What does it show? (5 min) Students use the interactive

to study a graph that shows the interaction between

different factors and health. Students answer questions

about what the graph is showing.

Test the claim (10 min) Give students the controversial

statement: people on low incomes get ill more often. Ask

them to discuss in pairs whether they think this is likely,

and back up their conclusion using their scientific

knowledge.

Protest

Contamination

Control

Disinfectant

Ebola

Reproduce

HIV

Measles

Salmonella

Gonorrhoea

Toxins

Malaria

Protist

Vector

Stomach acid

Skin

Scab

mucus

White blood cell

Engulf

Antibodies

Anti-toxins

Neutralise

Doddle: Health,

Lifestyle and

disease

presentation

So3

C3

Sp2

B5.2

Pathogen

and

Disease


State that pathogens are microorganisms that cause disease.

Describe ways in which pathogens can be spread.

In which

circumstances

do we see the

worst epidemics

and pandemics?

Lesson Overview

Starters

Communicable diseases (5 min) Ask the class to list any

communicable (infectious) diseases they have had. Discuss

which are the most common.


and students


questions

Doddle: Pathogens

and disease mini

quiz


Describe how bacteria and viruses cause disease.

Explain why communicable diseases spread rapidly following a natural disaster.

Bacteria discussion (10 min) Present the class with the

statement: all bacteria are harmful. Ask students to

discuss in groups whether they agree with this, and why.

Main

Pathogens and the spread of diseases (40 min) Introduce

the term

pathogen as a microorganism that causes infectious

diseases in living

things, including plants. Students then use the student

book to design an animation about how pathogens,

including viruses, protists, and bacteria, cause disease.

They can design them as a drawn storyboard or, if you

have longer, use an application on a tablet or computer to

make an animation. The animations should include a

voiceover script.

Students then create a spider diagram to summarise the

ways in

which pathogens are spread. Ask them to use their

diagram to explain

why diseases spread more quickly following a natural

disaster like an

earthquake.

Plenaries

Bacteria or virus? (5 min) Interactive where students

select the correct definition of a pathogen. They then

choose whether statements are describing bacteria or

viruses.

Pathogen (10 min) Ask students to write down why

bacteria are

sometimes pathogens, but viruses are always pathogens.

Class discussion

Sp9

Sp1

C2

C5

So3

C3

Sp2

Sp9

Sp1

Sp5


Explain why viruses are always pathogens, but not all bacteria are.

Explain how pathogens are passed from one organism to another, and use this to suggest ways of preventing the spread.

B5.5

Preventin

g

Infections


List some ways in which communicable diseases are spread.

Take a role in designing a form of communication to inform the public about how to prevent the spread of a disease.

How would you

stop the spread

of infectious

disease?

Which measure

in controlling

Lesson Overview

Starters

Hand washing (5 min) Show students an image of a doctor

or nurse

washing their hands. Ask them to write down why this is

important.

The plague (10 min) Tell the class that the Great Plague

was spread by fleas. Tell them some methods that people


and students


questions

Class discussion

Doddle:

Defence systems

mini quiz

Preventing and

Treating disease

mini quiz (OCR)


Describe how the spread of diseases can be reduced or prevented.

Communicate to the public about how to stop the spread of a disease.

the spread of

infection would

be most

effective?

Why is

government

advice

sometimes not

followed and

what is the

impact of this?

Is Semmelweis

given enough

recognition?

in the past used to try to stop the spread of the plague

(isolating infected families, carrying sweet-smelling

flowers, covering the face, praying). Ask them to discuss

how useful they think each method was, and what they

would recommend instead.

Main

Public health campaign (40 min) Ask students to read the

information in the student book on preventing the spread

of communicable diseases. Then divide the class into

groups and give details about recent epidemics, for

example, swine flu in the UK, Ebola in Africa, MERS in

South Korea, cholera in Haiti, and so on.

Groups research a disease and how it is spread. They then

create a campaign to educate people about how to keep

healthy and reduce the spread of the disease. This could

include a poster, leaflet, or advertisement, or all three if

you have more time. Ask groups to present their

campaigns and ask students to peer assess their work

based on scientific accuracy and how useful it would be.

Plenaries

How would you control the spread? (10 min) Supply

students with

the name of a communicable disease and how it is spread.

Ask them to suggest which control methods would work.

The work of Semmelweis (5 min) Students look at the

work of Semmelweis. They match the stages of the

scientific method (observe, hypothesise, predict, test,

conclude) to what he did.

Students write a plan

of action to contain

the spread of an

infection

Evaluate the

containment planning

for Covid 19 (HT)

So3

C3

Sp2

Sp9

Sp1


Use scientific knowledge to explain in detail how different methods reduce or prevent the spread of disease.

Use an example to explain how scientific method has been applied to help prevent the spread of disease.

B5.6 Viral

Disease


Name some diseases that are caused by viruses.

Describe how measles and HIV are spread.

Summarise information in a table.

Why is

government

advice

sometimes not

followed and

what is the

impact of this?

Lesson Overview

Starters

What is the pathogen? (10 min) Interactive where

students select true or false for a series of statements

about viral disease. They then match the statements to the

correct disease.

Killer viruses (5 min) Ask students to summarise how

viruses cause


and students


questions

Class discussion

Doddle: Viral

diseases mini quiz


Describe how measles, HIV, and tobacco mosaic virus affect the infected organism.

Interpret data to describe how the number of people infected with measles in the UK has changed over time.

Design a table and use it to summarise information.

