0653 Scheme of Work (For Examination From 2025)

Scheme of Work
Cambridge IGCSE™
Combined Science 0653
For examination from 2025

© Cambridge University Press & Assessment 2023
Cambridge Assessment International Education is part of Cambridge University Press & Assessment. Cambridge University Press & Assessment is a department of
the University of Cambridge.
Cambridge University Press & Assessment retains the copyright on all its publications. Registered centres are permitted to copy material from this booklet for their
own internal use. However, we cannot give permission to centres to photocopy any material that is acknowledged to a third party even for internal use within a
centre.
Contents
Contents ...................................................................................................................................................................................................................................................... 3
Introduction .................................................................................................................................................................................................................................................. 5
B1. Characteristics of living organisms...................................................................................................................................................................................................... 13
B2. Cells .................................................................................................................................................................................................................................................... 14
B3. Movement into and out of cells ........................................................................................................................................................................................................... 16
B4. Biological molecules ............................................................................................................................................................................................................................ 19
B5. Enzymes.............................................................................................................................................................................................................................................. 21
B6. Plant nutrition ...................................................................................................................................................................................................................................... 23
B7. Human nutrition ................................................................................................................................................................................................................................... 25
B8. Transport in plants............................................................................................................................................................................................................................... 28
B9. Transport in animals ............................................................................................................................................................................................................................ 30
B10. Diseases and immunity ..................................................................................................................................................................................................................... 34
B11. Gas exchange in humans ................................................................................................................................................................................................................. 36
B12. Respiration ........................................................................................................................................................................................................................................ 37
B13. Drugs ................................................................................................................................................................................................................................................. 38
B14. Reproduction ..................................................................................................................................................................................................................................... 39
B15. Organisms and their environment ..................................................................................................................................................................................................... 41
B16. Human influences on ecosystems .................................................................................................................................................................................................... 44
C1. States of matter ................................................................................................................................................................................................................................... 46
C2. Atoms, elements and compounds....................................................................................................................................................................................................... 49
C3. Stoichiometry ...................................................................................................................................................................................................................................... 55
C4. Electrochemistry.................................................................................................................................................................................................................................. 59
C5. Chemical energetics............................................................................................................................................................................................................................ 61
C6. Chemical reactions.............................................................................................................................................................................................................................. 64
Scheme of Work
C7. Acids, bases and salts ........................................................................................................................................................................................................................ 68

C8. The Periodic Table .............................................................................................................................................................................................................................. 71
C9. Metals .................................................................................................................................................................................................................................................. 75
C10. Chemistry of the environment ........................................................................................................................................................................................................... 80
C11. Organic chemistry ............................................................................................................................................................................................................................. 84
C12. Experimental techniques and chemical analysis .............................................................................................................................................................................. 89
P1. Motion, forces and energy ................................................................................................................................................................................................................... 94
P2. Thermal physics ................................................................................................................................................................................................................................ 105
P3. Waves ............................................................................................................................................................................................................................................... 112
P4. Electricity ........................................................................................................................................................................................................................................... 121
P5. Space physics ................................................................................................................................................................................................................................... 128
4
Scheme of Work
Introduction
This scheme of work has been designed to support you in your teaching and lesson planning. Making full use of this scheme of work will help you to improve both
your teaching and your learners’ potential. It is important to have a scheme of work in place in order for you to guarantee that the syllabus is covered fully. You
can choose what approach to take and you know the nature of your institution and the levels of ability of your learners. What follows is just one possible approach
you could take and you should always check the syllabus for the content of your course.
Suggestions for independent study (I) and formative assessment (F) are included. Opportunities for differentiation are indicated as Extension activities; there is the
potential for differentiation by resource, grouping, expected level of outcome, and degree of support by teacher, throughout the scheme of work. Timings for
activities and feedback are left to the judgement of the teacher, according to the level of the learners and size of the class. Length of time allocated to a task is
another possible area for differentiation.
Guided learning hours

Guided learning hours give an indication of the amount of contact time you need to have with your learners to deliver a course. Our syllabuses are designed around
130 hours for Cambridge IGCSE courses. The number of hours may vary depending on local practice and your learners’ previous experience of the subject. The
table below give some guidance about how many hours we recommend you spend on each topic area.
Topic Suggested teaching time (hours / % of the course) Suggested teaching order
B1: Characteristics of It is recommended that this should take about 1 hour / 1% of the course. B1.1.1
living organisms
B2: Cells It is recommended that this should take about 3 hours / 2% of the course. B2.1.1, 2.1.2, 2.1.3, 2.1.4,
2.1.5, 2.1.6
B2.2.1, 2.2.2, 2.2.3
B3: Movement into It is recommended that this should take about 5 hours / 3.5% of the course. B3.1.1, 3.1.2, 3.1.3, 3.1.4
and out of cells B3.2.1, 3.2.2, 3.2.3, 3.2.4,
3.2.5
B3.3.1, 3.3.2
B4: Biological It is recommended that this should take about 2 hours / 1.5% of the course. B4.1.1, 4.1.2, 4.1.3
molecules
B5: Enzymes It is recommended that this should take about 3 hours / 2% of the course. B5.1.1, 5.1.3, 5.1.4, 5.1.2,
5.1.5, 5.1.6
5
Scheme of Work
B6: Plant nutrition It is recommended that this should take about 3 hours / 2% of the course. B6.1.1, 6.1.2, 6.1.5, 6.1.3,
6.1.6, 6.1.4
B6.2.1
B7: Human nutrition It is recommended that this should take about 4 hours / 3% of the course. B7.1.1, 7.1.2
B7.2.1, 7.2.2
B7.3.1, 7.3.3, 7.3.2, 7.3.4,
7.3.5, 7.3.6, 7.3.7
B8: Transport in It is recommended that this should take about 2 hours / 1.5% of the course. B8.1.1, 8.1.2
plants B8.2.1, 8.2.2, 8.2.3
B8.3.1, 8.3.2
B9: Transport in It is recommended that this should take about 4 hours / 3% of the course. B9.1.1
animals B9.2.1, 9.2.5, 9.2.2, 9.2.3,
9.2.4, 9.2.6, 9.2.7, 9.2.8
B9.3.1, 9.3.2
B9.4.1, 9.4.2, 9.4.3, 9.4.4
B10: Diseases and It is recommended that this should take about 2 hours / 1.5% of the course. B10.1.1, 10.1.2, 10.1.3, 10.1.4,
immunity 10.1.5, 10.1.6, 10.1.7, 10.1.8
B11: Gas exchange It is recommended that this should take about 2 hours / 1.5% of the course. B11.1.1, 11.1.2, 11.1.3
in humans
B12: Respiration It is recommended that this should take about 1 hour / 1% of the course. B12.1.1, 12.1.2, 12.1.3, 12.1.4
B13: Drugs It is recommended that this should take about 2 hours / 1.5% of the course. B13.1.1, 13.1.2, 13.1.3, 13.1.4,
13.1.5
B14: Reproduction It is recommended that this should take about 3 hours / 2% of the course. B14.1.1, 14.1.6, 14.1.2, 14.1.3,
14.1.4, 14.1.5
B14.2.1, 14.2.2, 14.2.3, 14.2.4
B15: Organisms and It is recommended that this should take about 3 hours / 2% of the course. B15.1.1, 15.1.2
their environment B15.2.1, 15.2.2, 15.2.3, 15.2.4,
15.2.5, 15.2.6, 15.2.7, 15.2.8,
15.2.9, 15.2.10
B15.3.1
6
Scheme of Work
B16: Human It is recommended that this should take about 3 hours / 2% of the course. B16.1.1, 16.1.2, 16.1.3, 16.1.4,
influences on 16.1.5
ecosystems B16.2.1, 16.2.2
C1: States of matter It is recommended that this should take about 2 hours / 1.5% of the course. C1.1.1, 1.1.2, 1.1.3, 1.1.4,
1.1.5
C2: Atoms, elements It is recommended that this should take about 4 hours / 3% of the course. C2.1.1
and compounds C2.2.1, 2.2.2, 2.2.3, 2.2.4,
2.2.5, 2.2.6
C2.3.6, 2.3.2, 2.3.3, 2.3.5,
2,3,1, 2.3.4
C2.4.1, 2.4.2, 2.4.4, 2.4.3
C3: Stoichiometry It is recommended that this should take about 2 hours / 1.5% of the course. C3.1.1, 3.1.2, 3.1.3, 3.1.6,
3.1.4, 3.1.5, 3.1.7
C4: Electrochemistry It is recommended that this should take about 3 hours / 2% of the course. C4.1.1, 4.1.2, 4.1.3, 4.1.4,
4.1.5
C5: Chemical It is recommended that this should take about 3 hours / 2% of the course. C5.1.1, 5.1.2, 5.1.4, 5.1.3,
energetics 5.1.5, 5.1.6
C6: Chemical It is recommended that this should take about 5 hours / 3.5% of the course. C6.1.1
reactions C6.2.1, 6.2.2, 6.2.6, 6.2.3,
6.2.4, 6.2.5
C 6.3.2, 6.3.3, 6.3.1, 6.3.4
C7: Acids, bases and It is recommended that this should take about 5 hours / 3.5% of the course. C7.1.1, 7.1.4, 7.1.3, 7.1.6,
salts 7.1.2, 7.1.5
C7.2.1
C7.3.1, 7.3.2
C8: The Periodic It is recommended that this should take about 3 hours / 2% of the course. C8.1.1, 8.1.2, 8.1.3
Table C8.2.1, 8.2.2
C8.3.1, 8.3.2, 8.3.3, 8.3.4
C8.4.1
C8.5.1
7
Scheme of Work
C9: Metals It is recommended that this should take about 5 hours / 3.5% of the course. C9.1.1
C9.2.1
C9.3.1, 9.3.2, 9.3.3, 9.3.4,
9.3.5
C9.1.2
C9.4.2, 9.4.3, 9.4.1
C9.5.1, 9.5.3, 9.5.2
C9.6.1, 9.6.3, 9.6.2, 9.6.4
C10: Chemistry of the It is recommended that this should take about 3 hours / 2% of the course. C10.1.1, 10.1.2, 10.1.3
environment C10.2.1, 10.2.2, 10.2.3, 10.2.6,
10.2.4, 10.2.5
C11: Organic It is recommended that this should take about 5 hours / 3.5% of the course. C11.1.3, 11.1.4
chemistry C11.2.1, 11.2.2, 11.2.3, 11.2.4,
11.2.5, 11.2.6, 11.2.7
C11.3.1, 11.1.1, 11.3.2
C11.4.1, 11.1.2, 11.4.3, 11.4.2,
11.4.4
C11.5.1, 11.5.2
C12: Experimental It is recommended that this should take about 4 hours / 3% of the course. C12.1.1, 12.1.2
techniques and C12.2.1, 12.2.2, 12.2.3
chemical analysis C12.3.1, 12.3.2
C12.4.1, 12.4.2, 12.4.3, 12.4.4
P1: Motion, forces It is recommended that this should take about 12 hours / 8.5% of the course. P1.1.1, 1.1.2, 1.1.3
and energy P1.2.1, 1.2.2, 1.2.4, 1.2.8,
1.2.12
P1.2.3,1.2.5, 1.2.6, 1.2.7
P1.2.9, 1.2.10, 1.2.11
P1.3.1, 1.3.2, 1.3.3, 1.3.4,
1.3.5, 1.2.13
P1.4.1, 1.4.2, 1.4.3
P1.5.1, 1.5.2, 1.5.6,
1.5.7
P1.5.3, 1.5.4, 1.5.5
P1.6.1.1, 1.6.1.2, 1.6.1.3
8
Scheme of Work
P1.6.2.1, 1.6.2.2
P1.6.1.4, 1.6.1.5
P1.6.3.1
P4.4.1, 4.4.2, 4.4.3
P1.6.3.3, 1.6.3.4, 1.6.3.5,
1.6.3.2
P1.6.4.1, 1.6.3.6
P1.7.1, 1.7.2
P2: Thermal physics It is recommended that this should take about 8 hours / 6% of the course. P2.1.1.1, 2.1.1.2
P2.1.2.1, 2.1.2.2, 2.1.2.3,
2.1.2.4
P2.2.1.1, 2.2.1.2
P2.1.3.1
P2.2.2.1, 2.2.2.2, 2.2.2.3
P2.3.1.1, 2.3.1.2
P2.3.2.1, 2.3.2.2, 2.3.2.3
P2.3.3.1, 2.3.3.2, 2.3.3.3,
2.3.3.4, 2.3.3.5
P2.3.4.1
P3: Waves It is recommended that this should take about 10 hours / 7% of the course. P3.1.1, 3.1.2, 3.1.3, 3.1.5,
3.1.6, 3.1.7, 3.1.4,
P3.2.1.1, 3.2.1.2, 3.2.1.3,
3.2.1.4, 3.2.1.5
P3.2.2.1, 3.2.2.2, 3.2.2.3
P3.2.3.1, 3.2.3.2, 3.2.3.3,
3.2.3.4
P3.2.4.1, 3.2.4.2
P3.3.1, 3.3.2, 3.3.3, 3.3.4,
3.3.5
P3.4.1, 3.4.2, 3.4.3, 3.4.5,
3.4.8, 3.4.9, 3.4.10, 3.4.7,
3.4.4, 3.4.6
P4: Electricity It is recommended that this should take about 8 hours / 6% of the course. P4.1.1.1, 4.1.1.2, 4.1.1.4,
4.1.1.3, 4.1.2.6
9
Scheme of Work
P4.1.2.1, 4.1.2.2, 4.1.2.3,

4.1.2.4, 4.2.2.1, 4.2.2.5,
4.1.2.5, 4.1.2.7, 4.2.2.7(a)
P4.1.3.1, 4.1.3.2, 4.1.3.3,
4.1.3.4, 4.1.3.5, 4.1.3.6,
4.1.3.7, 4.2.2.7(b and c)
P4.1.4.1, 4.1.4.2, 4.2.2.3,
4.2.2.6, 4.2.2.8
P4.2.1.1, 4.2.1.2, 4.2.2.2,
4.2.2.4
P4.1.5.1, 4.1.5.2, 4.1.5.3,
4.1.5.4
P4.3.1, 4.3.2, 4.3.3, 4.3.4
P5: Space physics It is recommended that this should take about 5 hours / 3.5% of the course. P5.1.1.1, 5.2.1.3, 5.2.1.4,
5.2.1.6, 5.2.1.7
P5.2.1.1, 5.2.1.2, 5.2.1.5,
5.2.1.8
P5.2.2.1, 5.2.2.2, 5.2.2.3
P5.2.3.1, 5.2.3.2, 5.2.3.3
Resources
You can find the endorsed resources to support Cambridge IGCSE Combined Science on the Published resources tab of the syllabus page on our public website
Endorsed textbooks have been written to be closely aligned to the syllabus they support and have been through a detailed quality assurance process. All textbooks
endorsed by Cambridge International for this syllabus are the ideal resource to be used alongside this scheme of work as they cover each learning objective. In
addition to reading the syllabus, teachers should refer to the specimen assessment materials.
School Support Hub

School Support Hub is a secure online resource bank and community forum for Cambridge teachers, where you can download specimen and past question papers,
mark schemes and other teaching and learning resources. We also offer online and face-to-face training; details of forthcoming training opportunities are posted online.
This scheme of work is available as PDF and an editable version in Microsoft Word format; both are available on the School Support Hub. If you are unable to use
Microsoft Word you can download Open Office free of charge from www.openoffice.org
10
Scheme of Work
Websites
This scheme of work includes website links providing direct access to internet resources. Cambridge Assessment International Education is not responsible for the
accuracy or content of information contained in these sites. The inclusion of a link to an external website should not be understood to be an endorsement of that
website or the site's owners (or their products/services).
The website pages referenced in this scheme of work were selected when the scheme of work was produced. Other aspects of the sites were not checked and only the
particular resources are recommended.
11
Scheme of Work
How to get the most out of this scheme of work – integrating syllabus content, skills and teaching strategies
We have written this scheme of work for the Cambridge IGCSE Combined Science 0653 syllabus and it provides some ideas and suggestions of how to cover the
content of the syllabus. We have designed the following features to help guide you through your course.
Learning objectives help your learners by making it Suggested teaching activities give you lots of
clear the knowledge they are trying to build. Pass ideas about how you can present learners with
these on to your learners by expressing them as ‘We new information without teacher talk or videos.
are learning to / about…’. Try more active methods which get your
learners motivated and practising new skills.
Syllabus ref. Learning objectives Suggested teaching activities
B1.1.1 Characterist-ics
Describe the Write the seven characteristics of life and their names on the class whiteboard or digital platform. These will
of living organisms characteristics of living serve as a reminder for learners to refer to as they undertake the subsequent activities.
organisms by defining:
(a) movement as an
Independent
Ask learners to consider how items of laboratory equipment or other items such as a moving car, do satisfy some
action by an organism study
of the characteristics of life. For example, a thermometer is able to sense a change in the environment (I) gives
and the
or part of an organism liquid inside it ‘grows’ in response. your learners
causing a change of the opportunity
position or place Challenge learners to design a crossword (either with a pencil and paper or on the computer). The seven words
(b) respiration as the should be the seven characteristics of life; they must write clues for another learner to find them. (I)
to develop their
chemical reactions in (I) own ideas and
cells that break down understanding
nutrient molecules and Ask a carefully chosen series of questions to elicit higher-order thinking skills among learners, for example,
withoutask
direct
release energy for
Extension activities provide your them to compare key terms, to reinforce their knowledge of key definitions. (F)
metabolism
input from you.
more able learners with further (c) sensitivity as the Extension: Ask learners to think of a mnemonic for the first letter of each of the seven characteristics of life. This
challenge beyond the basic content
abilityofto detect and is a useful skill that helps recall. The class could then vote for their favourite. ‘MRS GREN’ is a very common
the course. Innovation and respond to changes in option, but are there others
the internal
independent learning are the basis of or external
these activities.
Past and specimen papers
Past/specimen papers and mark schemes are available to download from the School Support Hub (F) Formative assessment (F) is ongoing assessment
which informs you about the progress of your learners.
Past papers, specimen papers and mark schemes Don’t forget to leave time to review what your learners
are available for you to download from the School have learnt, you could try question and answer, tests,
Support Hub quizzes, ‘mind maps’, or ‘concept maps’. These kinds of
Using these resources with your learners allows you to activities can be found in the scheme of work.
check their progress and give them confidence and
understanding.
12
Scheme of Work
B1. Characteristics of living organisms
B1.1.1 Describe the characteristics Write the seven characteristics of life and their names on the class whiteboard or digital platform. These will serve
Characterist- of living organisms by as a reminder for learners to refer to as they undertake the subsequent activities.
ics of living defining:
organisms (a) movement as an action Ask learners to consider how items of laboratory equipment or other items such as a moving car, do satisfy some
by an organism or part of an of the characteristics of life. For example, a thermometer is able to sense a change in the environment and the
organism causing a change liquid inside it ‘grows’ in response.
of position or place
(b) respiration as the Challenge learners to design a crossword (either with a pencil and paper or on the computer). The seven words
chemical reactions in cells should be the seven characteristics of life; they must write clues for another learner to find them. (I)
that break down nutrient
molecules and release Ask a carefully chosen series of questions to elicit higher-order thinking skills among learners, for example, ask
energy for metabolism them to compare key terms, to reinforce their knowledge of key definitions. (F)
(c) sensitivity as the ability to
detect and respond to
changes in the internal or
external environment
(d) growth as a permanent
increase in size and dry
mass
(e) reproduction as the
processes that make more of
the same kind of organism
(f) excretion as the removal
of the waste products of
metabolism and substances
in excess of requirements
(g) nutrition as the taking in
of materials for energy,
growth and development
Past/specimen papers and mark schemes are available to download from the School Support Hub (F)
13
Scheme of Work
B2. Cells
B2.1.1 Describe and compare the Challenge learners to design a crossword (either using digital software or on paper). They should include various
Cell structure structure of a plant cell with terms associated with cell structure, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts,
an animal cell, limited to: cell ribosomes, mitochondria, and vacuoles. They must write clues for another learner to find them. (I)
wall, cell membrane,
nucleus, cytoplasm, Learners make a display to compare the structures of animal cells and plant cells, either by using annotated
chloroplasts, ribosomes, drawings, printed copies of photomicrographs, or electron micrographs, or by constructing a large comparison
mitochondria, vacuoles table or a presentation. (I)
B2.1.2 Describe the structure of a Learners make cells and organelles out of modelling clay. They may use images of cells online to help them,
bacterial cell, limited to: cell including those found in websites such as: https://cellpics.cimr.cam.ac.uk/ and www.cellimagelibrary.org (I)
wall, cell membrane,
cytoplasm, ribosomes, Techniques such as matching words can be useful in this topic. Provide learners with a series of terms in boxes
circular DNA, plasmids (such as structures found in cells or types of specialised cell), that they must match with their descriptions. (I)
B2.1.3 Identify the cell structures Learners play a game called ‘cell charades.’ Ask learners to work in pairs and take it in turns to use hand
listed in 2.1.1 and 2.1.2 in movements only to describe a number of organelles. They must not use any words in their description. For extra
diagrams and images of challenge, ask learners to attempt to illustrate the structure of a bacterial cell, including ribosomes, circular
plant, animal and bacterial deoxyribonucleic acid (DNA) and plasmids, cytoplasm, cell membrane and cell wall. (I)
cells
Learners produce a mini-poster summarising the different types of specialised cell in a multicellular organism such
B2.1.4 Describe the functions of the as a human. Challenge learners to work in groups of 3–4 to prepare a poster that illustrates the structure and
structures listed in 2.1.1 in describes the function of some specialised cells, and how they relate to the terms tissue, organ, organ system and
plant and animal cells organism. Learners should keep the poster as small as possible: this encourages them to consider the content
more carefully. (I)
B2.1.5 Describe the meaning of the
terms: cell, tissue, organ, Encourage thinking among learners by challenging them to ask the question ‘Why?’ For example, ‘Why is a root
organ system and organism hair cell adapted to its function?’ rather than ‘how.’ This encourages learners to consider the function of the cell, in
as illustrated by examples addition to its visual appearance.
given in the syllabus
Learners work in groups to prepare Venn diagrams to compare different specialised cells, related to their overall
B2.1.6 State that specialised cells structure and the organelles found within them. Venn diagrams compare and contrast at least two different ideas
have specific functions, (A and B). The overlapping area represents the characteristics that belong to both A and B, and the two areas
limited to: without overlap are unique to those ideas. Differentiate this task by choosing types of cell that are more or less
(a) root hair cells – easily compared (e.g. comparing a red blood cell and a palisade mesophyll cell would be of relatively low demand.
14
Scheme of Work
absorption The display must contain diagrams, photographs and text. Learners can prepare these on a large piece of paper
(b) palisade mesophyll cells or card with a range of materials. Ask one member of each group stands by their poster and offers an explanation
– photosynthesis to other groups as they circulate around the room. (I)
(c) red blood cells – transport
of oxygen
B2.2.1 State and use the formula: Learners explore how to use the magnification formula using a familiar object (a coin from your school’s country).
Size of magnification = image size ÷ Give each learner a low-value coin from your school’s country, a piece of paper on which is an image of the coin
specimens actual size magnified by 5–10 times and a piece of paper on which is an image of the coin magnified by 0.1–0.01 times. Ask
learners to calculate the magnification of the two images of the coin. They compare their answers with those of a
B2.2.2 Calculate magnification and peer. Relate this activity to cells and organelles using animations such as: www.cellsalive.com/howbig_js.htm.
size of biological specimens
using millimetres as units Learners design a ‘step-by-step’ guide, perhaps targeted at learners who have not yet studied the topic, on how to
use the formula: magnification = image size/actual size. The guide could be a flow diagram with statements
B2.2.3 Convert measurements separated by arrows, a short story, or an animation produced on a computer. (F)
between millimetres (mm)
and micrometres (μm) Practical: Host practical activities for learners to use a light microscope and develop their ability to produce
scientific drawings. If you have suitable equipment, project images from a microscope onto a screen to
demonstrate. Specimens may include, for example, a temporary, stained mount of plant tissue stained with iodine
solution, or cells taken from the skin of the wrist (wash the inside of the wrist and place a piece of sticky tape onto
this part of the wrist, before applying the sticky tape to a glass slide with a drop of methylene blue).
Resource Plus
Carry out the Cell structure and organisation experiment referring to the Teaching Pack for lesson plans and
resources.
15
Scheme of Work
B3. Movement into and out of cells
B3.1.1 Describe diffusion as the net Demonstration: Show learners how the coloured particles in a large potassium permanganate crystal will gradually
Diffusion movement of particles from a dissolve and diffuse through a solvent to make a solution. As they watch, ask learners to describe what they see,
region of their higher and suggest explanations for this. More confident learners may be able to begin explaining why changes in factors
concentration to a region of such as temperature and concentration of solute will have an effect. Also use this opportunity to describe the role
their lower concentration (i.e. of water as a solvent in organisms with reference to digestion, excretion and transport.
down a concentration
gradient), as a result of their Demonstration: Investigate the relationship between the surface area to volume ratio and the rate of diffusion.
random movement Carefully use a knife to cut alkaline agar jelly stained with indicator into cubes of varying dimensions, and then
place these into dilute hydrochloric acid while wearing safety glasses. Measure the time taken for the acid to
B3.1.2 State that some substances diffuse through the cubes. Learners plot a graph to show the relationship between these two factors. Some
move into and out of cells by learners may suggest how this method could be adapted to investigate the effect of temperature, concentration
diffusion through the cell gradients and distance on diffusion rate, and how this is important for living organisms. (I)
membrane
B3.1.3 Describe the importance of

diffusion of gases and
solutes in living organisms
B3.1.4 Investigate the factors that

