International Secondary Science (2nd Edition) TG-8

Complimentary Copy—Not For Sale
8
SECOND EDITION GR ADE
INTERNATIONAL
SECONDARY
SCIENCE
TEACHER PACK
Pakistan Edition
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It furthers the University’s objective of excellence in research, scholarship,
and education by publishing worldwide. Oxford is a registered trade mark of
Oxford University Press in the UK and in certain other countries
Published in Pakistan by
Oxford University Press
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PO Box 8214, Karachi-74900, Pakistan
© Oxford University Press 2023
The moral rights of the authors have been asserted
First Edition published in 2018
Second Edition (SNC) published in 2023
Cambridge Lower Secondary Complete Biology: Teacher Handbook (Second Edition),
Cambridge Lower Secondary Complete Chemistry: Teacher Handbook (Second Edition),
and Cambridge Lower Secondary Complete Physics: Teacher Handbook (Second Edition)
were originally published in English in 2021 by Oxford University Press,
Great Clarendon Street, Oxford, OX2 6DP, United Kingdom with the ISBNs
9781382018425, 9781382018562, and 9781382019095. This adaptation is published
by arrangement. Oxford University Press Pakistan (SMC-Private) Limited is solely
responsible for this adaptation from the original work
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and you must impose this same condition on any acquirer
ISBN 9789697342075
Acknowledgements
Illustrations: Artwork by Q2A Media, Integra Software Services, Erwin Haya,
Barking Dog Art, and OUP
Photographs: cover (the tree mountain on the island): © wasan
Lerdjantarangkul / Shutterstock, (natural mountain rock): © lovelyday12 /
Shutterstock, (satellite TV receiver): © janniwet / Shutterstock, and (Panorama
island / hill / mountain): © beast01 / Shutterstock
Chemistry SNC unit plans by Lubna Mohyuddin and answers by Summaiya
Saleem
Biology and Physics SNC unit plans by Saima Haque; SNC Physics answers by
Catherine Jones
International Secondary Science TG 8 (SNC) Second Edition Size: 219 x 276 mm

iii
Introduction How to use your Teacher Handbook
Welcome to your International Secondary Sciense Teacher Handbook. This

Teacher Handbook has been written to provide classroom support and teaching
materials for PNC and cambrigde checkpoints.
Your Teacher Handbook includes a book of lesson plans as well as answers to all
of the Student Book questions for your reference at any time.
Using your book

This book contains suggested lesson plans and answers to all of the questions in
the Student Book. There is also information about students’ prior knowledge.
There is one lesson plan for every unit in the Student Book, including Thinking
and working scientifically, Science in context, and extension as well. Each lesson
plan suggests activities for use in the classroom linked to the topics covered on
the Student Book spread.
1.1 Objectives
• Describe variation and adaptation in living organisms.
Homework
Variations, Workbook page 2.
Heredity & Cell • Explain and illustrate the differences between variation and adaptation. 1.1 Student Book answers
division Overview
1. a. Genetic/inherited.
This chapter covers variation, natural selection and extinction. Here students
are NOT required to study genetics – what is important here is for students to b. Genetic/inherited; environmental.
understand that differences between the individual members of a species may 2. a. Black and white/birds/with big colourful beaks/orange feet/live on rocky cliffs/have dark eyes and an eye stripe/
Student Book result from genetic and environmental factors. This leads to an understanding beaks have red/blue/yellow stripes.
pages 2–3 of natural selection and factors that may lead to evolution. If students b. Different sized beaks/different patterns of stripes on the beak/different depth of orange colour feet.
understand these broad principles it gives them a firm foundation for later work
3. a. Genetic.
on the mechanisms of genetics in IGCSE Biology. Key biological skills such as
observation are also encouraged in this topic and are especially important in this b. There are four possible choices only/must be one of those types.
first lesson. 4. a. Three from: size of bulge at the bottom/size of flower/size of petals/shape of petals/depth of colour/shape of blue
pattern.
Activities b. Some features are genetic: overall shape of the flower, pattern on the petals, colours.
• Begin by asking students questions e.g. ask: What is variation? Give an
example of a human characteristic that is inherited. Give an example of
Environment only: lack of colour due to lack of minerals, any bits eaten by insects, any aspects of size or shape
damaged by frost or heat.
a human characteristic that is the result of a combination of inherited Combination: maximum size of plant/flower will be genetic BUT the size it reaches will be affected by the amount
characteristics and environment. Can you think of a human variation that of photosynthesis that takes place which depends on amount of light and temperature. Appearance depends on
would only be the result of the environment? the amount of water available.
• EITHER read through Thinking and working scientifically page with students
OR ask students to read through this content themselves. Look carefully at
the images of puffins. Ask students to identify similarities and differences
between them and discuss how these differences might arise and why they are
important. Students answer questions 1 and 2.
• Students
Q3.
• Give
read the paragraph headed ‘Human blood groups’ and then answer
students the task to identify parts of the animal that might be affected
1.2 Objectives
• Recognise
by genetic variation, e.g. size of ears or eyes, hearing, number of offspring it Variation genetics as the study of heredity and understand and define
heredity as the transfer of genetic information that specifies structure,
produces, and the parts that might be changed by a combination of genetic
and environmental variation, e.g. length of leg/height, body mass, length of between characteristics, and functions, from parents to offspring.
tail, number of offspring that survive. individuals Overview
• Remind students that plants are living organisms too – and that variation
is just as important in plants as it is in animals. Read through the final two
Variation is a key concept in many areas of biology, from adaptation and ecology
to natural selection. This lesson enables you to build a solid foundation of
paragraphs headed ‘Variation in plants’ with students. Look in detail at
image which shows variation in a species of orchid. Students answer Q4 on. Student Book understanding about the difference between inherited variation, which is a result
of the chromosomes inherited from the parents, and environmental variation. If
Again, ask students to look at features of the plant that might show genetic pages 4–5 students understand this, and the way genetic and environmental variation act
variation, e.g. number of petals or anthers, basic leaf shape, or type of fruit or
together in many cases, they will progress rapidly in these areas in IGCSE Biology.
seed, and those that are affected by both genetics and environment, e.g. size
of fruit and seeds, number of flowers, height of plant. There is also an opportunity in this lesson for students to develop their skills in
• Have a plenary session to summarise the lesson. Remind students that people
have often made use of genetic variation to breed animals or plants.
Thinking and working scientifically by manipulating data.
Activities
Extension • Ask students for examples of characteristics they share with parents, siblings
or cousins.
Students research on the way in which variation in different characteristics in the
basic brassica plant has been used by people over many years to breed different • Read through page with students and discuss the impact of genetic and
environmental variation. Ask students for examples. and work through it
types of crops.
with them, supporting them as they consider the impact of the different
environmental factors on the individuals described. Encourage them to think
about other factors that might also be having an effect.
1 2
Each lesson plan begins with a reference to the pages of the Student Book that it
covers and a summary of their objectives.
The Overview section of the lesson plan reviews what the suggested activities
will cover to fulfil the learning objectives. Here you will also find advice and tips
about common misconceptions, what you may need to review from the Primary
curriculum framework or previous lessons, and suggested questions for a class
discussion.
The Activities section of the lesson plan lists several different activities that
can be used in the classroom. These activities include fun and engaging
demonstrations, interesting practical ideas, group work suggestions, reading and
research activities, and ways to explore a novel topic using models, games, class
discussions or Internet research.
Lesson plans that are matched to Thinking and working scientifically and Science
in context units include activities that encourage students to use the skills they are
learning about by planning and carrying out their own investigations, analysing
data, and drawing conclusions individually or as part of a group.
iv
Most of the lessons have suggested Extension activities to stretch your strongest
students and help prepare them for the step up to Cambridge IGCSE®. Some of
these could be carried out in class, whilst others could be set as homework.
Every content unit in the Student Book is matched to a page in the Workbook.
At the end of each lesson plan the corresponding workbook page is suggested
as Homework.
Finishing each unit are the answers for all of the questions in the Student Book for
quick reference in the classroom.
v
Contents
Introduction iv 5 Periodic Table