Are viral

diseases more

dangerous than

those caused by

bacteria?

How can a plant

catch an illness?

damage in a tweet (less than 140 characters).

Main

Viral infections (20 min) Ask students to read through the

information

on measles, HIV, and the tobacco mosaic virus in the

student book. They should then summarise the

information in a table showing disease, pathogen, ways to

reduce spread, symptoms, and treatment.

Measles vaccination (20 min) Show students a graph that

shows the

number of cases of measles in the UK since the start of the

20th century. Ask pairs to discuss what it shows and

possible explanations for this. Discuss their thoughts. Tell

them that in the early 2000s many parents stopped giving

their children the MMR vaccine because of claims that it

caused autism. Tell them that, even though these claims

were later shown to be false, many children are still not

being vaccinated. Ask students to write an open letter

telling parents why they should vaccinate their children

against measles.

Plenaries

Treatment (10 min) Ask students to write down reasons

why viral

infections are often more difficult to prevent and treat

than bacterial

infections.

Viral statements (5 min) Name a viral disease and choose

a student to give one piece of information on this disease.

They then choose another student to add some more

information, and so on.

C2


Explain how measles, HIV, and tobacco mosaic virus affect the infected organism.

Explain why viral infections are often more difficult to prevent and treat than bacterial infections.

Write a persuasive letter to parents urging them to vaccinate their children against measles.

B5.7

Bacteria

Diseases


Name some diseases that are caused by bacteria.

Describe how salmonella and gonorrhoea are spread.

Are viral

diseases more

dangerous than

those caused by

bacteria?

Lesson Overview

Starters

Why do more people die from viral infections? (10 min)

Present some examples of viral and bacterial infections.

Ask students to discuss the question in pairs and list their

ideas. Discuss their ideas as a class and use this

opportunity to review understanding of how bacteria and

viruses differ in the way they infect and harm an organism,


and students


questions

Class discussion

Doddle: Bacterial

disease mini quiz

So3

C3

Sp2

Sp9

Sp1

C2

C5


Describe similarities and differences between salmonella and gonorrhoea.

Describe how the spread of salmonella and gonorrhea is controlled.

How could the

rise of antibiotic

resistant

bacteria change

our behaviour

as humans?

the use of antibiotics, and how the mutation of viruses

makes it difficult to develop vaccines.

Antibiotic resistance (5 min) Share with the class a

headline or news video about antibiotic resistance. Discuss

why this is a problem, and what scientists are trying to do

about it.

Main

Salmonella and gonorrhoea (40 min) Introduce these as

bacterial

infections. Discuss the similarities and differences between

them. Students produce a table in summary. Students

then write advice on salmonella or gonorrhoea suitable for

patients at a doctor’s surgery. This can be a poster warning

people how to avoid getting salmonella from a summer

barbeque, or a leaflet on how to tell if you have

gonorrhoea and the treatments available.

Share with the class a news story on the fact that

gonorrhea may soon be untreatable due to antibiotic

resistance. Ask students to work in small groups to

summarise the story in one sentence. After listening to

these, discuss as a class why antibiotic resistance is a

problem.

Plenaries

Bacteria true or false (10 min) Students use the interactive

to identify if a series of statements on bacterial infections

are true or false. They then match the statements to the

correct disease.

Bacterial disease in plants (5 min) Show the class an image

of a crown gall, which is caused by a bacterial infection.

Ask them to write down how it would cause ill health in

the plant.

6 mark comparative

piece on the

similarities and

differences between

viral and bacterial

infections


Suggest why more people die from viral diseases than from bacterial diseases.

Explain in detail how methods to control the spread of salmonella and gonorrhoea work.

B5.8

Diseases

caused by

fungi and

Protists


State that rose black spot is caused by fungi and malaria is caused by protists.

Use a diagram to describe the life cycle of the malaria protist.

State some ways in which malaria is controlled.

Why hasn’t

malaria been

eradicated like

small pox?

Lesson Overview

Starters

Fungal infections (5 min) Show images of a range of fungal

infections, for example, athlete’s foot, rose black spot,

potato blight, and ringworm. Ask students what they think

they have in common, and reveal that they are all fungal

infections.


and students


questions

Doddle: Fungal

and protest disease

mini quiz

So3

C3

Sp2

Sp9

Sp1

C2


Describe how rose black spot affects the plant and how it is treated.

Link ways of controlling the spread of malaria to specific parts of the protist’s life cycle.

World’s deadliest animal (10 min) Ask the class which

animal they think kills the most people worldwide each

year. After hearing a few suggestions show them a graphic

from the Internet showing the world’s deadliest animals,

which shows that the answer is mosquitoes. Ask them to

write down why they think this is the case.

Main

Rose black spot (15 min) Show images of rose black spot.

Tell the class that a rose grower has sent these in and

asked for advice on what it is, whether it is harmful, and

how to stop it. Students use the student book to research

the disease and reply to the grower.

Stop malaria (25 min) Introduce malaria to students,

including how it

kills, how many people it affects, and where this happens

in the world.

Explain that malaria is caused by a protist, and discuss the

life cycle of the malaria protist. Ask students to produce a

plan to eradicate malaria. They should refer to the life

cycle of the protist that causes the disease, and annotate

each stage with methods that can be used to prevent the

spread.

Plenaries

Malaria charity (10 min) Ask students to act as fundraisers

for a malaria charity and write one short speech that can

be used to persuade people to donate money.