influence diffusion, limited to:
surface area, temperature,
concentration gradient and
distance
B3.2.1 State that water diffuses Practical: Learners carry out a practical investigation in which they explore the effect of osmosis on plant tissue
Osmosis through partially permeable such as potato, yam or cassava. For example, learners place pieces of plant tissue into different solutions, and
membranes by osmosis measure the effect on their length after a period of incubation.
They can estimate the water potential of potato tuber cells by placing pieces of potato tuber into solutions with
B3.2.2 State that water moves into different water potentials. Learners find the percentage change in mass for a range of solutions of known
and out of cells by osmosis concentration and plot a graph. The concentration at which the potato cells neither gain nor lose water can be read
through the cell membrane from the graph.
16
Scheme of Work
B3.2.3 Investigate and describe the Alternative practical opportunities involving osmosis:
effects on plant tissues of Using hen’s eggs:
immersing them in solutions https://pbiol.rsb.org.uk/exchange-of-materials/osmosis/investigating-osmosis-in-chickens-eggs
of different concentrations Plasmolysis in onions:
https://pbiol.rsb.org.uk/exchange-of-materials/osmosis/observing-osmosis-plasmolysis-and-turgor-in-plant-cells
B3.2.4 Describe osmosis as the net
movement of water Resource Plus
molecules from a region of Carry out the Investigating the effects of osmosis on plant tissues experiment referring to the Teaching Pack for
higher water potential (dilute lesson plans and resources.
solution) to a region of lower
water potential (concentrated Learners produce a mini-poster summarising the different effects of osmosis on plant cells. Challenge them to
solution), through a partially work in groups of 3–4 to prepare a poster that is divided into two clear sections: 1. Descriptions, and 2.
permeable membrane Explanations. They should show the difference that solutions of high and low water potential have on a red blood
cell and a palisade mesophyll cell. The poster should include the terms turgid, turgor, plasmolysis and flaccid. (I)
B3.2.5 Explain the effects on plant
cells of immersing them in Animations of diffusion and osmosis are useful as they illustrate particles as larger shapes to show how the
solutions of different process occurs. These can easily be found on video-sharing websites.
concentrations by using the
terms: turgid, turgor Present a series of questions on the board. Give learners 5 minutes to write down all the key terms that are
pressure, plasmolysis, flaccid relevant to their answers. Then model how to incorporate relevant key words into clear, exam-style answers. (F)
B3.3.1 Describe active transport as Write a list of key terms related to the concept of active transport onto the class whiteboard or digital platform.
Active the movement of particles These include terms related to diffusion and osmosis and their key functions in organisms. As you call out a word,
transport through a cell membrane ask for a show of hands to see who has heard of it, then ask learners to keep their hand raised if they would like to
from a region of lower link at least two of the words together. (F)
concentration to a region of
higher concentration (i.e. Explain how active transport involves the movement of molecules or ions and how it is used by root hair cells.
against a concentration Explain that energy – provided by the mitochondria, which carry out aerobic respiration – is required. Learners
gradient), using energy from work in pairs to produce an illustration that shows this phenomenon, without using any words. This activity helps
respiration learners to remember the key components of the process of active transport. (I)
B3.3.2 Explain the importance of Learners review their knowledge by constructing a table or Venn diagram to compare and contrast diffusion,
active transport as a process osmosis and active transport. (F)
for movement of molecules
or ions across membranes,
including ion uptake by root
hairs
17
Scheme of Work
18
Scheme of Work
B4. Biological molecules
B4.1.1 List the chemical elements Before learners arrive, write the following figures on the board for them to see as they enter, under the title
Biological that make up: carbohydrates, ‘Ingredients’: water – 60%, protein – 16%, lipids (fats and oils) – 16%, carbohydrate – 1%, DNA – 1%. Engage
molecules fats and proteins learners in a ‘think, pair, share’ activity in which they have 10 seconds to consider by themselves what these
ingredients make, and then another 30 seconds to share their ideas with a partner. Then, select a number of
B4.1.2 State that large molecules learners at random from the class to share their ideas and build a common understanding that these figures
are made from smaller represent the substances found in an average adult human body.
molecules, limited to:
(a) starch, glycogen and To help learners understand that large molecules are made from smaller molecules, provide beads that string
cellulose from glucose together, or simple chemical modelling kits. Use these to illustrate how the carbohydrates starch, cellulose and
(b) proteins from amino acids glycogen are made from glucose; proteins from amino acids; lipids from fatty acids and glycerol. (I)
(c) fats and oils from fatty
acids and glycerol Learners work in groups to prepare Venn diagrams or tables on posters that compare the features of the three
different types of biological molecule: carbohydrates, lipids and proteins. The posters should be highly visual,
B4.1.3 Describe the use of: including diagrams, photographs (if a printer is available) and text. These can be prepared on a large piece of
(a) iodine solution test for paper or card with a range of materials. Then hold a ‘marketplace’ activity in which one member of each group
starch stands by their poster and offers an explanation to other groups as they move around the room. (I)
(b) Benedict’s solution test
for reducing sugars Practical: Set up a practical circus for learners, in groups of 2–3, to conduct a series of laboratory tests for
(c) biuret test for proteins biological molecules. Emphasise the safety considerations during these practical activities because learners will
(d) ethanol emulsion test for use a hot water bath and toxic/harmful reagents. Depending on the number of learners in the class, you could
fats and oils arrange the equipment at different desks, at which learners spend 10–15 minutes. Host a class discussion to
compare learners’ observations and conclusions. (I)
Resource Plus
Carry out the Food tests experiment referring to the Teaching Pack for lesson plans and resources.
Learners review their knowledge by constructing a table to list the biological molecules, test reagent, negative
result and positive result in separate columns. (F)
Ask learners to identify the ‘odd one out’ in a series of terms. For example, the odd one out in the series biuret,
Benedict’s, iodine solution is the iodine solution, because it is not blue in colour. Alternatively, provide learners
with a series of sentences to complete, to reinforce their knowledge. Ask learners to read out their ideas and ask
for comments from other pairs. (F)
19
Scheme of Work
Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)
20
Scheme of Work
B5. Enzymes
B5.1.1 Describe enzymes as Revise learners’ knowledge of biological molecules using a brief multiple-choice quiz with questions taken from
Enzymes proteins that are involved in Cambridge IGCSETM past papers. Learners can ‘vote’ for their choice of answer by holding up their hand when
all metabolic reactions, you call out ‘A,’ ‘B,’ ‘C’ or ‘D.’ You could use this activity to formatively assess learners before they begin. (F)
where they function as
biological catalysts Demonstration: Carry out a demonstration to show learners that a small mass of pureed potato, when added to
hydrogen peroxide, causes bubbles of oxygen, producing a foam. As the demonstration proceeds, explain that the
B5.1.3 Describe and explain potato tissue contains an enzyme, a protein that functions as a biological catalyst in all metabolic reactions, called
enzyme action with reference catalase. Explain how this protein breaks down hydrogen peroxide, a dangerous by-product of respiration in cells,
to: the active site, enzyme- to water and oxygen. Introduce the terms ‘substrate’ and ‘products’ during this discussion.
substrate complex, substrate
and product Learners make clay models of enzymes and substrates, ensuring that the shape of the substrate is specific and
complementary to that of the active site of the enzyme. Help learners understand that when these two models
B5.1.4 Describe and explain the attach, an enzyme–substrate complex forms and the substrate is converted to product, but the enzyme is
specificity of enzymes in unchanged. Ideally, provide learners with different colours of clay, so that they can show the enzyme and
terms of the complementary substrate as distinct structures. (I)
shape and fit of the active
site with the substrate Encourage learners to illustrate the modes of enzyme action as a series of diagrams in a ‘flipbook’ that they can
convert into a ‘moving picture’ to illustrate the ‘lock and key’ hypothesis. You could provide them with ready-
B5.1.2 Investigate and describe the stapled booklets of paper and show them how to get started: you may wish to draw the first few images. (I)
effect of changes in
temperature and pH on Learners may use animations of enzyme action. These can easily be found on video-sharing websites.
enzyme activity
Learners engage in a think-pair-share activity to consider why temperature and pH have an effect on enzyme
B5.1.5 Explain the effect of changes activity, and why maintaining these factors at nearly constant levels is important in the human body. In the
in temperature on enzyme discussion that follows, make sure that learners have a good understanding of how the terms ‘kinetic energy’,
activity in terms of kinetic ‘effective collisions’ and ‘denature’ relate to this concept.
energy, shape and fit,
frequency of effective Practical: The effect of temperature and pH on the rate of enzyme-catalysed reactions.
collisions and denaturation Practical activity options include those at:
https://pbiol.rsb.org.uk/bio-molecules/factors-affecting-enzyme-activity
B5.1.6 Explain the effect of changes Learners develop and practise skills in drawing tables, diagrams, graphs, in identifying sources of error and in
in pH on enzyme activity in evaluating procedures. If learners have mobile phones, they could use a boss clamp to video the events of the
terms of shape and fit and practical investigation for future reference and to aid with data collection. Emphasise the safety considerations
21
Scheme of Work
denaturation during these practical activities because learners may use solutions of high or low pH and hot water baths. (I)
Prepare a summary of this topic with 5–10 spelling mistakes and conceptual errors. Learners spot and circle as
many mistakes as possible, and offer corrections. For example, refer to the active site and substrate as having the
‘same shape’ instead of complementary shapes, and refer to the enzyme being ‘killed’ instead of denatured. (F)
22
Scheme of Work
B6. Plant nutrition
B6.1.1 Describe photosynthesis as Throughout this topic, emphasise the importance of photosynthesis in terms of wider context to sustain learners’
Photosynth- the process by which plants interest and motivation to learn. For example, to introduce the topic, use a video clip such as:
esis synthesise carbohydrates www.nasa.gov/content/goddard/seeing-photosynthesis-from-space-nasa-scientists-use-satellites-to-measure-
from raw materials using plant-health/ or debate whether plants can accurately be referred to as chlorophyll-dependent ‘food factories’ given
energy from light their role in making carbohydrates from raw materials using energy from light.
B6.1.2 State the word equation for Ask learners, ‘What could you do if you had chlorophyll in your skin?’ Through this engaging activity, which should
photosynthesis as: carbon lead to some interesting suggestions, ask learners to suggest what chlorophyll does: it is a green pigment found in
dioxide + water → glucose + chloroplasts in plant cells, which transfers energy from light into energy in carbohydrates.
oxygen in the presence of
Practical: How leaves convert some of the glucose that they make in photosynthesis into starch instructions:
light and chlorophyll
https://pbiol.rsb.org.uk/standard-techniques/testing-leaves-for-starch-the-technique and
B6.1.5 https://pbiol.rsb.org.uk/energy/photosynthesis/identifying-the-conditions-needed-for-photosynthesis
State the balanced symbol
Learners boil a leaf in ethanol, to allow starch and iodine to make contact within the leaf and to remove
equation for photosynthesis
chlorophyll, and then test the leaf for starch using iodine solution. The starch test can be used to compare the
as:
ability of two leaves on the same plant – one with carbon dioxide and one without – to make starch. Learners are
6CO2 + 6H2O → C6H12O6 + challenged to deduce a conclusion for the experiment and the necessity of a control. This helps learners
6O2 understand the need for chlorophyll, light and carbon dioxide for photosynthesis.
B6.1.3
State that chlorophyll is a Demonstration: Using hydrogen carbonate indicator solution, carry out a demonstration to show the effect of light
green pigment that is found and dark conditions on gas exchange of an aquatic plant. Instructions are at:
in chloroplasts https://pbiol.rsb.org.uk/energy/photosynthesis/investigating-photosynthesis-using-immobilised-algae
B6.1.6
State that chlorophyll Resource Plus
transfers energy from light Carry out the Investigating photosynthesis experiment referring to the Teaching Pack for lesson plans and
into energy in chemicals, for resources.
the synthesis of
carbohydrates Practical: Building on the investigation described in the Resource Plus platform, in which learners vary light
B6.1.4 intensity and measure its effect on the rate of photosynthesis, learners plan an investigation into the effect on the
Investigate and understand rate of photosynthesis of changing either carbon dioxide concentration or temperature, to develop their scientific
the need for chlorophyll, light enquiry skills. To change carbon dioxide concentration, they should change the mass of sodium
and carbon dioxide for hydrogencarbonate. To change temperature, they could use electronic water baths, or ice and hot water. If
photosynthesis possible, make sure that different groups in the class plan investigations that consider different variables. An
23
Scheme of Work
outline structure of the report is provided, including an emphasis on what is meant by independent, dependent,
B6.1.7 Understand and describe the and standardised variables, and how data can be made more reliable.
effects of varying light
intensity, carbon dioxide Use a technique called ‘rainbow grouping’ to help learners share their practical experiences. Give learners a
concentration and number or colour. Learners with the same number or colour then join up, making groups of representatives of
temperature on the rate of each original group. In their new group, learners take turns to describe and explain the data they collected, and
photosynthesis evaluate sources of error in the investigation. (I)
B6.1.8 Understand and describe the

effect of light and dark
conditions on gas exchange
in an aquatic plant using
hydrogencarbonate indicator
solution
B6.2.1 Leaf Identify in diagrams and Show learners a whole leaf, tear it in half and tell them that they are looking at the very thin edge. Provide learners
structure images the following with a sheet of paper with drawings of individual cells from each of the layers, which learners cut out and paste
structures in the leaf of a onto a sheet of paper to build up a ‘diagram’ of a transverse section through a leaf. To add an artistic element to
dicotyledonous plant: this activity, find and include leaves that have a variety of shapes to represent the different cells. Learners label
chloroplasts, cuticle, guard their diagrams with the structures listed in the syllabus. (I)
cells and stomata, upper and
lower epidermis, palisade Provide learners with a series of photomicrographs showing the cell layers in transverse sections of a
mesophyll, spongy dicotyledonous leaf. They produce a 2-minute sketch; most will draw too much detail, including individual cells.
mesophyll, air spaces, Use this as a source of discussion regarding best practice in drawing organs. ‘Tissue maps’ are best practice
vascular bundles, xylem and when drawing specimens like this: only the cuticle, cellular and tissue structures are necessary. (F)
phloem
24
Scheme of Work
B7. Human nutrition
B7.1.1 Describe what is meant by a Learners make an illustrated leaflet or digital infographic on the importance of having a balanced diet. The target
Diet balanced diet audience of this work are patients waiting in a doctor’s clinic: learners must therefore aim to keep it simple and
informative. (I)
B7.1.2 State the principal dietary
sources and describe the Show learners foods commonly eaten in your country (sealed or unprepared). Alternatively, cut out and photocopy
importance of: food labels from a variety of foods, and use some of these to discuss with the class their nutrient content.
(a) carbohydrates
(b) fats and oils Learners work in pairs or small groups to put together foods that are commonly eaten in their country, to make up
(c) proteins a balanced diet. They decide which foods are good sources of each kind of nutrient (limited to carbohydrates,
(d) vitamins, limited to C and lipids, proteins, vitamins (C and D only), mineral salts (calcium and iron only), fibre (roughage) and water) and
D write these onto pieces of card. Learners construct a simple menu for the meals someone will eat in a day,
(e) mineral ions, limited to ensuring that all the different nutrients are contained in the food. (I)
calcium and iron
(f) fibre (roughage) Resource Plus
(g) water Carry out the Energy from food experiment referring to the Teaching Pack for lesson plans and resources.
B7.2.1 Identify in diagrams and Provide learners with marker pens and ask them to write down on the board as many words that they can think of
Digestive images the main organs of that relate to ‘digestion’. They think this is an easy term to define, but the reality is usually different. Learners then
system the digestive system, limited work in pairs to construct a sentence that defines this term. They may choose to use only some of the words, if
to: they feel some are not relevant. Pairs of learners then join to form groups of four, then eight, and then you elicit a
(a) alimentary canal: mouth, definition that all learners agree on. This could be submitted in the form of a live Google Document or Word Cloud.
oesophagus, stomach, small Learners should be guided to understand that the purpose of digestion is to break down larger molecules before
intestine (duodenum and their constituents can be absorbed.
ileum) and large intestine
(colon, rectum, anus) In pairs, learners take it in turns to lay on the floor of the playground, and their partner draws their outline in chalk
(b) associated organs: around them. Learners then decide where to draw the various organs of the digestive system and include labels.
salivary glands, pancreas, These should include the mouth, salivary glands, oesophagus, stomach, small intestine (duodenum and ileum),
liver and gall bladder pancreas, liver, gall bladder and large intestine (colon, rectum and anus). When all pairs are finished, learners look
at an image of the digestive system. They stand next to the one that they judge is the best representation of the
B7.2.2 Describe the functions of the image. Take a photograph of this image and, back in the classroom, quiz learners to find out what they know
organs of the digestive about the functions of named regions of the digestive system. (I)
system listed in 7.2.1, in
relation to: Learners use all of their knowledge of this topic to write an entertaining story of the passage of a meal, typical of
25
Scheme of Work
(a) ingestion – the taking of your host country, from the mouth to the anus.
substances, e.g. food and
drink, into the body
(b) digestion – the
breakdown of food
(c) absorption – the
movement of nutrients from
the intestines into the blood
(d) assimilation – uptake and
use of nutrients by cells
(e) egestion – the removal of
undigested food from the
body as faeces
B7.3.1 Describe physical digestion Provide each learner with two pieces of blank card. On one card, learners sketch an image that represents an
Digestion as the breakdown of food example of physical digestion: teeth chewing, a tongue, stomach contractions, etc.; or chemical digestion: the
into smaller pieces without pancreas, a schematic diagram of an enzyme showing the active site, etc. On the other card, learners write a
chemical change to the food single sentence describing another process involved in physical or chemical digestion (e.g. ‘amylase is active in
molecules both the mouth and the small intestine’). Give learners 5–10 minutes to do this. Next, take in learners’ cards and
arrange in two piles (one for diagrams, one for statements). Distribute two cards – one from each pile – to each
B7.3.3 State that physical digestion learner at random, and then ask them to produce a sketch on the reverse of the card showing a statement, and a
increases the surface area of statement on the reverse of the card showing a sketch. Review learners’ responses to each other’s work. (F)
food for the action of
enzymes in chemical Use a piece of rubber tubing and a marble to illustrate how muscles cause a bolus of food to move through the
digestion alimentary canal in the process of peristalsis.
B7.3.2 Describe chemical digestion Provide a sheet of 20–25 key terms that learners will encounter in this topic. Learners cut them out and arrange
as the breakdown of large them into as many groups of 2–3 as they can, with all words in each group similar in some way. Examples could
insoluble molecules into be ‘mouth, saliva, chewing’ (easy) or ‘stomach, hydrochloric acid, protein’ (difficult). (F)
small soluble molecules
Draw a very large diagram of the human digestive system on the whiteboard. Include between five and ten
B7.3.4 State the role of chemical mistakes, both spelling mistakes, and conceptual errors, for example, show the pancreas linked to the large
digestion in producing small intestine. Use the ‘think, pair, share’ technique to help learners identify the errors. (F)
soluble molecules that can
be absorbed Resource Plus
Carry out the Digestion: model gut experiment referring to the Teaching Pack for lesson plans and resources.
B7.3.5 Describe the functions of
enzymes as follows: Explore the acidic contents of the stomach by investigating the remedies used to treat acid indigestion.
26
Scheme of Work
(a) amylase breaks down Instructions:

starch to simple reducing https://pbiol.rsb.org.uk/health-and-disease/how-medicines-work/no-stomach-for-it-investigating-antacid-
sugars medication.
(b) proteases break down
protein to amino acids Learners write a short guide for a younger learner to explain how a particular enzyme (amylase, lipase or
(c) lipase breaks down fats protease) catalyses the digestion of a substrate. This could be accompanied by some brief sketches in the style of
and oils to fatty acids and a ‘cartoon strip.’ Reducing the level of language used by learners can be challenging for them, but brings benefits
glycerol as it helps them determine the extent to which their knowledge is secure. (I)
B7.3.6 State where, in the digestive Select a range of single-word terms and simple sentences, for which learners construct questions, for example
system, amylase, protease ‘Lipids are broken down into fatty acids and glycerol’ (the question would require learners to know the function of
and lipase are secreted and the enzyme lipase),
where they act
B7.3.7 Describe the functions of

hydrochloric acid in gastric
juice, limited to killing harmful
microorganisms in food and
providing an acidic pH for
optimum enzyme activity of
proteases in the stomach
27
Scheme of Work
B8. Transport in plants
B8.1.1 State the functions of xylem Provide magnifying glasses for learners to take home. Learners cut a small branch from a tree or small plant and
Xylem and and phloem: take photographs of the section. Challenge them to identify the positions of tissues as seen in transverse sections
phloem (a) xylem – transport of water of non-woody dicotyledonous roots and stems (limited to: xylem, phloem and cortex) and record their observations
and mineral ions, and as scientific drawings. (I)
support
(b) phloem – transport of Show learners four or five exemplar answers to a Paper 5 or 6 question, that include diagrams of plant structures.
sucrose and amino acids Learners rank the diagrams in order of quality and then explain the order they select. This activity is to help
learners understand mark schemes and success criteria. (F)
B8.1.2 Identify in diagrams and
images the position of xylem Encourage learners to produce a ‘crib sheet’ describing some of the common mistakes when drawing diagrams.
and phloem as seen in To support learners’ written descriptions, provide a series of half sentences that they should complete (e.g.
sections of roots, stems and ‘…transport mineral ions.’)
leaves of non-woody
dicotyledonous plants Extend the activity by cutting up the celery into thin sections and providing them to each learner, ideally on a white
tile. Learners use this to practise their drawing skills by sketching a large diagram of a cross-section and repeat
the calculations required for magnification.
B8.2.1 Identify in diagrams and Show Petri dishes containing bean or other seedlings that have roots covered with root hairs. Host a discussion:
Water uptake images root hair cells and What is the purpose of root hairs and how do they achieve this role?
state their functions
Provide a series of cut-out statements that describe the pathway taken by water through the root, stem and leaf.
B8.2.2 Outline the pathway taken by Learners arrange the statements in order, starting at the top of the plant and working to the bottom.
water through the root hair
cells, root cortex cells, xylem
and mesophyll cells
B8.2.3 State that the large surface

area of root hairs increases
the uptake of water and
mineral ions
B8.3.1 Describe transpiration as the Show a short clip of David Attenborough, high up next to a tree, discussing how water can be brought upwards:
Transpiration loss of water vapour from www.youtube.com/watch?v=Qwb6mVeMpW8.
leaves
28
Scheme of Work
Learners suggest ways in which water might move up a plant as a ‘think-pair-share’ activity, which is due to
B8.3.2 Investigate and describe the transpiration: the loss of water vapour from leaves. Consider the world’s tallest trees, the coastal redwoods
effects of variation of Sequoia sempervirens, that can be found in some parts of California, USA.
temperature and wind speed
on transpiration rate Practical: Investigation into the effect of a factor (temperature or wind speed) on the rate of transpiration of a
young branch.
https://pbiol.rsb.org.uk/exchange-of-materials/transpiration-in-plants
Learners use a long piece of capillary tubing that has a short length of rubber tubing attached at one end. The
whole apparatus can be supported vertically. Learners actually measure the rate water is taken up by a shoot and
make the assumption that all the water that is taken up is lost by the leaves. They investigate the effect of a factor
such as temperature or wind speed on the rate of transpiration of a plant. (I)
Challenge learners to take a series of photographs on their phone and merge these into a ‘time-lapse’ video to
show the response of the leaf to windy, sunny and other conditions. (I)
29
Scheme of Work
B9. Transport in animals
B9.1.1 Describe the Carry out an initial assessment to find out what learners know. For example, provide an outline of a human body and ask
Circulatory circulatory system as a learners to place an ‘X’ where they think the heart is and sketch a rough diagram of the internal structure of the heart. (F)
systems system of blood
vessels with a pump To review their work and to help learners visualise the circulation of blood, show an animation such as:
and valves to ensure www.abpischools.org.uk/topic/heartandcirculation/1/1
one-way flow of blood
B9.2.1 Identify in diagrams Learners can find it very difficult to remember the names of the different structures of the heart, especially the position
Heart and images the and names of the valves. Encourage them to prepare a table or concept map to categorise the structures as much as
structures of the possible.
mammalian heart,
limited to: muscular Resource Plus
wall, septum, left and Carry out the Heart dissection experiment referring to the Teaching Pack for lesson plans and resources.
right ventricles, left
and right atria, one- Learners investigate a virtual heart at:
way valves and www.texasheart.org/ProjectHeart/Kids/Watch/watch.cfm.
coronary arteries They use the resource to produce an information poster as they investigate the internal and external structures of the
heart, including medical treatments such as heart transplants. (I)
B9.2.5 Describe the
functioning of the heart Ask learners to feel their pulse (in the wrist or neck). Learners could listen to each other’s hearts, with a stethoscope if
in terms of the you have one, or with an ear placed to the chest of a friend. As a class, talk about what they can hear, and lead into a
contraction of muscles discussion of what happens during one heartbeat: blood is pumped away from the heart in arteries and returns to the
of the atria and heart in veins. Ask them what they can feel, and what they think is causing this. Bring out the idea of the pumping action
ventricles and the of the heart and relate this to the contraction of muscle in the heart wall, increasing the pressure of the blood inside the
action of the valves heart and forcing the blood around the body.
B9.2.2 State that blood is Extend the discussion to inform learners that artificial hearts can now pump blood in a ‘continuous’ fashion, without
pumped away from the beats. This means that a recipient of such an artificial heart would not have a pulse.
heart in arteries and
returns to the heart in Experiment: Investigation of the effect of physical activity on heart rate
veins Guidance is at:
https://pbiol.rsb.org.uk/control-and-communication/control-of-heart-rate/observing-the-effects-of-exercise-on-the-human-
B9.2.3 State that the activity body
of the heart may be Ask learners to bring a mobile phone or smart watch. Ask them to place two fingers on their own neck – rest them gently
monitored by: ECG close to one of the big tendons and try to feel the beating of their pulse. Help learners to design a results table to provide
30
Scheme of Work
(electrocardiagram), to learners who need it, and graph axes. Learners evaluate their investigation and make suggestions on how to improve
pulse rate and the accuracy of the results. (I)
listening to sounds of
valves closing The cardiac cycle is a very dynamic process, which learners can find difficult to visualise. Challenge them to make a flip-
book, which consists of a number of similar images that are drawn on 15–20 different pieces of paper. Stapling together
B9.2.4 Investigate and these pieces of paper will allow another person to ‘bring the images to life’ by quickly flicking between them. To support,
describe the effect of provide a series of statements that describe the cardiac cycle that learners need to organise into the correct order.
physical activity on the
heart rate Play the ‘cardiac cycle game’. Ask learners to call out structures in the sequence in which blood moves through the heart
and round the body (right atrium, tricuspid valve, right ventricle, pulmonary artery, lungs, pulmonary vein, left atrium,
B9.2.6 Explain the effect of bicuspid valve, left ventricle, aorta, arteries, arterioles, capillaries, venules, veins venae cavae). Keep going around the
physical activity on the room, getting faster. (F)
heart rate
Learners work in teams to produce a digital infographic or poster on the role of diet and exercise in reducing the risk of
B9.2.7 Describe coronary coronary heart disease. As part of their work, they should describe coronary heart disease in terms of the blockage of
heart disease in terms coronary arteries and state the possible risk factors including diet, sedentary lifestyle, stress, smoking, genetic
of the blockage of predisposition, age and gender. They can source histology images from appropriate websites such as:
coronary arteries and https://webpath.med.utah.edu/CVHTML/CVIDX.html (I)
state the possible risk
factors including: diet, Experiment: Investigation of the effect of physical activity on heart rate
lack of exercise, Guidance is at:
stress, smoking, https://pbiol.rsb.org.uk/control-and-communication/control-of-heart-rate/observing-the-effects-of-exercise-on-the-human-
genetic predisposition, body
age and sex Ask learners to bring a mobile phone or smart watch. Ask them to place two fingers on their own neck – rest them gently
close to one of the big tendons and try to feel the beating of their pulse. Help learners to design a results table to provide
B9.2.8 Discuss the roles of to learners who need it, and graph axes. Learners evaluate their investigation and make suggestions on how to improve
diet and exercise in the accuracy of the results. (I)
reducing the risk of
coronary heart disease
B9.3.1 Blood Describe the structure Use microscope slides of sections through an artery and a vein to help learners understand the differences in structure.
vessels of arteries, veins and Alternatively, use images:
capillaries, limited to: www.histology.leeds.ac.uk/circulatory/
relative thickness of
wall, diameter of the Provide modelling clay of various colours, and challenge learners to build three-dimensional models of an artery, a vein
lumen and the and a capillary, paying careful attention to ensure that the relative widths of the layers of the vessels are correct (even
presence of valves in though their relative diameters will not be to scale). To extend the activity, provide modelling knives to learners and ask
veins them to cut their models in half in a transverse section, to display the structures in the wall and the relative lumen
diameters. They can also prepare a longitudinal section to demonstrate how this would appear different. This is a good
31
Scheme of Work
B9.3.2 Explain how the opportunity to challenge learners to practise their skills of calculation concerning magnification. (I)
structure of arteries
and veins is related to Learners draw a table or Venn diagram to compare arteries, veins and capillaries. They could show the three circles of a
the pressure of the Venn diagram as the transverse sections of these three blood vessels (not to scale), and label these to make an
blood that they interesting poster. Ask learners to include aspects such as how the structures are related to the pressure of the blood
transport that they transport. (I)
Prepare a crossword containing clues for words related to the content of the lesson. Include the names of the layers of
the tissues in the walls of arteries and veins. Learners complete the crossword in pairs, with the pair that finishes first as
the winning team. (F)
B9.4.1 List the components of Provide context at the beginning of this topic to help learners appreciate its importance. For example, show a video clip
Blood blood as: red blood of mountaineers using oxygen cylinders. Use this information to revise the reasons why cells need oxygen, and why
cells, white blood cells, carbon dioxide must be removed from tissues. Develop understanding by asking further questions, such as ‘What is the
platelets and plasma purpose of a red blood cell?’ (F)
B9.4.2 Identify red and white Learners, working in groups of three or four, complete a table to compare the components of blood, limited to red blood
blood cells in cells, white blood cells, platelets and plasma. They will need a large sheet of paper, to make an illustrated table that can
photomicrographs and be displayed. In their groups, learners discuss what their table will look like, e.g. they may have three columns – one for
diagrams the component of blood, one for a description or picture of the structure of this component, and a third for a description of
its functions.
B9.4.3 State the functions of
the following Use this opportunity to help learners understand the requirements of good scientific drawings. Challenge them to rank
components of blood: order a series of diagrams of cells found in the blood, in terms of the quality of their scientific drawing. You could take the
(a) red blood cells in diagrams from textbooks, or use learners’ diagrams from previous years.
transporting oxygen,
including the role of Provide learners with a series of words that relate to only one component of blood, e.g. haemoglobin, infection, antibody,
haemoglobin dissolve, and so on. Learners produce a table to show which words relate to which blood component. (F)
(b) white blood cells in
phagocytosis and Hold a quick round of ‘true or false’ questions to review learners’ knowledge of water and blood, for example: ‘Water is
antibody production the main component of blood’ (true) and ‘Red blood cells have no contents’ (false). (F)
(c) platelets in clotting
(details are not Using diagrams will help learners’ understanding of the transfer of substances between blood in capillaries, tissue fluid
required) and body cells. They could work in small groups to prepare a poster with a range of materials. (F)
(d) plasma in the
transport of blood Prepare a written text that summarises the concepts that learners have studied in this subtopic and those previously.
cells, ions, Include 5–10 spelling mistakes and conceptual errors such as ‘blood contains haemoglobin dissolved in the blood
nutrients, urea, plasma’ and ‘red blood cells are responsible for the clotting of blood after an injury.’ (F)
hormones and carbon
32
Scheme of Work
dioxide
B9.4.4 State the roles of