1 Variations, Heredity & Cell division 5.1 The Periodic Table 47
1.1 Variations, Heredity & Cell division 2 5.2 Magnificent metals 48
1.2 Variation between individuals 3 5.3 Non-metal elements 49
1.3 Sources of variation 5 5.4 Explaining metal and non-metal properties 50
1.4 Natural selection in action 6 5.5 Radius and reactivity 51
1.5 Environmental change and natural selection 7 5.6 Review 52
1.6 Extinction! 8 6 Chemical Reactions
1.7 Investigating the peppered moth: past and 6.1 Chemical reactions and Bonds 53
present 10
6.2 Mass in chemical reactions 54
1.8 Genetics and heredity 12
6.3 Investigating a combustion reaction 55
1.9 Modelling DNA 13
6.4 Types of chemical reactions 55
1.10 Mitosis and meiosis 14
6.5 Double displacement reactions 56
1.11 Review 15
6.6 Distinguishing chemical reactions 57
2 Human Nervous System 6.7 Energy changes 58
2.1 Human Nervous System 18 6.8 Introducing chemical equations 60
2.2 The structure and function of neurones 19 6.9 Writing balanced equations 61
2.3 The structure and function of the central nervous 6.10 Making ionic bonds 62
system 20 6.11 Making covalent bonds 63
2.4 Nervous control of the body 21 6.12 Review 65
2.5 Reflex arches 22
7 Acids, Bases and Salts
2.6 A healthy brain 23
7.1 Acids, Bases and Salts 66
2.7 Review 24
7.2 The pH scale 67
3 Ecology 7.3 Neutralisation reactions 68
3.1 Ecology 26 7.4 Investigating neutralisation 69
3.2 Food chains, food webs and decomposers 27 7.5 Acid rain 70
3.3 Key ecological relationships 28 7.6 Gas products of acid reactions 71
3.4 Changing ecosystems 29 7.7 Moving a model car 71
3.5 Cycles in nature 31 7.8 Making salts from acids and metals 72
3.6 Disturbing the balance 32 7.9 More about salts 73
3.7 The impacts of climate change 33 7.10 Making salts from acids and carbonates 74
3.8 Predicting the future 35 7.11 Review 75
3.9 Evaluating evidence for climate change 36
8 Force and Pressure
3.10 Humans can help 37
8.1 Force and Pressure 76
3.11 Review 39
8.2 Using forces: Friction 77
4 Biotechnology 8.3 Using forces: Tension and upthrust 78
4.1 Biotechnology 41 8.4 Presenting data from springs 79
4.2 Biotechnology and medicine 42 8.5 Floating and sinking 80
4.3 Biotechnology and food science 43 8.6 Using ideas about density 82
4.4 The impact of biotechnology 44
4.5 Review 45
vi
8.7 Pressure 83 12.7 Exploring space 121
8.8 Using pressure 84 12.8 Review 122
8.9 Pressure in liquids 85
8.10 Pressure in gases 86
8.11 STEAM 87
8.12 Review 88
9 Reflection and Refraction of Light

9.1 Reflection and Refraction of Light 90
9.2 The law of reflection 91
9.3 Reflection and images 92
9.4 Spherical mirrors 93
9.5 Refraction 94
9.6 Refraction and total internal reflection 95
9.7 The speed of light 96
9.8 Dispersion 97
9.9 Colour 98
9.10 Looking at coloured objects 99
9.11 Changing ideas: Light 99
9.12 The eye and the camera 101
9.13 Review 102
10 Electricity and Magnetism

10.1 Electricity and Magnetism 104
10.2 Resistance 105
10.3 Planning investigations: resistance of a wire 106
10.4 Energy and power 107
10.5: Electrical safety in the home 108
10.6 Electromagnets 109
10.7 Risk, variables, and tables: Investigating
electromagnets 110
10.8 Review 111
11 Technology in Everyday Life

11.1 Technology in Everyday Life 113
12 Our Universe
12.1 Our Universe 115
12.2 Galaxies 116
12.3 The origin of the Universe 117
12.4 Changing ideas 1: Ancient ideas about the
Universe 118
12.5 Changing ideas 2: The geocentric model 119
12.6 Changing ideas: Modern ideas about the Universe
120
vii
1.1 Objectives
Variations, • Explain and illustrate the differences between variation and adaptation.
Heredity & Cell
Overview
division This chapter covers variation, natural selection and extinction. Here students
are NOT required to study genetics – what is important here is for students to
Student Book understand that differences between the individual members of a species may
pages 2–3 result from genetic and environmental factors. This leads to an understanding
of natural selection and factors that may lead to evolution. If students
understand these broad principles it gives them a firm foundation for later work
on the mechanisms of genetics in IGCSE Biology. Key biological skills such as
observation are also encouraged in this topic and are especially important in this
first lesson.
Activities
• Begin by asking students questions e.g. ask: What is variation? Give an
example of a human characteristic that is inherited. Give an example of
a human characteristic that is the result of a combination of inherited
characteristics and environment. Can you think of a human variation that
would only be the result of the environment?
• EITHER read through Thinking and working scientifically page with students
OR ask students to read through this content themselves. Look carefully at
the images of puffins. Ask students to identify similarities and differences
between them and discuss how these differences might arise and why they are
important. Students answer questions 1 and 2.
• Students read the paragraph headed ‘Human blood groups’ and then answer
Q3.
• Give students the task to identify parts of the animal that might be affected
by genetic variation, e.g. size of ears or eyes, hearing, number of offspring it
produces, and the parts that might be changed by a combination of genetic
and environmental variation, e.g. length of leg/height, body mass, length of
tail, number of offspring that survive.
• Remind students that plants are living organisms too – and that variation
is just as important in plants as it is in animals. Read through the final two
paragraphs headed ‘Variation in plants’ with students. Look in detail at
image which shows variation in a species of orchid. Students answer Q4 on.
Again, ask students to look at features of the plant that might show genetic
variation, e.g. number of petals or anthers, basic leaf shape, or type of fruit or
seed, and those that are affected by both genetics and environment, e.g. size
of fruit and seeds, number of flowers, height of plant.
• Have a plenary session to summarise the lesson. Remind students that people
have often made use of genetic variation to breed animals or plants.
Extension
Students research on the way in which variation in different characteristics in the
basic brassica plant has been used by people over many years to breed different
types of crops.
2
Homework
Workbook page 2.
1.1 Student Book answers
1. a. Genetic/inherited.
b. Genetic/inherited; environmental.
2. a. Black and white/birds/with big colourful beaks/orange feet/live on rocky cliffs/have dark eyes and an eye stripe/
beaks have red/blue/yellow stripes.
b. Different sized beaks/different patterns of stripes on the beak/different depth of orange colour feet.
3. a. Genetic.
b. There are four possible choices only/must be one of those types.
4. a. Three from: size of bulge at the bottom/size of flower/size of petals/shape of petals/depth of colour/shape of blue
pattern.
b. Some features are genetic: overall shape of the flower, pattern on the petals, colours.
Environment only: lack of colour due to lack of minerals, any bits eaten by insects, any aspects of size or shape
damaged by frost or heat.
Combination: maximum size of plant/flower will be genetic BUT the size it reaches will be affected by the amount
of photosynthesis that takes place which depends on amount of light and temperature. Appearance depends on
the amount of water available.
1.2 Objectives
Variation • Recognise genetics as the study of heredity and understand and define
between heredity as the transfer of genetic information that specifies structure,
characteristics, and functions, from parents to offspring.
individuals
Overview
Student Book Variation is a key concept in many areas of biology, from adaptation and ecology
pages 4–5 to natural selection. This lesson enables you to build a solid foundation of
understanding about the difference between inherited variation, which is a result
of the chromosomes inherited from the parents, and environmental variation. If
students understand this, and the way genetic and environmental variation act
together in many cases, they will progress rapidly in these areas in IGCSE Biology.
There is also an opportunity in this lesson for students to develop their skills in
Thinking and working scientifically by manipulating data.
Activities
• Ask students for examples of characteristics they share with parents, siblings
or cousins.
• Read through page with students and discuss the impact of genetic and
environmental variation. Ask students for examples. and work through it
with them, supporting them as they consider the impact of the different
environmental factors on the individuals described. Encourage them to think
about other factors that might also be having an effect.
3
• Summarise the fact that everyone inherits genetic information from their
parents, but the environment each child grows up in is different, even in the
same home (having siblings, changing family circumstances, etc).
• Ask students to read the paragraph ‘Identical twins’ on page 201 and then
answer questions 1 and 2. If you have identical twins in your class, you may
find that they are happy to discuss their similarities and environmental
differences, but this must be handled carefully as some students would not be
comfortable with this.
• Introduce students to the interaction of genes and environment in determining
height. Read through the Thinking and working scientifically box.
Key words
inherited variation, environmental variation, identical twins
1. Each child has a random selection of genes from each parent, so they will have some in common and some that
are different.
2. They are genetically identical and so all of the features controlled by their genes will be the same. The
environment will not have had time to make many changes. The older twins get, the more different
environmental factors will have an impact on some of their characteristics, e.g. height and body mass are
affected by eating habits and exercise, etc. Features entirely controlled by genes remain the same.
3.a. Increase in height between 1896 and 1996,
rounded to nearest cm
180
175
height (cm)
170
165 1896
160 1996
155
150
North Europe and Sub-Saharan East Asia and Middle east South Asia
America central Asia Africa Pacific and North
Africa
b. i. Percentage increase = (1996 reading −1896 reading) ∕ 1896 reading × 100 SA = 3.1%, MENA = 6.9%, EAP = 5.0%,
SSA = 3.1%, ECA = 6.6%, NA = 4.8%. Biggest increase is the Middle East and North Africa; smallest is both
South Asia and East Asia and Pacific.
ii. Possible reasons: The countries with the biggest increases may have seen the biggest improvements in
living standards/food availability, countries with small increases relatively little improvement; countries
with relatively little improvement may have had a higher standard of living in 1896 and so been nearer to
their genetic height potential, so less scope for getting taller; any other sensible suggestions.
c. i. 1996 reading − 1896 reading for tallest area: (168 − 160) cm so difference in height = 8 cm
1996 reading − 1896 reading for shortest area: (177 − 165) cm so difference in height = 12 cm
ii. In 1896 neither population reached full genetic height potential as both had relatively poor levels of
nutrition. NA taller as genetically taller population. By 1996 NA population reaching full genetic height
potential as plenty of food available. Bigger difference between tallest and shortest – full genetic height
difference showing. It might be that shortest population are genetically much shorter OR, although food
levels have improved everywhere, lack of food may still mean full genetic potential not reached in shortest
population.
4
1.3 Objective
• Identify sources of variation from environmental and genetic factors.
Sources of
Overview
variation Continuing from the previous unit, this lesson will delve further into variation
resulting from genetic and environmental sources. An in-depth understanding
Student Book of this topic will be later useful in developing students’ skills to think and work
pages 6–7 scientifically, and to apply science to real life context of health, disease and
lifestyle.
By the end of this lesson, students should be able to explain the link between
Prior learning mutations and variations, and differentiate traits which show continuous
• Sexually reproducing variation or discontinuous variation. They should be able to interpret given
organisms get half of their data, based on application of their knowledge of continuous and discontinuous
chromosomes from each variation.
parent.
• genetics is the study of Activities