Fungi and protist (5 min) Students decide whether

diseases are cause by fungi or protists. They then type in

answers to complete a passage about the spread and

control of malaria.

Class discussion

So7


Explain how rose black spot affects the growth of a plant.

Explain why it is so expensive to stop the spread of malaria.

B5.9

Human

Defence

Response

s


Describe some ways in which the human body defends itself against the entry of pathogens.

State that white blood cells help defend the body against pathogens.

Show how one part of a model is similar to real life.

Why are we sick

all the time?

What is our

immune

system?

Why are

haematologists

interested in

white blood

cells?

Lesson Overview

Starters

What’s the link? (10 min) Present students with the

following list: organs skin, blood, and stomach. Ask them

what they think they all have in common (the objectives of

the lesson should be a big clue–they are organs in humans

that help defend against infection). Then ask students for

their answer, and reasons why they think this.

Phagocytosis (5 min) Show the class an animation or video

of white

blood cells ingesting pathogens. Question students on

what it is showing and why it is important for our health.

Main

Human defence systems (20 min) Discuss that humans

have many

mechanisms to stop pathogens from entering the body.

Supply groups

of students with a long piece of paper (you can use a roll

of cheap

wallpaper). Ask one volunteer to lie down on the paper so

someone else can draw round them. Then ask students to

add drawings and labels to illustrate parts of the defence

system. After recording their initial thoughts, allow groups

to use information from the student book to add further

information. Students should either copy the diagram or

take a photo, print it out, and attach to their notes.

Then students explain the role of white blood cells in

defending our bodies against invading pathogens.

For example:

• Why are your white blood cells known as the second line

of defence?

• State and describe the three main ways in which white

blood cells can destroy pathogens.

• Suggest why it takes a while for you to start to get better

following

an infection.

• Explain why you can’t get chickenpox twice.

Plenaries

Model defences (5 min) Ask students to explain how

different parts of a castle are analogous to the human

body’s defence mechanisms (e.g., the walls of the castle

are like the skin because they both keep invaders out).


and students


questions

Class discussion

6 mark question on

the role of white

blood cells

Doddle:

Monoclonal

Antibodies min

quiz (H)

Defence systems

mini quiz

Plant defences and

disease mini quiz

So3

C3

Sp2

Sp9

Sp1

C2

C5 Aiming for Grade 6 LOs:

Describe how human body defence mechanisms stop the entry of pathogens.

Describe the role of white blood cells in the defence against disease.

Use a model to explain how the body defends itself against disease.


Explain how a reduced or overactive immune system can cause illness.

Explain in detail how antibody production fights pathogens.

Evaluate an analogy of the human defence systems against disease.

Where is it found? (5 min) Interactive activity where

students select the correct defence mechanisms in the

human body. They then match the defence mechanism to

where it is found in the human body.

GCSE Chemistry C5 Chemical Changes

What are we learning? What knowledge, understanding and skills will we gain? What does excellence look like? What additional resources are available?

Reactions between acids

and alkalis at an atomic

level. How the reactivity

series helps us predict

reactions involving metals

Knowledge

Definitions of reactivity series, displacement reactions, neutralisation, salt, concentration, strength, soluble, insoluble, acids / alkalis and bases, oxidation and reduction

Rules of naming compounds

More reactive elements will take the place of lesser reactive ones

That reacting substances form new products containing the same number and type of elements - conservation of mass in reactions

Methods of making salts / measuring pH

Understanding

The behaviour of a substance in reaction evidences the reactivity of it

Explanation of why displacement reactions cannot be used to extract all metals and appropriate choice of reactants for those that can

Successfully predicting the products for displacement and neutralisation reactions

Explanation of the method chosen to make a specific salt including selection of reactants

Comparing strength and concentration of acids and alkalis

Evaluating the methods of measuring acidity or alkalinity

Skills

Make predictions based on scientific knowledge

Risk assess practical

Write detailed observations of chemical reactions / practical investigation

Take steps in practical to be able to determine repeatability and reproducibility of results

Constructing word and symbol equations using symbols to represent elements and compounds

Balance symbol equations

Linking to atomic structure to explain the order of

elements in the reactivity series.

Linking to atomic structure and structure and

bonding topics to explain how news bonds in the

products would have been formed (formation of

ions)

Confidently construct half equations for

displacement reactions

Understanding of the term redox reaction and

independently investigate examples

Selection of the correct reactants and process to

make salts and an detailed scientific explanation of

this or evidence or practical performed.

BBC Bitesize

Doddle – power points and quick quizzes




Subject: GCSE Science: C5 Chemical changes (Reactions in our Daily Lives)

Year Group: 10 /11


Skill focus: 3, 7,9,11, 18

Lesson

No


What will

students

learn?



Planned Assessment

Homework or

flipped learning

resources

DODDLE

resources

Lit

Num

SMSC

Codes

C5.1 The

reactivity series


List the order of common metals in the reactivity series.

Use general equations to write specific word equations for metals listed in the reactivity series reacting with oxygen, water, and acid.

Safely make and record observations.

Iron is one of the most commonly used metals in the world – where does metal come from? How could the

weather (inc. acid

rain) effect air

transport? (or

not?)

Starters

Metals and water (10 minutes) Explain to students that

when lithium is put in water it reacts vigorously but when

magnesium is put in water there is no observable reaction.

Then explain that calcium’s reactivity is between these

two metals. Ask students to predict what observations

they would therefore expect to see.