blood clotting as
preventing blood loss
and the entry of
pathogens
33
Scheme of Work
B10. Diseases and immunity
B10.1.1 Describe a pathogen as a Learners research what is meant by a ‘pathogen’ and a ‘transmissible disease’.
Diseases disease-causing organism
and immunity Extend the discussion by asking learners to consider epidemics and pandemics in the past decade, such as Ebola
B10.1.2 Describe a transmissible (2013–16), Zika (2015–16) and COVID-19. Distinguish these from diseases such as diabetes and lung cancer,
disease as a disease in which are not transmissible. (F)
which the pathogen can be
passed from one host to Ask learners to think about and make a list of any transmissible diseases that they have had, and some
another information about how they got infected with it. They then compare their ideas with a partner and use internet
research to check the results of their discussions. Use this activity to help distinguish between the terms ‘direct
B10.1.3 State that a pathogen is contact’ and ‘indirect contact’. (I)
transmitted:
(a) by direct contact, Experiment: Investigate the spread of disease
including through blood and Give each learner a paper cup containing distilled water, but ensure that one learner has a paper cup containing
other body fluids dilute sodium hydroxide. All learners should wear eye protection. Use this equipment to demonstrate how an
(b) indirectly, including from infection can spread in the classroom by modelling the technique of contact tracing. Learners move around the
contaminated surfaces, food, room and exchange their ‘body fluid’ with three other people at random. They must remember with whom they
animals and air made contact, and in what order. At the end of the activity the spread of the virus is revealed, by adding an
indicator. The universal indicator will be green for most learners, but will appear blue or purple for those who have
B10.1.4 Describe the body defences been infected. Challenge learners to deduce who was ‘patient zero’, the individual who started the infection. Use
against pathogens, limited to: a data table on a Google Document / shared spreadsheet to aid the collection of information very quickly.
skin, hairs in the nose,
mucus, stomach acid and Learners think of different ways in which pathogens might get inside the body. Use their ideas to construct a
white blood cells simple classification of methods of entry, involving direct and indirect transmission. Learners produce a series of
flash cards that have a picture of a pathogen on one side, and its name on the other. Extend the discussion by
B10.1.5 State the features of viruses, considering whether or not the barriers of the human body would prevent infection. (I)
limited to a protein coat and
genetic material Learners prepare short information sheets to list methods used to control the spread of disease, with an emphasis
on the mode of infection. For example, learners might show how drinking water supplies are contaminated with
B10.1.6 Explain the importance of the sewage, then consumed, or how malarial parasites make their way from one host, via a mosquito, to another. You
following in controlling the could photocopy their work and make it into a booklet for future reference. (I)
spread of disease:
(a) a clean water supply Experiment: Investigating the effectiveness of hand-washing
(b) hygienic food preparation Hygienic practices such as hand-washing are essential for reducing the spread of transmissible diseases. This is
(c) good personal hygiene particularly the case during the safe production of food. Provide a list of equipment that learners could use to grow
(d) waste disposal and count bacterial colonies, especially if they are unfamiliar with Petri dishes and aseptic techniques, and provide
34
Scheme of Work
(e) sewage treatment (details the key terms contamination, sterile and incubate. Suggest that the dependent variable is the number of bacterial
of the stages of sewage colonies obtained from their hands before and after washing. Challenge learners to produce a poster showing how
treatment are not required) they would undertake the investigation. Give different members of the groups different roles – for example, a
learner in charge of standardising variables (e.g. time of incubation, including a control experiment), a learner in
B10.1.7 Describe active immunity as charge of safe practice, and a learner in charge of ensuring that data is accurate and reliable.
defence against a pathogen
by antibody production in the Learners prepare a series of five statements on viruses that can be classified as ‘always true,’ ‘sometimes true’ or
body ‘never true.’ Examples include ‘Viruses have a protein coat’ (always true), ‘Viruses are found inside living cells’
(sometimes true – only when they have infected a cell), and ‘Viruses and prokaryotic cells have membrane-bound
B10.1.8 Explain that active immunity organelles’ (never true). (F)
is gained after an infection by
a pathogen or by vaccination Learners work in pairs to write down all terms that they know associated with the immune system. They may think
of terms such as ‘white blood cell,’ ‘antibody’ and ‘vaccination’. The pairs of learners then join with another pair
and combine their lists of terms in order of the strength of learners’ understanding of the terms, arranged on a
ladder. The first word on the ladder is the term learners feel most confident about.
Show learners the vaccination schedule used in your country, and ask them if they remember having any
vaccinations. Contrast this with the vaccination programme for a country with very different risks to health. If there
is resistance to vaccination in your country, find news reports about this and discuss the reasons behind it. Ask a
number of questions to extend the class discussion, for example, ‘Do any of the vaccinations need to be given
more than once, to provide good immunity?’, ‘At what ages are the vaccinations given?’
35
Scheme of Work
B11. Gas exchange in humans
B11.1.1 Identify in diagrams and Challenge learners to prepare a glossary of key terms for this topic. As there are several key terms, you could set
Human gas images the following parts of each learner the task of defining just 2–3 words each and linking them very clearly with diagrams. Examples
exchange the breathing system: lungs, include trachea, bronchi and bronchioles. (F)
diaphragm, ribs, intercostal
muscles, larynx, trachea, Show learners a figure that shows the human gas exchange system. Take learners outside and they take it in
bronchi, bronchioles, alveoli turns to draw around each other’s outline while lying on the floor of the playground. Each learner then draws a life-
and associated capillaries sized gas exchange system, with as many organs as they can remember from the discussion. As they work, walk
around and identify any mistakes, providing learners with a stick of chalk of a different colour to make corrections.
B11.1.2 Investigate and describe the Back in class, highlight the most common misconceptions for all learners to discuss and resolve. (I)
effects of physical activity on
the rate and depth of Demonstration: How a pair of actual lungs can be inflated
breathing Use the instructions at:
https://pbiol.rsb.org.uk/cells-to-systems/ventilation-systems/dissecting-lungs
B11.1.3 Describe the features of gas This involves pumping air into lungs (car tyre pump) to observe rise and fall; it reveals some of the fine visible
exchange surfaces in blood vessels that exist in the lung tissue. Help learners understand that the lungs do not contain muscle; they
humans, limited to: large cannot inflate by their own actions.
surface area, thin surface,
good blood supply and good Help learners describe how the features of gas exchange surfaces in humans increase the efficiency of gas
ventilation with air exchange in humans, limited to: large surface area, thin surface, good blood and air supply. A table or a mind map
are options.
Learners investigate the effect of physical activity on rate and depth of breathing. Encourage learners to plan their
own experiment in which they change one variable, measure another and try to keep other important variables the
same. Challenge learners to identify the independent variable and how they will change it, and how to best draw a
results table and plot this as a graph to support the ability to describe and explain their results. (I)
36
Scheme of Work
B12. Respiration
B12.1.1 State the uses of energy in Challenge learners to write a short story to explain the function of respiration to a younger learner. They ought to
Respiration living organisms, including: convey the message that it comprises the chemical reactions in all living cells that release energy from glucose.
muscle contraction, protein
synthesis, cell division, Learners make a mind map or map of the human body, complete with labels, that illustrate the uses of energy in
growth and the maintenance living organisms including muscle contraction, protein synthesis, cell division, growth and the maintenance of a
of a constant body constant body temperature. (I)
temperature
Give learners a strict time limit such as 10–15 seconds, to write out some key facts about aerobic respiration,
B12.1.2 Describe aerobic respiration working in small groups. This could include the range of uses of energy in cells, or the relationship between
as the chemical reactions in oxygen, glucose and energy in the word or chemical equation. Next, allow learners to walk around the class and
cells that use oxygen to speak with at least three people, to compare and refine their work. Learners then classify their own errors, to
break down nutrient identify their strengths and weaknesses. This will allow learners to see that ‘everybody makes mistakes’ and
molecules to release energy develop a growth mind-set. This activity will help to build confidence and emphasise the benefits of patiently
learning the material. (I)
B12.1.3 State the word equation for
aerobic respiration as: Provide learners with five exemplar responses to an extended-answer question on aerobic respiration that cover a
glucose + oxygen → carbon range of levels. In groups, learners choose whether some are better examples than others. They rank the work in
dioxide + water terms of quality and then report back. Compare with your own judgement. (F)
B12.1.4 State the balanced symbol Prepare a crossword containing all the terms used in this lesson, with clear clues. (I)
equation for aerobic
respiration as: Challenge learners to write the shortest sentence possible using the following key terms: energy, respiration,
C6H12O6 + 6O2 → 6CO2 + glucose and activity. This is a good way for learners to focus on developing their higher-order thinking skills to
6H2O make sense of the meaning of these terms. To scaffold this activity for some learners, provide the first and final
sentences, or reduce the number of terms that they are expected to use. (F)
37
Scheme of Work
B13. Drugs
B13.1.1 Describe a drug as any Provide a series of questions on antibiotics, or medicinal drugs in general, for learners to research using textbooks
Drugs substance taken into the and the internet before the lesson. Researching the answers should generate learners’ interest in the subject and
body that modifies or affects enrich the discussion at the start of this lesson.
chemical reactions in the
body Learners produce a series of flash cards that have a key term related to (or an example of) antibiotics on one side,
and a definition or explanation of how that term relates to their use on the other, for example, ‘Penicillin’ on one
B13.1.2 Describe the use of side of the card and ‘can be used to treat bacterial infections’ on the other. It is important to use this activity to help
antibiotics for the treatment learners understand that antibiotics kill bacteria but do not affect viruses. (F)
of bacterial infections
Show this brief video on natural selection ‘in action’: www.youtube.com/watch?v=plVk4NVIUh8 [the natural
B13.1.3 State that some bacteria are selection of bacteria on a very large Petri plate] Ask learners to (a) describe, (b) explain, and (c) suggest a
resistant to antibiotics which question about, what they have seen in 2–3 sentences each. After 2–3 minutes of pair discussion, the pairs join
reduces the effectiveness of together into groups of four and then groups of eight to discuss this further and come up with combined answers.
antibiotics Collect learners’ work and give feedback, including whether they have answered the three questions in the correct
way (according to the command word).
B13.1.4 State that antibiotics kill
bacteria but do not affect Learners work in small groups to produce a pamphlet or digital infographic, aimed at hospital visitors, to warn of
viruses the dangers of emerging antibiotic resistance in bacteria such as MRSA. Challenge learners to prepare a brief
folded document or animated presentation, listing how the circumstances in which bacteria develop resistance to
B13.1.5 Explain how using antibiotics antibiotics could be avoided. These should include: dosage; length of treatment; use of narrow-spectrum
only when essential can limit antibiotics; identify correctly the causative organism; hygiene and aseptic conditions in areas such as hospitals;
the development of resistant measures to reduce the impact of antibiotic therapy with farm animals. (I)
bacteria such as MRSA
Challenge learners to use the basis of this lesson to plan an investigation involving the equipment they have seen,
in order to help develop their scientific enquiry skills. Examples may include ‘Do bacteria develop resistance to
antibody X more rapidly than antibody Y?’ and ‘What is the effect of temperature on the development of antibiotic
resistance in bacteria?’ Ask learners to consider which variables should be standardised, and how their data could
be made more reliable; what results would they predict, and why. (I)
38
Scheme of Work
B14. Reproduction
B14.1.1 Identify in diagrams and Provide learners with mini-whiteboards. Inform learners that they will take part in a 30-second competition.
Sexual images and draw the Learners draw and label a flower in as much detail as they can. Use this activity as an opportunity to correct some
reproduction following parts of an insect- misconceptions, e.g. if a learner draws a whole plant, point out that the flower is the reproductive organ only. (F)
in plants pollinated flower: sepals,
petals, stamens, filaments, Learners collect or draw examples of flowers that are native to your country of residence. Help learners construct
anthers, carpels, style, a definition of ‘flower’ and label the different parts, including the sepals, petals, stamens (anthers and filaments)
stigma, ovary and ovules and carpels (stigmas, styles, ovaries and ovules). Include wind pollinated flowers to identify the anthers and
stigmas and relate them to their function for wind pollination.
B14.1.6 Identify in diagrams and
images and describe the Instructions to help learners ‘dissect’ their flower(s):
anthers and stigmas of a https://pbiol.rsb.org.uk/cells-to-systems/reproductive-systems/comparing-the-flower-structure-of-different-
wind-pollinated flower angiosperms
B14.1.2 State the functions of the Learners make a model of a flower using a variety of resources including coloured paper, pipe cleaners and paper
structures listed in 14.1.1 cups. (I)
B14.1.3 Describe pollination as the Provide learners with several sets of seeds, such as beans, with different combinations of germination conditions.
transfer of pollen grains from This experiment will enable learners to work out which conditions the seeds need before they will germinate and
an anther to a stigma reveal the cotyledons – the plumule and radicle. Set up five large test tubes, as shown in the diagram. If there is
no suitable dark place to leave tubes B and C, you can cover the tubes with black paper instead. Make sure that
B14.1.4 State that fertilisation occurs you put the same number of seeds into each tube. Check the tubes each day. Count how many seeds have
when a pollen nucleus fuses germinated, and record this as a percentage. Learners use their results to decide which conditions these seeds
with a nucleus in an ovule require, in order to germinate. (I)
B14.1.5 Investigate and describe the Learners work in pairs for an activity on the structures involved in plant reproduction. Provide each learner with an
environmental conditions that image showing one of the structures important in the process. Also provide each learner with a piece of blank
affect germination of seeds, paper. Each learner takes it in turn to describe the image to their partner using only spoken words (they cannot
limited to the requirement for: sketch or use hand signals). Their partner has to reproduce the diagram during the description and then both
water, oxygen and a suitable learners discuss what it shows. (I)
temperature
Learners prepare a factsheet on the topic of reproduction in plants. The audience for this work is next year’s
learners, and its purpose is to give them an overview of the information they will learn. (F)
39
Scheme of Work
Resource Plus
Carry out the Environmental factors affecting germination experiment referring to the Teaching Pack for lesson
plans and resources.
B14.2.1 Identify on diagrams and Ask learners to engage in a ‘think, pair, share’ activity to decide why humans, like all organisms, need to
Sexual state the functions of the reproduce.
reproduction following parts of the male
in humans reproductive system: testes, Provide learners with diagrams showing the male and female reproductive systems, that have unlabelled label
scrotum, sperm ducts, lines. Ask learners to try to add labels to as many of the label lines as possible for 5 minutes, then move around
prostate gland, urethra and the room to find labels that they don’t have. This is not a competition, so instruct learners to be open to sharing. At
penis the end of the activity, ask whether any of the label lines remain blank. Share them with the learners. Discuss
which ones they found easiest to identify, and why some could not be identified by any learner. (I)
B14.2.2 Identify on diagrams and
state the functions of the Print and write on cards the sequence of events that occurs in the menstrual cycle. Shuffle the cards and ask
following parts of the female learners to arrange them in the correct sequence. (I)
reproductive system: ovaries,
oviducts, uterus, cervix and Learners design a reproductive system crossword. The clues they provide should be unambiguous definitions for
vagina the key terms that they have encountered during this topic. (F)
B14.2.3 Describe fertilisation as the Prepare 2–3 past paper questions, ideally multiple-choice or short-answer questions, on the subject of sexual
fusion of the nuclei from a reproduction in humans. Learners complete these and pass to you as they leave the room. This ‘exit card’
male gamete (sperm) and a technique provides an opportunity for formative assessment, enabling you to judge if reinforcement of the content
female gamete (egg cell) of this lesson is necessary in the next lesson. (F)
B14.2.4 Describe the menstrual cycle

in terms of changes in the
ovaries and in the lining of
the uterus (knowledge of sex
hormones is not
required)
40
Scheme of Work
B15. Organisms and their environment
B15.1.1 State that the Sun is the Write down on the class whiteboard or digital platform the words that will be used during the teaching of these
Energy flow principal source of energy syllabus points. Leave these words on the board for the duration of the lesson. Can learners define most, if not all,
input to biological systems of these terms at the end of this sub-section? (F)
B15.1.2 Describe the flow of energy Ask learners to work in groups of three to discuss a controversial statement, e.g. ‘the Sun is the source of all the
through living organisms, energy through living organisms,’ and ‘producers are always plants’. Give learners the opportunity to reflect on
including light energy from their experiences during this discussion to identify ‘what went well (WWW)’ and ‘even better if (EBI).’
the Sun and chemical energy
in organisms, and its
eventual transfer to the
environment
B15.2.1 Describe a food chain as Show learners some unusual food chains, for example, those involving dinosaurs or organisms that inhabit
Food chains showing the transfer of Antarctica or a deep ocean trench. Ask learners to infer the feeding relationships (energy flow) between different
and food energy from one organism to organisms in the picture and add annotations. You should write down the most common words on the board,
webs the next, beginning with a including: producer, consumer, herbivore, carnivore and decomposer. Some learners may have used the term
producer ‘niche.’ Leave these words on the board for the duration of the lesson. Can learners use all of these words in their
annotations? Walk around the room and listen to learners as they talk. Reinforce the idea that, whatever the food
B15.2.2 Construct and interpret chain, the Sun is the principal source of energy input to most biological systems. (F)
simple food chains
Learners work in small groups to produce a visual display of the flow of energy through food chains and webs in a
B18.2.3 Describe a food web as a local ecosystem. They should decide which part of the poster each member of the group is responsible for
network of interconnected producing, and should illustrate all key terms listed in the syllabus. After this preparation time, give learners just 2
food chains and interpret minutes to draw their poster. When this time is up, learners mount their work on the wall and you score them out of
food webs 10, providing formative assessment to inform learners of how they could improve. (F)
B15.2.4 Describe a producer as an Learners work with a partner (on an electronic device, if available) to show a food web, ideally with animations. To
organism that makes its own help them with this task, provide success criteria very clearly at the start, including labelling each organism to
organic nutrients, usually show whether it is a producer or a primary, secondary or tertiary consumer. (I)
using energy from sunlight,
through photosynthesis Ask learners to work in groups of three to discuss a controversial statement, e.g. ‘All food chains have three
organisms’, ‘Producers are always plants’. (F)
B15.2.5 Describe a consumer as an
organism that gets its energy Host a competitive learning game called ‘bingo’. Divide the class into two groups and identify a volunteer in each
by feeding on other group who will call out definitions. Inform learners that there will be two games of ‘bingo’ on either side of the
41
Scheme of Work
organisms class. Within each, there is a competition to identify who can cross out their words the soonest. But also, there is a
competition between the two groups – how many bingo ‘rounds’ can happen within the time permitted? Provide
B15.2.6 State that consumers may be each learner with a grid of nine squares. Then provide 20 key terms on the board, taken from the topics listed in
classed as primary, the syllabus (foodweb, foodchain, secondary consumer, producer, and so on). Learners select nine words at
secondary and tertiary random to fill in the grid. The volunteers then call out definitions of each of the 20 key terms – in random order –
according to their position in and the first learner to tick off their nine words and call ‘bingo’ wins that round. (F)
a food chain
In a technique called ‘jigsaw grouping,’ learners engage in research to become ‘experts’ on one particular part of
B15.2.7 Describe a herbivore as an their learning about food chains and food webs. They then deliver their findings to others in small groups.
animal that gets its energy by Organise learners into small groups in which they carry out research to become experts on one part of their
eating plants learning, such as the classification of consumers, or the impact of humans. Learners then break up into
rearranged groups to ‘teach’ how this occurs to their peers. This means that each learner is responsible for
B15.2.8 Describe a carnivore as an another’s learning, and provides them with alternative views and strategies. (I)
animal that gets its energy by
eating other animals
B15.2.9 Describe a decomposer as

an organism that gets its
energy from dead or waste
organic material
B15.2.10 Use food chains and food

webs to describe the impact
humans have through
overharvesting of food
species and through
introducing foreign species to
a habitat
B15.3.1 Describe the carbon cycle, Challenge learners to define the term ‘cycle.’ Prompt discussion between learners by providing other examples
Carbon cycle limited to: photosynthesis, from the Syllabus, including the cardiac cycle and menstrual cycle. Help learners understand what they all have in
respiration, feeding, common: the final stage leads into what was the first stage of a series of interdependent events.
decomposition, formation of
fossil fuels and combustion Host a roleplay that requires learners to act as carbon atoms in a demonstration of the carbon cycle. Choose and
label 4–5 areas in the room to represent the difference places that a carbon atom can be at any one time – e.g.
fossil fuel deposit, the air, a plant, a fungus, and an animal. Instruct learners to move between the different groups
until the atoms are circulating between the different places. Ask the ‘carbon atom’ what it thinks it is doing or what
is happening to it; highlight any instances of incorrect movements. Ask learners to critique this exercise, to identify
aspects of the roleplay that did not represent the actual cycle. Can they suggest improvements? (I)
42
Scheme of Work
Animations of the carbon cycle are available online:

www.sumanasinc.com/webcontent/animations/content/globalcarboncycle.html is a good example.
43
Scheme of Work
B16. Human influences on ecosystems
B16.1.1 Describe an ecosystem as a Provide a sheet of 10–15 key terms that you predict learners will have heard of before beginning this topic:
Habitat unit containing the ‘biodiversity,’ ‘pollution,’ ‘extinction’ and so on. Learners cut them out and arrange them into as many groups of 2-3
destruction community of organisms and as they can, with all words in each group similar in some way. Examples could be ‘habitat,’ ‘marine’ and
their environment, interacting ‘freshwater’, or ‘extinction,’ ‘deforestation’ and ‘biodiversity’.
together
Use local examples to illustrate the causes and effects of habitat destruction. Try to take learners to visit places
B16.1.2 Describe biodiversity as the where habitat has clearly been lost, and encourage them to think about how this affects wildlife. You may be able
number of different species to arrange a visit from an expert who can talk about the particular problems of habitat loss in the local area, and
that live in an area what is being done to try to mitigate these problems. Otherwise, there are many excellent videos on the internet.
B16.1.3 Describe the reasons for Learners produce a very short (1–2 minute) video to appeal to others about a topic that focuses on habitat
habitat destruction, including: destruction. The focus can be on anything they like from this topic in the syllabus.
(a) increased area for
housing, crop plant Learners create a very short, highly-visual video that focuses on the harmful effects of deforestation, such as
production and livestock reducing biodiversity, extinction, loss of soil, flooding and increase of carbon dioxide in the atmosphere. It should
production be in the style of a video appeal to the public and/or international governments. (I)
(b) extraction of natural
resources
(c) freshwater and marine
pollution (a
detailed description of
eutrophication is
not required)
B16.1.4 State the undesirable effects

of deforestation as an
example of habitat
destruction, to include:
reducing biodiversity,
extinction, loss of soil,
flooding and increase of
carbon dioxide in the
atmosphere
44
Scheme of Work
B16.1.5 Explain the undesirable

effects of deforestation as an
example of habitat
destruction, to include:
reducing biodiversity,
extinction, loss of soil,
flooding and increase of
carbon dioxide in the
atmosphere
B16.2.1 Outline why organisms During this topic, it is best to consider at least two specific examples of threatened species; one local, and one
Conservation become endangered or from another part of the world. Examples include tigers in India, elephants in Africa, sun bears from Cambodia or
extinct, including: climate orang-utans in Borneo. Other species on
change, habitat destruction, www.worldwildlife.org/species/directory?direction=desc&sort=extinction_status
hunting, overharvesting, www.iucnredlist.org/
pollution and introduced
species Engage learners with a documentary focusing on the threats to biodiversity. This could be set as homework in
advance of this lesson, with a series of questions to answer as they watch the production. Good examples include
B16.2.2 Describe how endangered David Attenborough’s State of the Planet (2004), The Truth About Climate Change (2008) and relevant episodes
species can be conserved, from the Blue Planet 2 series (2016).
limited to:
(a) monitoring and protecting Project a world map onto the board. Encourage learners to put sticky notes onto the regions that they feel host key
species and habitats threats to biodiversity. These could be the same ones identified in previous lessons, but they could carry out
(b) education further textbook or internet research to add further examples. Encourage learners to consider the patterns that are
(c) captive breeding visible on the map, e.g. regions of the planet that are around the equator (coral reefs and rainforest) and have a
programmes high human population density. Ask questions to engage learners in discussions in small groups, e.g. ‘Why are
(d) seed banks resources not being used sustainably here?’ (F)
Ask learners to identify a plant that is threatened by deforestation. Learners read and summarise how various
approaches can be used to conserve this plant, including seed banks. (I)
Provide an opportunity for each learner to research one animal species that is considered endangered. Direct
learners to the websites for the International Union for the Conservation of Nature (IUCN) and the Convention on
International Trade in Endangered Species of Wild Fauna and Flora (CITES) (www.iucnredlist.org and
https://www.cites.org/). Each learner prepares a one-page summary that lists its key features. On the reverse of
their sheet, learners should determine what has been done in an attempt to conserve it.
45
Scheme of Work
C1. States of matter
C1.1.1 State the Learners will have met this topic earlier. At this level however, the precise use of scientific vocabulary is very important.
Solids, distinguishing
liquids and properties of solids, Show learners a solid substance (such as a piece of metal) and a liquid (such as water), and wave your hand through
gases liquids and gases the air to indicate the gases around us.
In pairs, learners discuss and note down what they think these defining properties are. Emphasise that you want them
to initially think of their general macroscopic properties and not worry about particles at this stage. If they need
prompting, you could ask the following questions:
Does it flow? Does it change shape to fill the container it is in? Can it be compressed? Does it always occupy the
same volume in space (at a certain temperature)?
C1.1.2 Describe the structure Explain that scientists often use the particle model of matter to explain the observable macroscopic properties in 1.1.1.
of solids, liquids and Present learners with three empty boxes in which they have to draw how they think the particle arrangement is
gases in terms of structured.
particle separation, Learners could also go out onto the playground and pretend to be solids then gases then liquids. This is a nice team-
arrangement and building activity at the start of the course. Encourage them to use the key vocabulary accurately to describe the
motion separation between particles, their arrangement and their movement.
This page summarises both the macroscopic and microscopic properties of matter:
www.bbc.co.uk/bitesize/guides/zthyj6f/revision/1
Once learners have grasped the main ideas and are using the correct terms, give them a blank table to complete, to
consolidate the above ideas.
C1.1.3 Describe changes of First discuss how water exists in different physical states at different temperatures. Ask learners at what temperatures
state in terms of melting and freezing and boiling and condensing occur. Emphasise that other substances, not just water, have unique
melting, boiling, change of state data associated with them. Give a few examples.
evaporating, freezing
and condensing Show learners a range of substances (physically and using images and/or videos) to show that different substances exist
as solids, liquids or gases at room temperature. Example substances to discuss and show: iodine, sulfur, glucose,
C1.1.4 Describe the effects of ethanol, propanone, bromine, nitrogen dioxide, chlorine, nitrogen.
46
Scheme of Work
temperature and Ask learners questions such as, How would sulfur become liquid? [heating it gently].
pressure on the Ask related questions such as, What would happen if you had some nitrogen gas and cooled it? [It would liquefy] Do you
volume of a gas think solid nitrogen exists? and if yes, Where might solid nitrogen exist?
Develop further to show how pressure can compress a gas e.g. use air in a sealed syringe and press the plunger to
C1.1.5 Explain changes of compress the air into a smaller volume. Also demonstrate with a gas syringe how warming a gas causes the volume to
state in terms of kinetic increase.
particle theory
Demonstrate some state changes: for example, melting some sugar gently, sublimation of iodine, evaporation of a drop
of acetone on the bench.
Images/videos for inspiration (I):

https://planetaria.ca/2018/06/09/dunes-on-pluto-yes-but-made-of-methane-ice/ (methane or possibly solid nitrogen on
Pluto)
www.bbc.com/news/magazine-29376436 (shows liquid and bromine vapour)
www.sciencesource.com/archive/Iodine-Sublimation-and-Condensation-SS21318336.html (sublimation of iodine)
www.wikiwand.com/simple/Condensation (condensing of water)
http://cosmobiologist.blogspot.com/2016/02/sulfur-in-yellows-reds-and-blues-oh-my.html (molten and solid sulfur)
Learners should be able to explain each change of state in terms of the kinetic theory as in this link:
www.chemguide.co.uk/physical/kt/basic.html
Learners can explore and explain changes of state using this simulation:
https://phet.colorado.edu/sims/html/states-of-matter-basics/latest/states-of-matter-basics_en.html
They should choose ‘states’ from the bottom tab and explore the changes of state for neon, argon and oxygen first.
Afterwards, they can check it for water and if they are able, they should attempt the following activity.
Common misconceptions in this topic:

• Solids, liquids and gases expand when heated. The particles which make up the materials do not expand. They
merely move more therefore occupy a larger volume.
• Some learners think that particles are something inside matter, instead of particles being the matter itself.
• Sometimes learners think that matter is continuous rather than being formed of discrete particles.
• Space between particles is filled with air.
• Forces are responsible for particle movement instead of the fact that the particles themselves are moving.
• Particles themselves change state rather than the substance changing state due to the change in energy and
position of the particles relative to each other.
A number of these misconceptions are explained in more detail in the following article:
https://edu.rsc.org/cpd/states-of-matter-and-particle-theory/3010239.article
47
Scheme of Work
48
Scheme of Work
C2. Atoms, elements and compounds
C2.1.1 Describe the Learners can independently research the definitions of each and compare their findings in a class discussion.
Elements, differences between Ask learners to quote examples of each type ready for a class discussion.
compounds elements, compounds
and mixtures and mixtures Have samples of the following ready to promote discussion:
• Elements: sulfur, iron, copper, carbon. Link this discussion to the Periodic Table so that learners start to use it
from the start of the course.
• Compounds: show learners a mixture of organic and inorganic compounds such as sodium chloride, paraffin
wax, stearic acid and copper (II) sulfate
• Mixtures: rock salt and iron/sulfur mixture (+ magnifying glasses to see the components of the mixture clearly).
C2.2.1 Describe the structure Before learners start a formal study of the atom they could try to appreciate the size of an atom using the ‘Scale of the
Atomic of the atom as a Universe’ model: (I)
structure and central nucleus https://scaleofuniverse.com/
the Periodic containing neutrons Start at 100 at the centre of the presentation and scroll to the left
Table and protons, An appreciation of the size of an atom gained from exploring this presentation should help learners understand why for
surrounded by such a long time the notion of the atom was theoretical.
electrons in shells
Learners could make posters or prepare short presentations on the history of atomic structure. Alternatively you could
C2.2.2 State the relative give small groups of learners a short time to research notable scientists and philosophers, e.g. Democritus, Galileo,
charges and relative Newton, Boyle, Lavoisier, Dalton, J.J. Thompson, Bohr and share finding in a class discussion.
masses of a proton, a Confirm with an example drawing on the board (for example a carbon atom) how an atom should be represented at this
neutron and an level.
electron
Point learners to a table of relative masses and charges of the proton, electron and neutron. Emphasise the significance
of the word relative and how the values in the table have no units.
C2.2.3 Define proton number / Define proton number / atomic number, and mass number / nucleon number for learners.
atomic number as the
number of protons in Give learners a copy of the Periodic Table as displayed in the back of the syllabus. They should get used to using this
the nucleus of an atom version as well as viewing colourful wall charts and interactive versions on the internet.
C2.2.4 Define mass number / After giving learners some examples of how to calculate the number of particles for example atoms, give them tables to
nucleon number as the fill in so that they can practise calculating the number of particles for different atoms.
total number of
protons and neutrons
49
Scheme of Work
in the nucleus of an
atom
C2.2.5 Determine the Explain the rules of electron filling in the Bohr model of the atom:
electronic 1st shell = max. 2 electrons, 2nd shell = max. 8 electrons, 3rd shell = max. 8 electrons
configuration of For the 4th shell, only elements with Z=19 and 20 are required for Cambridge IGCSE Chemistry.
elements with proton Learners often ask what happens after this. You can simply tell them that the situation gets more complex at A Level and
C2.2.6 number 1 to some shells split into sub-shells.
20, e.g. 2,8,3
After explaining ‘the rules’ above, give learners a blank/template Periodic Table for the elements Z = 1 to 20 only. The
State that: table you give them should have just the name of the element and empty shells for each atom. Learners simply complete
(a) Group VIII noble each atom with the correct number of electrons. The advantage of doing this is that they straightaway begin to see
gases have a full outer patterns in the Periodic Table. A correctly completed table will look something like the one here:
shell www.docbrown.info/page04/4_71atom.htm
(b) the number of Scroll down to ‘The first 20 elements in the Periodic Table
outer-shell electrons is
equal to the group Highlight the following important points using their completed tables:
number in Groups I to • Elements with full shells, that is, complete electronic configurations which are the noble gases have stable outer
VII shells
(c) the number of • The number of outer shells of electrons equals the number in Groups 1 to VII
occupied electron • The number of occupied electron shells is equal to the period number
shells is equal to the
period number Simulation: Build an atom:
https://phet.colorado.edu/sims/html/build-an-atom/latest/build-an-atom_en.html
Start by choosing the ‘Atom’ tab at the bottom.
1. At first, encourage learners to build neutral atoms, inspecting the mass number and noting that the net charge is
zero (explain the term net charge).
• They should always start by adding protons to define the element.
• Next add neutrons to the nucleus.
• Finally add the electrons noting that for example, the simulation does not allow you to add more than 2 electrons
to the first shell (since 2 electrons is the maximum number allowed).
Suggest that they concentrate on the elements with proton numbers 1–20 as specified in the syllabus.
2. Next they repeat the above exercise relating the particles to the AZX azX formula.
3. Finally learners can play a range of games in pairs by selecting the ‘Game’ tab.
Making 3D atomic models

Learners can be creative and build 3D atoms from any materials they choose. Emphasise that every atom has unique
properties and uses. Once they have built their chosen atom ask them to find out something about their atom, its
50
Scheme of Work
properties and uses etc.