heredity and heredity is
the transfer of genetic
• Begin the lesson by reviewing variation and its presence in organisms. Ensure
the students are clear on the concept that variation can be caused by genes or
information that specifies the environment. Ask the students if they can share traits which are result of
structure, characteristics, genetic or environmental variation. Remind them that genetic variation can
and functions, from parents lead to evolution or how environmental variation can affect the survival of a
to offspring. species.
• Enquire of the students, if they have ever observed any examples of variation,
Homework due to reason other than genetic or environmental.
Workbook page 3 OR questions • Introduce the concept that many times variation is a result of combined effects
1 and 3 from the student book (interaction) of genetic and environmental factors. Discuss the examples given
spread. in the spread (skin colour and weight) but remember to be sensitive as many
students at this age may be aware and potentially embarrassed about these
Key words factors. You can ask them to consider height, eyesight or even intelligence.
Heredity, genetics, genes, • Introduce the Risk Continuum activity: Explain the risk of hereditary diseases.
chromosomes, deoxyribonucleic Ask the students to research minor hereditary diseases such as diabetes, high
acids, inherited traits, instincts, blood pressure, eye diseases etc. and to observe whether their family history
learned behaviours, variation, might have a record of such diseases. Review how the risk of such diseases
adaptation, cell division, mitosis, increases with a sedentary, stressful or unhealthy lifestyle. Refer to the twin
meiosis. studies section in the spread.
• Lead the discussion that in humans twins are the best of study of variation, as
it is not ethical or moral to conduct deprivation studies in humans. However,
for further detailed studies, experimentation using genetically identical plants
is a viable option. Read the discuss the section on investigating variation
in class, then lead the students to attempt question 2 in class: facilitate a
discussion on past c.
1. Genetic variation results from the different inherited information of each individual. Environmental variation is
brought about by factors such as food availability, temperature etc
a. the effect of light on growth or health of a plant.
b. to ensure a fair and accurate test of effect of an environmental factor.
c. encourage students to discuss and prepare answers in their own words. The responses should include discussions
about the type of plant, its light requirement, weather conditions, soil conditions and growth parameters measured.
5
2. a. encourage students to draw a simple bar chart. You can also ask them to display values in other chart forms and
then ask them which form of a graph proves to be the best at conveying information.
b.height.
c. mass.
1.4 Objective
• Explain how different adaptations affect the chances of survival of different
Natural species of organism.
selection in Overview
action In this lesson, you introduce students to the key biological principle of natural
selection and give them examples of natural selection in action. The fundamental
Student Book idea is that most organisms produce many offspring and relatively few of them
pages 8–9 survive. Those that do survive will be the organisms with the genes that give
them characteristics which are best fitted to their environment. These are the
genes that will be passed on from one generation to the next. If you can help your
students to develop a clear understanding of this idea now, then it will give them
an advantage when they begin their IGCSE Biology studies.
Activities
• Remind students of the work on variation they carried out in their previous
lesson.
• Read through page with your students, explaining the process of natural
selection clearly.
• Now read through and discuss the different examples of natural selection
given in Table and ask students for any other examples of natural selection
they can think of.
• Students work through questions 1–4.

• Summarise the main points of the lesson. Introduce the idea that environment
drives natural selection and ask students to think about examples of this and
how it links to their work on the carbon cycle and climate change, before the
next lesson.
Extension
Give students and discuss look at the story of natural selection in the oysters of
Prince Edward Island in Canada, draw a bar chart and explain the evidence in
terms of natural selection.
Homework
Workbook page 3.
Key words
natural selection
6
1. The parent organisms die, not all of the offspring survive.

2. a. A natural process by which the organisms best able to survive are the ones which live and reproduce, passing on
advantageous characteristics to their offspring.
b. Each individual inherits genetic variation from their parents and is different from all other members of their
species. Individuals with characteristics that give them an advantage are the ones most likely to survive. The
successful individuals survive long enough to reproduce and pass on their useful characteristics. This process is
repeated many times until these characteristics become more common in the population. Over a long period of
time, it may lead to the development of a new species.
3. Look for two local examples with clear understanding of how natural selection has led to particular characteristics, e.g.
butterflies with long tongues to access nectar or similar.
4. Look for two local examples with clear understanding of how natural selection has led to particular characteristics, e.g.
plants with deep roots to access water/flower at night for bat pollinators.
1.5 Objective
species of organism.
Environmental Overview
change and In the previous lesson, students learned that natural selection results in
natural organisms that are well suited to their environment. In this lesson, you challenge
them to think about the situation when that environment changes – this links
selection holistically with the carbon cycle and climate change. Making this sort of link has
great value in helping students to see how the biology they learn fits together,
Student Book and how each area of learning supports the others.
pages 10–11 Activities
• Question students to see how many examples of natural selection in action
they remember from the previous lesson. Introduce the term adaptation –
natural selection produces populations with adaptations that mean they
survive well in their environment.
• Read through page with students. Take time to discuss the ideas, take
questions from students and help them to make the connection between
environmental change and natural selection. Look carefully at the information
given, combining the written information with the data in the diagrams.
• Students answer questions 1 and 2.

• Move on to read ‘Gradual change v. extreme events’ with students, before
students answer Q3.
• Summarise the principle that populations change and become better adapted
to a change in their environment as a result of natural selection, with students
offering examples.
Homework
Workbook page 4.
Key words
adaptation
7
1. If the environment changes, many organisms are no longer well adapted to their environment. Every population
contains genetic variation. Some of the variants will be better adapted to the new conditions. They will breed
successfully. As a result of natural selection most of the population will become this new form, adapted to the changed
environment.
2. a. Best adapted; make the most seeds – 28 per plant.
b. Both the 5-flowered plants and the 3-flowered plants cope better with the dry conditions than the 7-flowered
plants. The 5-flowered plants make 15 seeds but the 3-flowered plants only make 6 seeds. The 5-flowered plants
make more seeds so they reproduce more successfully/and become the most common form by natural selection.
c. It would depend how the climate changes but one of the other variants might be better adapted to the new
conditions. If it reproduces successfully it will become the main form by natural selection, e.g. if it gets wetter, the
7-flowered plant might become more common again by natural selection/if it gets even drier, the 3-flowered plants
may cope better and be selected; even though they don’t make many seeds they become the main form.
3. a. In normal years, whatever the temperature, kestrels raise an average of almost 3.3 young birds per nesting pair.
When there is a drought, fewer young kestrels survive – on average fewer than 2.9 per nest.
b. The data shows fractions of birds – but in any one nest it would be whole birds that survived. So must be the
average of several or many nests in each case.
c. As the temperature of the environment increases, those kestrels which are best adapted to the warmer conditions/
e.g. eat a wider range of prey, regulate internal temperature better/will be more successful at raising chicks. Those
less well adapted will raise fewer chicks – the overall effect will be that population numbers remain the same. In a
severe drought it will be chance which birds find water or food – so population numbers fall and natural selection
has little effect.
1.6 Objective
Extinction! species of organisms.
Student Book Overview

pages 12–13 In this lesson on extinction, students learn that species cannot always respond
to changes in their environment and may become extinct. It is a common
misconception that extinction is always a bad thing. In fact, 99% of all the
species that have ever lived have become extinct – this is why we don’t have
dinosaurs like T. rex any more! Without extinction there is no room for new
species. So, in biological terms, extinction is needed and important. The
problem at the moment is the rate at which species are becoming extinct –
it is too fast to be sustainable. These are the key concepts for this lesson.
Students look at how people are having an impact and causing extinction.
As an extension, they consider how people are also working to prevent
extinctions. It is important that students see people as part of the solution as
well as part of the problem.
Activities
• Begin by asking students about different types of dinosaurs and where the
dinosaurs are now. Discover what they know about extinction.
• Read through ‘What is extinction?’ with your students, emphasising that

extinction is a natural part of life when species cannot adapt to changes in
conditions. Students read through the rest of pages. Divide your class into
8
six small groups and give each group one of the endangered animals. Give
students a few minutes to prepare, then each group describes their animal to
the rest of the class and explains why it is endangered and at risk of becoming
extinct. Discuss how these examples illustrate the information.