Main

Metals and acids (40 minutes) Ask students to plan an

investigation to determine the order of reactivity between

copper, aluminium, zinc, iron, and magnesium when

reacted with acid. Encourage students to write word and

balanced symbol equations for all of the metals that react.

They should also write a list of the metals from most to

least reactive. If there is time, students could carry out

part of their investigation.

Plenaries

C1: Preparation of a

pure, dry sample of a

soluble salt from an

insoluble oxide or

carbonate, using a

Bunsen burner to heat

dilute acid and a water

bath or electric heater to

evaporate the solution

= 8.2.1, 4.4.2.3, C4.8


and students


questions

Doddle: AQA

Reactivity of metals

mini quiz

Reactivity series

worksheet

So3

C3

Sp2

C8

Sp9

C5

So7


Describe oxidation and reduction in terms of gain or loss of oxygen.

Write word equations for the metals listed in the reactivity series reacting with oxygen, water, and acid, and balance given symbol equations.

Predict observations for the metals listed in the reactivity series

reacting with oxygen, water, and acid.

Bridges (10 minutes) Show students a picture of a steel

bridge and an iron bridge. Ask students to justify the use

of each material for the purpose (strong, malleable). Then

ask students to suggest why the maintenance of the iron

bridge is greater than the steel bridge (iron reacts with the

environment to form rust, steels are an alloy of iron and

other elements and some types can resist rusting).

Keywords:

Reactivity Series Ores Oxidised Reduced Reaction Metals Group 1 Dilute

Class discussion


Justify uses of metals in the reactivity series based on their chemical reactivity.

Write balanced symbol equations, with state symbols, for the metals listed in the reactivity series reacting with oxygen, water, and acid.

Evaluate in detail the investigation of metals plus acid, assessing the control of variables and the validity of conclusions drawn from the data collected.

C5.2 Displace

ment reactions


Recall a definition of a displacement reaction.

Use the reactivity series to determine whether a reaction between a metal and a different metal salt will occur.

Safely make and record observations.

How do these reactions build our public transport links? (thermite welding of rail tracks) How can iron help

us produce

copper?

Starters

Classify (5 minutes) Students use the student book to

classify the

statements to define oxidation and reduction:

• Gain of oxygen (oxidation)

• Loss of oxygen (reduction)

• Gain of electrons (reduction)

• Loss of electrons (oxidation)

Displacing a metal from solution (10 minutes) Set up the

practical to displace lead from lead nitrate solution with

zinc. Encourage students to predict what will happen by

writing word and balanced symbol equations with state

symbols.

Higher-tier students should write ionic equations for this

reaction.

Mains

Predicting reactions (40 minutes) Students complete the

displacement reactions of metals investigation. Encourage


and students


questions

Class discussion

Ionic equations from

practical task

Doddle:

Displacement

reactions of halogens

interactive

So3

C3

C2

Sp2

Sp9

C5

So7


Explain why a displacement reaction occurs.

Write word equations and straightforward balanced symbol equations for displacement reactions.

Predict observations for the metals listed in the reactivity series reacting with a different metal salt.


Describe displacement reactions using an ionic equation.

Write balanced symbol equations, with state symbols, for displacement reactions.

Determine and explain which species is oxidised and which species (metal atom or ion) is reduced in a displacement reaction in terms of electron transfer.

students to write the equations for the reactions that

occur.

Plenaries

Displacing a metal from solution revisited (5 minutes)

Revisit the displacement of lead from lead nitrate solution

by zinc. Discuss what has happened. Have students

determine and explain which species has been oxidised

and which has been reduced in terms of electron transfer.

Displacement reactions (10 minutes) Students use the

interactive to complete a series of word equations

describing displacement reactions. Students then choose

the correct chemical formula symbols to complete some

balanced symbol equations for displacement reactions

Keywords:

Extracting Metals Ores Concentrated Purified Reduced Electrolysis Molten Reduction Oxidation Reactive

C5.4 Salts from

metals


Recall a definition of a salt.

Name a salt formed between a metal and sulfuric acid or hydrochloric acid.

Recall a general equation for a metal reacting with an acid and use it to write specific word equations.

What could be the consequences of a life without salt? 7% of salt production in Europe is food grade – what happens to the rest?

Starters

Diagram (5 minutes) Draw a labelled diagram to show

how to separate a sample of dry salt that has been

dissolved in water to form a solution.

Salts from metals (10 minutes) Interactive where students

complete the general word equation for the reaction of an

acid and a metal to form a salt and hydrogen. They then

order sentences to explain how salts are made.

Mains

Planning to make a salt (30 minutes) Students plan a

method for making a zinc salt from reacting zinc with an

acid. Ensure that the plan is checked then allow students

to make a sample of the dry zinc salt. The final drying and


and students


questions

Class discussion

Completing the method

for making salt practical

Doddle: Salt

production mini quiz

So3

C3

Sp2

Sp9

Sp1

C5

So7


Describe how to make a salt by reacting a metal with an acid.

Write a balanced symbol equation to describe a reaction between a metal and sulfuric acid or hydrochloric acid.

Identify the chemical formula of the salt produced from the reaction between an acid and a metal.

Are all salts the

same?

collection of the crystals can take place next lesson or

plans can be collected and checked this lesson before the

practical is tackled next lesson. Students should write the

word equation and balanced symbol equation for the

reaction they investigate. This practical could be used for

Required practical 1, however differentiated Required

practical resources are not available on Kerboodle.