Here are some example models to make:
www.ehow.com/how_7711317_make-3d-atom.html
https://sciencing.com/make-3d-model-atom-5887341.html
After building and displaying, learners could give a short presentation about their atom and the element’s properties and
uses and any other information illustrating the uniqueness of their chosen element.
C2.3.6 Describe the giant Discuss briefly the idea of chemical bonding in chemistry. Refer learners back to C2.1.1 at the start of this topic, where a
Ions and lattice structure of ionic range of substances were discussed. Point out that most materials have some kind of chemical bonding (with the
ionic bonds compounds as a exception of noble gases, such as monoatomic helium atoms). You could write the broad classifications of bonding at
regular arrangement of this level (ionic, metallic, simple covalent molecules and giant covalent) for learners, giving a few examples of
alternating positive substances which fall into each category. This would provide a basic ‘road map’ for learners.
and negative ions,
exemplified by sodium Start by showing learners the lattice structure of sodium chloride. If you don’t have a model of this, show the following
chloride image:
https://openstax.org/books/university-physics-volume-3/pages/9-3-bonding-in-crystalline-solids [scroll to figure 9.8]
C2.3.2 State that an ionic At this stage learners may not know what an ion is but they can see there is a 3-dimensional array of particles of two
bond is a strong different types (chloride ions and sodium ions).
electrostatic attraction
between oppositely Ask learners: What is the ratio of sodium to chloride particles? (1:1) Ask: Therefore what is the formula of sodium
charged ions chloride? (NaCl).
C2.3.3 Describe the formation Learners could try to build their own 3-D models of lattice structures. Here is one example built from marshmallows and
of ionic bonds between toothpicks:
elements from Group I www.youtube.com/watch?v=dTlanwEpLFY
and Group VII,
including the use of Ask learners to suggest how the particles stay together in reality (obviously not with sticks joining them). They may come
dot-and-cross up with the correct term, or you will need to elicit the word ‘attraction’. Have a discussion about opposite charges
diagrams attracting (an idea they may know from static electricity, or you could use the analogy of North and South poles of
magnets).
C2.3.5 Describe the formation Finally explain that sodium ions and chloride ions are versions of their atoms which are charged and attract each other in
of ionic bonds between a regular 3-D lattice. Ensure that learners are able to use the term ‘electrostatic attraction’ to explain how the ions attract
metallic and non- each other in this way.
metallic elements,
including the use of To help learners understand the size of the particles involved they could read this article about the world’s largest lattice
dot-and-cross structure of NaCl ever built. Learners should note that even though the model is over 3m high it represents a crystal only
diagrams 0.0000096mm across:
www.bbc.com/news/science-environment-34796501
51
Scheme of Work
C2.3.1 Describe the formation Using the example above of sodium chloride explain to learners that they are going to see how the ions are formed from
of positive ions, known atoms – in this case the oppositely charged ions in NaCl.
as cations and
negative ions, known 1. Ask learners to draw atom diagrams and electron configurations of sodium and chlorine atoms.
as anions 2. Show the transfer of the outermost electron from sodium to chlorine.
3. Write down the new electron configurations for the resulting ions and write down their charges. (Na+ and Cl-)
4. Explain that each ion has now attained a noble gas structure. (Na+ 2, 8 is isoelectronic with neon and Cl- 2,8, 8 is
isoelectronic with argon)
Points to look out for:

1. Often learners understand that when chlorine gains an electron it forms a negative ion, but they do not always
understand why sodium forms a positive ion. If this is the case, make sure learners compare the total number of
charged particles (protons and electrons) in the sodium atom and sodium ion before and after transfer.
2. Learners frequently forget to show that they have formed ions – they omit the charges on the ions.
3. Sometimes learners think electrons are different from each other because we represent them as dots and
crosses. Stress that all electrons are the same.
4. Ionic compounds are formed between metals and non-metals.
Show learners one or two further examples of how ionic substances are formed in the same way as above, paying close
attention to the points to look out for.
As a gentle progression, learners try forming the following substances:

MgO, CaCl2, Li2O.
Diagrams for each of the structures:
www.bbc.co.uk/bitesize/guides/z6k6pbk/revision/1
Remind learners that once they have formed each particle MgO or CaCl2 or Li2O, the compounds actually exist as giant
ionic lattices as for NaCl.
Interactive activity for learning about ionic bonding:

https://pbslm-contrib.s3.amazonaws.com/WGBH/arct15/SimBucket/Simulations/chemthink-
ionicbonding/content/index.html
C2.3.4 Describe the This could be a mini research activity for learners.
Ions and properties of ionic They will find that ionic compounds have high melting/boiling points, are good conductors of electricity as aqueous
ionic bonds compounds: solutions or when molten and are generally soluble in water. Evidence these ideas by doing the following:
(a) high melting points • Heat some sodium chloride in an ignition tube over a roaring Bunsen flame. Learners will observe the glass start
and boiling points to melt, but not the sodium chloride.
(b) good electrical • Take some sodium chloride and dissolve it in water. Explain that many, but not all ionic compounds are soluble
conductivity when in water, so this method only works if the compound is soluble. Ask learners how its electrical conductivity could
52
Scheme of Work
aqueous or be tested. After discussion, set up a circuit and test it.

molten and poor when • As sodium chloride has such a high melting point, it cannot be performed in the lab. Show learners a video of
solid molten sodium chloride conducting electricity:
c). generally soluble in www.youtube.com/watch?v=NfNIn4R8tg4
water • You can also demonstrate that solid sodium chloride does not conduct electricity.
During their research, learners may also write down that ionic compounds are brittle and hard which are both correct.
C2.4.1 State that a covalent Show learners a bottle of hexane (or another simple covalently bonded compound).
Simple bond is formed when a Write down its chemical structure as: C6H12
molecules pair of electrons is Ask learners to explain why it cannot be an ionic compound. (It does not contain a metal). Other good answers might
and covalent shared between two include that it is not solid at room temperature.
bonds atoms leading to noble
gas electronic Molecules with single covalent bonds
configurations Explain how the molecules H2, Cl2, CH4, NH3, HCl and CH3OH are formed.
Guide learners though the key ideas that for hydrogen, a full outer shell means two electrons sharing, and for all other
C2.4.2 Describe the formation atoms at IGCSE, eight electrons sharing.
of covalent bonds in
simple molecules, Simulations and interactives to aid understanding:
including H2, Cl2, H2O, https://javalab.org/en/covalent_bond_en/ (H2 and H2O only)
CH4, NH3 and HCl. www.bbc.co.uk/bitesize/guides/zxxn82p/revision/1 (HCl only)
Use dot-and-cross
diagrams to show the Stress that at this level the 3-D layout of the atoms relative to each other is not important though learners often enjoy
electronic being able to appreciate these molecules more if they build molecular models (such as Molymods).
configurations in these Example of methane:
molecules. www.sciencephoto.com/media/75166/view/methane-molecular-model
C2.4.4 Describe the formation Molecules with double and triple covalent bonds
of covalent bonds in When learners understand the basic concept that the octet rule is always fulfilled (for all elements except hydrogen), they
simple molecules, should be able to try examples with multiple bonds.
including CH3OH, Work through an example with them, for example oxygen.
C2H4, O2, CO2 and N2. Allow them to build oxygen with a single bond first and see that both oxygen atoms only have seven electrons sharing.
Use dot-and-cross Then persuade learners to draw a dot-and-cross structure with a double bond, thus fulfilling the stable octet for each
diagrams to show oxygen atom.
the electronic Allow learners to draw the molecules of ethene, carbon dioxide and nitrogen and build them from molecular models if
configurations in these available.
molecules Learners can check their drawings against this page (I):
www.bbc.co.uk/bitesize/guides/zxxn82p/revision/2
53
Scheme of Work
2.4.3 Describe the Challenge learners to describe the properties of simple molecular compounds, from what they know about examples
properties of simple such as H2, Cl2, H2O.
molecular compounds:
(a) low melting points
and boiling points
(b) poor electrical
conductivity
Revision This provides a good revision opportunity for covalent and ionic bonding (I):
https://teachchemistry.org/classroom-resources/ionic-covalent-bonding-simulation
54
Scheme of Work
C3. Stoichiometry
C3.1.1 State the formulas of Using the air as the basis for discussion, ask learners to note down the components in air from previous learning/ general
Formulas the elements and knowledge. They should write the names as well as their formulas. Learners should write N2 and O2 for the elements if
compounds named in they exist as diatomic molecules, not ‘N’ and ‘O’.
the subject content
Between them, learners should come up with: N2, O2, CO2, H2O and you may need to remind them that about 1% of the air
C3.1.2 Define the molecular is Ar.
formula of a compound
as the number and Elicit from learners that N2 and O2 are element molecules and CO2 and H2O are molecules but also compounds because
type of different atoms they consist of more than one element bonded together. Also elicit from learners that the bonding is simple covalent.
in one molecule Finally, highlight Argon as ‘the odd one out’ and ask why it is monoatomic.
C3.1.3 Deduce the formula of Working in pairs, learners use their textbooks and/or internet to research the names and formulas of five covalently
a simple molecular bonded substances and five ionically bonded substances. Alternatively, display a range of ionic and covalent substances.
compound from the
relative numbers of Compare and share learners’ findings, noting that many of the covalently bonded substances are organic and that
atoms present in a organic chemistry is a significant topic in Cambridge IGCSE Chemistry.
model or a
diagrammatic Next formally define ‘molecular formula’ and explain that this term should strictly not be used for ionic compounds.
representation Explain this by quoting examples.
C3.1.6 Deduce the formula of Work through the process for deducing the formula from a diagram:
an ionic compound • decide if the bonding in the substance is ionic or covalent
from the relative • if it is covalent, then all that needs to be done is to count the numbers of atoms and write them down (in the right
numbers of the ions order)
present in a model or a • if it is ionic, look for the simplest ratio of ions present, as explained here:
diagrammatic www.youtube.com/watch?v=o7KGUUlycP0
representation or from
the charges on the ions Learners practise making the formulas of ionic compounds using these games and quizzes:
https://archive.learner.org/interactives/periodic/bonding/
www.acs.org › dam › acsorg › education › outreach › kidschemistry
www.rsc.org/learn-chemistry/resources/gridlocks/puzzles/level-1/NamingCompounds.html
www.bbc.co.uk/bitesize/guides/z8d2bk7/test
C3.1.4 Construct word Word equations

equations to show how To remind learners about word equations, ask them to work in pairs for 5 minutes and write down any chemical reactions
55
Scheme of Work
reactants form they can think of as word equations.

products Some example reactions that learners have probably come across before:
carbon + oxygen ⟶ carbon dioxide
C3.1.5 Balance and interpret sulfur + iron ⟶ iron sulfide
simple symbol hydrochloric acid + sodium hydroxide ⟶ sodium chloride + water
equations, including
state symbols Notes:
• Use the terms ‘reactants’ and ‘products’ when discussing each side of the equations.
C3.1.7 Construct symbol • Encourage learners to read the reaction from left to right for example ‘Sulfur reacts with iron to produce iron
equations with state sulfide’. Ask learners to avoid saying ‘equals’ and not to use an ‘=’ sign instead of an arrow.
symbols, including
ionic equations Ask learners why word equations, although sometimes very useful, are not enough to fully describe chemical processes.
Explain that sometimes word equations are the best option for describing complex chemical reactions so are definitely
useful.
Practice sheets:
https://www.rsc.org/education/teachers/resources/aflchem/resources/46/index.htm
This page contains several worksheets with answers. There are extensive examples and ideas for lessons on this topic.
Symbol equations
Introduce this topic, assuming no prior knowledge (although most learners will have probably written or at least seen
simple symbol equations before). Start by discussing a simple, familiar chemical reaction:
carbon + oxygen ⟶ carbon dioxide
Ask learners to replace the words with symbols. Allow them access to a Periodic Table.
Some learners will write the correct answer:
C + O2 ⟶ CO2
Others may write: C + O ⟶ CO2 (It is important at this early stage to point out that the chemical symbol for oxygen
is ‘O’ in the Periodic Table, but it exists as a diatomic molecule ‘O2’)
Introduce state symbols (s), (l), (g) and (aq) and explain what each of them mean. Ask learners which ones to add to the
equation, giving:
C(s) + O2(g) ⟶ CO2(g)
Although not specifically mentioned in the syllabus, mention the law of conservation of mass as in this page:
www.my-gcsescience.com/balancing-chemical-equations/
After displaying the first part of this page, emphasise that the number of atoms on the left-hand side must equal the
number of atoms on the right-hand side of any chemical equation (otherwise, mass is not conserved).
56
Scheme of Work
Lead learners through an atom count for the above equation explaining that in this case it is balanced and complete.
Next display this PhET simulation, starting with the introduction tab:
https://phet.colorado.edu/sims/html/balancing-chemical-equations/latest/balancing-chemical-equations_en.html
Start with separating water:
Ask learners to try writing down the symbol reaction for the splitting of water into its elements before starting this
simulation.
H2O(l) ⟶ H2(g) + O2(g)
Explain how to use balancing coefficients for equations and ask learners to write down the complete equation (with state
symbols). Encourage an atom count/tally at this early stage of learning.
Next, learners work independently solving and writing down the other reactions. (I)
Then they can play the game, each time writing down the equation in their notebooks. There are three different levels
which learners may progress through.
An alternative to using the PhET simulation above is to use models. You could use purpose-made molecular models
such as ‘Molymod’ kits, or use, for example, common objects such as coloured sweets and toothpicks:
https://ashleysciencespot.weebly.com/uploads/4/6/3/8/46388125/balancing_equations_lab_activity.pdf or
https://betterlesson.com/lesson/631007/balancing-chemical-reaction-equations-using-models or
www.npsd.k12.nj.us/cms/lib/NJ01001216/Centricity/Domain/472/Balancing%20Chemical%20Equations%20Using%20Mo
dels.pdf
Ionic equations (sometimes called net ionic equations)

Emphasise to learners that ionic equations are only applicable to ionic compounds, specifically those that are soluble in
water to form solutions of ions.
1. Start this topic by asking learners to write down the balanced symbol equation, including state symbols, for the reaction
between hydrochloric acid and sodium hydroxide:
HCl(aq) + NaOH(aq) ⟶ NaCl(aq) + H2O(l)
Then ask them to write similar equations for combinations of other mineral acids (sulfuric and nitric acids) reacting with
lithium hydroxide and potassium hydroxide.
2. Next, split the species with (aq) (species soluble in water) into their component ions (so not water). This will give:
H+(aq) + Cl-(aq) + Na+(aq) + OH- (aq) ⟶ Na+(aq) + Cl- (aq) + H2O(l)
3. Identify the spectator ions (define this), and cross them out.
4. Write the ionic equation: H+(aq) + OH- (aq) ⟶ H2O(l)
57
Scheme of Work
Ask learners to reflect on all of the reactions they wrote in 1) asking them what they all have in common. They all contain
‘H’ and ‘OH’ on the left-hand side and the products are always water and a salt – learners may recall learning
‘acid + base ⟶ salt + water’.
This page explains the process in detail:

www.onlinemathlearning.com/ionic-equation.html There are several examples which learners could try or be guided
through.
Note that ionic equations must also be balanced in the same way as ordinary symbol equations.
Practice examples:
www.bbc.co.uk/bitesize/guides/zsm2k2p/revision/6
58
Scheme of Work
C4. Electrochemistry
C4.1.1 Define electrolysis as Define electrolysis and highlight the fact that it is a process which requires an input of energy in order to break down
Electrolysis the decomposition of ionic substances. Ask learners for reasons why ionic substances in the solid state do not conduct electricity. Ions are
an ionic compound, tightly held in a lattice structure.
when molten or in Lead learners to the idea that in molten compounds the ions are free to move and electrolysis can occur.
aqueous solution, by
the passage of an Demonstration: The electrolysis of molten zinc chloride
electric current Set up the following demonstration for the electrolysis of molten zinc chloride.
This solid has a relatively low melting point for an ionic solid (732oC) and can be melted with a Bunsen burner flame.
C4.1.2 Identify in simple It is preferable to use this instead of lead bromide which is toxic and tends to decompose only with heating, but it must
electrolytic cells: still be performed in a fume cupboard as chlorine is evolved.
(a) the anode as the
positive electrode While learners are gathered around the fume cupboard and the crucible is being heated explain the following to learners:
(b) the cathode as the • The terms anode, cathode – which is positive and which is negative.
negative electrode • What the electrolyte is.
(c) the electrolyte as
the molten or aqueous When electrolysis begins and the bulb lights up discuss/ask:
substance that • Which ions zinc chloride contains. (Zn2+ and Cl-)
undergoes electrolysis • What they think the bubbles are forming at the anode. (then test the gas)
• Why they can’t see anything happening at the cathode.
C4.1.3 (part) Identify the products
formed at the If you cannot perform the experiment learners can watch this video:
electrodes and https://edu.rsc.org/resources/electrolysis-of-molten-zinc-chloride/826.article
describe the
observations made Resource Plus
during the electrolysis Carry out Electrolysis of molten zinc chloride experiment referring to the Teaching Pack for lesson plans and
of: resources.
(a) molten lead(II)
bromide Show the following video for the electrolysis of molten lead bromide:
using inert electrodes www.youtube.com/watch?v=Cf8zjla8euQ
made of platinum or Turn off the sound and ask learners to make predictions and explain observations about the process.
carbon/graphite
C4.1.5 Predict the identity of

the products at each
electrode for the
59
Scheme of Work
electrolysis of a binary
compound in the
molten state
C4.1.3 (part) Identify the products The electrolysis of ionic solutions is best understood if learners have studied the reactivity series of metals (9.4) although
formed at the they should already have some background of this topic from previous courses.
electrodes and Explain why the electrolysis of ionic solutions is more complex than for molten substances.
describe the
observations made Next discuss how pure water is actually a very poor conductor of electricity but that a very small amount of ions are
during the electrolysis generated due to the auto-ionisation of water:
of: H2O(l) H+(aq) + OH–(aq)
(b) concentrated
aqueous sodium Then explain to learners that if water contains ionic salt impurities it can conduct electricity.
chloride Show learners the following simulation:
(c) dilute sulfuric acid https://sepuplhs.org/high/hydrogen/electrolysis_sim.html
using inert electrodes Explain to them that this is similar to electrolysing a dilute acid solution as in the following example.
made of platinum or
carbon/graphite Experiment: The electrolysis of dilute sulfuric acid
There are several methods to do this depending on the availability of equipment. If a dedicated apparatus such as a
C4.1.4 State that metals or Hoffman apparatus is not available then there are several ways to improvise as detailed in the pages below:
hydrogen are formed http://chemed.chem.purdue.edu/demos/main_pages/20.2.html [Hoffman apparatus]
at the cathode and that www.academicstar.us/UploadFile/Picture/2014-3/2014319215114816.pdf [several alternatives]
non-metals (other than www.digipac.ca/chemical/mtom/contents/chapter3/electrolysis.htm [using pencils]
hydrogen) are formed
at the anode Experiment: The electrolysis of concentrated sodium chloride (also called brine)
The following page contains instructions:
https://edu.rsc.org/resources/colourful-electrolysis/735.article
If a U-tube is not available, a petri dish can be used as shown in the following video:
www.youtube.com/watch?v=CMW9r_L-CQA
Use half-equations to explain how the products of the electrolysis are formed.
Note that this is also a very important industrial process yielding the useful products hydrogen, chlorine and sodium
hydroxide.
60
Scheme of Work
C5. Chemical energetics
C5.1.1 State that an Ask learners to think of any chemical reactions where heat is given out. Write some examples down.
Exothermic exothermic reaction Collectively they may come up with reactions such as the following. If not you can write them down as examples:
and transfers thermal 1. Mg + O2 ⟶ 2MgO
endothermic energy to the 2. Zn + HCl ⟶ ZnCl2 + H2
reactions surroundings leading 3. CH4 + 2O2 ⟶ CO2 + 2H2O
to an increase in the
temperature of the Discuss with learners how they observe that heat is given out in the above cases: 1. produces a hot white flame, 2. the
surroundings test tube gets warm and 3. a hot blue flame is produced. The common thing is that heat is given out.
Explain to learners that this is called exothermic and that if for example a thermometer were put into reaction 2. it would
C5.1.2 State that an show a temperature increase.
endothermic reaction
takes in thermal Ask them to do the same for chemical reactions where heat energy is taken in.
energy from the Learners may not be able to think of any examples. You could give this as a research task, or give examples:
surroundings leading 1. 6CO2 + 6H2O ⟶ C6H12O6 + 6O2
to a decrease in the 2. CuSO4.5H2O(s) ⇌ CuSO4(s) + H2O(l)
temperature of the
surroundings Both these reactions require energy for them to occur. Mention to learners that endothermic reactions such as these are
much less common than exothermic reactions.
Learners create a poster comparing several examples of endothermic and exothermic reactions.
You could demonstrate some highly exothermic and endothermic reactions to learners. An example of a highly
endothermic reaction is barium hydroxide + ammonium chloride:
https://chemistry.ucsd.edu/undergraduate/teaching-labs/demos/demo45.html (quantities and prep details)
If you cannot do the reaction, here is a video of it being performed:
www.youtube.com/watch?v=IZaGmUGBdC0
An example of a highly exothermic reaction is the thermite reaction. Note: It should only be performed outside and very
carefully as if these precautions are not taken, it is dangerous.
https://edu.rsc.org/resources/the-thermite-reaction/724.article
Video:
www.youtube.com/watch?v=EDUwc953GOA
Learners might enjoy watching the thermite reaction put to good use:
www.youtube.com/watch?v=5uxsFglz2ig (used to weld railway tracks)
61
Scheme of Work
Experiment: Learners can safely carry out a series of test tube reactions to find out if they are endothermic or
exothermic:
https://edu.rsc.org/resources/exothermic-or-endothermic/406.article
Experiment: Hot packs and cold packs

Give learners several safe substances; some cause endothermic reactions and some exothermic reactions. Learners
perform reactions on these substances and decide if they would make good hot packs or cold packs. Discuss with
learners when each are needed in everyday life.
http://nobel.scas.bcit.ca/debeck_pt/science/hotColdPack/pack_p1.htm
C5.1.4 Define activation Discuss that activation energy can be thought of as the energy needed to initiate a chemical reaction and once started
energy, Ea, as the the reaction continues.
minimum energy that
colliding particles must Ask learners if they can think of any reactions that need initiating. Hopefully they will think of the thermite reaction above.
have to react Also ask them how it was started.
You could mix a small quantity of thermite mixture (iron oxide and aluminium powder). It is perfectly safe to carry around
C5.1.3 Interpret reaction mixed together. It requires not just a little heat, but the intense heat provided by a wick of magnesium burning to initiate
pathway diagrams the reaction.
showing exothermic Another example of high activation energy in reactions is combustion.
and endothermic
reactions Ask learners for reactions where the activation energy is low, that is, the reaction occurs without needing to encourage it.
(e.g. magnesium + hydrochloric acid) Demonstrate this.
C5.1.5 Draw and label
reaction pathway Show and explain pathway diagrams for exothermic and endothermic reactions:
diagrams for www.bbc.co.uk/bitesize/guides/z2gccdm/revision/6
exothermic and Then, provide learners with blank axes and a keyword bank, and ask them to fully label their pathway diagrams.
endothermic reactions Extend this to requiring them to draw diagrams with high and low EA.
using information
provided, to include:
(a) reactants
(b) products
(c) overall energy
change of the reaction
(d) activation energy,
Ea
C5.1.6 State that bond Learners frequently get confused as to whether bond making or bond breaking requires an input of energy. To illustrate
breaking is an this, take an old pencil and pretend it is a bond between two atoms. Break the pencil and ask if bond breaking requires
endothermic process energy or produces energy. It is endothermic because it needs energy.
62
Scheme of Work
and bond making is an

exothermic process
63
Scheme of Work
C6. Chemical reactions
C6.1.1 Identify physical and As learners will probably have covered this topic in previous courses it would be a good subject for a revision poster or
Physical and chemical changes, and presentation.
chemical understand the
changes differences between
them
C6.2.1 Describe the effect on Establish what the rate of reaction means and that rate is the preferred word instead of ‘speed’.
Rate of the rate of reaction of: In pairs, learners think of two fast and two slow reactions. Discuss the examples as a class.
reaction (a) changing the
concentration of Ask learners to suggest ways in which the rate of a reaction can be increased (or decreased). Lead learners to all the
solutions following factors that influence the rate of a reaction:
(b) changing the a) concentration of solutions
pressure of gases b) pressure of gases
(c) changing the c) surface area of solids
surface area of solids d) temperature
(d) changing the e) using catalysts
temperature
(e) adding or removing Explain to learners that a very important aspect of this unit is being able to describe and evaluate practical methods for
a catalyst investigating the rate of reaction. Learners need to draw and interpret graphs in order to visualise, calculate and compare
rates of reaction, therefore practical work is a vital aspect of this topic.
C6.2.2 State that a catalyst
increases the rate of a Learners can explore the collision theory using the following simulation:
reaction and is https://phet.colorado.edu/sims/cheerpj/reactions-and-rates/latest/reactions-and-rates.html?simulation=reactions-and-
unchanged at the end rates
of a reaction This website explains the factors affecting the rate of reaction in terms of collision theory:
http://www.docbrown.info/page03/3_31rates2.htm
C6.2.6 Describe collision
theory in terms of: Practical Investigations
(a) number of particles Plotting and interpreting graphs are very important in this topic, so give learners several opportunities to practise these
per unit volume skills. They should calculate average rates of reaction from graphs.
(b) frequency of
collisions between Effect of changing a) the concentration of solutions
particles Experiment: Reacting magnesium ribbon with different concentrations of hydrochloric acid solution
(c) kinetic energy of https://edu.rsc.org/resources/the-rate-of-reaction-of-magnesium-with-hydrochloric-acid/1916.article (collection over water
particles method)
64
Scheme of Work
(d) activation energy,

Ea Experiment: Reacting marble chips (calcium carbonate) with hydrochloric acid of varying concentrations
www.bbc.co.uk/bitesize/guides/z3nbqhv/revision/6 (gas syringe method)
C6.2.3 Describe practical
methods for Resource Plus
investigating the Carry out The effect of changing the concentration of hydrochloric acid on the rate of reaction with calcium carbonate
rate of a reaction experiment referring to the Teaching Pack for lesson plans and resources.
including change in
mass of a reactant or Experiment: The effect of concentration on the rate of reaction between sodium thiosulfate and hydrochloric acid.
product and the https://edu.rsc.org/resources/the-effect-of-concentration-on-reaction-rate/743.article [disappearing cross experiment]
formation of a gas www.york.ac.uk/org/seg/salters/ChemistryArchive/ResourceSheets/thiosulphate_acid.PDF (alternative to above)
C6.2.4 Interpret data, Experiment: The loss in mass method for measuring rate of reaction
including graphs, from www.youtube.com/watch?v=Ui_74hXRugI
rate of reaction
experiments It is not necessary to perform all these experiments and for whichever one or more you choose for your learners, make
sure that they consider why the rate of reaction increases with increasing concentration of the solutions.
C6.2.5 Explain the effect on
the rate of reaction of: If you have no access to chemicals and equipment use resources that teach practical and ideas such as the following
(a) changing the simulations:
concentration of https://teachchemistry.org/classroom-resources/reaction-rates-simulation
solutions https://phet.colorado.edu/en/simulation/reactions-and-rates
(b) changing the Ensure you have Java installed on your computer.
surface area of solids
(c) changing the b) Effect of changing surface area
temperature Experiment: How surface area affects the rate of reaction
(d) adding or removing https://makezine.com/laboratory-122-determine-the-effect/
a catalyst
using collision theory Information and diagrams to explain the surface area effect:
www.chemguide.co.uk/physical/basicrates/surfacearea.html#top
c) Effect of changing the temperature

Experiment: The effect of temperature on the rate of reaction between sodium thiosulfate and hydrochloric acid
https://edu.rsc.org/resources/the-effect-of-temperature-on-reaction-rate/448.article
Experiment: Investigate if temperature affects the glow stick / light stick reaction
https://chemdemos.uoregon.edu/demos/Lightstick-Reaction-Rates-versus-Temperature
Other possible experiments. This link suggests other reaction systems to investigate how temperature affects the rate of
65
Scheme of Work
reaction, including the decomposition of hydrogen peroxide and calcium carbonate reacting with hydrochloric acid:
www.docbrown.info/page03/3_31rates3d.htm
Basic ideas concerning collision theory and activation to explain the increase in rate of reaction when the temperature
increases:
www.chemguide.co.uk/physical/basicrates/temperature.html
d) Effect of adding a catalyst

Experiment: Which catalyst affects the rate of decomposition of hydrogen peroxide?
www.rsc.org/education/teachers/resources/aflchem/resources/63/index.htm
A range of potential catalysts are tested and the best identified
Catalyst theory is discussed here:

www.docbrown.info/page03/3_31rates3e.htm
C6.3.2 Define oxidation as There are several definitions of oxidation and reduction reactions which are used in different circumstances. This often
Redox gain of oxygen and causes problems for learners.
reduction as loss of The oldest of these is the gain of oxygen by a substance.
oxygen Ask learners to think of a metal they know that becomes oxidised. They will probably think of iron rusting, or a more
reactive metal such as magnesium or zinc which oxidises more quickly:
C6.3.3 Identify redox Mg + O2 ⟶ 2MgO
reactions as reactions
involving Contrast this reaction by defining reduction as oxygen loss.
gain and loss of If oxygen atoms are lost from a substance then it is reduction:
oxygen 2CuO + C ⟶ 2Cu + CO2
C6.3.1 Define redox reactions However, many more reactions than these are redox reactions and so the definitions were expanded/modified.
as involving Emphasise that oxidation and reduction occur simultaneously in redox reactions. Once learners become familiar with
simultaneous identifying oxidation and reduction, they should be able to show that this is the case using equations.
reduction and
oxidation
C6.3.4 Identify oxidation and

reduction in redox
reactions (Oxidation
number limited to its
use to name ions, e.g.
iron(II), iron(III),
copper(II).)
66
Scheme of Work
67
Scheme of Work
C7. Acids, bases and salts
C7.1.1 Describe the Experiment: explore as a series of test-tube reactions. Learners at this stage should have met some or all of the
The characteristic reactions. This practical is a good opportunity for them to practise observation skills, testing gases and equation writing.
characteristic properties of acids in
properties of terms of their reactions These pages summarise the reactions:
acids and with: www.docbrown.info/page03/AcidsBasesSalts05.htm
bases (a) metals
(b) bases
(c) carbonates
C7.1.4 Describe the

characteristic
properties of bases in
terms of their reactions
with acids
C7.1.3 State that bases are It is important that learners can distinguish between the meanings of these two terms. As a visual way of doing this,
oxides or hydroxides encourage learners to draw a Venn diagram similar to this:
of metals and that https://intellectwrite.com/2018/12/22/difference-between-alkali-and-base/
alkalis are soluble
bases Take two test tubes, one containing solid CuO and the other solid NaOH.
Add water to each and shake. The base copper (II) oxide does not dissolve but the alkali sodium hydroxide does.
Emphasise that in fact both substances are bases and that later their reactions will be explored.
C7.1.6 Describe how to Ask learners for ideas on how acids, alkalis and neutral solutions can be compared using various indicators.
compare neutrality, Ask learners to draw a vertical pH scale and label the names of a weak and a strong acid and a weak and a strong alkali
relative acidity and indicating approximately what they think their pH values are.
relative alkalinity in
terms of colour and pH Learners research the names of common substances and their pH value and produce an infographic for display similar
using universal this:
indicator www.onlinemathlearning.com/acids-alkalis.html
Alternatively, give them the names of various substances to research and learners find out the pH values.
Experiment: Set out around the lab various laboratory chemicals. Learners test the pH of each using universal indicator
solution and complete a table. Then they have to decide whether the substances are weak/strong acids or alkalis or
68
Scheme of Work
neutral substances. Learners should also test the solutions with red and blue litmus paper and include a column for this
in their tables.
In the conclusion to their experiment ask learners to compare the effectiveness of litmus to universal indicator.
If learners have not made the red cabbage indicator before, they could do this as part of the experiment and compare the
effectiveness of the red cabbage indicator to the universal indicator.
C7.1.2 Describe acids in Other indicators

terms of their effects Mention that there are many types of indicators used depending on the strength of the acid or alkali used. Explain the
on: colour changes for methyl orange indicator.
(a) litmus
(b) methyl orange
C7.1.5 Describe alkalis in

terms of their effect on:
(a) litmus
(b) methyl orange
C7.2.1 Classify oxides as Experiment: Testing the pH of oxides