• Ask students to complete expanded version of Q3.
• Have a plenary session on extinction and the threats to animals and plants
caused by human activities and tell students that they will be looking at this
further in another lesson.
Extension
Students write a report with the title: Extinction: when natural selection fails.
Challenge them to explain extinction in terms of natural selection and to highlight
the rapidly increasing rate of extinctions seen in the 20th and 21st centuries.
Homework
Workbook page 5.
Key words
extinct
1. a. Extinction is when there are no more individuals of a particular species alive either in an area (local extinction) or
anywhere on Earth (global extinction).
b. Species become extinct because new species which are better adapted to the changed environmental conditions
take their place. Extinction means there are not enough resources to go round.
2. a. Any four from: climate change; temperature of an area increasing; temperature decreasing; new disease; new
predators; new competitors; changes in land use; catastrophic events; hunting; habitat destruction; pollution; any
other sensible point.
b. Extinction happens because there are no longer enough organisms left to breed and maintain a population so that
when the final organisms die out the species becomes extinct.
3. a. 1800
b. Amphibians. Global warming/loss of habitat; new fungal disease.
c. Data shows that extinction rates have increased rapidly over the last 200 years for all types of vertebrates. This
is the period of time when we know the environment has been warming much more quickly. Suggests that the
increase in extinctions is linked to the increase in global temperatures. Numbers increased particularly during 20th
century when measured global warming also increased. Data show the percentage of all the species of each type
of vertebrate that have gone extinct. There are thousands of species, so 2% of that is many species. If vertebrates
are going extinct, invertebrates and plants will also be affected. There are many more species of invertebrates and
plants than vertebrates so the numbers of extinctions linked to climate change is very large.
9
1.7 Objectives
Investigating species of organism.
the peppered • Make conclusions by interpreting results informed by reasoning.

moth: past and • Describe how people develop and use scientific understanding.
present Overview
This lesson helps students to develop their skills in Thinking and working
TWS scientifically.
It presents students with the story of the original work on peppered moths,
with some of the evidence to support the theory. It contains plenty of data for
Student Book students to interpret and analyse. They see how a changing environment leads to
pages 14–15 changes in the appearance of the moths over a relatively rapid timescale. Explain
how scientists constantly question and challenge accepted ideas, to make sure
that the evidence is strong. Finally, present modern work on the theory of the
peppered moths, giving students the opportunity to analyse the data to see how
it supports the original conclusions.
Activities
• Remind students of what they know about natural selection. Talk about
timescales – originally people thought that natural selection always took a
very long time.
• Introduce students to the peppered moth – they may be local to you as they are
found in many countries around the world.
• Read through ‘Kettlewell’s theory’ with students. They should read on through
‘Kettlewell’s findings’, looking closely at figures and completing Q1 on page.
• Read through the first paragraph on page with students before they answer Q2
then discuss their answers. Students continue to work manipulating the data
to show the changes in colour of the peppered moths in a different way and
evaluating the different ways of displaying data.
• Talk to students about the doubts raised on Kettlewell’s studies. Explain

that scientists often challenge each other’s work and ideas – this is how the
evidence is kept strong. Students read through and answer Q3.
• Summarise the findings of the lesson with students by asking them to identify
a model of natural selection, how unexpected results led to an increase
in understanding, and how our scientific understanding of the impact of
industrial pollution on natural selection in peppered moths has developed
and been used.
Extension
Students calculate the percentages of the different types of moths that were NOT
eaten and add these to their bar charts.
Homework
Workbook page 6.
10
1. a. If natural selection causes changes in moth populations, clean woodlands will contain mainly pale moths. Pale
moths are more likely to survive and reproduce, because they are camouflaged against the tree trunks where
they rest. Darker moths produced by natural variation will be seen and eaten by birds. In polluted woodlands, he
predicted that dark trees would make it easy for birds to find pale moths, so moths with genes for lighter colours
would be eaten. As a result, in polluted woodlands there would be many more dark moths than light ones in the
population.
b. Looked at colours of old collections/took data from amateur moth collectors all over the country/did field
experiments on birds eating different coloured moths.
c. Old collections were a way of looking back at moths that had lived before the Industrial revolution. Taking data
from moth collectors gave him evidence about colours of peppered moths in many populations and many different
environments; field experiments allowed him to see if birds find more of one colour of moth than another on
different coloured tree trunks.
2. a. Shows that the population of pale moths was very high until 1850. It fell until, by 1900, it was very low. Remained low
until around 1970s when it increased again until, by around 2000, most moths are again the pale form. Shows that the
population of dark moths was very low until 1850. It rose until, by 1900, it was very high. Remained high until around
1970s when it fell rapidly until, by around 2000, very few moths were the dark form.
b. Until 1850, most peppered moths in clean woodlands were pale because dark form shows up clearly and those moths
were eaten by birds so remain rare. From 1850s, woodlands became polluted as a result of industry. Became harder
to see dark moths but easier to see pale moths so the proportions eaten by birds changed. After 50 years, mainly dark
moths with just a few pale by natural selection. Around 1970s, pollution levels fell and woodlands became cleaner.
Dark form became easier to see and were eaten; light form harder to see, so by the 2000s most peppered moths were
again the light form by natural selection.
3. a. Percentage of released moths eaten per year
35
30
25
20
%
15
10
0
2001 2002 2003 2004 2005 2006
% of released pale moths eaten % of released dark moths eaten
b. M
ajerus carried out an investigation over many years. He observed peppered moths in their natural habitat to see
where they rested and what ate them. He released 4864 moths over 6 years and observed where they rested, what
ate them and the colours that were eaten. He built up a large data set which showed that, as Kettlewell observed,
peppered moths do rest on tree trunks, they are eaten by birds and that, in a clean woodland, birds see the dark
form more easily than the light and a greater proportion of the dark moth population is eaten. Thus natural
selection will result in a larger number of pale moths as more of them live to reproduce. His findings confirmed the
work of Kettlewell 50 years earlier.
11
1.8 Objectives
• Recognise genetics as the study of heredity and define heredity as the transfer
Genetics and of genetic information that specifies structure, characteristics and functions
from parents to offspring.
heredity
• Differentiate between the concept of genes and chromosomes and relate them
Student Book to how genetic characteristics are inherited.
pages 16–17 Overview
In this lesson, students learn how sex is inherited in humans, which has
relevance both in their biology studies and in life. It is valuable to learn that
every pregnancy has a similar chance of producing a boy or a girl, and that the
inheritance of characteristics is an almost random process.
Activities
• Ask students how many chromosomes there are in a human body cell, how
many pairs of chromosomes there are in a human body cell and how many
chromosomes there are in human eggs and sperm (46, 23 and 23).
• Summarise the process of fertilisation and remind students that half of the
DNA in an embryo comes from the mother and half from the father.
• Students read and answer questions 1 and 2. Work through the workbook
page 7 with students.
• Read through the topic on inheritance of blood groups. Make sure students
understand the calculation of possible inheritance of a blood group using the
Homework Punnet Square method.
Workbook page 8. • Students answer questions 3 and 4 to complete the lesson.
1. Heredity is the transfer of genetic information that specifies the structure, characteristics and function of an individual
from parents to offspring.
2. a. DNA
b. chromosomes
3. a. When cells divide the DNA forms long threads called chromosomes. The chromosomes form Pairs, one inherited
from the mother and one from the father. The units of DNA on the Chromosomes which carry the information about
structure, characteristics and function are called the genes. The pairs of chromosomes carry paired genes. Each
member of a pair of genes codes for the same features.
b- 42.
4. In the family where all children have same blood group, the parents either have the same blood group (e.g. Either
AA, or BB, or OO) or one of the parents carries a dominant allele (e.g. Either A or B). As we do not know which blood
group is carried by the children, the answer can be blood group A (AA or AO), B (BB or BO) or even O (OO), as can be
demonstrated by the Punnett square below:
Parent A B O
alleles
A AA - AO
B - BB BO
OO AO BO OO
12
In the family where only 2 children have the same blood group, it is probable that one of the parents carries both a
dominant and a recessive allele (an AO or a BO). The answer can be demonstrated by the Punnett square below:
Parent A B O
alleles
A - AB AO
B AB - BO
O AO BO OO
1.9 Objectives
Modelling DNA
• Describe the composition and structure of DNA.
Student Book • Design a model of DNA to demonstrate its structure and function, and various
pages 18–19 components.
Overview
Prior learning This lesson builds on the previous learning about DNA as the molecule that holds
• The structure and function