Explaining (20 minutes) H This activity can be done whilst

students’ crystals are drying. Wearing eye protection,

demonstrate magnesium (highly flammable) reacting with

sulfuric acid (irritant) by putting 5 cm length of ribbon into

half a test tube of dilute sulfuric acid. Put a boiling tube

over the end to collect the gas and perform the squeaky

pop test for hydrogen. Then discuss the explanation of the

reaction between magnesium and sulfuric acid, given in

the student book. Students then predict what would

happen when calcium (highly flammable) is put into

hydrochloric acid.

Demonstrate this reaction. Ask students to explain the

reaction in terms of oxidation and reduction illustrating

their answer using word, balanced symbol equations with

state symbols, ionic equations, and half equations.

Plenaries

Finish the sentence (5 minutes) Ask students to complete

the following sentences:

• A salt is ...

• When sulfuric acid reacts with a metal ...

• A spectator ion is ...

Keywords:

Spectator ion Salts Metals Redox Oxidation Reduction Equations Electron transfer Acid Chlorides


Explain the reaction between a metal and an acid.

Write ionic and half equations, including state symbols, to describe a reaction between a metal and sulfuric acid or hydrochloric acid.

Identify and explain in detail which species is oxidised and which is reduced.

Sulphates Nitrates

C5.5 Salts from

insoluble bases


Safely prepare a pure, dry sample of a soluble salt from an insoluble base and a dilute acid.

Name a salt formed between a metal hydroxide or metal oxide and sulfuric acid or hydrochloric acid.

Recall a general equation for a base reacting with an acid and use it to write specific word equations.

How do copper sulphate crystals link to swimming pools? (used in

swimming pools as an algicide) Copper sulphate –

fish friend or foe?

Starters

Salts from insoluble bases (5 minutes) Provide students

with a list of acid and metal oxide reactions. Students

identify the name and formula of the salt that will be

formed.

Alkalis and bases (10 minutes) Draw a table with three

headings – bases, alkalis, both bases and alkalis.

Students sort the following into the appropriate column of

the table.

• Dissolve in water (alkali)

• React with acids (both bases and

alkalis)

• NaOH (alkalis)

• Metal hydroxides (both bases and

alkalis)

• Copper oxide (bases)

• Have a pH greater than 7 (both bases

and alkalis)

Main

Making a copper salt (40 minutes) Give students the

method for making copper sulfate crystals. Students write

their own risk assessment and then complete the practical

to make a sample of the dry copper salt. This practical

could be used for Required practical 1, however,

differentiated

Plenaries

Equations (5 minutes) Ask students to write word

equations and balanced symbol equations for all the

reactions met in the lesson. Students then use their

equations to explain why the reaction of a base and a

dilute acid is a neutralisation reaction.

High-tier students should also write ionic equations.

Explaining procedure (10 minutes) Ask students to review

the method to make a copper salt and explain the

following:


and students


questions

Class discussion

Completed practical

Doddle: Preparation

of salts mini quiz

So3

C3

Sp2

Sp9

C5

Sp5

So7


Describe a method to prepare a pure, dry sample of a soluble salt from an insoluble substance and a dilute acid.

Write a balanced symbol equation to describe a reaction between a metal hydroxide or oxide and sulfuric acid or hydrochloric acid.

Explain why the reaction between a base and a dilute acid is a neutralisation reaction.


Explain the reaction between a metal oxide or metal hydroxide and an acid, including an ionic equation.

Generate the formulae of salts given the names of the metal or base and the acid

Explain how alkalis are a subgroup of bases.

• Copper oxide was in excess (the black reactant left over

in a suspension, as all the acid needed to be neutralised).

• The residue is discarded (this is the unreacted copper

oxide and as such is an impurity in the preparation).

• The filtrate is heated and volume reduced by half (to

create a hot saturated solution, which on cooling will

crystallise out into larger, well-formed crystals of the

hydrated salt).

Keywords:

Soluble Insoluble Neutralisation Salt water Base Salt Ions Crystallised Filter paper

C5.6 Making more salts


Safely make a salt by reacting a metal carbonate with a dilute acid.

Write a general word equation for metal carbonates and alkalis reacting with dilute acids and use this to make specific word equations.

How can we use this information to undo damage caused by acid rain? (powdered limestone heli dump into rivers and lakes) The global fertiliser

market is expected

to be worth r $245

billion in 2020 –

what’s all the fuss

about?

Starters

General equations (10 minutes) Ask students to use the

following equations to generate a general word equation

for the reaction.

a) sodium hydroxide + hydrochloric acid → sodium

chloride + water

KOH + HNO3 → KNO3 + H2O

OH− + H+ → H2O

(acid + alkali → salt + water)

b) calcium carbonate + hydrochloric acid →

calcium chloride + water + carbon dioxide

CuCO3 + H2SO4 → CuSO4 + H2O + CO2

(metal carbonate + acid → salt + carbon dioxide + water)

Mains

Making a salt from a metal carbonate (40 minutes)

Demonstrate a metal carbonate reacting with an acid in a

boiling tube. Ask students to make their observations.


and students


questions

Class discussion

Completed method,

observations and

equations for salt

practical

Doddle: How is salt

obtained from

copper oxide powder

animation

So3

C3

Sp2

Sp5

Sp9

C5

So7


Describe how to make a dry sample of a salt from reacting a metal carbonate or an alkali with a dilute acid.

Write balanced symbol equations for neutralisation reactions.


Explain the reaction between ammonia and dilute acids to

produce salts and the agricultural importance of the salts.

Describe neutralisation using ionic equations, including the ionic equation for a carbonate plus an acid.