Oxides acidic, including SO2 https://edu.rsc.org/resources/testing-the-ph-of-oxides/405.article
and CO2, or basic, Learners test the pH of the oxides of nitrogen, phosphorus, sulfur, potassium, sodium and calcium using universal
including CuO and indicator solution. They look for patterns in the colour of the solutions produced.
CaO, related to Carbon dioxide can also be tested by bubbling carbon dioxide with a straw into limewater.
metallic and non-
metallic character
C7.3.1 Describe the Start by looking at the definitions of a salt:

Preparation preparation, • an ionic compound that can be formed by replacing one or more of the hydrogen ions of an acid with another
of salts separation and positive ion
purification of soluble • an ionic compound which is made up of two groups of oppositely charged ions.
salts by reaction of an
acid with: Discuss both versions of the definition with learners to show that they are both correct.
(a) an alkali by titration
(b) excess metal Experiment: Preparation of soluble salts
(c) excess insoluble (a) Acid + alkali by titration: Link to discussion of titration in neutralisation reactions (7.1.6) and to practical work using
base titration (3.3.6 concentration of solutions).
(d) excess insoluble
carbonate (b) Acid + excess metal:
(candidates do not https://edu.rsc.org/resources/metals-and-acids-experiment/446.article (see Lesson 2 for preparation of zinc sulfate from
69
Scheme of Work
need to know general zinc and sulfuric acid)

solubility rules for
salts) (c) Acid + excess insoluble base:
https://edu.rsc.org/resources/preparing-salts-by-neutralisation-of-oxides-and-carbonates/1762.article
(see preparation 1: preparation of copper (II) sulfate from copper oxide and sulfuric acid)
(d) Acid + excess insoluble carbonate

https://edu.rsc.org/resources/preparing-salts-by-neutralisation-of-oxides-and-carbonates/1762.article
(see preparation 2: preparation of magnesium sulfate from magnesium carbonate and sulfuric acid)
It is important that learners can do the following related to the above practical work:
• make and accurately describe observations during the experiments
• name each process used (filtration, evaporation, crystallisation)
• name the equipment used
• be able to draw labelled diagrams
• write word and balanced symbol equations for the reactions
• be able to explain hazards and safety issues in the experiment.
C7.3.2 Describe the Experiment: Preparation of insoluble salts by precipitation

preparation of https://edu.rsc.org/resources/preparing-an-insoluble-salt/1761.article (the preparation of lead chloride from lead nitrate
insoluble salts by and sodium chloride)
precipitation Make sure that learners know the meaning of the word precipitation in the chemistry sense.
(candidates do not
need to know general All of the comments for the preparation of soluble salts in the above activity apply to this learning objective.
solubility rules for
salts)
70
Scheme of Work
C8. The Periodic Table
C8.1.1 Describe the Periodic Print off and give learners a copy of the Periodic Table from the syllabus.
Table as an Learners stick it in the middle of an A3 sheet of paper or double page of a notebook so that there is plenty of room to
arrangement of annotate around the outside.
elements in periods
and groups and in Learners:
order of increasing • Highlight the word ‘group’ and indicate where periods 1, 2, 3 and 4 are.
proton / atomic number • Colour the metallic elements, non-metallic and metalloids different colours lightly in coloured pencils.
• For groups I, II, III, VI and VII indicate using a label example charges on the ions. Learners could include atom
C8.1.2 Describe the change diagrams and electron configurations to help them.
from metallic to non-
metallic character Using their annotated Periodic Table, learners answer the following questions (based on the first 20 elements only):
across a period a. How is electron configuration related to the position of an element in the Periodic Table?
b. What is the relationship between atomic number and the position of an element?
C8.1.3 Identify trends in
groups, given Interactive Periodic Tables:
information about the www.webelements.com/
elements www.rsc.org/periodic-table
C8.2.1 Describe the Group I Demonstration: Reaction of the alkali metals with water
Group I alkali metals, lithium, Ask learners which of melting point, density and reactivity are physical properties and which are chemical properties.
properties sodium and Revise what the difference is between these two terms.
potassium, as Next demonstrate the reactions of each metal with water making sure to highlight the necessary trends to learners:
relatively soft metals https://edu.rsc.org/resources/reactivity-trends-of-the-alkali-metals/731.article
with general trends
down the group, Additional things to do:
limited to: • mention the trend in hardness
(a) decreasing melting • show learners that the alkali metals are typical metals in some respects: they conduct electricity (you can test
point with a simple one-bulb circuit) and they are shiny when freshly cut
(b) increasing density • add some universal indicator to the water the metals react with and elicit from learners why they are named
(c) increasing reactivity ‘alkali metals’.
with water
If you do not have access to the metals, this video shows the reactions with water:
C8.2.2 Predict the properties www.youtube.com/watch?v=y0hrqLTubDM
of other elements in
Group I, given
71
Scheme of Work
information about the To show learners more about the chemical reactivity of these elements, this video shows the increasing reactivity of the
elements metals, i) heating in oxygen, ii) reacting with chlorine:
www.youtube.com/watch?v=0KonBvfnzdo
Both these reactions provide evidence that the reactivity of the elements increases going down the group.
Ask learners to make predictions about the physical and chemical properties of the other Group I elements. There are
plenty of videos available showing the reactions of the lower members of the group.
C8.3.1 Describe the Group VII If you do not have access to samples of each of the three halogens to show learners, show the following video
Group VII halogens, chlorine, comparing their properties:
properties bromine and iodine, as www.youtube.com/watch?v=u2ogMUDBaf4&t=102s
diatomic non-metals The video shows:
with general trends i) their trend in colour and their physical state at room temperature (ask learners what the trend in their densities must
down the group, be)
limited to: ii) reaction with hydrogen
(a) increasing density iii) reaction with aluminium
(b) decreasing
reactivity This video shows the halogens’ reactions with sodium:
www.youtube.com/watch?v=saLvwX3_p1s
C8.3.2 State the appearance
of the halogens at The properties and reactions of the Group VII elements:
room temperature and www.bbc.co.uk/bitesize/guides/ztjy6yc/revision/2 [discusses the reactions with sodium and hydrogen]
pressure, r.t.p. as:
(a) chlorine, a pale Note: make sure that learners are not confused that the halogens get less reactive going down the group (whereas
yellow-green gas Group I elements get more reactive going down the group).
(b) bromine, a red-
brown liquid
(c) iodine, a grey-black
solid
C8.3.3 Describe and explain Experiment: Reactions of halogens as aqueous solutions

the displacement https://edu.rsc.org/resources/reactions-of-halogens-as-aqueous-solutions/733.article
reactions of halogens This experiment can be done with very small quantities of materials on a spotting tile.
with other halide ions
Learners write balanced chemical equations and ionic equations for the changes that occur.
Afterwards they try to identify whether the halogen is an oxidising agent or reducing agent and justify this by looking at
the changes in oxidation state (number). Halogens are oxidising agents which become reduced, and the halide ion is a
reducing agent, which becomes oxidised.
72
Scheme of Work
Link to the ‘elephants’ toothpaste’ demonstration in 6.4.6 Redox in which iodide ions act as a reducing agent.
The reactions are detailed in this page:
www.docbrown.info/page07/ASA2group7a.htm
Common misconception:
• Potassium grabs the chlorine because it is very reactive.
C8.3.4 Predict the properties Based on the above pattern, that the reactivity of the halogens decreases going down the group, ask learners to predict:
of other elements in • the most reactive element (fluorine)
Group VII, given • the reactivity of elements below iodine (less reactive)
information about the
elements
C8.4.1 Describe the transition Ask learners to search for images of the first row of transition elements, Ti, V, Cr, Mn, Fe, Co, Ni and Cu, noting that they
Transition elements as metals are in an area of the Periodic Table called the ‘d-block’.
elements that:
(a) have high densities Ask them to stick the images (or paste if doing on the computer) in atomic number order, as in the Periodic Table.
(b) have high melting They research and find the following information:
points • densities
(c) form coloured • melting points
compounds • the range of colours displayed in their compounds
(d) often act as • if the metal itself, or compounds of it, have catalytic activity.
catalysts as elements
and in compounds From this collected information, elicit from learners the properties of transition elements in the learning objective.
Common misconception:
• Learners often believe that transition metals are coloured rather than their compounds. Looking at the pictures of
the metals, they will see that most of them are silvery, typical metallic-looking substances. However, in contrast,
their compounds are often brightly coloured.
Experiment: Properties of the transition metals and their compounds

Learners test metal samples for: hardness; ability to bend without breaking; if they are magnetic; if they react with water;
and observe coloured compounds.
https://edu.rsc.org/resources/properties-of-the-transition-metals-and-their-compounds/472.article (Classic chemistry
experiments: properties of the transition metals and their compounds)
Quizzes:
www.educationquizzes.com/gcse/chemistry/periodic-table-transition-elements/
https://quizlet.com/ [create your own quiz]
73
Scheme of Work
C8.5.1 Describe the Group Ask learners to write down the electronic configurations of He, Ne, Ar and comment on them.
Noble gases VIII noble gases as They should then be able to explain why they are monoatomic gases.
unreactive, monatomic
gases and explain this Learners predict the trend in densities of the gases descending Group VIII:
in terms of electronic www.youtube.com/watch?v=QLrofyj6a2s
configuration
Learners could find about some of the uses of the noble gases:
www.youtube.com/watch?v=Lid8BsbqTDQ
74
Scheme of Work
C9. Metals
C9.1.1 Compare the general Learners could carry this out as a research activity.
Properties of physical properties of The most important word to emphasise to learners in this objective is ‘general’, in other words, the typical or usual
metals metals and non- properties that most metals have compared to non-metals.
metals, including: (a) Learners should be able to explain how they know metals are thermal conductors from everyday life such as metal
(a) thermal saucepans. There are several different apparatus for finding out which metal, from a range, is a better conductor.
conductivity Non-metals generally do not conduct heat well but diamond is an exception.
(b) electrical (b) Learners should recall (from 2.7.1 metallic bonding) that metals are electrical conductors – you could discuss which
conductivity metals are found in wires and power cables.
(c) malleability and The general properties of non-metals are that they are non-conductors but graphite is an exception.
ductility (c) Learners often get confused or find it difficult to recall these words. Therefore, demonstrating the difference is
(d) melting and boiling necessary (see 2.7.2).
points Solid non-metals are brittle but most non-metals are gases at room temperature.
(d) Metals usually have high melting points and therefore boiling points, in contrast to most non-metals.
C9.2.1 Describe the uses of You could cover this objective as a series of questions for learners to answer.
Uses of metals in terms of their Examples:
metals physical properties, i) Why is aluminium used in the manufacture of aircraft, overhead cables and aluminium food containers?
including: ii) For which reason(s) is copper used in electrical wiring?
(a) aluminium in the
manufacture of aircraft
because of its low
density
(b) aluminium in the
manufacture of
overhead electrical
cables because of its
low density and good
electrical conductivity
(c) aluminium in food
containers because of
its resistance to
corrosion
(d) copper in electrical
wiring because of its
good electrical
75
Scheme of Work
conductivity
C9.3.1 Describe alloys as This whole sub-unit could be completed by learners doing independent research and producing a poster and/or a
Alloys and mixtures of a metal presentation in any form they prefer. If this is done, prepare a marking rubric to ensure that learners comprehensively
their with other elements, cover all key points.
properties including:
(a) brass as a mixture Bring in a range of alloys to show learners: steel, stainless steel, brass, bronze, pewter, solder, nichrome. If possible,
of copper and zinc bring actual objects to stimulate learners’ interest, not flat pieces of metal. If not available, display images of objects
(b) stainless steel as a produced on the basis of the alloys’ properties.
mixture of iron and
other elements such The first thing learners need to know is that alloys are a mixture, which consists of a main metal and other metals and/or
as chromium, nickel non-metals:
and carbon www.gcsescience.com/ex29.htm (simple diagrammatic representation)
www.explainthatstuff.com/alloys.html (more advanced diagrammatic representations)
C9.3.2 State that alloys can
be harder and stronger The diagram in this video shows how alloys can be harder or stronger than the pure metals:
than the pure metals www.youtube.com/watch?v=xqiqVDZfWAs (1:52 diagram showing how the presence of different atoms stops the layers
and are more useful slipping over each other as in the parent metal)
C9.3.3 Describe the use of In the exam learners may need to be able to recognise alloys from diagrams of structure such as:
alloys in terms of their https://igcseaid.wordpress.com/notes/coordinated-science-0654/c10-1-properties-of-metals/
physical properties,
including stainless Experiment: Making an alloy
steel in cutlery https://edu.rsc.org/resources/making-an-alloy-solder/1742.article (making solder from lead and tin)
because of its In this experiment lead and tin are heated together to form the alloy, solder. Then the hardness, melting point and
hardness and density of the alloy are compared to that of lead.
resistance to rusting
C9.3.4 Identify
representations of
alloys from diagrams
of structure
C9.3.5 Explain in terms of

structure how alloys
can be harder and
stronger than the pure
metals because the
different sized atoms
76
Scheme of Work
in alloys mean the

layers can no longer
slide over each other
C9.1.2 Describe the general Experiment: Learners do a series of test tube reactions, adding small pieces of metal – Mg, Al, Zn, Fe, Cu – to water
Properties of chemical properties of and observing if any reaction occurs.
metals metals, limited to their Next, they pour off the water and replace with dilute hydrochloric acid. Record observations.
reactions with: To conclude, based on the observed reactivity of the metals, they place the metals in order of reactivity.
(a) dilute acids
(b) cold water and Use discussion, videos and learner research to find out how these metals react with steam.
steam Steam: magnesium reacts with steam (but not with cold water):
https://mammothmemory.net/chemistry/the-metal-reactivity-series/potassium-sodium-lithium-and-calcium-reactions-with-
C9.4.2 Describe the reactions, steam/potassium-sodium-lithium-and-calcium-reactions-with-steam/magnesium-and-steam.html
Reactivity if any, of:
series (a) potassium, sodium Experiment: The reactions of Na, K, Ca with cold water.
and calcium with cold Learners compare these reactions using small pieces of each metal in cold water.
water
(b) magnesium with Based on all the above reactions, learners write a reactivity series from most reactive to least reactive metal.
steam
(c) magnesium, zinc, Inclusion of carbon and hydrogen into the reactivity series
iron, copper, silver and On the basis of metal reactions with acids, learners should be able to place hydrogen into the series.
gold with dilute Carbon may also be placed, but depends if learners have covered the extraction of metals or not.
hydrochloric acid Learners can finally compare their reactivity series with the one in their textbooks. The reactivity series including carbon
and explain these and hydrogen is at:
reactions in terms of www.gcsescience.com/r1-reactivity-series-metals.htm
the position of the
metals and hydrogen This poster summarises the reactivity series, common reactions and extraction methods:
in the reactivity series https://www.compoundchem.com/2015/03/10/reactivity-series/
C9.4.3 Deduce an order of

reactivity from a given
set of experimental
results
C9.4.1 State the order of the

reactivity series as:
potassium, sodium,
calcium, magnesium,
aluminium, carbon,
77
Scheme of Work
zinc, iron, hydrogen,

copper, silver, gold
C9.5.1 State the conditions First, ask learners, in pairs, to discuss their ideas about the word ‘corrosion’ and give some examples. They will probably
Corrosion of required for the rusting know iron as an example, but encourage them to search ‘corrosion of ……….’, for a variety of metals such as copper,
metals of iron (presence of silver and lead, to see the scope of corrosion.
oxygen and water)
Next, learners listen to this podcast about rusting to find out why it is not just a simple oxidation reaction:
C9.5.3 Describe how barrier www.chemistryworld.com/podcasts/rust/3005931.article (podcast called ‘Rust’)
methods prevent After listening to the podcast ask learners what the two ingredients of rust are. (water and oxygen)
rusting by excluding This is an opportunity to discuss many aspects of a process which occurs on an enormous scale on Earth.
oxygen or water
Next, show learners the equations for how rust is formed:
C9.5.2 State some common www.thoughtco.com/how-rust-works-608461 (How rust and corrosion work)
barrier methods,
including painting, Experiment: Preventing rusting
greasing and coating In this experiment, learners protect iron nails using the barrier methods of painting and greasing (leave out the sacrificial
with plastic protection part of the experiment):
https://edu.rsc.org/resources/preventing-rusting/1763.article (Preventing rusting experiment)
Show learners a piece of corrugated galvanised sheet or a galvanised bucket either in the classroom, or show them the
images on this page:
www.wisegeek.com/what-is-galvanized-steel.htm#didyouknowout
C9.6.1 Describe the ease in Start by asking learners to look up a definition of an ore (a mineral which has a metal inside it).
Extraction of obtaining metals from Explain that extracting ores from rocks ranges from easy to difficult depending on the position of the metal in the
metals their ores, related to reactivity series.
the position of the
metal in the reactivity This poster summarises the method of extraction used to obtain common metals from their ores:
series www.compoundchem.com/2015/03/10/reactivity-series/
It can be seen that metals above zinc can only be obtained by the highly energetic process, electrolysis.
C9.6.3 State that the main ore Iron and zinc are obtained by reduction with carbon.
of aluminium is bauxite
and that aluminium is Show learners a sample of bauxite or display the following image:
extracted by https://geology.com/minerals/bauxite.shtml
electrolysis
Ask learners why aluminium may not be obtained by reduction with carbon. (higher than carbon)
C9.6.2 State that iron from Show learners a piece of hematite if you have it or display this image:
78
Scheme of Work
hematite is extracted https://geology.com/minerals/hematite.shtml

by reduction of iron(III)
oxide in the blast This is the step-wise process:
furnace https://secondaryscience4all.wordpress.com/2014/07/21/iron-extraction-blast-furnace/ Click on the image for a full-
screen image
C9.6.4 Describe the extraction
of iron from hematite in Encourage learners to focus on the reduction of hematite with carbon monoxide ensuring that they notice that the
the blast furnace, reducing agent is carbon monoxide not carbon.
limited to:
(a) the burning of For all the chemical reactions occurring give learners word equations from which they try to write balanced symbol
carbon (coke) to equations.
provide heat and
produce carbon This video shows an animation of the process:
dioxide C + O2 → CO2 www.youtube.com/watch?v=8sPYEClAb80
(b) the reduction of
carbon dioxide to
carbon monoxide
C + CO2 → 2CO
(c) the reduction of
iron(III) oxide by
carbon monoxide
Fe2O3 + 3CO → 2Fe +
3CO2
79
Scheme of Work
C10. Chemistry of the environment
C10.1.3 Describe the treatment This article discusses the processes mentioned in the learning objective and provides practical activities for learners to
Water of the domestic water design, build and test the best water filter:
supply in terms of: www.wpi.edu/sites/default/files/inline-image/Academic-Resources/STEM-Education-Center/Water%20Treatment-
(a) sedimentation and Safe%20Water%20Science%20(AweSTEM).pdf
filtration to remove The activity uses simple and cheap materials (plastic water bottle, cotton, sand, activated charcoal).
solids There are printable question sheets to conclude.
(b) use of carbon to
remove tastes and Experiment: Water remediation lab for chlorine-contaminated water
odours www.teachengineering.org/activities/view/wst_environmental_lesson02_activity2
(c) chlorination to kill In this activity learners measure the effectiveness of water filters in purifying contaminated water. They prepare test
microbes water contaminated with chlorine, filter it and test the purified water with chlorine test strips.
C10.2.1 State the composition Ask learners to draw a pie chart, labelling what they think is the composition of dry air in percentages.
Air quality of clean, dry air as Then display the actual composition:
and climate approximately 78% www.uihere.com/free-cliparts/air-separation-atmosphere-of-earth-gas-nitrogen-chemical-composition-others-6995070
nitrogen, N2, 21% Learners often think hydrogen is a major component.
oxygen, O2 and the
remainder as a mixture
of noble gases and
carbon dioxide, CO2
C10.2.2 State the source of Learners carry out a research project for these learning objectives. They could make presentations of their work and/or
each of these air display their work.
pollutants, limited to:
(a) carbon dioxide You could carry out this project to coincide with World Environment Day which occurs every year on 5th June. This
from the complete project could be part of a larger awareness in your school.
combustion of carbon-
containing fuels
(b) carbon monoxide
and particulates from
the incomplete
combustion of carbon-
containing fuels
(c) methane from the
decomposition of
80
Scheme of Work
vegetation and waste

gases from digestion
in animals
(d) oxides of nitrogen
from car engines
(e) sulfur dioxide from
the combustion of
fossil fuels which
contain sulfur
compounds
C10.2.3 State the adverse

effect of these air
pollutants, limited to:
(a) carbon dioxide:
higher levels of carbon
dioxide leading to
increased global
warming, which leads
to climate change
(b) carbon monoxide:
toxic gas
(c) particulates:
increased risk of
respiratory problems
and cancer
(d) methane: higher
levels of methane
leading to increased
global warming, which
leads to climate
change
(e) oxides of nitrogen:
acid rain and
respiratory problems
(f) sulfur dioxide: acid
rain
81
Scheme of Work
C10.2.6 Describe how the You could study this and the following topic to coincide with Earth Day which is celebrated on 22nd April each year. If not,
greenhouse gases learners should check the site to find out what activities are happening. (I)
carbon dioxide and www.earthday.org/
methane cause global The NASA website contains a section on global warming and the causes, including a short animation describing the
warming, limited to: process of global warming.
(a) the absorption, https://climate.nasa.gov/causes/
reflection and emission
of thermal energy Learners can perform graph plotting / spreadsheet activities on global warming trends using Google sheets or Excel, and
(b) reducing thermal download, display and analyse complex data:
energy loss to space www.jpl.nasa.gov/edu/teach/activity/graphing-global-temperature-trends/
There are many graph matching exercises here:

https://scied.ucar.edu/activity/climate-impacts-graph-matching
and more general ones here:
https://scied.ucar.edu/learning-zone/activities?field_learning_zone_category_tid=5
Learners interpret a variety of graphs of actual data from the IPCC:

https://serc.carleton.edu/teachearth/activities/50192.html
C10.2.4 State and explain Learners could cover these topics by a research project or presentation or combination of both.
strategies to reduce
the effects of climate
change:
(a) planting trees
(b) reduction in
livestock farming
(c) decreasing use of
fossil fuels
(d) increasing use of
hydrogen and
renewable energy, e.g.
wind, solar
C10.2.5 State strategies to

reduce the effects of
acid rain: reducing
emissions of sulfur
dioxide by using low-
sulfur fuels
82
Scheme of Work
83
Scheme of Work
C11. Organic chemistry
Ask learners to locate carbon in the Periodic Table and write down its electron configuration.
Next, discuss which type of bonding carbon has. (It is covalent).
Discuss that carbon is unique in that carbon can bond with itself, forming very long chains of carbon atoms.
This article explains why organic compounds are so widespread:

https://science.jrank.org/pages/1202/Carbon-Why-carbon-special.html
Learners identify and discuss the other reasons discussed in the article which make carbon so special.
Finally explain that organic compounds always contain the element hydrogen in their molecules and that other elements
such as oxygen, nitrogen and sulfur are sometimes present.
C11.1.3 State that a Explain that each homologous series has the same general formula. Given that the formula is the same for each
Terminology homologous series is a homologous series, ask learners if they would expect the chemical properties to be similar or very different. These points
family of similar will be detailed below.
compounds with similar
chemical properties
C11.1.4 Describe the general

characteristics of a
homologous series as:
(a) having the same
general formula
(b) displaying a trend in
physical properties
C11.2.1 Name the fossil fuels: Check that learners recall the names of the fossil fuels from previous study and briefly discuss their origins. They may not
Fuels coal, natural gas and know that methane is the main constituent of natural gas however.
petroleum
Introduce the term ‘hydrocarbons’ and draw a couple of examples on the board.
C11.2.2 Name methane as the
main constituent of Discuss with learners that petroleum is a rich source of hydrocarbons not only as fuel but is a starting point for many
natural gas chemical industries.
C11.2.3 State that

hydrocarbons are
84
Scheme of Work
compounds that
contain hydrogen and
carbon only
C11.2.4 State that petroleum is

a mixture of
hydrocarbons
C11.2.5 Describe the If possible show learners a sample of crude oil explaining that in this state it is not useful but that after processing, many
separation of useful products can be obtained.
petroleum into useful This video explains what crude oil is like:
fractions by fractional www.youtube.com/watch?v=L99EybPORKk [Will a gas engine run on crude oil?]
distillation
Experiment: Small scale fractional distillation in the lab
C11.2.6 Name the uses of the https://edu.rsc.org/resources/fractional-distillation/2248.article [this article contains instructions, an apparatus guide, an
fractions as: animation and downloadable video]
(a) refinery gas fraction
for gas used in heating Animations/simulations of fractional distillation:
and cooking www.footprints-science.co.uk/index.php?type=Fractional%20distillation&section=Section1&info=6 [drag and drop the
(b) gasoline/petrol correct fractions]
fraction for fuel used in
cars A detailed look at what happens inside the fractionating tower:
(c) naphtha fraction as http://resources.schoolscience.co.uk/Exxonmobil/infobank/4/flash/distillation.htm
a chemical feedstock
(d) diesel oil / gas oil Ask learners to research the uses of the various fractions. If samples are available show them to learners.
for fuel used in diesel Learners will probably easily understand many of the fuel uses, but the use of naphthas in the chemical industry may be
engines more difficult for them. This article explains the uses of naphtha:
(e) bitumen for making https://energyeducation.ca/encyclopedia/Naphtha
roads
C11.2.7 Describe how the

properties of fractions
obtained from
petroleum change from
the bottom to the top of
the fractionating
column, limited to:
(a) decreasing chain
length
85
Scheme of Work
(b) lower boiling points
C11.3.1 State that the bonding The alkanes

Alkanes in alkanes is single Link this discussion with crude oil and fractional distillation explaining that a large percentage of this black, viscous
covalent and that substance contains a mixture of alkanes.
alkanes are saturated Draw the first member of the series, methane and make a molecular model of it. Challenge learners to draw a dot- and-
hydrocarbons cross diagram for it and explain why the bonding is single covalent. Define the term saturated hydrocarbons during this
discussion.
C11.1.1 State that a saturated
Terminology compound has Molecular model-building activity:
molecules in which all If you have access to plenty of molecular modelling kits, learners in pairs, build the first 4 or 5 members of the
carbon–carbon bonds homologous series. If fewer kits are available, then each group could build one model and hold it up once finished.
are single bonds
If molecular model kits are not available then learners could use this virtual molecule-building app:
C11.3.2 Describe the properties http://molview.org/
Alkanes of alkanes as being First you construct a model in 2-D which is then converted into a 3-D rotatable model.
generally unreactive,
except in terms of Reactivity of the alkanes
combustion Once you have taught learners about the alkenes and alcohols, they may be able to suggest why the alkanes are
relatively unreactive molecules. However, at this stage, it is probably best to explain that C-C and C-H bonds are strong
bonds and there is no particular weakness or site for attack in alkane molecules.
If you have not discussed the increase in boiling point with increase in chain length / molecular mass already, this would
be an appropriate time to do so. Also, if you have samples of alkanes, it would be helpful for learners to see them.
Even pointing to a liquefied/pressurised canister, lighter etc. of the shorter alkanes and showing a bottle of pentane or
hexane would be helpful to learners.
C11.4.1 State that the bonding The alkenes

Alkenes in alkenes includes a Challenge learners to draw the first member of the homologous series, ethene.
double carbon–carbon Explain that the C=C double bond is reactive and that the molecule is termed ‘unsaturated’ because of its presence in the
covalent bond and that molecule.
alkenes are
unsaturated Molecular model-building activity:
hydrocarbons If you have access to plenty of molecular modelling kits, learners in pairs, build the first 4 or 5 members of the
homologous series. If fewer kits are available, then each group could build one model and hold it up when finished.
C11.1.2 State that an
Terminology unsaturated compound If molecular model kits are not available then learners could use this virtual molecule-building app:
has molecules in which http://molview.org
one or more carbon– First you construct a model in 2-D which is then converted into a 3-D rotatable model.
86
Scheme of Work
carbon bonds are not

single bonds
C11.4.3 Describe the Cracking

Alkenes manufacture of alkenes Learners research why cracking continues to be a major industrial process worldwide. Discuss that there is an excess of
and hydrogen by the large hydrocarbons produced during the fractional distillation of crude oil. Large hydrocarbons are cracked to produce
cracking of larger smaller alkanes that can be converted into petrol. Short chain length alkenes are also produced during this process which
alkane molecules using are very useful intermediates in industry.
a high temperature and
a catalyst Experiment: Cracking hydrocarbons in liquid paraffin with a catalyst:
https://edu.rsc.org/resources/cracking-hydrocarbons/681.article
C11.4.2 Describe the test to Perform the experiment and/or watch the video within the link. In the experiment,
distinguish between liquid paraffin (containing alkanes of chain length 5-15 carbon atoms), is cracked producing short chain length alkenes.
saturated and These are tested with bromine water (which becomes decolourised).
unsaturated
hydrocarbons by their Experiment: Testing for unsaturation
reaction with aqueous This video shows how to do the test for unsaturated hydrocarbons using bromine water:
bromine www.youtube.com/watch?v=ZXcS3oY9wQo
C11.4.4 Describe the properties a) With bromine

of alkenes in terms of Illustrate the addition reaction with bromine and ethene first. Since the reaction, mechanistically, is complex for this level,
addition reactions with: the explanation and equation shown in the following page is sufficient:
(a) bromine www.bbc.co.uk/bitesize/guides/z3v4xfr/revision/2 (go to ‘Reactions of alkenes’)
(b) hydrogen in the Learners could use molecular models to help them remember this reaction.
presence of a nickel
catalyst Emphasise that this reaction occurs because the double bond is the reactive part of the molecule and that alkanes cannot
(c) steam in the undergo this reaction.
presence of an acid As in the page above, ask learners to predict the structure of the products formed when propene and but-1-ene react with
catalyst aqueous bromine.
b) Hydrogenation
This reaction cannot easily be performed in the laboratory. Learners need to know that an alkene, in the presence of a
nickel catalyst, undergoes an addition reaction with hydrogen, producing the saturated analogue:
www.bbc.co.uk/bitesize/guides/z3v4xfr/revision/2 (go to ‘Reactions of alkenes’)
c) Hydration
This is the name given to the reaction of an alkene with steam at 300oC and a catalyst. This reaction cannot easily be
performed in the laboratory:
www.bbc.co.uk/bitesize/guides/z3v4xfr/revision/2 (go to ‘Reactions of alkenes’)
87
Scheme of Work
C11.5.1 Define polymers as Provide an example of a polymer, such as the polymerisation of ethene to give polythene, and use this to give the
Polymers large molecules built definition.
up from many smaller
molecules called Mention that ethene is produced in large quantities via the cracking of alkanes discussed in section 11.5.2 Alkenes.
monomers
Polyethene: draw several ethene monomer units and then the resulting polymer, pointing out that the unsaturated
C11.5.2 Describe the formation momomer starting material becomes a saturated product with an extremely long chain.
of poly(ethene) as an
example of addition
polymerisation using
ethene monomers
88
Scheme of Work
C12. Experimental techniques and chemical analysis
C12.1.1 Name appropriate Cover this objective as part of learners’ experimental work.
Experimental apparatus for the
design measurement of time, Make sure that learners are aware of the following points:
temperature, mass • The unit of measurement associated with each instrument.
and volume, including: • That there are several instruments which can be used to measure volume (volumetric pipettes, burettes,
(a) stop-watches measuring cylinders and gas syringes). Each are used in different situations depending on the precision needed.
(b) thermometers • That stop-watches and balances have analogue and digital versions.
(c) balances
(d) burettes
(e) volumetric pipettes
(f) measuring cylinders
(g) gas syringes
C12.1.2 Describe a: These are very important terms in practical chemistry. Learners often confuse them, so use them frequently in
(a) solvent as a discussions and assess learners’ understanding of them often.
substance that
dissolves a solute
(b) solute as a
substance that is
dissolved in a solvent
(c) solution as a
mixture of one or more
solutes dissolved in a
solvent
(d) saturated solution
as a solution
containing the
maximum
concentration of a
solute dissolved in the
solvent at a specific
temperature
(e) residue as a solid
substance that
remains after
89
Scheme of Work
evaporation,
distillation, filtration or
any similar process
(f) filtrate as a liquid or
solution that has
passed through a filter
C12.2.1 Describe how paper Make sure that learners appreciate that chromatography is a widely used separation technique in industry and is not just
Chromato- chromatography is about separating pen inks on coffee filters.
graphy used to separate
mixtures of soluble Experiment: Learners can carry out many investigations, including:
coloured substances, • Separating food colourings
using a suitable • Highly coloured sweets
solvent • Leaf pigments – green leaves or autumn leaves – this is a more challenging investigation
• Pen inks
C12.2.2 Interpret simple
chromatograms to You can use chromatography paper or cut filter papers to the size you need for the investigations – both work well.
identify:
(a) unknown Resource Plus
substances by Carry out the Chromatography: pigments in leaves experiment referring to the Teaching Pack for lesson plans and
comparison with resources.
known substances
(b) pure and impure Learners should always use pencil to mark their baseline and also to indicate their solvent front at the end of the
substances experiment. Make sure they know why pencil has to be used for the baseline.
C12.2.3 State and use the Learners should demonstrate that they have made measurements on their chromatograms and calculated Rf values for
equation for Rf: separated components. Make sure they understand why the Rf value has no units.
Rf = distance travelled If possible, give learners ‘unknown’ substances to spot on their chromatograms so that they can compare Rf values with
by substance / known samples.
distance travelled by
solvent Solvents
Make learners aware that solvents other than water are frequently used in chromatography. If possible, let them
experiment with using ethanol and/or acetone and aqueous mixtures of these.
C12.3.1 Describe and explain Separation of mixtures