the blueprints in all living things. The content is delivered through the modelling
activity of two students, which the students can themselves replicate. This is an
of DNA.
excellent opportunity for the students to consider the history of science and the
impact of technology on our development of our scientific understanding. You
can share the roles of James Watson, Francis Crick and Rosalind Franklin in the
discovery of the DNA. This is a good opportunity for students to understand that
technology and hands-on modelling both have important place in the scientific
process.
Activities
• Begin by introducing the story of how the DNA structure was the last to be
discovered, well after the discovery of its ability to transform the properties
of cells. Introduce that in 1953, an X-ray of the crystallized form of DNA taken
by Rosalind Franklin, formed the basis of the famous double helix structure
model of DNA, proposed by Watson and Crick.
• Discuss in class, using the images in the spread or ideally a poster or videos,
the structure of DNA. Explain that due to its nature as a long molecule made
of many repeating units, DNA is able to store, encode and transfer biological
information. Its unique structure is made up of three parts: a sugar molecule, a
phosphate group, and a nitrogenous base. The alternate sugar and phosphate
sections, make up the backbone of the molecule, whereas the sequence of the
four nitrogenous bases (adenine (A), thymine (T), guanine (G), and cytosine
(C)) determines the genetic code.
• Ensure that the students are clear on the structure of the DNA molecule before
moving on to the working of the DNA molecule. Explain the joining of the DNA
molecule using the images in the spread. Alternatively, show the students a
video in class, such as this one https://www.pbslearningmedia.org/asset/
acbd76bd-f744-4e6d-9b97-b40e61e668a0/
• Facilitate a class discussion based on question 3 of the spread. Divide students
into teams and encourage them to attempt question 4 of the spread, using
easily available class arts and craft materials.
13
Homework
Questions 1 and 2 from the student book spread. Also workbook page 9.
Key Words
Heredity, genetics, genes, chromosomes, deoxyribonucleic acids, inherited
traits, instincts, learned behaviours, variation, adaptation, cell division, mitosis,
meiosis.
1. DNA is a polymer, a long molecule made up of many repeating units known as nucleotides.
The combination of a phosphate group, a sugar and a base is known as a nucleotide.
The base is a made of one of possible nitrogen containing biological compounds which are indicated using the letters
A, C, G and T.
A double helix is the twisted, spiral form in which long strands of DNA are form.
2. Students can refer to the diagrams in the spread to discuss and describe the various parts of a DNA strand.
3. Encourage students to discuss the questions and then share their answers in a group activity.
4. Encourage students to use unorthodox materials to demonstrate the DNA structure. They make choose to create a new
structure and argue its merits. Encourage them to consider the packing of DNA within nucleus and the coding of genes
along the strands.
1.10 Objectives
• Describe cell division and its types – mitosis and meiosis and relate them to
Mitosis and the passage of genetic information through reproduction.
meiosis • Explain the process of mitosis and meiosis and identify their key phases.
Overview
Student Book This lesson enables students to understand the processes by which body cells
pages 20–21 and reproductive cells divide into two. They build on the knowledge they have
about the sexual and asexual modes of reproduction and learn further detail
about the processes of DNA replication and cell division that occur in both.
Activities
• Begin by asking students to summarize what they remember about the
asexual and sexual modes of reproduction. Remind them that asexual
reproduction is the process of cell replication, by which a cell makes a copy of
its genetic material and then divides into two “daughter” cells, each identical
to the parent cell. In single celled organisms, this method allows them to
pass their genetic material to the next generation. Multicellular organisms,
however, use this process to grow by increasing the number of cells they have
and to repair their tissues by replacing damaged cells. Introduce the idea that
in multicellular organisms, animals as well as plants, the reproductive cells
(gametes) are produced by a different method due to their different functional
requirements.
• Read the introductory paragraph with the students. Discuss and explain the
process of mitosis in detail, ensuring the students are clear on the name
and description of each step. You can also show them a video to clarify their
14
concept, as an example: https://www.pbslearningmedia.org/resource/tdc02.
Prior learning
sci.life.stru.dnadivide/mitosis/
• Cells division is essential for
• Ask the students to work in pairs to review and then present in a summarised
growth. form, the process of sexual reproduction in plants. Remind them that plant
• Cells -> tissues -> organs -> gametes are present inside the pollen grain and the ovum and contain only
half the number of chromosomes. Explain that gametes work similarly in
systems -> organisms
animals as well, and the process for creation of gametes is known as Meiosis.
This process is also known as Reduction Division as it reduces the number of
chromosomes in daughter cells by half.
• Review the process of meiosis in detail, ensuring the students are clear on the
name and description of each step. Elicit if they find the second half of meiosis
similar to mitosis.
• Divide students in pairs and assign them Q3 from the student book spread.
Encourage them to create and share the answer in form of an infographic.
Homework
Key Words
Heredity, genetics, genes, chromosomes, deoxyribonucleic acids, inherited
traits, instincts, learned behaviours, variation, adaptation, cell division, mitosis,
meiosis.
1. a. Mitosis is the process by which body cells divide to produce 2 identical daughter cells with the same number of
chromosomes as the parent cell.
b. Meiosis is the process by which special cells divide to produce 4 daughter cells with half the number of
chromosomes as the parent cell, and variation in genetic Information.
2. Mitosis is essential for formation of identical body cells with the same number Of chromosomes. Meiosis is essential
for formation of gametes, which contain only half the number of chromosomes.
3. Encourage students to collate and present the information in the spread in a tabular form.

Review 1. a. Differences between organisms of the same species. [1]
b. Bar chart/graph [1]
answers c. Inherited/genetic variation; environmental variation, e.g. different amounts
of food given or found. [2]
Student Book 2. a. O [1]
pages 22–23 b. AB [1]
c. Body mass is decided by a combination of genetics and your environment.
The amount you eat affects it. Blood groups are inherited/genetic variation.
Nothing in the environment will change them. [4]
3. a. Natural selection is the process by which the organisms with the
characteristics best adapted to their environment live and reproduce,
passing on the useful characteristics to their offspring. [2]
15
b. [5]
Bar chart to show variation in cheetah’s front legs
3.5
number of cheetahs
3
2.5
2
1.5
1
0.5
0
69 70 71 72 73 74 75 76 77
front legs in length (cm)
c. A combination of genetic and environmental variation. [2]

d. Cheetahs with the best leg length will be most able to run fast enough to capture prey without breaking
their bones. These are the cheetahs that are most likely to survive to reproduce and pass on their genes
for long legs. As a result of this natural selection, most female cheetahs have legs that are (72–74) cm long.
A few cheetahs have short legs or particularly long legs as a result of natural variation. [6]
e. Until the environment changed and a new plant-eater arrived, cheetahs with shorter legs were at a
disadvantage, even though they used less energy. When a slower moving prey that reproduces quickly
appears, shorter legged and slower cheetahs can catch them easily. As they also use less energy, they
will be at an advantage, do well and become more likely to survive and pass on their genes.
The population will change; most animals will have shorter legs and use less energy, as a result of
natural selection. [6]
4. a. Organisms in a species show genetic variation  The organisms with the characteristics best adapted
to the environment survive and reproduce. Less well adapted organisms die.  Genes from the successful organism
are passed on to the offspring. They are likely to have the useful characteristics that made their
parents successful  The process is repeated until most of the population have the useful characteristics. [6]
b. A population or species is adapted to its environment. If the environment changes, e.g. warms due to
climate change, the organisms will not be as well adapted. Some individuals in the population
will be different as a result of natural variation. If some of the population cope better with the changed environment,
they will be more likely to breed successfully and pass on their advantageous
characteristics until most of the species have these characteristics and are adapted to the
changed environment. [6]
5. a. [5]
Percentages of pale and dark peppered moths
percentage of population
120
100
80
60 dark moths
40 light moths
20
0
1700 1840 1980
date
b. The population was almost entirely pale moths in 1700. By 1840, 90% of the population were dark moths. [2]
c. Pale moths would be more visible. [1]
d. Light moths became the most common form again, changing from 10% of the population to 95% of the population.
The dark moths did the opposite and became rare again. [3]
e. I n 1700, trees and buildings were clean. The pale form of the moth was hard to see. Dark moths were easy
for birds to see and eat. Mainly pale moths survived to reproduce and so by natural selection most of the population
was pale.
16
By 1840 the industrial revolution had resulted in a lot of smoke and many trees were blackened. Now the pale moths
were easy for the birds to see and eat. Dark moths were camouflaged. They survived to reproduce and pass on the
dark colour genes. The population became largely dark in colour by natural selection.
In the 1970s, the air was cleaned up. Trees became pale again. The paler moths had the advantage and
survived to breed. Dark moths were seen and eaten. So natural selection drove the population back to
being mainly pale moths with a few dark variations.
6. a. the plants are genetically adapted to grow better at 24oc.
b. Genetic variation results from the different inherited information of each individual. Environmental variation is a result
of factors such as food availability, temperature, etc.
c. identical twins are very useful in the variation because all of their characteristics are completely determined by their
genes, like their blood groups, will be the same. However, some of their characteristics will also affected by factors
such as diet, health, and exercise levels. The older they will get, the less identical they will look, as their different
environments affect them more and more.
7. a. DNA.
b. a phosphate group, a pentose sugar and nitrogenous base.
c. i. meiosis
ii. ask the students to recall and label the different stages of meiosis depicted.
Stage name Description
Prophase I The chromosomes are copied as the DNA replicates.