Then ask them to write a method for making a salt from a

metal carbonate reacting with a dilute acid. Students

should illustrate the reaction with an equation. Encourage

students to explain the observations that they could make

which shows all of the acid has reacted. They then carry

out the practical, collecting the pure, dry crystals next

lesson.

Plenaries

Explain (5 minutes) Ask students to explain neutralisation

by annotating a balanced symbol equation. They should

highlight the ‘acid particle’ in red, the ‘alkali particle’ in

blue, and water molecule in green.

Justify (10 minutes) Ammonium sulfate ((NH4)2SO4) and

ammonium nitrate (NH4NO3) can both be used as

fertilisers. Ask students to justify which fertiliser they

would choose.

Keywords:

Indicator Acids Alkalis Ammonia Salt Titration Carbonate Volume Crystallise

C5.7 Neutralisation and

the pH scale


Safely use universal indicator to classify a solution as acidic or alkaline.

Describe the pH scale.

Recall an example of an alkaline, neutral, basic, and acidic chemical.

How can we use this information to undo damage caused by acid rain? (powdered limestone heli dump into rivers and lakes) The global fertiliser

market is expected

to be worth r $245

billion in 2020 –

Starters

Guess the pH (5 minutes) Ask students to write the word

equation for the reaction of hydrochloric acid with sodium

hydroxide. They should then annotate their predictions of

the pH for each chemical–hydrochloric acid (pH 1), sodium

hydroxide (pH 14), and sodium chloride solution/water

(pH 7).

pH scale (10 minutes) The pH scale is a logarithmic scale.

Choose students to aid with demonstrating the pH scale

practical to illustrate the difference in concentration of

each number on the pH scale.


and students

Written respones to

questions

Class discussion

Doddle: PH change

during neutralization

animation

Neutralisation

worksheet

AQA The PH scale

mini quiz

So3

C3

C5

Sp2

Sp9

C5

So7


Describe how universal indicator can be used to classify a chemical as acidic or alkaline.

Describe how solutions can be acidic or alkaline.

Describe the relationship between alkalis and bases.

what’s all the fuss

about? Main

Obtaining a pH curve (40 minutes) Explain to students

that they are going to add hydrochloric acid to sodium

hydroxide. They should predict how the pH changes as the

1 cm3 increments are added. Then allow students to

complete the practical outlined. Students should draw a

line graph with a line of best fit to display their results.

Plenaries

The pH scale (5 minutes) Call out pH values, colours of

universal indicator, and other statements that describe

acids and alkalis. Students have to classify whether each

statement or value is describing an acid or an alkali.

Justify (10 minutes) Ask students to work in small groups

to evaluate the method for generating a pH curve and

suggest improvements. Then ask each group to feed back

one of their ideas.

Keywords:

Neutralisation pH acid alkali solution solute solvent base aqueous neutral alkalinity probe indicator

Completing PH curve

from practical


Evaluate how universal indicator or a data logger can be used to determine the approximate pH of a solution.

Use ionic equations to explain how solutions can be acidic or alkaline.

Explain how the pH of a solution changes as acid or alkali is added.

GCSE Physics P5 Electricity in the Home

What are we learning? What knowledge, understanding and skills will we gain? What does excellence look like? What additional resources are available?

How electricity from

power stations reaches

and is used in our homes

Knowledge

Components of the national grid

Components of a plug

Power and charge calculations

Appliances often have energy efficiency ratings

Understanding

Explanation for the need of step up and step down transformers

Explanation of the safety features in all UK plugs

Comparison between alternating and direct current

Calculation of power and charge

Explanation of the energy transfers in a circuit

Evaluation of appliance efficiency.

Skills

A comparison between UK plugs and those around

the world – what safety features may be different,

why and the potential consequences of this.

Extended scientific writing on the safety features of

plugs with a labelled diagram

Links to previous topics of energy transfers to show

the energy transfers in a circuit and to calculate

wasted energy and efficiency when given the

appropriate data

Confidence in completing multistep processes that

may also require the re-arrangement of equations

and / or conversions between units.

Independent research into the charge of an electron

and how many pass through a wire when the current

is 1A.

BBC Bitesize

Doddle – power points and quick quizzes




Subject: GCSE Science: P5 Electricity in the Home

Year Group: 10 /11


Skill focus: 20 and 24

Lesson

No


What will

students

learn?



Planned Assessment

Homework or

flipped learning

resources

DODDLE

resources

Lit

Num

SMSC

Codes

P5.1

Alternati

ng

Current


State that the UK mains supply is a high-voltage alternating current supply.

State simple differences between a.c. and d.c. sources.

Describe how the trace on an oscilloscope changes when the frequency or amplitude of the signal is changed.

What are the

differences

between

alternating and

direct current?

How can we

‘see’ current?

(oscilloscope)

Lesson Overview

Starters

Waveforms (5 min) Show the students a wave diagram

(e.g., picture from the student book) and ask them to

discuss it. They should recognise the sine wave shape of

the wavelength (or period) and the amplitude.

Mains facts (10 min) Ask the students some true/false

questions about mains electricity to see what they already

know. These should include some basic questions that

have already been covered on d.c. and some testing of

their knowledge of mains electricity.

Main

Question & Answer,

Mini white boards,

Exam style question

Rich question to

research:

Is mains voltage the

same in all countries?

Doddle task:

Mains electricity

(presentation)

C3

C3


Describe the characteristics of the UK mains supply.

Compare a.c. traces in terms of period and amplitude (voltage).