Separation methods of separation Ask learners what they understand by the term ‘mixture’. Make sure that they realise that a mixture can consist of solid,
and and purification using: liquid and gaseous components. Discuss that mixtures can be separated to give one or more pure substance.
purification (a) a suitable solvent
(b) filtration Filtration and crystallisation
90
Scheme of Work
(c) crystallisation Experiment: Separating insoluble sand from soluble sodium chloride
(d) simple distillation This is a good experiment to start with which many learners will already have knowledge of. It illustrates several key
(e) fractional distillation aspects of working safely in a laboratory with Bunsen burners and hot solutions.
https://edu.rsc.org/resources/separating-sand-and-salt/386.article [Separating sand and salt]
C12.3.2 Suggest suitable The sand/salt mixture can be substituted with rock salt if available.
separation and Learners should answer the key questions in the link given.
purification techniques,
given information Experiment: Separating sodium chloride from rock salt and crystallising the product
about the substances This experiment is similar to the one above but this time the sodium chloride solution is not evaporated to dryness. Only
involved some of the water is evaporated to the point of crystallisation and allowed to crystallise slowly. Learners compare the
shape of the cubic crystals formed to those of a sample of pure salt. Ask learners why they would not test the melting
point to verify the identity of the substance.
Experiment: Obtaining pure crystals of copper (II) sulfate

Learners may have already performed this experiment related to the Acids, bases and salts topic. It yields nice, pure
copper (II) sulfate crystals:
https://edu.rsc.org/resources/reacting-copperii-oxide-with-sulfuric-acid/1917.article (Reacting copper(II) oxide with
sulfuric acid)
Distillation
It is really important that learners know when it is appropriate to use simple distillation and when it is preferable or
essential to use fractional distillation. Focus on whether the materials to be separated are solids or liquids and talk about
boiling point as a unique property of matter.
Experiments:
• Simple distillation of coloured ink/water mixture:
www.flinnsci.com/api/library/Download/224aed85de4d4fa287d0eceef9a40adc
• Simple distillation of a salt water mixture.
www.education.com/science-fair/article/salt-water-distillation/ (distillation of salty water)
• This can lead to an interesting discussion about desalination. Learners might like to research where this is
performed in the world and how.
The fractional distillation of ethanol from a fermentation mixture:
http://home.miracosta.edu/dlr/210exp5.htm
• The fractional distillation of crude oil (theory discussed in the organic chemistry section):
https://edu.rsc.org/resources/the-fractional-distillation-of-crude-oil/754.article
Resource Plus
Carry out The distillation of a carbonated drink experiment referring to the Teaching Pack for lesson plans and
resources.
91
Scheme of Work
Background information on many aspects of distillation for teachers:

https://edu.rsc.org/cpd/practical-distillation/3008222.article
C12.4.1 Describe tests to Please use the ‘Notes for use in qualitative analysis’ in the syllabus to help your learners with this section.
Identification identify the anions: Stress that qualitative analysis in this course is mainly the testing of inorganic substances.
of ions and (a) carbonate, CO32–,
gases by reaction with dilute Steps to help learners feel confident and understand qualitative analysis:
acid and then testing 1. Before performing any qualitative analysis tests, ensure that learners can verify practically what the following terms
for carbon dioxide gas mean: solution, soluble, insoluble, precipitate and in excess. Explain each of these terms using practical examples.
(b) chloride, Cl–, 2. Next, allow learners to perform each test with known substances, so that they become familiar with all of the
bromide, Br–, and qualitative analysis tests in this section for anions, for cations [including flame tests] and gases.
iodide, I–, by acidifying 3. After this, you can give unknown substances to learners to identify. When learners have gained more experience in
with dilute nitric acid performing qualitative analysis, you can give them some Paper 3 exercises and also Paper 4 Alternative to Practical
then adding aqueous questions to work through.
silver nitrate
(c) sulfate, SO42–, by Encourage learners to develop careful observation in this section. They should not rely on visual observation alone, but
acidifying with dilute also use their sense of smell (carefully), touch (if a test tube gets warm or not) and hearing (for example, effervescence).
nitric acid then adding
aqueous barium nitrate For the initial practical work to familiarise learners with each test, these links contain sheets for the teacher and learner
with tables to complete of observations:
C12.4.4 Describe the use of a https://edu.rsc.org/resources/testing-for-negative-ions/758.article (testing for negative ions)
flame test to identify https://edu.rsc.org/resources/testing-salts-for-anions-and-cations/464.article (testing salts for anions and cations).
the cations:
(a) lithium, Li+ Flame Tests
(b) sodium, Na+
(c) potassium, K+ Resource Plus
(d) copper(II), Cu2+ Carry out the The identification of unknown compounds C and D, L and M and X and Y experiments referring to the
Teaching Packs for lesson plans and resources.
C12.4.2 Describe tests using
aqueous sodium
hydroxide and Aids to remembering all of the tests
aqueous ammonia to There are a lot of tests to remember for the exam. Here are some suggested activities to help learners:
identify the aqueous • Learners create a quiz to test themselves / in pairs
cations: https://quizlet.com/en-gb
(a) ammonium, NH4+ • Create a mind-map of all of the tests as a poster
(b) calcium, Ca2+ • Create a set of flashcards (physical or virtual)
(c) copper(II), Cu2+
(d) iron(II), Fe2+ Some links explaining each test:
92
Scheme of Work
(e) iron(III), Fe3+ www.docbrown.info/page13/ChemicalTests/ChemicalTestsc.htm

(f) zinc, Zn2+ www.bbc.co.uk/bitesize/guides/z8fgmnb/revision/1
(formulas of complex
ions are not required)
12.4.3 Describe tests to

identify the gases:
(a) ammonia, NH3,
using damp red litmus
paper
(b) carbon dioxide,
CO2, using limewater
(c) chlorine, Cl2, using
damp litmus paper
(d) hydrogen, H2, using
a lighted splint
(e) oxygen, O2, using a
glowing splint
C10.1.1 Describe chemical

Water tests for the presence
of water using
anhydrous cobalt(II)
chloride and
anhydrous copper(II)
sulfate
C10.1.2 State that distilled

water is used in
practical chemistry
rather than tap water
because it contains
fewer chemical
impurities
93
Scheme of Work
P1. Motion, forces and energy
P1.1.1 Describe the use of Discuss the importance of measurements. Why do we take measurements? How do we ensure measurements are
Physical rulers and measuring accurate and precise?
quantities and cylinders to find a
measurement length or a volume Set up stations around the laboratory with different measuring instruments, as well as items for measurement, for
techniques learners to move around in small groups or pairs. Learners can take measurements of the following: width of a book,
P1.1.2 Describe how to area of laboratory floor, thickness of a piece of paper (they should consider measuring multiples), volume of a small rock,
measure a variety of time to get your attention, time to walk across the laboratory, time of one pendulum swing (measuring multiples), etc.
time intervals using
clocks and digital Make sure learners understand the importance of taking multiple readings and calculating a mean. For a value of a small
timers distance or a short interval of time, learners should measure multiples and calculate a mean (including the period of a
pendulum).
P1.1.3 Determine an average
value for a small Interactive websites showing the scale of the real world:
distance and for a www.nikon.com/about/sp/universcale/scale.htm
short interval of time https://scaleofuniverse.com
by measuring multiples
(including the period of
oscillation of a
pendulum)
P1.2.1 Define speed as Ask learners for a definition of speed. They may be able to explain that it depends on how far is travelled in a certain
Motion distance travelled per amount of time.
unit time; recall and
s Introduce the equation for speed and demonstrate a calculation. This is useful for calculating the speed at a specific
use the equation v =
t point in time or over a small time interval e.g. how fast a car is travelling when caught by a speed camera.
Recall and use the Consider average speed for journeys where the speed changes: a train making stops at stations, a car slowing down due
P1.2.2
equation to traffic, an athlete accelerating to reach their maximum speed in a sprint, etc. Explain that average speed can be
average speed = calculated from knowing the total distance travelled and the time taken.
total distance travelled
total time taken Introduce the equation for average speed and demonstrate a calculation.
P1.2.4 Know that an object Learners take measurements of distance and time and use these to calculate speed. They can set up a course of a set
moving with increasing distance (measured out with a trundle wheel or metre rules) and measure the time it takes for them to walk/run/travel the
speed is accelerating, distance. Alternatively they can use a long corridor and measure the time it takes for other learners/teachers/visitors to
and that an object
94
Scheme of Work
moving with travel the measured distance.

decreasing speed is
decelerating Set learners questions to practise calculation of speed, distance and time. (F)
Define acceleration for Ask learners to give an example of acceleration. They may suggest a racing car accelerating very quickly off a start line.
P1.2.8
an object moving in a Clarify that all objects have to accelerate or decelerate to change speed. Clarify that deceleration causes the speed to
straight line as change decrease.
in speed per unit time;
recall and use the Extended assessment: 1.2.8 and 1.2.12
Δv
equation a =
Δt Ask learners to define deceleration. Clarify that deceleration is negative acceleration.
Know that deceleration Learners use ticker tape timers to investigate constant speed, acceleration and deceleration. They measure the distance
P1.2.12 between dots, or the distance between a set number of dots and, using the frequency of the ticker tape timer, calculate
is a negative
acceleration and use values of speed and acceleration.
this in calculations
Learners use light gates and datalogger set-ups to measure the initial and final speeds of an interrupt card attached to a
moving trolley or toy car and the time between those measurements. Learners then calculate the acceleration. Constant
acceleration can be achieved by using a ramp or a mass on a pulley.
Set learners questions to practise calculation of acceleration, change in speed and time. (F)
P1.2.3 Sketch, plot and Learners, in pairs, each sketch a distance–time graph, act the motion shown to their partner, interpret the motion of their
interpret distance–time partner and draw the distance–time graph for the observed motion of their partner.
and speed–time
graphs Ask learners what the gradient of a distance–time graph represents. Learners may be able to link their understanding of
how to calculate the gradient to the definition of speed. Show learners how to find the gradient, and thus the speed, of a
P1.2.5 Determine, distance–time graph.
qualitatively, from the
shape of a Give learners distance–time and speed–time graphs to match up with the appropriate description. Examples can include
distance–time graph an object moving at constant speed, an object that is accelerating, a stationary object, etc.
when an object is:
Give learners descriptions to draw as speed-time graphs. This works particularly well on miniature whiteboards as a
(a) at rest group interactive task so that learners can compare and discuss what they’ve drawn. Examples can include someone
(b) moving with walking to the bus stop, someone sprinting from standstill, etc.
constant speed
Learners plot simple speed–time graphs for their journey to school. They can add more detail by labelling the events that
P1.2.6 Determine, take place on the journey e.g. the school bus stops at traffic lights.
qualitatively, from the
shape of a Set learners questions that involve interpreting and plotting distance–time and speed–time graphs. (F)
speed-time graph
95
Scheme of Work
when an object is: Learners can investigate motion and motion graphs further using The Moving Man simulation that plots motion: (I)
https://phet.colorado.edu/en/simulation/legacy/moving-man
(a) at rest
(b) moving with
constant speed
(c) accelerating
(d) decelerating
P1.2.7 Calculate speed from

the gradient of a
straight-line section of
a distance–time graph
P1.2.9 Determine from given Extended assessment: 1.2.9–11

data or the shape of a
speed–time graph To recap their understanding, give learners speed–time graphs for various types of motion such as constant speed, and
when an object is constant acceleration. Learners match the descriptions to the graphs. Learners draw speed–time graphs from
moving with constant descriptions you give.
acceleration
Ask learners what the gradient of a speed–time graph represents. Learners may be able to link their understanding of
P1.2.10 Calculate acceleration how to calculate the gradient to the definition of acceleration.
from the gradient of a
speed-time graph Set learners questions that involve interpreting and plotting speed–time graphs, to include using the area to calculate
distance travelled as well as calculating acceleration from the gradient. (F)
Calculate the area
P1.2.11
under a speed–time Resource Plus
graph to work out the Carry out the Speed–time graphs experiment referring to Teaching Pack for lesson plans and resources.
distance travelled for
motion with:
(a) constant speed
(b) constant
acceleration
96
Scheme of Work
P1.3.1 Mass State that mass is a Start the lesson by showing learners an apple and asking learners how much it weighs. Learners estimate the mass of
and weight measure of the the apple. Allow learners to make guesses without saying whether they are right or wrong. A learner may correctly give
quantity of matter in an the unit of Newtons, rather than grams or kilograms. Introduce the idea that mass and weight are different quantities that
object are often confused.
P1.3.2 State that weight is the Learners investigate the relationship between mass and weight. They use an electronic balance to measure the mass of
gravitational force on various objects or they can use slotted masses of 100g each. Learners use a force meter to measure the weight. They
an object that has plot a graph of weight against mass and calculate the gradient. Introduce the value of the gradient as the gravitational
mass field strength.
P1.3.3 Define gravitational Relate weight, mass and gravitational field strength together with the equation.
field strength g as the
gravitational force per Set learners simple questions for practice. (F)
unit mass; recall and
w Stick pictures of the planets and the Sun in our solar system on the walls of the classroom, with values of their
use the equation g = gravitational field strength. Learners hunt to find the different planets and their values of g and use these to calculate
m
and know that near to their weight on these planets. Learners may need to first measure their mass using bathroom scales. Some learners may
the surface of the be sensitive about their mass so you may offer to share your mass with the class for use in calculations.
Earth, g is
approximately 9.8 N / Learners discuss how Olympic records might change if competitions were held on the surface of Mars one day.
kg Assuming athletes had sufficient air and pressure, learners estimate how records for weightlifting, javelin, high jump,
sprints, etc., would change with a different value of gravitational field strength.
P1.3.4 Describe, and use the
concept of, weight as Set learners more questions for practice. (F)
the effect of a
gravitational field on a Extended assessment: 1.3.4–5, and 1.2.13
mass
Clarify that a gravitational field is a region in which a mass experiences a force due to gravitational attraction and this
Know that gravitational value changes depending on the size of the mass creating the field and the distance away from this mass.
P1.3.5
field strength is
Link gravitational field strength to the acceleration of free-fall for an object near to the surface of the Earth. Highlight that
equivalent to the this value is constant. Explain to learners that all objects experience the same acceleration due to free-fall, but often it
acceleration of free fall does not appear this way due to the presence of air resistance.
P1.2.13 Know that the Ask learners to calculate their gravitational attraction to any other person in the room. Discuss with learners why these
Motion acceleration of free fall forces go unnoticed.
g for an object near to
the surface of the Learners can investigate attractive force between masses further using the Gravity Force Lab simulation: (I)
Earth is approximately https://phet.colorado.edu/en/simulation/gravity-force-lab-basics
constant and is
approximately
9.8 m/s2
97
Scheme of Work
P1.4.1 Define density as Ask learners to define density. They may describe it in terms of how closely packed a substance’s particles are or use
Density mass per unit volume; the equation.
recall and use the
equation Learners consider how heating a substance affects its density. Highlight water as an exception to the general rule that
m solids are denser than liquids.
=
V Highlight the correct process for converting between g/cm3 and kg/m3. Learners may feel confident converting between g
and kg, but they may get confused with cm3 and m3. Use multiple metre rules to make a physical metre cubed, to help
P1.4.2 Describe how to them to visualise and understand how squaring and cubing 1m also squares and cubes 100cm, producing a much larger
determine the density number than they might expect.
of a liquid, of a
regularly shaped solid Set learners more questions for practice. (F)
and of an irregularly
shaped solid which Learners investigate how density relates to floating, how to compare density data and how to find the volume of an object
sinks in a liquid using Archimedes’ principle with the Buoyancy simulation: (I)
(volume by https://phet.colorado.edu/en/simulation/legacy/buoyancy
displacement),
including appropriate Resource Plus
calculations. Carry out the Determining the density of solids and liquids experiments referring to Teaching Pack for lesson
plans and resources.
P1.4.3 Determine whether an
object floats or sinks
based on density data
P1.5.1.1 Know that forces may Recap the idea that forces can cause changes in motion or speed, as well as shape.
Effects of produce changes in
forces the size, shape and Ask learners to name as many different types of force as possible. Reinforce that all forces are measured in Newtons.
motion of an object
Ask learners to sort the list of forces they have compiled into contact and non-contact forces. They may get confused
P1.5.1.2 Determine the with air resistance because air is invisible, but it does make contact at all times. Learners wave their hands around
resultant of two or quickly to feel the ‘wind’ they produce as they move through the air and experience air resistance.
more forces acting
along the same Introduce free-body diagrams as a simple and clear way of showing the size and direction of forces acting on a body.
straight line
Learners investigate the effect of multiple forces by making a simple ball from scrap paper and using straws to apply
similar forces from various angles. Working in small groups they observe what happens when a single force is applied by
P1.5.1.6 Know that an object
blowing through the straw at the paper ball, two forces from different angles and multiple forces in varied combinations.
either remains at rest
Learners make predictions before testing each scenario. They may note that in reality it is very difficult to each provide
or continues in a
the same force and apply them at the correct angles. Learners may conclude that forces can ‘cancel each other out’ or
straight line at
add together depending on their values and direction.
constant speed unless
there is a resultant Introduce Newton’s first law and the term ‘resultant force’ to explain how forces produce changes to motion or speed.
force on the object
98
Scheme of Work
Ask learners to consider what would happen if a tennis ball was thrown in space. They may be able to explain that, as
P1.5.1.7 Recall and use the long as the ball does not hit anything, it will travel forever as there are no forces to change its motion.
equation F = ma and
know that the resultant Show learners simple free-body diagrams for them to quickly work out the resultant force. Learners can answer by using
force and the miniature whiteboards. (F)
acceleration are in the
same direction Learners carry out a ‘tug of war’ to demonstrate addition of forces as vectors. Different numbers of learners on either
side should result in a clear win for the side with the most force.
Set learners practice questions on finding the resultant force. (F)
Learners investigate forces and motion further using the following simulations that investigate forces and motion: (I)
https://phet.colorado.edu/en/simulation/forces-and-motion-basics
https://phet.colorado.edu/en/simulation/legacy/forces-and-motion
Extended assessment: 1.5.1.7
Recap the idea that forces can cause changes in motion or speed, as well as shape. Link Newton’s first law to the
second by highlighting that changes in motion or speed means there must be acceleration.
Introduce the equation F = ma
Set learners simple questions for practice. (F)
P1.5.1.3 Describe friction as the Show learners a video of a spacecraft re-entering Earth’s atmosphere and landing safely in the ocean. Ask learners to
force between two explain why the spacecraft does not accelerate forever and why it gets so hot. Learners should link the force of friction to
surfaces that may the idea of the spacecraft not traveling too fast and its increase in heat.
impede relative motion
and produce heating Remind learners that friction is present for all objects in motion on Earth due to our atmosphere. Ask learners to suggest
other sources of friction and a scenario where friction is important e.g. brakes to control the motion of a car. Learners can
P1.5.1.4 Know that friction feel how friction produces heating by quickly rubbing their hands together.
(drag) acts on an
object moving through Ask learners to explain the motion of objects acted on by constant forces.
a liquid
Remind learners that all objects experience the same acceleration due to free-fall, but often it does not appear this way
P1.5.1.5 Know that friction due to the presence of air resistance. Demonstrate the guinea and feather drop:
(drag) acts on an https://spark.iop.org/guinea-and-feather
object moving through
a gas (e.g. air Show the Apollo 15 hammer-feather drop:
resistance) https://moon.nasa.gov/resources/331/the-apollo-15-hammer-feather-drop/
P1.6.1.1 State that energy may Ask learners to suggest energy stores. Show pictures as prompts to help learners identify them all e.g. fire for thermal,
Energy be stored as kinetic,
99
Scheme of Work
gravitational potential, magnets for magnetic, a runner for kinetic, etc.

chemical, elastic
(strain), nuclear, Ask learners if energy is ever lost. They may identify that energy can be wasted, or transferred to forms that are not
electrostatic and useful, but it is never lost or destroyed.
internal (thermal)
Introduce the principle of the conservation of energy. Provide some examples to show how energy can be transferred
P1.6.1.2 Describe how energy between stores during events and processes.
is transferred between
stores during events Set up various demonstrations around the classroom with which learners can interact. Learners identify the energy
and processes, stores and the events or processes that allow the energy to be transferred. These demonstrations can include: a
including examples of dynamo, a spring-loaded toy, a pendulum, a cell-powered lamp, a microphone and oscilloscope, a mass on a spring, a
transfer by forces tennis ball to be dropped, etc.
(mechanical work
Set learners qualitative questions for practice. (F)
done), electrical
currents (electrical Learners can investigate the conservation of energy further using the Energy Skate Park simulations: (I)
work done), heating https://phet.colorado.edu/en/simulation/energy-skate-park-basics
and by https://phet.colorado.edu/en/simulation/legacy/energy-skate-park
electromagnetic,
sound and other
waves
P1.6.1.3 Know the principle of

conservation of energy
and apply this principle
to simple examples
including the
interpretation of simple
flow diagrams
P1.6.2.1 Understand that Ask learners if ‘work’ is done when a bag is carried upstairs. What if the bag is carried along a corridor? What if the bag
Work mechanical or is dragged along the floor?
electrical work done is
equal to the energy Introduce work done and clarify the relationship between force and distance. Work is only done when some component
transferred of force is applied in the same direction as the distance moved. Work done is the same as energy transferred.
P1.6.2.2 Recall and use the Consider examples of doing work, e.g. when a bag is carried upstairs, chemical energy (of the person carrying the bag)
equation for is converted into gravitational potential energy through the process of mechanical working.
mechanical working
W = Fd = ΔE Introduce the equation and demonstrate simple calculations.
Learners investigate the work done by using a force meter to move objects a measured distance: opening a door, lifting
an object onto a table, pulling an object along the floor, etc. They then calculate the work done using their measurements
100
Scheme of Work
of force and distance.
Set learners questions for practice. (F)
P1.6.1.4 Recall and use the Extended assessment: 1.6.1.4–5

Energy equation for kinetic
1 Recap the definition of gravitational potential energy. Ask learners what they think the equation depends on. They may
energy Ek = mv2
2 identify mass, height and gravitational field strength as important variables.
Recall and use the Derive gravitational potential energy using the definition of work done and weight.
P1.6.1.5
equation for the
change in gravitational Set learners simple questions for practice. (F)
potential energy
Learners investigate the gravitational potential energy of various objects by taking measurements of mass and height. (I)
ΔEp = mgΔh
Recap the definition of kinetic energy. Ask learners what they think the equation depends on. They may identify mass
and velocity as important variables.
Introduce the equation and demonstrate a calculation to highlight the mistakes that learners often make with the ½ and
the square of the velocity.
Highlight how doubling the velocity quadruples the kinetic energy. Relate to learners’ understanding of car safety and
speed limits.
Show learners how the conservation of energy can be used to find the final velocity for a falling object by equating
gravitational potential energy and kinetic energy.
Set learners more questions for practice. (F)
Learners can use a falling ball to investigate energy transfer and efficiency by measuring initial and rebound heights.
Using a curved track, ask learners to consider a marble (or ball bearing) rolling down a track that is shallow and then
steep versus a track that is steep and then shallow. Is the kinetic energy at the end the same for both balls? Necessarily,
because the initial gravitational potential energy will be the same if they are released from the same height. Is the final
velocity the same? Necessarily, because the kinetic energy is the same. Does the ball take the same amount of time to
travel down the track in both cases? No, because although the ball reaches the same final velocity in both cases, the one
with the steeper track at the beginning will experience a larger acceleration earlier on, therefore having a higher average
velocity and a shorter time.
P1.6.3.1 Describe how useful Ask learners the difference between renewable and non-renewable energy sources. They may be able to explain this
Energy energy may be simply. Clarify any misconceptions and see if learners can give any examples for either category.
resources obtained, or electrical
power generated, Assign the different energy sources, as listed in the syllabus, to learners such that they work in small groups to carry out
101
Scheme of Work
from: research. They can then prepare and present their findings to the rest of the class. Learners should explain how these
(a) fossil fuels sources can be used to obtain useful energy. Learners mark each other’s presentations and handouts. It will be worth
(b) biofuels recapping the key points when learners finish their presentations.
(c) water, including
waves, tides, and Identify the key energy stores and processes or events in each of the sources to aid understanding.
hydroelectric
dams Explain the key elements of an electrical power station, including a boiler, turbine and generator, as they are used with
(d) geothermal many of the sources.
resources
(e) nuclear fission Set learners qualitative questions to consolidate their learning. (F)
(f) light from the Sun
Learners can investigate simplified energy sources further using the Energy forms and changes simulation: (I)
(solar cells)
https://phet.colorado.edu/sims/html/energy-forms-and-changes/latest/energy-forms-and-changes_en.html
(g) infrared and other
electromagnetic Solar cell animation:
waves from the https://animagraffs.com/solar-cell-module/
Sun to heat water
(solar thermal Discuss energy transfers in generators (kinetic into electrical) and demonstrate with a simple wind generator turbine.
collectors) Discuss how a motor is the reverse of a generator and how an electric fan transfers electrical energy into kinetic energy.
(h) wind (wind Discuss how cells and batteries transfer stored chemical energy into electrical energy.
turbines)
including references to Ask learners what it means for something to be considered ‘efficient’. Define efficiency qualitatively and provide
a boiler, turbine and examples of efficient and inefficient devices e.g. an incandescent light bulb is very inefficient, with an efficiency as low as
generator where they 2%, whilst a transformer is very efficient, with an efficiency of more than 95%.
are used
Extended assessment: 1.6.3.3–5
P4.4.1 Cells, Know that cells and
batteries, batteries transfer Ask learners to trace the energy obtained from various resources back to their source e.g. water stored behind
generators chemical energy into hydroelectric dams was put there by the precipitation cycle through evaporation thanks to heat from the Sun, chemical
and motors electrical energy energy in biofuels is captured through photosynthesis, etc. Most of these can be linked to the Sun as the main source of
energy (exceptions: geothermal, nuclear and tidal).
P4.4.2 Know that generators
transfer kinetic energy Discuss qualitatively how the Sun as well as how nuclear reactors release energy.
into electrical energy
P4.4.3 Know that electric

motors transfer
electrical energy into
kinetic energy
Energy
resources
P1.6.3.1
102
Scheme of Work
P1.6.3.2 Understand,
qualitatively, the
concept of efficiency of
energy transfer
P1.6.3.3 Know that radiation

from the Sun is the
main source of energy
for all our energy
resources except
geothermal, nuclear
and tidal
P1.6.3.4 Know that energy is

released by nuclear
fusion in the Sun
P1.6.3.5 Know that energy is

released by nuclear
fission in nuclear
reactors
P1.6.4.1 Define power as work Ask learners what it means when a light bulb is labelled as 60W. What is the difference between a 40W light bulb and a
Power done per unit time and 60W light bulb? Learners may explain that this is a power rating, that the W stands for Watts or that it denotes the energy
also as energy used by the bulb per second.
transferred per unit
time; recall and use Define power and introduce the equation. Clarify that 1 Watt is equal to 1 Joule per second.
the equations
W Set learners simple questions calculating power, work done and time for practice. (F)
(a) P =
t
ΔE
(b) P = Learners investigate their own power through a number of experiments with learners working in pairs or small groups.
t One option is one learner can do work by lifting masses from the ground to the table and another learner can time how
P1.6.3.6 long this takes. They should take measurements of the height travelled by the masses. Another option is one learner can
Define efficiency as:
Energy do work by climbing stairs and another learner can time how long this takes. They should take measurements of the
resources (a) efficiency = height of the stairs climbed by the learner. For both experiments, learners calculate force (weight), work done (force x
(useful energy output) height travelled) and power.
x100%
(total energy input)
(b) efficiency = Learners consider what it means for something to be more ‘powerful’. They research different cars, planes, etc, and
(useful power output) compare their powers. (I)
x100%
(total power input)
103
Scheme of Work
recall and use the Extended assessment: 1.6.3.6