Two chromatids joined together now make up each
chromosome. The nuclear membrane is breaking down.
Metaphase I The membrane round the nucleus has gone. A structure
called the spindle forms, and the chromatids line up along
the middle of it.
Anaphase I The spindle fibres shorten and pull the chromatids towards
the ends of the cell.
Telophase I A nuclear membrane forms round each new set of
chromosomes at the ends of the cell. The cytoplasm starts
to divide.
Prophase II There is NO REPLICATION of the chromosomes in the new
daughter cells. The new nuclear membrane breaks down.
Metaphase II The spindle forms and pairs of chromatids line up on the
spindle.
Anaphase II The chromatids are pulled to opposite ends of the cell by
the spindle.
Telophase II A nuclear membrane forms round each new set of
chromosomes at the ends of the cell. The cytoplasm starts
to divide.
Daughter Cells In total four new daughter cells (gametes) result, each with
half the chromosome number of the original cell.
iii- formation of gametes. [12]
17
2.1 Objectives
• Identify the organs, functions and processes of the human nervous system.
Human Nervous • Sketch and label a diagram of the human nervous system.
System Overview
This unit introduces students to the fascinating world of sensitivity and sense
Student Book organs. Sensitivity is one of the main characteristics of life found in all living
pages 24–25 organisms. Students discover that multi-celled complex organisms such as
human beings are able to traverse the world easily due to an extremely complex
and coordinated system of neurones, nerve tissues, and sense organs in their
Prior learning bodies.
• Know that the human body
has a number of systems, Activities
each with its own function.
• Begin by reviewing with students the major characteristics of life. Ask the
• the brain works as the students if they can explain what is meant by sensitivity.
control station of a human
body.
• Explain that that sensitivity is the ability to detect changes in the environment
(stimulus) and the nervous system is responsible for sensitivity and
coordinating responses to those all changes in the environment.
• Read through the text to understand sense organs, the peripheral nervous
system, and the central nervous system: Facilitate a discussion the function of
each.
• Divide the students into groups. Encourage each group to create posters or
charts detailing function and location of sense organs, the peripheral nervous
system, and the central nervous system.
• Have students complete a handout on the human nervous system (optional).
• End the lesson by reviewing the key points and answering any questions
students may have.
• In preparation for lessons ahead, you can assign student groups or pairs
research the different types of sensory receptors or the functions of the brain.
Homework
Questions from the student book spread. Also workbook page 11.
Key Words
Central nervous system, peripheral nervous system, brain, spinal cord, neurons,
motor neurons, sensory neurons.
1. The human nervous system (i) detects changes inside and outside the body and (ii) coordinates responses to these
changes.
2. a. The sense organs detect changes in the environment.
b. The peripheral nervous system carries information around the body.
c. The central nervous system that coordinates the incoming information and controls responses.
3. The nervous system enables coordination between the body systems and behaviour, And reaction to external
surroundings.
18
2.2 Objective
• Describe the role and function of neurones in transmitting messages through
The structure the body.
and function of Overview

neurones In the previous lesson, students gained an overview of the complex nervous
system found in human beings. They discovered that other mammals have
Student Book similar nervous systems. In this unit the students learn the type(s) of neurones
pages 26–27 and how their structure helps them perform their functions. They also learn the
difference between neurones and nerves.
Prior learning Activities

• The brain receives different • Begin by reviewing the previous lesson. Introduce the students to the
types of information through definition and description of neurones.
sense organs.
• Read the student book with students and explain that neurones form the basic
units of the human nervous system.
• Introduce the different parts of a neurone and its function, such as the cell
body, dendrites, axon, and synapses.
• Introduce the concept of different types of neurones and relate to their

functions. Ask the students if they can guess the location of each type of
neurone based on its function.
• Discuss the difference between a neurone and a nerve (tissue).

• Encourage the students to produce the answers to questions 1 and 2 in
infograph formats.
• You may suggest the students do a research project (literature review) on the
role of neurones in on the ability to learn.
Homework
Q3 from the student book spread. Also workbook page 12.
Key Words
motor neurons, sensory neurons, signal, cerebrum, cerebellum, brainstem,
sensory organs.
1. Neurons are cells specialised for the passage of electrical impulses.

a. Sensory neurons carry impulses from sensory receptors to the CNS.
b. Motor neurons carry impulses from the CNS to effectors such as muscles and glands.
c. Relay neurons link sensory and motor neurons in the CNS.
2. Neurons are the basic units of the human nervous system. They all have a cell body, dendrites, an axon and synapses.
Many human neurons also have an insulating Myelin sheath.
3. a. students can reproduce the labelled diagrams given in the spread.
b. encourage students to compare and contrast the structure and functions of sensory and motor neurons, using a
fishbone infographic.
19
2.3 Objectives
• Explain how the brain works as a control station for the body.
The structure • Identify the three main parts of the brain – the fore brain, mid brain and hind
and function brain, and describe their various functions.
of the central • Describe the structure of the cerebrum, its division into two hemispheres (left
and right) and the role of each hemisphere in the control of the body.
nervous system • Match various body functions with the relevant part of the brain that controls
or regulates them.
Student Book
In this unit the students delve further and focus on the human brain itself,
which acts as the control station for the whole body. They will learn what allows
Prior learning the brain to work as a control station for the body, i.e. the three main parts of
• the brain works as the the brain and their functions. They will learn to recognize the major parts of
brain, such as the cerebrum, cerebellum and brain stem. Students will learn to
control station of a human
body. recognize the role the brain plays in regulation of many human body systems.
Activities
Key Words • Begin by reviewing the functions of the nervous system, by asking students to
Central nervous system, peripheral summarize and share. Ensure they are clear that the brain is the control center
nervous system, brain, spinal of the body, which makes it responsible for everything from breathing and
cord, neurons, motor neurons, digestion to movement and thought.
sensory neurons, signal,
cerebrum, cerebellum, brainstem, • Use a 3D model or a poster (alternatively use the illustration in the book) to
indicate the forebrain, midbrain, and hindbrain.
sensory organs, neurodiversity,
neurological conditions, • Explain the function of each part. Assign each part to a different group of
sympathetic nervous system, students and encourage them to share in a presentation the location and
parasympathetic nervous system, function of their assigned part.
adrenaline, hypothalamus, fight
and flight responses. • Read through the text on cerebrum and introduce the cerebral hemispheres to
the students. Review the functions of each hemisphere. Facilitate a discussion
on what might happen if there is an injury to cerebrum.
Homework
1. The fore brain, the mid brain and the hind brain.
2. The fore brain is made up of the cerebrum and the olfactory lobes. The cerebrum controls consciousness, intelligence,
memory and language. The olfactory lobes give us our sense of smell.
3. The cerebrum is the part of the fore brain responsible for control of consciousness, intelligence, memory and
language. The cerebellum is the part of the hind brain responsible for muscle movements and balance.
4. a. The hind brain on the left side of the brain.
b. the reason is that the cerebellum located in the hind brain is responsible for muscle movement. Also, since the left
side of the brain is responsible for the motor control of the right, we can reasonably conclude that the blood clot is
in the left hind brain.
20
2.4 Objectives
• Explain and represent how messages flow through the body to and from the
Nervous control brain, and how the brain collaborates with the sensory organs to regulate this
process.
of the body • Map the various steps in the transmission of messages through the body and
Student Book to the brain.
pages 30–31 • Predict what would happen if a nerve connection broke.
Overview
Now that the students have an understanding of the role and function of the
Prior learning
brain in the nervous system, they will be introduced to the more complex
• The brain receives different workings of the nervous control in the body. They will be introduced to the
types of information, general patterns of consciousness and control, in a systemic manner. They will
processes and responds to then learn the more detailed working behined our conscious actions and the
the information in different role of spinal cord in maintaining the connection between the brain, the sensory
ways. receptors and the motor receptors. They will also gain an appreciation of why a
spinal cord injury is dangerous.
Homework
Questions from the student book
Activities
spread. Also workbook page 14. • Before beginning this unit, you can ask the students about the functions of
human nervous system; bonus if they remember the difference between CNS
Key Words and PNS.
Central nervous system, peripheral • Next ask them if they remember the difference between the sensory and motor
nervous system, brain, spinal neurons. Encourage them to focus their answers on the difference in functions
cord, neurons, motor neurons, of both.
sensory neurons, signal,
cerebrum, cerebellum, brainstem,
• Remind them that the sensory neurones are responsible for sending messages
from the body to the brain, and the motor neurones are responsible for
sensory organs, neurodiversity, sending messages from the brain to the body.
neurological conditions,
sympathetic nervous system, • Introduce the terms, with a focus on their functions: sensory receptors,
parasympathetic nervous system, sensory neurons, the CNS, motor neurons, and effectors.
adrenaline, hypothalamus, fight
and flight responses.
• Next, use these definitions to detail the steps in the transmission of messages
through the body and to the brain, and explain the effects of a possible broken
nerve connection. Ensure the students understand the difference between a
damaged sensory nerve and a damaged motor nerve.
• As a class activity, trace the pathway of a conscious thought to action