Operate a cathode ray oscilloscope to display an a.c. trace.


Explain the process of half-wave rectification of an a.c. source.

Analyse a.c. traces with an oscilloscope to determine the voltage and frequency.

Compare and contrast the behaviour of electrons in a wire connected to d.c. and a.c. supplies.

Alternating and direct current (20 min) Discuss d.c. using

a simple series circuit and ask students to describe

electron movement.

Introduce the idea that the electrons can be made to

move back and forth rapidly (an a.c. supply), which still

transfers energy to devices.

Discuss the structure of a mains circuit, outlining the

function of the live, neutral, and then earth wires.

Emphasise the higher, rapidly varying voltages.

The characteristics of the mains (50 Hz and around 230 V)

should also be covered, noting that the peak voltage is

significantly higher (325 V). Outline the basic features of

the National Grid in terms of transformers and changes in

voltage.

Investigating an alternating potential difference (20 min)

Demonstrate or allow students to use an oscilloscope.

They should be able to form a steady trace and measure

the key characteristics of a.c. and d.c. sources by using the

scales. They should also interpret some additional traces

when given the oscilloscope settings in questions.

Show students the waveform produced by half-wave

rectification by placing a diode in series with a resistor and

a low-voltage a.c. source.

Plenaries

a.c./d.c.? (5 min) Give the students a set of electrical

appliances and ask them to stack them into one of two

piles: a.c. operation and d.c. operation.

Traces (10 min) Show the students a series of oscilloscope

traces with settings data (time base) and ask them to

extract data from them, such as the peak p.d. and period.

P5.2

Cables

and Plugs


Identify the live, neutral, and earth wires in a three-pin plug.

Identify the key components of a typical three-pin plug and socket.

Identify simple and obvious hazards in electrical wiring.

Why are plugs

different around

the world?

Starters

Mystery object (5 min) Place a mains plug in a bag and ask

one student to describe it to the rest of the class but only

using shape and texture. This can be made more difficult

by using a continental plug.

Question & Answer,

Mini white boards,

Exam style question

Rich question to

research:

How are plugs in the

UK different to those

used in Europe?

C3


Discuss the choices of materials used in cables and plugs in terms of their physical and electrical properties.

Describe why a short circuit inside a device presents a hazard.

Identify a variety of electrical hazards associated with plugs and sockets.

Is it safe to re-

wire your own

plug?

Are our plugs

the safest in the

world?

Material sorting (10 min) Give each group of students a

bag containing a range of materials and ask them to sort

the materials in any way they wish. They must explain

how they sorted them to other student groups in terms of

the properties. Ensure that sorting criteria include

conductors, insulators, hard, and flexible.

Main

Plugs, cables, and short circuits (40 min) Show the

student’s appliances with three-pin plugs (do not use

loose plugs without devices connected).

The students discuss the choices of materials and physical

design of the pins and socket. Recap the purpose of each

of the three wires.

Show partially stripped three-core and two-core cables

and discuss the materials and design. Compare these to

the leads used in low-voltage experiments. Students need

to understand that thick cables are less likely to overheat

than thin ones.

Demonstrate the practical and discuss what would happen

if the wire was in contact with flammable materials.

Plenaries

Materials summary (5 min) Students make a table listing

the parts of a plug and cable, the materials used, and the

reasons for those choices. This should be centred on ideas

about good conductors and insulators along with flexibility

or rigidity.

Wonky wiring (10 min) Students use the interactive to match the colour of a wire’s insulation with what pin of a plug it is attached to. They then complete a paragraph to describe the hazards associated with plugs and sockets.

Doddle task:

Match each wire to

its colour and

description

(interactive)

C3


Explain when there will be a current in the live, neutral, and earth wires of an appliance.

Discuss in detail the hazards associated with poor electrical wiring.

P5.3

Electrical

Power

and

Potential


State that the power of a device is the amount of energy transferred by it each second.

Describe the factors that affect the rate of energy transfer by a current in a circuit.

Which fuse for

which?

How can we

ensure that all

appliances are

Lesson Overview

Starters

Power (5 min) Can the students give a scientific definition

(and an equation) for power? Once a formal definition has

been made, ask how this could be connected to electrical

Question & Answer,

Mini white boards,

Rich question to

research:

What are the

advantages of using a

C3

Differenc

e

Explain why different fuses are required for different electrical devices in simple terms.

safe in our

homes?

Hairdryers and

washing machines

need different

amounts of power

– how can we plug

both into the

mains?

current where no force is apparently causing anything to

move.

Electrical units (10 min) Students use the interactive to

match up electrical quantities with their definitions,

abbreviations, and units. Include current I (amperes),

voltage V (volts), resistance Ω (ohms), power P (watts),

and energy (E, joules). Can the students provide any

definitions for these units?

Main

Energy and power (25 min) Recap the concept of energy

and the power equation that was met when studying

mechanical power. The students should try some simple

calculations to refresh their understanding. Ask students

what factors will affect the rate of energy transfer by a

current and then introduce the equation P = IV. The

practical can be used to support this section. As usual,

several example calculations will be required to embed

this.

Fuses, resistance and heating (15 min) The students

should apply the power calculation to select fuses for a

variety of devices using the mains p.d. of 230 V.

Show how the equations V = IR and P = IV can be

combined algebraically, and ask the students to perform

some heating calculations based on P = I2R.

Plenaries

Electrical error (5 min) ‘I’m sick of all my stuff fusing; I’m

going to put a 13 A fuse in all of my things, so that they’ll

all keep working.’ Ask students to discuss the hazards

associated with doing this.