equation
Learners consider what it means for something to be considered ‘efficient’. Define efficiency and introduce the equations.
Clarify that efficiency calculations can be made using energy, work done or power and that efficiency is written as a
percentage.
Learners investigate the efficiency of a kettle. They measure the mass of water added to the kettle, the time that they
have it switched on for and the temperature change of the water. There is no need to boil the water. Learners calculate
the input energy by using the power rating on the kettle and the time measured. Learners then use the specific heat
capacity of water to calculate the energy the water gains from its temperature rise (E=mcΔθ), which is the useful energy
output. They then calculate the efficiency of the kettle and consider any sources of error in the experiment.
Set learners more questions on work done, power and efficiency for practice. (F)
Learners investigate the efficiency of other common household items by considering the energy transfers. (I)
P1.7.1 Describe how pressure Introduce the concept of pressure through a simple experiment all learners can carry out. They will each need a drawing
Pressure varies with force and pin and a 100g mass. They place the drawing pin in the centre of their palm, point up. Placing the mass on top of the
area in the context of point, they should feel the force of the mass pressing into their palm. Now they flip the pin over and repeat the process.
everyday examples Cupping their palm will allow learners to balance the mass and gradually increase the amount of force on the pin point.
Note: They should stop if it begins to hurt. This simple demonstration involves the same amount of force, but different
P1.7.2 Define pressure as values of surface area. Can the learners explain this properly?
force per unit area;
recall and use the Define pressure and introduce the equation.
F
equation p =
A Learners find their own pressure by using their weight as the force and drawing around their feet on graph paper and
counting the centimetre squares to find the surface area.
Introduce varied examples of pressure: a camel’s feet, a tractor’s tyres, a stiletto heel, a bed of nails, etc. Ask learners to
explain how varying the force or the surface area affects the resultant pressure.
Demonstrating a ‘bed of nails’ works well using a piece of wood with multiple nails hammered in place such that a
balloon can be pressed onto them by another piece of wood. It takes a large amount of force to the burst the balloon as
the multiple nails have a cumulatively large surface area, reducing the pressure on the balloon.
Learners can investigate the comparative pressure of a stiletto heel to a flat shoe by measuring the surface area as
previously described or by using a tray of sand to produce an imprint for depth comparison.
104
Scheme of Work
P2. Thermal physics
P2.1.1.1 State the Ask learners to describe the main properties of solids, liquids and gases. Alternatively, split the class into three groups
States of distinguishing and assign each group a state of matter. Direct the learners to work together in their group to model the behaviour of the
matter properties of solids, states of matter, where each learner acts as a molecule or atom within the material. Each group then performs their
liquids and gases demonstration and the other groups guess which state they were trying to represent, before offering improvements or
changes to better represent the state.
P2.1.1.2 Know the terms for the
changes in state Learners match up statements about the different states of matter to the correct state of matter. This can be done on the
between solids, liquids whiteboard, on the projector screen, using a simple card sort or on a worksheet.
and gases (gas to
solid and solid to gas Learners investigate the heating curve by starting with ice water and heating it over a Bunsen burner until boiling, taking
changes are not regular measurements of temperature. Learners plot a temperature-time graph. They may be able to identify the point at
required) which the change of state takes place.
P2.1.2.1 Describe the structure Learners investigate the cooling curve using a substance that is solid at room temperature e.g. cetyl alcohol. Heat the
Particle of solids, liquids and substance in a test tube by placing in a warm water bath. Remove the test tube from the bath and observe the drop of
model gases in terms of the temperature over time as the substance solidifies. Learners plot a temperature–time graph. They may be able to identify
arrangement, the point at which the change of state takes place.
separation and motion
Learners need to know the terms for the changes in state between solids, liquids and gases. They can add these to a
of the particles and
heating or cooling curve graph or draw them out as arrows between the names of the states.
represent these states
using simple particle Set learners qualitative questions to test understanding. (F)
diagrams
Learners can investigate changes of state further by using the simulation: (I)
P2.1.2.2 Describe the https://phet.colorado.edu/sims/html/states-of-matter-basics/latest/states-of-matter-basics_en.html
relationship between
the motion of particles Learners can research the hottest and coldest places on our planet and in the universe. (I)
and temperature
P2.1.2.3 Know that the forces Extended assessment: 2.1.2.3–4

and distances between
particles and the Ask learners to recap the main properties of solids, liquids and gases.
motion of the particles
affect the properties of Make use of simulations to show the arrangement and motion of the particles in the different states of matter:
solids, liquids and https://phet.colorado.edu/sims/html/states-of-matter-basics/latest/states-of-matter-basics_en.html.
gases
105
Scheme of Work
Return to the properties of solids, liquids and gases and ask learners to explain how the forces and distances between
P2.1.2.4 Describe the pressure the particles are important.
of a gas in terms of the
forces exerted by Remind learners of the definition of pressure as force per unit area and ask them to describe the pressure of a gas in
particles colliding with terms of the forces exerted by particles colliding with surfaces.
surfaces, creating a
force per unit area
P2.2.1.1 Describe, qualitatively, Ask learners what they think will happen to the particles inside a substance when the substance is heated. They may
Thermal the thermal expansion suggest it changes state or that the particles move around more. Direct the learners to consider how the increasing
expansion of of solids, liquids and kinetic energy of the particles results in them spreading out and taking up more room. Alternatively, introduce this idea by
solids, liquids gases at constant asking learners to arrange themselves as if they were the particles inside a solid. Direct them to move as if the solid was
and gases pressure being heated. They may need some discussion time as a group to plan this. Without much instruction, it is likely that
learners will move around more and begin to take up more space than previously.
P2.2.1.2 Explain some of the
everyday applications Learners investigate the expansion of a gas using a small conical flask and a beaker of water. Learners should upend
and consequences of the beaker so that the mouth is just submerged in the water in the beaker. One learner can wrap their hands around the
thermal expansion conical flask so that the heat from their hands begins to warm the air inside the flask. With some patience, they can
observe that the meniscus will begin to move down and bulge outwards into the water. A bubble of air may even escape.
This is due to the expansion of the air inside of the flask.
Learners investigate the expansion of a liquid using a flask filled with coloured water with a long thin glass tube coming
out of a bung seal. If the flask is full of coloured water at room temperature and is placed inside a container such that it
can be surrounded by boiling water, the thermal energy from the boiling water will cause the liquid in the flask to expand
up and out of the long thin glass tube. Coloured water is used so that it is more visible. Learners may make the link to
thermometers, as they work using the same principle.
Learners investigate the expansion of a solid using a ball-and-ring setup. The ball should fit through the ring initially, but
when heated it expands and no longer fits. Ask learners how to get the ball inside the ring again. They may suggest
cooling it or they may suggest heating the ring. This is a good demonstration of how solids expand but it is not noticeable
to our eyes.
www.physics.purdue.edu/demos/display_page.php?item=3A-02
Learners investigate the differing rates of expansion of materials through the heating and observation of a bimetallic
strip. Learners research its use in thermostats.
Learners consider what happens when a material is cooled. They should conclude that the process works in reverse and
the material may shrink or contract.
106
Scheme of Work
Set learners qualitative questions to test understanding. (F)
Learners investigate various applications where the expansion of materials has been considered in the design process:
leaving gaps between paving slabs to avoid cracking in heat, providing loops in hot water pipes to allow expansion,
allowing slack in telephone wires in case of cooling and contraction in winter, etc. (I)
P2.1.3.1 Describe qualitatively, Extended assessment: 2.1.3.1

Pressure in terms of particles,
changes the effect on the Ask learners to consider how increasing the temperature of a gas might affect its pressure, assuming the mass and
pressure of a fixed volume are kept constant. Learners may explain that increasing the temperature will increase the kinetic energy of the
mass of gas of: particles in the gas, thereby leading to an increased number of collisions between them and the container walls. This
increased force leads to an increased pressure.
(a) a change of
temperature at Recap the definition of pressure as force per unit area. This is important for understanding how temperature (and
constant volume volume) affects pressure.
(b) a change of
volume at constant Learners qualitatively investigate the relationship between temperature and pressure using a sealed conical flask with a
temperature thermometer and pressure gauge attached to its bung. By placing the flask in different-temperature water baths, there
should be a noticeable change in pressure. Volume and mass are kept constant.
Ask learners to consider how decreasing the volume of a gas might affect its pressure, assuming the mass and
temperature are kept constant. Learners may explain that decreasing the volume will increase the pressure, as there will
be an increased number of collisions between the molecules or atoms and the container walls. This increased force
leads to an increased pressure.
Learners investigate the relationship between volume and pressure qualitatively with a plastic syringe. If the end is
sealed or blocked with a finger, it becomes increasingly difficult to press the plunger as the volume decreases.
Learners investigate the relationship between temperature and pressure using simulations. (I)
P2.2.2.1 Describe evaporation Ask learners what happens to a glass water when left out over several days. They may identify that the water
Evaporation in terms of the escape evaporates. How can the water evaporate when there is no heat source to increase the temperature? Learners can
of the more energetic explain that the particles that escape from the surface are more energetic.
particles from the
surface of a liquid Ask learners how evaporation affects the temperature of a liquid. They may deduce that it causes liquids to cool as the
most energetic particles escape.
P2.2.2.2 Know that evaporation
107
Scheme of Work
causes cooling of a Set learners qualitative questions to test understanding. (F)

liquid
P2.2.2.3 Describe how
temperature, surface Learners investigate evaporation. This can be done in the laboratory or as a homework task. In the laboratory learners
area and air work in pairs, each pair starting with a known mass and temperature of water. Challenge them to evaporate as much of it
movement over a as possible in a set time or give them different variables to investigate. Learners should note that the liquid cools as the
surface affect more-energetic molecules escape from the surface of the liquid. At home, learners can set up various containers of the
evaporation same mass and temperature of water and place them in varied positions. Learners should vary the size of the container
and the location in terms of air movement and temperature. In both versions of the experiment, learners investigate how
temperature, surface area and air movement affect evaporation. (I
P2.3.1.1 Identify and give Learners investigate conduction using rods made of different materials: glass, aluminium, copper, iron, brass, etc.
Conduction examples of typical Learners place one end in the roaring flame of a Bunsen burner while they hold the other end. Learners should place
good thermal their rod carefully on a heat mat once they feel the warmth reach their hand. This will give (a rather subjective)
conductors and bad introduction to the concept of materials being better or worse at conducting.
thermal conductors
(thermal insulators) Resource Plus
Carry out the Heat conduction in metal rods experiment referring to Teaching Pack for lesson plans and
P2.3.1.2 Describe thermal resources.
conduction in solids in
terms of atomic or Learners investigate uses of conductors and insulators e.g. saucepans are made from metal but their handles are made
molecular lattice from plastic or wood.
vibrations and also in
terms of the movement Extended assessment: 2.3.1.2
of delocalised (mobile)
electrons in metallic An analogy can be used to explain why metals are generally much better conductors than other materials. Direct the
conductors learners to stand shoulder-to-shoulder facing the same direction, such that they represent a row of molecules or atoms in
a solid. When one end of the row is ‘heated’, the learner on the end will vibrate on the spot and bump into their
neighbour, who then bumps into their neighbour, passing the ‘energy’ down the row. Use one learner and a ball to
demonstrate that the delocalised electrons in a metal speed up this process of passing on energy. Throw the ball to the
learner at the end of the row, while the row transfers the ‘energy’ through bumping their neighbours. The ball should
easily win the race, confirming that delocalised electrons speed up conduction.
Learners consider examples of materials being the same temperature as their surroundings but feeling colder e.g. a steel
bench versus a wooden bench. Explain that metals conduct our heat energy away from us, giving us the sensation of
coldness.
108
Scheme of Work
P2.3.2.1 Know that convection Learners can observe convection when two containers of coloured water are brought together and are allowed to mix.
Convection is an important method One container should be full of hot water and one should be full of cool or room temperature water. If the hot water is
of energy transfer in placed on top, it remains on top and takes a long time to mix with the cool water. If the hot water is placed underneath, it
liquids and gases very quickly moves upwards and mixes with the cool water.
www.stevespanglerscience.com/lab/experiments/colorful-convection-currents/
P2.3.2.2 Describe convection in
liquids and gases Learners observe a convection current in a convection tube. A Bunsen burner heats the water in one of the bottom
corners and the potassium permanganate that colours the water can be seen to move around in a loop.
P2.3.2.3 Explain convection in
liquids and gases in Learners observe convection using a glass-fronted box with two chimneys. Placing a lit candle below one of the
terms of density chimneys produces an upward draft of warm air heated by the candle. Placing a source of smoke, such as a burning
changes straw, above the second chimney will allow learners to see how the second chimney draws in air before it is heated by
the candle and rises out of the chimney above.
Convection (including convection tube and double chimney glass-fronted box) :

www.schoolphysics.co.uk/age11-14/Heat%20energy/Transfer%20of%20heat%20energy/text/Convection_/index.htmlD
Learners investigate some real-life applications of convection currents: sea and land breezes, a house’s hot water
system, fires used in tin mines to ventilate the shafts, hot air balloons, etc. (I)
Ask learners how a convection heater is able to heat the whole room. Link suggestions to their understanding of
expansion and density.
Set learners qualitative questions to test understanding. Ensure learners understand why convection cannot take place
in solids. (F)
P2.3.3.1 Know that thermal Introduce radiation as the third and final type of thermal energy transfer and clarify that this type of radiation is unrelated
Radiation energy transfer by to radioactivity. Highlight that it does not require a medium to travel; the Sun heats the Earth through the vacuum of
thermal radiation does space.
not require a medium
and is mainly due to Learners observe radiation from different surfaces using Leslie’s cube. They judge the relative temperatures of the
infrared radiation surfaces by placing their hand 1cm away from the surface. They should not touch the surface. They use a thermometer
to measure the temperature of the water inside, and an infrared thermometer to measure the surface temperatures.
P2.3.3.2 Describe the effect of Learners draw conclusions as to which surfaces radiate thermal energy best.
surface colour (black or
white) and texture (dull Use an infrared camera to observe various objects in the room as well as the learners themselves, and/or find images
or shiny) on the online. Learners may link these images to the idea of night vision equipment used by the military and often depicted in
emission, absorption action movies.
109
Scheme of Work
and reflection of Extended assessment: 2.3.3.3–5

thermal radiation
Learners investigate radiation using identical test tubes or metal containers painted black and white. The black surface
P2.3.3.3 Know that the should absorb radiation better than the white, producing a noticeable temperature increase over time.
temperature of the
Earth is affected by the Learners research and explain how the temperature of the Earth is affected by factors controlling the balance between
radiation absorbed by incoming radiation and radiation emitted from the Earth’s surface. (I)
the Earth and radiation
emitted by the Earth Set learners qualitative questions to test understanding. (F)
Radiation:
P2.3.3.4 Describe experiments
www.bbc.co.uk/bitesize/guides/zttrd2p/revision/3
to distinguish between
good and bad emitters
of thermal radiation
P2.3.3.5 Describe experiments

to distinguish between
good and bad
absorbers of thermal
radiation
P2.3.4.1 Identify and explain Recap concepts introduced in previous lessons to improve understanding of heating objects such as kitchen pans
Consequen- some of the basic (conduction) and heating a room (convection).
ces of everyday applications
thermal and consequences of Learners feel the warming effect of having their own body heat reflected back to them by using a space blanket (also
energy conduction, convection known as emergency or survival blankets). Learners investigate their properties and how the blankets were designed
transfer and radiation and used by NASA.
Learners investigate methods of insulation. They insulate identical test tubes in a variety of ways, as well as having a
control, and place freshly boiled water inside the tubes. They should measure the initial temperature of the water and the
final temperature after a set time. Learners draw conclusions as to which materials and methods produce the best
insulation.
Learners research and investigate the elements of a vacuum flask that make it such an efficient insulator of heat. (I)
Learners research the methods used to insulate homes: cavity wall insulation, double glazed windows, loft insulation,
etc. (I)
Learners research other examples of using our understanding of heat transfer methods for insulation: reflective fireman
110
Scheme of Work
suits, ironing boards covered in silver material, layered clothing for warmth, etc. (I)
111
Scheme of Work
P3. Waves
P3.1.1 Know that waves Ask learners to name as many waves as they can. They may suggest light, sound, ocean waves, some types of
General transfer energy without electromagnetic waves, etc. Add them as a list or mind map to the board.
properties of transferring matter
waves Introduce the concept that waves transfer energy without transferring matter. A good example of this is a ripple on a
P3.1.2 Describe what is pond or a wave on the open ocean. These water waves can cause boats or ducks to bob up and down, but they do not
meant by wave motion transport them to shore. Clarify that ocean waves come in and out of shore due to tides and rear up due to the reducing
as illustrated by depth.
vibration (oscillation) in
ropes and springs and Learners investigate water waves, individually or in pairs, with the use of trays of water and rulers. They dip a ruler in the
by experiments using water at one end to produce straight wavefronts that travel down the length of the tray.
water waves
Define wavelength, frequency, amplitude and wavespeed. Use the waves introduction simulation to aid these
P3.1.3 Describe the features explanations:
of a wave in terms of https://phet.colorado.edu/en/simulation/waves-intro
wavelength,
Label the crest and trough on appropriate diagrams of waves. Label wavelength and amplitude on appropriate diagrams
frequency, crest
of a waveform.
(peak), trough,
amplitude and wave Introduce the wave equation and demonstrate how it is used.
speed
P3.1.5 Recall and use the
equation for wave Learners investigate waves further using the waves simulation: (I)
speed v = f λ https://phet.colorado.edu/en/simulation/wave-on-a-string
P3.1.6 Resource Plus

Know that for a
Carry out the Demonstrating wave phenomena experiment referring to Teaching Pack for lesson plans and
transverse wave, the
resources.
direction of vibration is
Learners carry out the waves in springs part of the teaching pack (Worksheet E).
at right angles to the
direction of
Extended assessment: 3.1.6–7
propagation and
understand that
Introduce the categories of transverse and longitudinal waves. Sort the waves learners previously named into the two
electromagnetic categories. Clarify the relationship between the direction of vibration and the direction of the energy transfer for both.
radiation, water waves
and seismic S-waves Direct learners to model a wave by working together to make a ‘Mexican wave’. They stand shoulder-to-shoulder facing
112
Scheme of Work
(secondary) are the same direction and create a delayed and repeated motion down the line to produce a motion similar to a transverse
transverse wave. Learners try increasing the wavespeed, amplitude and wave speed of a wave pulse.
P3.1.7 Know that for a Demonstrate the difference between seismic P-waves and S-waves by using multiple springs (or slinkies).
longitudinal wave, the Seismic waves in slinkies:
direction of vibration is www.earthlearningidea.com/PDF/304_Slinky_seismic_waves.pdf
parallel to the direction www.burkemuseum.org/static/earthquakes/cur-act-slinkies.pdf
of propagation and
understand that sound Learners can research how earthquakes and seismic waves are produced. They may enjoy looking at the Earthquake
waves and seismic P- Track website: (I)
waves (primary) are https://earthquaketrack.com
longitudinal
P3.1.4 Describe how waves Introduce the phenomena of reflection and refraction using a ripple tank. Reflection can be shown at different angles
can undergo: using a barrier. Refraction can be tricky to demonstrate clearly; it requires a shallower/deeper region of water. You could
(a) reflection at a plane use a simulation to help clarify.
surface
(b) refraction due to a Set learners qualitative questions for practice. (F)
change of speed
Show learners different diagrams depicting reflection and refraction and ask learners to identify which case is shown.
They could use miniature whiteboards for their answers. (F)
Learners investigate these phenomena further using the ripple tank simulation: (I)
http://falstad.com/ripple/
P3.2.1.1 Use ray diagrams to Learners set up the experiment to investigate the law of reflection.
Reflection of define the terms
light normal, angle of Resource Plus
incidence and angle of Carry out the Demonstrating wave phenomena experiment referring to Teaching Pack for lesson plans and
reflection resources.
Learners carry out the reflection part of the teaching pack (Worksheet F).
P3.2.1.2 Describe the formation
of an optical image by Introduce the law of reflection. Link to the results learners found with measuring the angles of incidence and reflection for
a vertical plane mirror a light ray reflecting from a plane mirror.
and give its
characteristics Ask learners what they notice when they look at their reflection in a plane mirror. They can act as a mirror to a volunteer
compared with the as they raise their arms up and down or move from side to side in front of them. They may highlight that the left- and
object, i.e. same size, right-hand sides are flipped. Identify the characteristics of an optical image formed by a plane mirror (same size, same
same distance from distance from mirror as object and laterally inverted).
mirror, laterally
113
Scheme of Work
inverted Image characteristics:

www.physicsclassroom.com/class/refln/Lesson-2/Image-Characteristics
P3.2.1.3 State that for
reflection, the angle of Images formed by plane mirrors:
incidence is equal to https://opentextbc.ca/universityphysicsv3openstax/chapter/images-formed-by-plane-mirrors/
the angle of reflection;
recall and use this Show learners a simple image reflected in a mirror but with small errors: the image might be upside down when it should
relationship be upright, the image might not be laterally inverted, etc. Learners identify the error in each example, using miniature
whiteboards. (F)
P3.2.1.4 Describe the formation
of an optical image by Set learners qualitative questions for practice. (F)
a plane mirror and
Learners investigate uses of reflection: the periscope, ‘Pepper’s ghost’, etc. They could make their own simple periscope
explain why it is virtual
using mirrors and cardboard, or ‘Pepper’s ghost’ using clear plastic, a filament lamp, a cardboard box and spare
cardboard. (I)
P3.2.1.5 Use simple diagrams,
measurements and Extended assessment: 3.2.1.4–5
calculations for
reflection by plane Introduce the term virtual image for the image formed by a plane mirror. Explain briefly how real and virtual images are
mirrors formed. This will be explained in more depth in the section on lenses.
Learners use the law of reflection to determine the final destination of a light ray on a sheet of paper as it reflects off a
variety of plane mirrors. They practise their accuracy with using a protractor and drawing ray diagrams. (F)
Give learners a simple image and ask them to draw how it would appear as an image in a plane mirror. (F)
Learners carry out an experiment to find position and characteristics of an optical image formed by a plane mirror using
optical pins. Investigating the position of an image in a plane mirror:
www.bbc.co.uk/bitesize/guides/znksd6f/revision/3
P3.2.2.1 Define refraction as Introduce refraction with a few simple experiments. Learners observe a pencil placed in a beaker of water. How does the
Refraction of the change in direction pencil appear from different positions of observation? They use a rectangular Perspex (or glass) block to look at a piece
light of a light ray passing of text. How does the image change when viewed from different angles and through the different edges? Learners place
from one medium to a coin in an opaque cup and move so it is just out of view. Adding water to the cup slowly should make the coin visible.
another Can learners explain how this happens? All of these are examples of refraction.
P3.2.2.2 Define and use the Coin in cup demonstration:

terms normal, angle of www.lovemyscience.com/risingcoin.html
incidence and angle of
refraction using ray Learners identify the normal, angle of incidence and angle of refraction on a diagram of refraction and define each term.
diagrams
114
Scheme of Work
Learners label their own diagram of refraction and write their own method for the experiment.
P3.2.2.3 Describe the passage
of light through a Explain that refraction occurs due to the light ray changing speed as it travels through a different material. You could use
transparent material the analogy of a shopping trolley or a vehicle traveling from smooth ground to muddy ground at an angle to the verge,
(limited to the and how this affects the wheels, to help learners understand why the change of speed causes a change in direction.
boundaries between
two media only) It may help learners to remember that when a light ray slows down, it bends towards the normal; ‘slow’ and ‘towards’
both contain the letter combination ‘ow’.
Give learners simple combinations of materials for them to decide how the light ray will behave e.g. if the light ray travels
from air to diamond, the light ray slows down / speeds up and bends towards/away from the normal. Learners answer
the questions by raising their left or right hands for the two options or by using miniature whiteboards. (F)
Give learners a light ray ‘obstacle course’ where they estimate the path a light ray takes as it travels through different
materials e.g. if it travels from air to helium, it will bend away from the normal, but if it then travels into glass it will bend
towards the normal. (F)
Learners consider other everyday examples of refraction e.g. a fish will appear in a different location to its actual location
due to the refraction of light through water, so a spear fisher should bear this in mind when aiming for the fish.
P3.2.3.1 Thin Describe the action of Introduce lenses through qualitative investigation. Learners view their thumb through a convex lens with a short focal
converging a thin converging lens length, using the lens like a magnifying glass. They use the same lens to produce a real image on a piece of paper with
lens on a parallel beam of their back to a window. They should be able to see a flipped image of the window and its contents if it is a bright day.
light and know that They may have to move the lens around to find the correct focus.
rays of light from an
object at distance can Learners use the same lens to produce a real image on a piece of greaseproof paper facing the window. They should
be assumed to be place the greaseproof paper between their eyes and the window, and the lens between the window and the paper. They
parallel may have to move the lens around to find the correct focus. Alternatively, instead of a window, learners can use a
brightly illuminated object. The laboratory can be darkened and a learner, lit by a spotlight, can sit still as the object.
P3.2.3.2 Define and use the
terms principal axis, Introduce ray diagrams for lenses and define the focal length, principal axis and principal focus (or focal point).
principal focus (focal
point) and focal length Learners interpret ray diagrams for objects placed at different distances from the converging lens and focal point. They
investigate the location, size, orientation and nature of different distances. (F)
P3.2.3.3 Interpret ray diagrams
for the formation of an
image by a thin
converging lens,
limited to real images
115
Scheme of Work
P3.2.3.4 Describe the

characteristics of an
image using the terms
enlarged / same size /
diminished and upright
/ inverted
3.2.4.1 Describe the Ask learners what colours can be found in white light. Learners may identify the seven colours of the rainbow.
Dispersion of dispersion of light as
light illustrated by the Set learners the challenge of ‘finding a rainbow’ using a ray box set-up and a prism.
refraction of white light
by a glass prism Direct learners to now use their prism to identify the different colours visible by the refraction of white light.
3.2.4.2 Know the seven Explain that the order of the colours is related to the order of the frequency (or the wavelength).
colours (red, orange,
yellow, green, blue,
indigo, violet) of the Learners investigate dispersion of light further using the prism bending light simulation: (I)
visible spectrum in https://phet.colorado.edu/sims/html/bending-light/latest/bending-light_en.html
order of frequency and
in order of wavelength Learners can make their own Newton’s disc (or colour wheel) to demonstrate the mixing of colours to make white light or
the mixing of primary colours to make secondary colours:
www.royalacademy.org.uk/article/family-how-to-make-a-colour-wheel-1
Learners research how rain droplets refract and reflect light to produce the spectrum of colour in a rainbow. (I)
You could use the Roy G Biv song by They Might Be Giants as a fun way to help learners remember some (simple)
physics content.
P3.3.1 Know the main regions Ask learners which travels fastest, light or sound. Can they provide examples where this is evident? Learners may
Electro- of the electromagnetic suggest lightning and thunder, fireworks and their bang, a starting pistol, etc. Highlight that light travels approximately a
magnetic spectrum (radio, million times faster than sound.
spectrum microwave, infrared,
visible, ultraviolet, X- Introduce the electromagnetic spectrum as the range of waves that have certain properties in common, whilst other
ray, gamma) in order properties are different. Explain that all electromagnetic waves have the same speed and can travel in a vacuum and this
of frequency and in speed is approximately the same in air.
order of wavelength
Split learners into small groups and assign each group a part of the electromagnetic spectrum. Learners may use their
P3.3.2 Know that all textbooks and online resources to research their part of the spectrum. They note down the role in applications, and
electromagnetic waves damage caused by, their part of the spectrum on a piece of paper. They then present the key information to the rest of
the class and add their piece of paper to the whiteboard, in order of wavelength and frequency. Recap the key points as
116
Scheme of Work
travel at the same high given in the syllabus.

speed in a vacuum
and at approximately Set learners qualitative questions for practice. (F)
the same speed in air
You could use the Electromagnetic Spectrum song by Emerson and Wong Yann as a fun way to help learners remember
P3.3.3 Know some some physics content, as well as the order of the spectrum.
applications of the
different regions of the The Scale of the Universe website includes the size of the electromagnetic spectrum wavelengths and allows
electromagnetic comparison to everyday objects: (I)
spectrum including: https://scaleofuniverse.com
(a) radio waves; radio
Extended assessment: 3.3.5
and television
transmissions, Return to the earlier comparison of the speed of light and the speed of sound. Explain that all electromagnetic waves,
radar including light, travel at 3.0 x 108 m/s in a vacuum.
(b) microwaves;
satellite television,
mobile (cell)
phones, microwave
ovens
(c) infrared; remote
controllers for
televisions, thermal
imaging
(d) visible light; vision,
photography
(e) ultraviolet;
detecting fake
bank notes
(f) X-rays; medical
scanning, security
scanners
(g) gamma rays;
detection of cancer
and its treatment
P3.3.4 Describe the harmful

effects on people of
excessive exposure to
electromagnetic
117
Scheme of Work
radiation, including:
(a) ultraviolet; damage
to surface cells and
eyes, leading to
skin cancer and
eye conditions
(b) X-rays and gamma
rays; mutation or
damage to cells in
the body
P3.3.5 Know that the speed of

electromagnetic waves
in a vacuum is 3.0 x
108 m/s
P3.4.1 Describe the Introduce sound with some simple experiments. Learners investigate a ‘tin can telephone’, vibrating a ruler against a
Sound production of sound by desk edge and tuning forks. They hit a tuning fork against a rubber bung before submerging it in water, or placing next to
vibrating sources a ping pong ball hanging from a thread. Can learners explain the splash or the sudden movement of the ball? They hit a
metal fork or spoon, attached to the end of two pieces of string, against a desk with the ends of the string in the learner’s
P3.4.2 State the approximate ears. They should hear the sound travel through the string and the air. Which sound travels faster? Learners add
range of frequencies different amounts of water to glass bottles and blow across the mouth of the bottles. Which bottle produces the higher-
audible to humans as pitched sound? Does it depend on the amount of water present or the amount of air?
20 Hz to 20 kHz
Introduce Boyle’s vacuum pump experiment to show that sound cannot be transmitted in a vacuum and remind learners
P3.4.3 Know that a medium is that sound requires a medium to travel:
needed to transmit
sound waves http://science.cleapss.org.uk/Resource/Ringing-bell-jar-experiment.vid
P3.4.5 Describe how changes Introduce how a microphone detects sound waves and a cathode ray oscilloscope allows interpretation of them. Ask
in amplitude and learners what they notice when loud/quiet/high/low sounds are detected. Identify the amplitude and frequency on the
frequency affect the oscilloscope trace. Relate these variables to the volume and pitch of the sound that is heard.
loudness and pitch of
Resource Plus
sound waves
Carry out the Use of a cathode ray oscilloscope (CRO) to visualise sound waves experiment referring to
Teaching Pack for lesson plans and resources.
P3.4.8 Describe the
longitudinal nature of
sound waves in air as Show learners simple wave traces and ask them to identify the properties of the sound: which sound is highest, which
a series of sound is louder, which sound has a lower frequency, etc. Learners can answer the questions using miniature
118
Scheme of Work
compressions and whiteboards. (F)

rarefactions
Learners investigate wave traces further using the simulation of a keyboard and an oscilloscope: (I)
P3.4.9 Describe, qualitatively, www.physics-chemistry-interactive-flash-
compressions as animation.com/electricity_electromagnetism_interactive/oscilloscope_description_tutorial_sounds_frequency.htm
regions of higher
pressure due to Introduce the idea that humans, as well as other animals, have a specific hearing range. This can be tested simply using
particles being closer a signal generator and a loudspeaker. Learners should be quiet throughout. They raise their hands when they believe
together and they first hear the sound (around 20Hz) and lower it when they can no longer hear the sound (20 000 Hz). As the range
rarefactions as regions decreases as humans age, it is likely that your learners will have a larger range than you.
of lower pressure due
to particles being Set learners qualitative questions for practice. (F)
spread further apart
Extended assessment: 3.4.8–10
P3.4.10 Know that, in general, Remind learners that sound is a longitudinal wave. Learners look at diagrams of a longitudinal wave and identify
sound travels faster in compressions and rarefactions. Discuss the changes in pressure in the different regions of a longitudinal wave and why
solids than in liquids the pressure varies along the wave.
and faster in liquids
than in gases Remind learners of the metal fork/spoon on a string experiment. The sound travelled faster up the string than though the
air. Can learners explain how the state of the medium (solid, liquid or gas) affects the speed of propagation of the sound
wave? Learners can research how whales communicate over long distances. (I)
P3.4.7 Define ultrasound as Remind learners of the demonstration of the human hearing range from the previous lesson. Explain that ultrasound is
Sound sound with a any sound above 20 000 Hz and ask learners if they know of any use of this high frequency sound. They may suggest
frequency higher than prenatal scans.
20 kHz
P3.4.4 Determine the speed Ask learners to come up with a method to measure the speed of sound. Learners should realise that this is a difficult
of sound in air using a experiment to carry out because sound travels relatively fast.
method involving a
measurement of Ask learners to define an “echo”. They will explain that an echo is the reflection of sound waves. Learners can research
distance and time how bats “see” with echolocation. (I)
P3.4.6 Describe an echo as Introduce the idea of measuring the sound over a large distance. This can be done using a starter pistol or by making
the reflection of a use of echoes.
sound wave
Measuring the speed of sound using echoes:
https://spark.iop.org/measuring-speed-sound-using-echoes
Measuring the speed of sound using a starter pistol:

119
Scheme of Work
www.schoolphysics.co.uk/age11-14/Sound/text/Speed_of_sound/index.html
If you choose the echo method, relate this to learners’ understanding of sonar. Use wooden blocks to produce a clear
and distinct sound. This needs to reflect off a large flat surface like the side of a building. Learners need to match the
next ‘clap’ to the echo of the previous; it may take some practice to establish the correct rhythm. Learners then work
together to measure the time for multiple claps (20 or so) and the distance travelled.
If you use the starter pistol method, an average result of time should be taken and the experiment should be done over a
large distance (at least 100m).
Learners draw a diagram of the experiment they carried out, write a method, collect their results in a table and calculate
the speed of sound. They assess the accuracy of their answer and identify any sources of error.
120
Scheme of Work
P4. Electricity
P4.1.1.1 State that there are Introduce the concept of charge, positive and negative.
Electrical positive and negative
charge charges Set learners qualitative questions for practice. (F)
P4.1.1.2 State that positive Extended assessment: 4.1.1.4

charges repel other
positive charges, Introduce the unit for charge, the coulomb.
negative charges repel
other negative
charges, but positive
charges attract
negative charges
P4.1.1.4 State that charge is

measured in coulombs
P4.1.1.3 Distinguish between Can learners describe the difference between an electrical conductor and an insulator? Can they provide examples of
Electrical electrical conductors each?
charge and insulators and
give typical examples Ask learners how they would test whether a material is a conductor or an insulator. What items would they use?
Introduce basic circuit symbols for a connecting cable, cell and lamp. Learners use these items to test whether objects
P4.1.2.6 Describe electrical are conductors or insulators. They complete a simple table of conductors and insulators by testing objects in the
Electric conduction in metals in laboratory.
current terms of the movement
of delocalised (mobile) Conductivity simulation:
electrons https://phet.colorado.edu/en/simulation/legacy/conductivity
Learners investigate the conductivity of various items using the circuit simulation: (I)
https://phet.colorado.edu/en/simulation/circuit-construction-kit-dc
Explain the properties of a conductor and why metals are such good conductors. Describe electrical conduction in metals
121
Scheme of Work
in terms of the movement of delocalised electrons. Remind learners of the demonstration of thermal conduction from
Topic 2.3.1 Conduction where electrons helped transfer the energy quicker.
Learners could research semiconductors and how they function to exhibit the properties of both insulators and
conductors, depending on the circumstance. (I)
P4.1.2.1 Know that electric Ask learners what measuring instrument is used to measure current, what the unit is for current and what the symbol is.
Electric current is related to the Learners may struggle to remember the unit and symbol as they do not appear to link to the name of ‘current’. Explain
current flow of charge that current is related to the flow of charge, and current in metals is related to the flow of electrons.
P41.2.2 Know that electric Introduce the ammeter. Demonstrate analogue and digital ammeters: how to connect them in a circuit, how they can be
current in metals is read and how different ranges can be used depending on the current being measured.
related to the flow of
electrons Set learners the task of investigating the current in various circuits. They measure the current at various points around
simple series and parallel circuits and draw a conclusion on how current behaves qualitatively. They may struggle to see
P4.1.2.3 Describe the use of the pattern in the parallel circuit if the values are not very accurate.
ammeters (analogue
and digital) with Explain that learners have been working with direct current. Introduce and explain the properties of alternating current.
different ranges
Extended assessment: 4.1.2.5, 4.1.2.7 and 4.2.2.7(a)
P4.1.2.4 Know the difference
Define electric current as the charge passing a point per unit time, define the ampere and introduce the equation.
between direct current
Learners may need a reminder of charge and its unit.
(d.c) and alternating
current (a.c.) Highlight the common use of conventional current, which is from positive to negative. In reality, it is the electrons that
move and this flow of electrons is from negative to positive due to their negative charge.
P4.2.2.1 Know that the current
Series and at every point in a Remind learners of their findings from investigating the current in various circuits and explain in more detail. Show
parallel series circuit is the learners simple circuit diagrams with the current labelled at some of the points around the circuit. Learners calculate the
circuits same missing values of the current using their understanding of how current behaves in series and parallel circuits. They
should recall that the current at every point in a series circuit is the same. (F)
P4.2.2.5 Know that, for a
parallel circuit, the Show learners simple junction diagrams with the current labelled in all wires except one. Learners calculate the missing
current from the value, as well as the direction, of the current. They should recall that the sum of the currents into a junction in a parallel
source is larger than circuit is equal to the sum of the currents that leave the junction.
the current in each
branch Set learners questions to practise using the equation and applying their understanding of current in series and parallel
circuits. (F)
P4.1.2.5 Define electric current
Electric as the charge passing Learners investigate the flow of charge further using the circuit simulation. The simulation can show electron movement
current a point per unit time; or conventional current. Learners use the ammeter to take readings of current at points around various circuits. (I)
122
Scheme of Work
recall and use the

Q Circuit simulation:
equation: I=
t https://phet.colorado.edu/en/simulation/circuit-construction-kit-dc
P4.1.2.7 State that conventional
current is from positive
to negative and that
the flow of electrons is
from negative to
positive
P4.2.2.7 (a) Recall and use in

Series and calculations, the fact
parallel that:
circuits (a) the sum of the
currents entering a
junction in a parallel
circuit is equal to the
sum of the currents
that leave the junction
P4.1.3.1 Describe the voltage of Explain how the voltage of a source is shared in a series circuit using an analogy. Two learners act as lamps in the
Voltage the source as the circuit, you act as the power supply (source) and the remaining learners are the electrons (current) in the circuit. Direct
(electromotive cause of current in the the ‘electrons’ to move around the circuit, picking up energy (marbles or small sweets) from the ‘power supply’ (you) and
force and circuit distributing them to the ‘lamps’. When the ‘lamps’ are in series, they should share the energy from the ‘power supply’, as
potential each ‘electron’ passes both ‘lamps’.
difference) Know that the voltage
P4.1.3.2 of the source is shared Ask learners what measuring instrument is used to measure voltage, what the unit is for voltage and what the symbol is
between the for voltage.
components in a
series circuit Introduce the voltmeter. Demonstrate analogue and digital voltmeters: how to connect around a component in a circuit,
how they can be read and how different ranges can be used depending on the e.m.f or p.d being measured.
P4.1.3.3 Describe the use of
voltmeters (analogue Extended assessment: 4.1.3.4–7 and 4.2.2.7 (b) and (c)
and digital) with
Introduce the terms electromotive force (e.m.f), the energy supplied from a power source to a circuit, and potential
different ranges
difference (p.d), the energy transferred by a current to the components in a circuit. Both are measured in volts.
P4.1.3.4 Define electromotive Set learners the task of investigating the e.m.f and p.d of components in various circuits. They measure the e.m.f around
force (e.m.f) as the the power supply and the p.d of components in simple series and parallel circuits. They draw a conclusion on the
electrical work done by
123
Scheme of Work
a source in moving a behaviour of e.m.f and p.d They may struggle to see the pattern in the series circuit if the values are not very accurate.
unit charge around a
complete circuit Learners may struggle to understand how the p.d across each branch of a parallel circuit can be the same. Explain this
using the same analogy as above, but illustrating both series and parallel circuits. When the ‘lamps’ are in series, they
P4.1.3.5 Know that e.m.f is share the energy from the ‘power supply’, but when they are in parallel they can receive all of the energy that the
measured in volts (V) ‘electrons’ carry from the ‘power supply’ as each ‘electron’ only passes one ‘lamp’. This highlights that the energy per
unit charge, the p.d, is the same as each branch in a parallel circuit and the same as the e.m.f of the source.
Define potential
P4.1.3.6 difference (p.d) as the Show learners simple circuit diagrams with the values of e.m.f and p.d labelled for some of the components in the circuit.
work done by a unit Learners calculate the missing values using their understanding of e.m.f and p.d in series and parallel circuits. They
charge passing should recall that the total p.d across the components in a series circuit is equal to the sum of the individual p.d.s across
between two points in each component and that the p.d across an arrangement of parallel resistors is the same as the p.d across one branch in
a circuit the arrangement of the parallel resistors. (F)
Know that the p.d Learners investigate the voltage further using the circuit simulation. Learners can use the voltmeter to take readings of
P4.1.3.7 between two points is voltage around components in various circuits. (I)
measured in volts (V)
Circuit simulation:
Recall and use in https://phet.colorado.edu/en/simulation/circuit-construction-kit-dc
P4.2.2.7 (b) calculations, the fact
that: Voltage simulation:
and (c)
(b) the total p.d across https://phet.colorado.edu/en/simulation/legacy/battery-voltage
Series and
parallel the components in a
circuits series circuit is equal
to the sum of the
individual p.d.s across
each component
(c) the p.d across each
branch of a parallel
arrangement of
components is the p.d.
across the whole
arrangement
P4.1.4.1 Recall and use the Introduce resistance and ask learners how it will affect current in a circuit.
Resistance equation for resistance
V Use analogies to introduce the concept of resistance e.g. comparing resistance to the difficulty in moving down a corridor
R= I with a lot of other learners moving around you.
Recall and use the
124
Scheme of Work
P4.1.4.2 following relationship Direct learners to investigate the relationship between the current flowing through a resistor and the voltage across it.
for a metallic electrical Learners build the circuit from a diagram or may need a demonstration of the set-up. They should collect various results
conductor: of current and voltage. They should avoid letting the resistor overheat; you may need to tell them a maximum value of
(a) resistance is current or voltage that they should not exceed to ensure this.
directly proportional to
length Introduce the equation for resistance and how it can be used to calculate the resistance from the results of the
(b) resistance is experiment.
inversely proportional
to cross-sectional area Ask learners what they think the combined resistance will be when multiple resistors are connected in series. Introduce
how to calculate the combined resistance.
P4.2.2.3 Calculate the
Series and combined resistance Learners measure the combined resistance of resistors using a multimeter. They test different combinations and come to
parallel of two or more the conclusion that resistance in series is additive, whilst adding more resistance in parallel decreases the combined
circuits resistors in series resistance such that the resistance is less than that of either resistor by itself.
Show learners simple combinations of resistors and ask them to quickly calculate or estimate the combined resistance.
P4.2.2.6 Know that the
Learners could answer the questions on miniature whiteboards. (F)
combined resistance
of two resistors in Set learners simple calculation and qualitative questions for practice. (F)
parallel is less than
that of either resistor Extended assessment: 4.1.4.2 and 4.2.2.8
by itself
Resource Plus
P4.2.2.8 Calculate the Carry out the Factors affecting the resistance of a wire experiment referring to Teaching Pack for lesson plans
combined resistance and resources.
of two resistors in
parallel Remind learners that the combined resistance of two resistors in parallel is less than that of either resistor by itself.
Introduce how to calculate the combined resistance and demonstrate a calculation.
Ask learners what variables the resistance of a component depends on. You can use analogies, but make sure they help
rather than confuse learners e.g. a wider corridor (representing the cross-sectional area of the wire) decreases the
resistance, but not because there is more room (there will be more charge carriers).
Set learners questions to test their understanding of the direct proportionality between resistance and the length, and the
inverse proportionality between resistance and the cross-sectional area of a wire, as well as the combined resistance of
two resistors in parallel. (F)
Learners can investigate the resistance further using circuit simulation. Learners can change the wire resistivity and take
measurements of voltage and current to find the resistance of combinations of resistors. (I)
Battery-resistor circuit simulation:

125
Scheme of Work
https://phet.colorado.edu/en/simulation/legacy/battery-resistor-circuit
Circuit simulation:
Ohm’s law simulation:

https://phet.colorado.edu/en/simulation/ohms-law
P4.2.1.1 Draw and interpret Show learners circuit symbols and ask them to identify what they represent.
Circuit circuit diagrams
diagrams containing cells, Set learners the task of constructing simple circuits by interpreting a circuit diagram of symbols.
and circuit batteries, power
components supplies, switches, Learners can build a simple circuit containing cells and lamps and investigate what happens if one bulb “blows”/is
resistors (fixed and removed/is short circuited. Learners can also compare the brightness of bulbs in various circuits whilst keeping the
variable), heaters, number of cells constant. Ask learners how they think the lights in their house are wired. They build simple circuits using
lamps, motors, cells, lamps and switches to model the lighting in a house. What are the advantages of connecting lamps in parallel in a
ammeters, voltmeters lighting circuit?
and fuses, and know
how these Learners play ‘pairs’ or any simple match up game with the circuit symbols and their names to aid recall.
components behave in
Set learners a simple recall test on the circuit symbols to aid and test recall. (F)
the circuit
Set learners quantitative and qualitative questions to practise calculating current, voltage and resistance on parts of a
P4.2.1.2 Draw and interpret circuit or on the whole circuit.
circuit diagrams
containing generators Extended assessment: 4.2.1.2
and light-emitting
diodes (LEDs), and Introduce the light-emitting diode (LED) and explain how it behaves in a circuit. Remind learners of conventional current
know how these and highlight how the arrowhead of the diode circuit symbol must point in the same direction as conventional current flow
components behave in for the diode to allow current to flow.
a circuit
Learners could research common uses of LEDs. (I)
P4.2.2.2 Know how to construct
Series and and use series and Set learners questions to find the voltage for different components in simple circuits for practice. (F)
parallel parallel circuits
circuits
P4.2.2.4 Know the advantages
of connecting lamps in
parallel in a circuit
126
Scheme of Work
P4.1.5.1 Understand that Introduce electrical energy and power, building on learners’ understanding from Topic 1 Motion, forces and energy.
Electrical electric circuits transfer
energy and energy from a source Introduce the equations for electrical energy and power. Demonstrate how to use the equations.
electrical of electrical energy,
power such as an electrical Set learners simple questions for practice. (F)
cell or mains supply, to
the circuit components Introduce the idea that energy is paid for, linking to learners’ understanding of energy sources (and later electricity
and then into the generation). Introduce the kilowatt-hour as an alternative unit for energy, one much more appropriate for the scale of
surroundings energy used in homes.
Set learners the task of estimating the electrical energy used for a period of time (an hour, a day, a week or a year) in
P4.1.5.2 Recall and use the
their bedroom or home. They calculate the energy in kilowatt-hours and then calculate the cost using current energy
equation for electrical
prices.
power P=IV
Learners look at a real electricity bill to interpret the cost of electricity and how many kilowatt-hours are used in an
P4.1.5.3 Recall and use the average home.
equation for electrical
energy E=IVt Set learners more quantitative and qualitative questions on electricity usage. (F)
P4.1.5.4 Define the kilowatt- Learners practise their recall of the variables, symbols and units of current, voltage, resistance, charge, energy and
hour (kW h) and power using simple match-up games. Alternatively, they play ‘electricity bingo’ where they fill in a bingo sheet with their
calculate the cost of choice of symbols and you read out definitions for them to identify.
using electrical
appliances where the Learners investigate lamps in series and parallel further using the circuit simulation. They use the voltmeter and ammeter
energy unit is the kW h to take readings in various circuits. They also calculate the power using the results of voltage and current. (I)
Circuit simulation:
P4.3.1 Describe the heating Introduce the topic of electrical hazards through some ‘common sense’ scenarios. Ask learners to identify why the
Electrical effect of current following are hazardous: frayed cables, long cables, damaged plugs, water around sockets, pushing metal objects into
safety sockets, etc.
State the hazards of:
P4.3.2 (a) damaged Lead learners through the identification and explanation of why the following specific hazards are dangerous: damaged
insulation insulation, overheating cables, damp conditions and overloading of plugs, extension leads, single and multiple sockets
(b) overheating when using a mains supply.
cables
(c) damp conditions Introduce double insulation and explain how it protects the user of the electrical appliance. Ask learners to suggest
(d) excess current common examples of electrical appliances that have double insulation: a hairdryer, a mains radio, an electric drill, a desk
from overloading fan, etc.
of plugs,
127
Scheme of Work
extension leads, Demonstrate how a fuse ‘blows’ when the current flowing through it is too high. Fuse wire (or any thin easily overheated
single and wire) can be used for this. Increase the current gradually until the wire glows red hot and melts. Clarify that a fuse melts
multiple sockets and breaks, but this is often referred to as ‘blowing’.
when using a mains
supply Introduce trip switches as ‘resettable’ fuses. Ask learners to imagine how awkward it would be to have to replace every
fuse on every electrical device in their home. Instead, trip switches protect the home and its appliances. Learners may be
Explain the use and able to identify where the trip switches are in their home: under the stairs, in the garage, in a coat cupboard.
operation of trip
P4.3.3 switches and fuses Explain that fuse ratings and trip switch settings depend on the working current of the electrical appliance.
and choose
appropriate fuse Set learners simple questions to identify the fuse needed for various electrical appliances. You could set learners more
ratings and trip switch difficult questions where they calculate the working current using their knowledge of electrical equations from previous
settings lessons. (F)
Explain that fuses and circuit breakers are wired into the live conductor so that they can protect the user of the electrical
Explain why the outer
appliance. They all cause a break in the circuit such that current can no longer flow.
casing of an electrical
P4.3.4 appliance must be Learners investigate the fuse further using the circuit simulation. Learners add cells to increase the current and
either non-conducting intentionally blow the fuse. (I)
(double insulated) or
earthed Circuit simulation:
P5. Space physics
P5.1.1.1 The Describe the Solar Ask learners to name the planets. They may be able to name all of the planets and place them in the correct order of
Solar System System as containing: distance from the Sun. Mnemonics may aid recall e.g. My Very Easy Method Just Speeds Up Naming. Learners can
make up their own mnemonic.
(a) one star, the Sun
(b) the eight named Explain that the solar system contains our Sun, the planets, dwarf planets (e.g. Pluto) and moons.
planets and know
128
Scheme of Work
their order from Introduce the idea that the Sun contains most of the mass of the Solar System and thus has a much stronger
the Sun gravitational field at its surface in comparison to the planets. It is this attractive gravitational force that keeps an object in
(c) minor planets that orbit around the Sun.
orbit the Sun,
including dwarf Learners could use Google Mars or other apps/websites to observe the components of our solar system: (I)
planets such as www.google.com/mars/
Pluto and
asteroids in the Learners could find out how many astronauts are orbiting the Earth right now aboard the International Space Station.
asteroid belt They research information about the astronauts and their current missions. (I)
(d) moons, that orbit
the planets How many people are in space right now?:
https://www.howmanypeopleareinspacerightnow.com
Know that the Sun
P5.2.1.3
contains most of the Extended assessment: 6.2.1.6–7
The Sun as a
mass of the Solar
star
System and this Ask learners to define speed. They should remember the equation from Topic 1 Motion, forces and energy. If planets
explains why the orbit in a circle, how can the distance they travel in one orbit be calculated? Learners may suggest using the
planets orbit the Sun circumference of the circle. Introduce the time period as the time it takes for one full orbit. Explain the equation and
demonstrate how to use it in calculations.
Know that the force
P5.2.1.4 Learners practise using the orbital speed equation by calculating the speed of the hour, minute and second hand on a
that keeps an object in
orbit around the Sun is clock. (F)
due to the gravitational
attraction of the Sun Set learners more questions for practice. (F)
Learners may be interested to use Google Earth or other Earth viewing apps/websites to observe our planet. NASA’s
Define orbital speed
P5.2.1.6 Earth-Now app shows orbiting satellites. With Google Earth learners can orbit the planet or zoom in on a location,
from the equation
2πr amongst other things: (I)
v= , where r is the https://earth.google.com/web/
T
radius of the orbit and
T is the orbital period; Learners investigate orbital motion further using the simulation: (I)
recall and use this
equation Ask learners what happens to the gravitational force as the distance from the Sun increases. They may be able to
explain that the force will decrease. Ask learners how this affects the orbital speed of the planets. Learners may make
P5.2.1.7 Know that the strength the link between the gravitational force decreasing and the orbital speed decreasing. Explain this clearly and use
of the Sun’s animations/simulations as needed.
gravitational field https://phet.colorado.edu/en/simulation/gravity-and-orbits
decreases and that the
orbital speeds of the Set learners more complicated questions to test their understanding. (F)
planets decrease as the
129
Scheme of Work
distance from the Sun

increases
P5.2.1.1 Know that: Link the fact that it takes approximately 500 s for light from the Sun to reach the Earth to learners’ understanding of the
The Sun as a speed of light (previously referred to as the speed of electromagnetic waves in Topic 3 Waves). Knowing the time and
(a) the Sun is the
star the speed of light, learners calculate the approximate distance from the Sun to the Earth. They also calculate the time it
closest star to the
takes for light to reach the other planets or for messages to reach astronauts (via radio satellites).
Earth
(b) astronomical
Astronomical distances can be measured in light-years, where one light-year is the distance travelled in a vacuum by
distances can be
light in one year. This unit of distance can be useful for establishing how far away different stars are.
measured in light-
years, where one
Learners could investigate the relative sizes of moons, planets, stars and galaxies using online videos/animations. (I)
light-year is the
Scale of the Universe:
distance travelled
https://scaleofuniverse.com
in (the vacuum of)
space by light in Introduce the Sun as a star, one of many in our galaxy. In fact, it is a rather average star of a medium size. Discuss its
one year properties and its importance to life on Earth.
Calculate the time it Ask learners to name stars they know. They may name the Sun, as well as commonly known stars like the Pole star
P5.2.1.2
takes light to travel a (Polaris), Sirius, Betelgeuse, etc.
significant distance
such as between Extended assessment: 6.2.1.8
objects in the Solar
System Explain that stars are powered by nuclear reactions that release energy. Link to learners’ understanding of fusion from
Topic 1 Motion, forces and energy and Topic 5 Nuclear physics.
Know that the Sun is a
P5.2.1.5
star of medium size,
consisting mostly of
hydrogen and helium,
and that it radiates
most of its energy in
the infrared, visible
and ultraviolet regions
of the electromagnetic
spectrum
P5.2.1.8
Know that stars are
powered by nuclear
reactions that release
energy and that in
130
Scheme of Work
stable stars the

nuclear reactions
involve the fusion of
hydrogen into helium
P5.2.2.1 Know that stable stars Hand out cards with the names of the stages of a star’s life cycle for learners to sort. They may not have any idea of the
Life cycle of are formed as order at this point. Move around the classroom to give them some clues.
stars protostars from
interstellar clouds of Explain the life cycle of a star, differentiating between small mass, large mass and very large mass stars. Show images
gas and dust due to of each stage (where possible) and name examples: Betelgeuse is a red supergiant, the Sun is a stable star with nuclear
gravitational attraction reactions that involve the fusion of hydrogen into helium, etc.
P5.2.2.2 Set learners qualitative questions to assess understanding. (F)

Know that the next
stages of the life cycle
of a star depend on its
mass, limited to:
(a) a small mass star

(about the same
mass as the Sun):
red giant → white
dwarf + planetary
nebula
(b) a large mass star:
red supergiant →
supernova →
neutron star
(c) a very large mass
star: red
supergiant →
supernova →
black hole
P5.2.2.3 Know that the nebula

from a supernova may
form new stars with
131
Scheme of Work
orbiting planets
P5.2.3.1 Know that: Introduce the idea that a galaxy is made up of billions of stars and that ours is called the Milky Way. Other stars in our
Galaxies and galaxy are much further away than our Sun, hence why they appear so small (and dim) in comparison.
(a) galaxies are each
the Universe
made up of many Learners could look at photos taken by the Hubble Space Telescope. These images are amongst the best images taken
billions of stars of the components of our Universe and show a wide range of stars, galaxies and other astronomical bodies: (I)
(b) the Sun is a star in https://spacetelescope.org/images/archive/top100/
the galaxy known
as the Milky Way Learners could look at how humans have interpreted apparent groupings of stars to form constellations and how these
(c) other stars that have been used for navigation throughout history. (I)
make up the Milky
Way are much Introduce our place in the Universe: we live on Earth, orbiting the Sun, the star in our solar system, part of the Milky Way
further away from galaxy, one of billions of galaxies in the finite Universe.
the Earth than the
Sun is from the Remind learners of the definition of a light-year and explain that our nearest galaxy neighbour, Andromeda, is at least
Earth 25000 light-years away from the Earth.
P5.2.3.2 Know that the Milky Extended assessment: 5.2.3.3
Way is one of many
billions of galaxies Demonstrate a simple analogy for the Big Bang theory using a balloon. Partially inflate the balloon and mark multiple
making up the ‘galaxies’ on the surface of the balloon using a marker pen. Inflate the balloon further and explain that the ‘galaxies’ all
Universe and that the move away from each other.
diameter of the Milky
Way is approximately Explain that if all the galaxies are expanding away from each other, this suggests they may have once been very close
100 000 light-years. together. The Universe would have been be a lot smaller, denser and hotter than it is now, until eventually it is all in a
single point. Introduce the Big Bang theory and explain how redshift is evidence for this theory. You could give a bit of
P5.2.3.3 Know that the Big history on the Big Bang theory: why it was a controversial theory at the time when it was proposed, the Cosmic
Bang Theory is Microwave Background as another piece of evidence, etc.
supported by many
astronomical Set learners qualitative questions for practice. (F)
observations and
states that: You could show learners a full timeline of the Universe to get a sense of scale and the very small amount of time humans
(a) the Universe have existed.
expanded from a
single point of high
density and
temperature
(b) the Universe is still
expanding
132
Scheme of Work
(c) the Universe is

approximately 13.8
billion years old
133
Cambridge Assessment International Education
The Triangle Building, Shaftsbury Road, Cambridge, CB2 8EA, United Kingdom
t: +44 1223 553554
e: info@cambridgeinternational.org www.cambridgeinternational.org
© Cambridge University Press & Assessment 2023

0653 Scheme of Work (For Examination From 2025)

Uploaded by

Copyright:

Available Formats

0653 Scheme of Work (For Examination From 2025)

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

0653 Scheme of Work (For Examination From 2025)

Uploaded by

Copyright:

Available Formats

Scheme of Work

For examination from 2025

C7. Acids, bases and salts ........................................................................................................................................................................................................................ 68

Guided learning hours

P4.1.2.1, 4.1.2.2, 4.1.2.3,

School Support Hub

B1. Characteristics of living organisms

Syllabus ref. Learning objectives Suggested teaching activities

Past and specimen papers

Syllabus ref. Learning objectives Suggested teaching activities

Syllabus ref. Learning objectives Suggested teaching activities

Past and specimen papers

B3. Movement into and out of cells

Syllabus ref. Learning objectives Suggested teaching activities

B3.1.3 Describe the importance of

B3.1.4 Investigate the factors that

Syllabus ref. Learning objectives Suggested teaching activities

Past and specimen papers

B4. Biological molecules

Syllabus ref. Learning objectives Suggested teaching activities

Past and specimen papers

Syllabus ref. Learning objectives Suggested teaching activities

Syllabus ref. Learning objectives Suggested teaching activities

Past and specimen papers

B6. Plant nutrition

Syllabus ref. Learning objectives Suggested teaching activities

Syllabus ref. Learning objectives Suggested teaching activities

B6.1.8 Understand and describe the

Past and specimen papers

B7. Human nutrition

Syllabus ref. Learning objectives Suggested teaching activities

Syllabus ref. Learning objectives Suggested teaching activities

Syllabus ref. Learning objectives Suggested teaching activities

(a) amylase breaks down Instructions:

B7.3.7 Describe the functions of

Past and specimen papers

B8. Transport in plants

Syllabus ref. Learning objectives Suggested teaching activities

B8.2.3 State that the large surface

Syllabus ref. Learning objectives Suggested teaching activities

Past and specimen papers

B9. Transport in animals

Syllabus ref. Learning objectives Suggested teaching activities

Syllabus ref. Learning objectives Suggested teaching activities

Syllabus ref. Learning objectives Suggested teaching activities

Syllabus ref. Learning objectives Suggested teaching activities

B9.4.4 State the roles of

Past and specimen papers

B10. Diseases and immunity

Syllabus ref. Learning objectives Suggested teaching activities

Syllabus ref. Learning objectives Suggested teaching activities

Past and specimen papers

B11. Gas exchange in humans

Syllabus ref. Learning objectives Suggested teaching activities

Past and specimen papers

Syllabus ref. Learning objectives Suggested teaching activities

Past and specimen papers

Syllabus ref. Learning objectives Suggested teaching activities

Past and specimen papers