completion.
1. Sensory neurons -> coordinator (CNS) -> motor neurons -> effector -> the effect
2. The collaboration of the brain with sensory organs means that the brain receives information from them and analyses
it to coordinate the response of the body. Encourage students to imagine scenarios using input from different sense
organs and how the brain might coordinate the most logical response.
3. Broken sensory nerves cause loss of sensation, damage to motor nerves causes loss of the use of parts of the body and
damage to mixed nerves results in both loss of sensation and movement.
a. loss of sensation
b. loss of movement
c. loss of both sensation and movement
21
2.5 Objectives
• Explain and represent how messages flow through the body to and from the
Reflex arches brain, and how the brain collaborates with the sensory organs to regulate this
process.
Student Book • Map the various steps in the transmission of messages through the body and
to the brain via a reflex arch.
pages 32–33
Overview
This unit picks up once the students are sufficiently clear on the pathway of a
Prior learning conscious thought to action. Here the students will be introduced to the concept
• The nervous system of unconscious thoughts, behaviour and actions. They will learn about the reflex
processes and responds actions and pathways related to it. Ensure the students are sufficiently clear on
to information in different the difference and similarities between pathways of conscious and unconscious
ways. actions.
Activities
• Begin by introducing the idea that not every action requires conscious
thought. Ask the students to share the conscious thought pathway, as you
sketch it out on the board. Next ask them if they can think of any action which
does not follow this pathway, i.e., does not require conscious thought: elicit
actions such as breathing, hiccupping, or even jumping when scared.
• Introduce the concept of a Reflex as an automatic response to stimuli. Explain

that reflexes help us avoid danger or manage basic body functions.
• Introduce the reflex arch as the pathway for a reflex. Detail the different parts
of it along with their functions. Ensure the students have a clarity on the
difference between a conscious thought pathway and a reflex arch.
• Explain that there are spinal reflexes and brain reflexes: one is coordinated in
the spinal cord and the other in specific regions of the brain. Ask the students
to remember which unconscious or reflexive action (e.g. coordination or
breathing) requires a brain reflex and which (such as moving away from a hot
object!) would require a spinal reflex. You can ask them to create a Venn or fish
and bone diagram to compare and contrast the two types of reflexes.
Homework
Key Words
motor neurons, sensory neurons, signal, cerebrum, cerebellum, brainstem,
sensory organs, neurodiversity, neurological conditions, sympathetic nervous
system, parasympathetic nervous system, adrenaline, hypothalamus, fight and
flight responses.
1. Students can use the information and adapt the diagram in the spread to create a labelled diagram for the answer.
2. The transmission of messages via a reflex arch does not involve conscious thought.
Stimulus receptor -> sensory neurons -> coordinator (CNS) -> motor neurons -> effector
3. While messages are transmitted through the body in a reflex arch, other neurones are also stimulated in the spinal
cord.
22
2.6 Objectives
• Create a plan of activities and exercises to maintain a healthy brain.
A healthy brain • Discuss issues which involve and/or require scientific understanding.
• Describe how people develop and use scientific understanding.
Student Book
It is recommended to treat this unit as wrap up and review of the complete
section. Students should be able to explain the role and function of nervous
Prior learning system and associated organs. This unit is designed as science in context unit
to provoke an appreciation of the role of lifestyle and choices on maintaining a
• humans receive different healthy and active brain and cognitive abilities.
types of information through
their senses, process the
information in our brain and
Activities
respond to the information • Begin by reviewing the previous units. It is suggested that a class activity is
in different ways. done in which different groups create visual summaries of what they have
learned.
Key Words • Share the visual summaries on the class board. Then ask the question of
how the students were able to create their presentations. Explain that they
peripheral nervous system, brain, used their reasoning, learning, memory and creativity, which are all cognitive
spinal cord, neurons, motor functions resulting from a healthy brain.
neurons, sensory neurons, signal,
sensory organs, neurodiversity, • Read through the unit, the students can be encouraged to role play the
neurological conditions, different parts. Summarize that that a healthy brain is essential for our overall
sympathetic nervous system, health and well-being.
parasympathetic nervous system.
• Discuss the roles of exercise, sleep, healthy diet and lifestyle on our brains. You
can encourage the students to attempt in pairs the reaction time activity.
• Explain the role of stress and smoking on decreasing our mental acumen.
• As a class project, ask the students to create any of the following as paired
work:
• Creating a Healthy Brain Plan: a plan for maintaining a healthy brain, including
activities to fulfil goals that they would like to achieve. They can include
different brain exercises that are purported to improve cognitive function.
They should include a chart or list of the different exercises and their benefits.
• Food for Thought: a research report, poster or presentation on the different

foods that are said to be good for the brain (e.g. dark chocolate) and their
benefits.
Homework
1. Eating a healthy diet, taking regular exercise, getting plenty of sleep, avoiding smoking and reducing stress, doing
brain exercises and eating dark chocolate.
2. Encourage a class discussion on this topic. Ensure that students include some of the points from the earlier answer as
well.
23
2.7
Review answers
Student Book Student Book answers
pages 36–37
1. a. detection of changes inside and outside the body and coordination of responses to these changes.
b. i. Detection of changes in the environment.
ii. Carrying messages to and from the CNS.
iii. Coordination of incoming information and bodily responses.
iv. Carry impulses from sensory receptors to the CNS.
v. Carry impulses from the CNS to effectors such as muscles and glands
2. a. i. Motor neuron
ii.
A Nucleus
B Cell body
C Dendrites
D Axon
E Myelin sheath
F Synapse
b. i. Sensory neuron
ii.
A Cell body
B Junctions with sensory receptors
C Axon
D Myelin sheath
E Dendron
F Junctions with neurons in CNS
3. A neuron is a basic unit of human nervous system, whereas a nerve is a bundle of up to thousands of neurons.
4. a. The fore brain, the mid brain and the hind brain.
b. fore brain: cerebrum, the mid brain: optic lobes, the hind brain: brain stem.
c. i. the fatality is due to the fact that the brain stem (marked as A) controls all the involuntary but essential functions,
such as breathing, heart rate, blood pressure and the movements of digestive system, etc.
ii. lack of balance and muscle coordination for movement.
iii. this area controls the sense of smell, as well as consciousness, intelligence, memory, and language. Therefore, it
is difficult to predict exactly what function will be affected.
5. a. the right and left cerebral hemispheres.
b. encourage students to recall or use the infograph in spread 2.3 for their answer.
6. a. encourage students to add diagrams showing parts of the nervous system to answer this question. The answer can
be deduced from spread 2.4
b. use the infographic in spread 2.4 and encourage students to draw and insert details as per requirement.
24
7. a. the process occurs this way:
1. the hammer taps the knee.
2. Sensory receptors in the knee send messages along a sensory neuron to The CNS.
3. the message passes into a motor neuron and leaves the spinal cord.
4. The message reaches the leg muscles which contract.
5. the leg moves away from the hammer.
b. 1. the hammer taps the knee.
2. Sensory receptors in the knee fire off messages along a sensory neuron to The CNS.
3. In the spinal cord the messages move into a relay neuron without involving conscious thought.
4. A message passes into a motor neuron and leaves the spinal cord.
5. The message reaches the leg muscles which contract to move the leg away from the hammer.
c. the spinal cord is injured as neither sensation is detected and nor is movement (indicated by testing knee jerk reflex)
possible.
25
3.1 Objective
• Describe and illustrate through examples key ecological relationship between
Ecology organisms, including competition, predation and symbiosis.
Student Book
Overview
In this lesson, you introduce your students to the terms ecosystem, environment,
pages 38–39 ecological relationships, and biodiversity.
This lays the foundations for all the ecology they will study in IGCSE Biology.
Whenever you talk about ecosystems or habitats, discuss the adaptations of
Prior learning
organisms to live there, even when you are not studying adaptations. This will
• habitats provide living things help students when they consider variation, evolution and biodiversity as well
with what they need. as ecology. Remind them that all of the ecology we learn is based on practical
investigations and field observations.
• As a class activity, encourage
Activities
students to provide their
answers with reasons for • Begin by askign the students what they remember from previous classes,
question 3. especially the definitions of (and difference between) environment and
ecosystem.
Homework • Introduce the concept that an ecosystem is a community of organisms that live
Q1, 2 and 4 from the student book in a particular area and interact with each other and the physical environment.
spread. Also workbook page 17. • Read through the unit and engage the students by asking them to identify
ecosystems in their local environments.
Key Words • If possible, arrange a fieldtrip after studying about the Indus Valley ecosystem,
Producers, Consumers, so that students can make firsthand observations.
Decomposers, Autotrophs,
Herbivores, Carnivores,
• Introduce the concept of biodiversity, which is the variety of different
organisms that live in an ecosystem. Elaborate its importance and how it can
Omnivores, global warming, be affected by human behaviour.
climate change, competition.
• Provide an overview of the different types of ecological relationships, such
as predator-prey relationships, competition, and symbiosis. Explain that
there exist ecological relationships between abiotic factors as well, which are
affected by the biotic factors, such as cycling of oxygen and carbon dioxide in
ecosystems.
1 a. the physical surroundings in which a person, other animal or plant lives.