Match the fuse (10 min) The students need to find the

correct fuse for an electrical appliance after being told the

power rating. This involves calculating the current and

then choosing the fuse that is slightly higher. Use 3 A, 5 A,

13 A, and 30 A fuses.

Exam style question circuit breaker like an

RCCB?

Doddle task:

AQA Mains electricity

(mini quiz)Electrical

power (presentation)

Investigating power

consumption

(interactive)

C3

C3


Calculate the power of systems.

Calculate the power of electrical devices.

Select an appropriate fuse for a device.


Measure and compare the power of electrical devices and explain variations in readings.

Calculate the electrical heating caused by resistance.

Combine a variety of calculations to analyse electrical systems.

P5.4

Electrical

Currents

and

Energy

transfer


Describe how an electric current consists of a flow of charge (electrons in a wire).

Identify the factors that affect the energy transfer in a circuit.

State that a battery or power supply provides energy to a current whereas a resistor causes a transfer of energy to the surroundings.

How does the

law of

conservation

apply to a

circuit?

How can a flow

of electrons

switch on a

lamp?

How do moving

electrons

transfer energy?

Does electricity

able us to

transfer energy

into any form?

Lesson Overview

Starters

Current and p.d. rules (5 min) Ask the students to

describe the rules for current and potential difference in

series and parallel circuits.

Energy transfer (10 min) How many electrical appliances

can the students describe energy transfers for? The

students can also estimate the electrical efficiency of the

appliances after they are clear about which of the energy

pathways are useful.

Main

Charge and current (15 min) Show a simulation or model

of an electric current and discuss the movement of

electrons around the circuit. Ensure that students

understand that the charge is conserved throughout the

circuit. Introduce the equation Q = It and ask the students

to perform a few calculations with it.

The power of lamps (25 min) Use the idea of a potential

difference to describe energy transfer when charges pass

through a resistor. Support this with measurement of the

current and p.d. for a lamp with increasing brightness, as

described in the practical, so that the students can relate

the two factors to energy transfer.

Plenaries

Electrical spelling (5 min) Hold a spelling competition

about electrical words using mini-whiteboards.

Electric crossword (10 min) Interactive where students

complete a crossword with answers based on the key

words of the topics covered so far.

Question & Answer,

Mini white boards,

Exam style question

Rich question to

research:

Who invented the

first electric light

bulb?

When was electric

light bulbs first used

in the home?

Doddle task:

Relationship between

current and voltage

(interactive)

C3

C3


Calculate the charge transferred by a current in a given time.

Calculate the energy transferred by a charge passing through a potential difference.

Apply the law of conservation of energy in a circuit.


Perform calculations involving rearrangement of the equations Q = It and E = VQ.

Explain how energy is conserved in terms of current and p.d. during energy transfers by an electric current.

Use algebra to combine the equations Q = It and E = VQ to form the relationships E = VIt and P = IV.

P5.5

Applianc

es and

Efficiency


Describe the factors that affect the cost of using various electrical devices.

Calculate energy transfer in joules.

Does electricity

cost too much?

Why might

people use

Lesson Overview

Starters

Multiple purchase (5 min) Ask the students to work out

the unit cost of an everyday object from a bill (e.g., how

Question & Answer,

Rich question to

research:

C3

State that energy transfer can be measured in kilowatt-hours.

more electricity

than they

realise? Should

there be a

minimum

efficiency that

all appliances

should reach?

much a chocolate bar costs when it is bought in a pack of

five for £1.20).

Conversion factors (10 min) Ask students to convert

between some factors such as converting four days into

hours then seconds, three miles into kilometres, and so

on. Discuss why people use different units for the same

quantity.

Main

Electrical energy transfer (25 min) Replace earlier units

with kilowatts as the base for power and hours for time to

show that the values can be simpler for everyday devices.

Ensure the students understand that the kilowatt-hour is

just a different unit for energy, and show them how many

joules the kWh represents. The students should try some

simple calculations using the kWh to reinforce learning.

Recap the energy and power equation (E = Pt), finding the

energy transferred in joules but use larger values such as

200 W and 40 minutes.

Show that using this system can produce large numbers

that are difficult to understand. Discuss the idea that using

kilowatts and hours as units may be better in some

circumstances.

Electrical efficiency (15 min) Recap on the concept of

efficiency and the ideas of useful and less useful energy

transfers. Describe the power version of the efficiency

equation and ask the students to apply this equation to a

range of calculations. Students should also discuss the

reasons for inefficiency – heating by the current and

frictional forces.

Plenaries

Comparing kettles (10 min) Provide the students with

data about UK and USA kettles including voltage, current,

and operating time. Students identify which kettle is the

most efficient. They then complete a paragraph to

describe what makes electrical appliances efficient.

Big bill (5 min) Ask the students to verify their school’s electricity bill or a simplified version of it.

Mini white boards,

Exam style question

Can any device be

100% efficient?

Doddle task:

AQA Mains electricity

(mini quiz)

C3


Calculate energy transfer in kilowatt-hours.

Convert between efficiencies stated in percentages and those stated in decimal forms.

Calculate the power rating of a device from the energy transferred and the time of operation.


Convert between relevant units during calculations of energy transfer.

Analyse the use of a variety of electrical devices to determine their cost of operation.

Compare a range of electrical devices in terms of efficiency using calculations to support any conclusions.

year 10 2020-2021 half term 4 (spring 2)

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