b. students can list any from the following: type of soil, the air, the average rainfall, light levels, the temperature, the
type of and the altitude.
2. An ecosystem is made up of all the organisms that live in an area, and the physical environment they interact with. An
environment can contain multiple ecosystems.
3 a. encourage students to list and discuss the examples of ecosystem they have observed in their daily life. Ensure all
students get a chance to list at least one ecosystem they observed personally.
b. students can list any from the following:
c. Ways of obtaining food e.g. Photosynthesis, eating plants and eating other animals
d. Feeding relations including food chains and food webs
e. Ecological relationships such as predation, symbiosis and competition, predation and symbiosis
f. The cycling of substances through an ecosystem including carbon dioxide and oxygen, based on interactions
between chemical reactions such as photosynthesis, respiration and combustion
4. Biodiversity measures how many different types of organisms are present in an ecosystem. It is important because it
helps ecosystems survive changes in the environment.
26
3.2 Objectives
• Draw a food web diagram to illustrate the food relationships between
Food chains, organisms.
food webs and • Describe how energy flows from producers to consumers, and how only part of
the energy flows from one level of the pyramid to the next.
decomposers Overview
TWS This lesson helps students to develop their skills in Thinking and working scientifically.
It takes students through the process of developing a hypothesis, planning an
investigation, collecting and analysing results and drawing conclusions. The questions
Student Book encourage students to evaluate the results and suggest ways in which the investigation
pages 40–41 could be improved . They are provided with further data to practise their graphing skills.
Activities
Prior learning • Look at the images on a big slide so everyone can see them without opening
• Use results to draw their Student Books. Talk about the information on decomposition rates in the
first paragraph, relating it to the images.
conclusions and to make
further predictions • Students close their books – then ask them for ideas on how they might
investigate the rate of decomposition. Questions might include:
Extension o Different factors affect the rate of decomposition. Which would you choose
to investigate?
Write a sentence explaining what
o If you investigate the effect of temperature on decomposition, what is your
you would expect to see:
hypothesis? Suggest how you might investigate this. What factors would you
a. if Shakira kept a piece of potato control? How would you measure decomposition? What do you predict would
at 40 °C be the result of your investigation, based on your scientific knowledge?
b. if Aardan kept a sample of milk • Students then work through and answer questions 1, 2 and 3.
at 50 °C. • When students have completed their answers, find out what improvements to
the investigation they have suggested and use a show of hands to find out how
Homework many of the class have thought of the different ideas.
Workbook page 18. Ask students what happens to milk if it is left in a warm place. Most will have
experience of milk going off. Give students the task to list possible factors affecting
the rate at which milk goes bad.

1. They are infected by decomposers and digested away; they dry out.
2. She could have three pieces of potato at each temperature and take mean values – or similar.
3. She could observe what happens at lower temperatures, e.g. in a fridge/she could observe what happens at higher
temperatures. Is there a maximum beyond which the decomposers do not work, for example?
4. a. 7.0
6.5
5 ˚C
6.0
pH 5.5
20˚C
5.0
35˚C
4.5
4.0
0 24 45 72
time in hours
b. Temperature increases the rate of milk decomposition. The rate at 5 °C is significantly slower than at 35 °C.
27
3.3 Objective
• Describe and illustrate through examples key ecological relationships between
Key ecological organisms, including competition, predation and symbiosis.
relationships Overview
Student Book Students build on their knowledge of food chains and food webs to understand
how organisms are interdependent and how changes in the population of one
pages 42–43 species affects the population of other species. This lesson gives students the
opportunity to use data handling skills. Students are developing a more complex
understanding of the inter-relationships between organisms, which they will
Prior learning carry forward into their IGCSE Biology studies. This level of understanding will
• Know how food chains can help them to achieve well at both CLSS and IGCSE.
be used to represent feeding
relationships in a habitat Activities
• Know that food chains begin • Ask students to describe a food chain and a food web. Ask them to write down
three food chains and one food web.
with a plant which uses
energy from the sun • Discuss the interdependence of life and explain that it is more complex than
• Understand the terms simple food chains and food webs. Introduce the idea of populations – then
students read page of the Student Book. Students graph the population
producer, consumer,
predator and prey changes and suggest reasons for the changes observed.
• Look for explanations such as plenty of food to begin with, no predators so

caribou breed fast and population grows; so many caribou that they eat all the
plants → starvation, caribou can’t breed, die of starvation, overcrowding means
diseases spread fast, etc.
• Explain that normally there are predators and prey organisms in any
ecosystem, and that in a healthy ecosystem the populations balance each
other out.
• Have a plenary discussion on the interdependence of organisms and students

answer questions 1 to 3.
Extension
Students produce a graph showing the changes in the global human population
over the last 1000 years. They compare the appearance of the graph with that of
the caribou on St Paul Island – it keeps increasing – and discuss factors that affect
the growth of the human population, e.g. disease control through vaccination
and medicines, growing our own food, importing food, controlling family size.
Homework
Workbook page 19.
Key words
interdependence of life, population
28
1. a. A population of animals might suddenly increase because more food becomes available/a predator competitor dies
out/any other sensible point. A plant population might suddenly increase due to a big tree falling over so more light
is available, a very wet season so more rain, a poor year for caterpillars – any sensible point.
b. New disease, new predator, new competitor for food.
2. The wolf population is relatively low so the caribou population grows because there are few predators. As the caribou
population grows, the wolves have more to eat and so they breed more successfully and the wolf population grows. The
wolf population reaches a point when it is reducing the caribou population (there may be a lack of food for the caribou
as well). The caribou population falls until there are so few caribou that the wolves die from lack of food so the caribou
have few predators again and the population grows again. The two populations are interdependent and the pattern
continues.
3. The interdependence of organisms reflects the way in which organisms depend on each other for survival, e.g. plants
need animal waste for fertiliser to grow, herbivores need plants to eat, carnivores need prey animals. When there is little
biodiversity, each species is dependent on only a small number of other species, so a change in the environment – a
new disease, a drought, etc. – can have a big impact. In an ecosystem with a lot of biodiversity, there are many more
species in the feeding relationships. It is much easier for organisms to simply change food source in a crisis.
3.4 Objectives
• Predict how changes in an ecosystem can affect available resources, and thus
the balance among populations.
Changing • Hypothesize what would happen in the ecosystem if the population of one of
ecosystems the participants in different ecological relationships is affected.
Overview
Student Book This lesson helps students to develop their understanding of science in context
pages 44–45 of greater and smaller decisions made every day. Students are given a brief
overview of global changes that are occurring in ecosystems and their impact on
the available supply of water.
Prior learning They will learn much more about how changes in an ecosystem can affect the
• living things respond to balance among populations. This is students’ first introduction to the interactions
between the environment and living organisms. If students develop a sound
environmental conditions.
understanding of the interactions of abiotic and biotic factors in the environment,
• plants and animals are this will support their success in future at IGCSE.
adapted to environments
they live in. Activities
• Begin by reviewing the food web and key ecological relationships. Remind the
students to pay special attention to how these relationships also impact the
presence of abiotic factors.
• Introduce the concept that any change in the environment, affects the balance
of populations within an ecosystem.
• Enlist and explain the different causes of changes in an ecosystem, such as

natural disasters, climate change, and human activities. Explain that these
result in different effects on populations, such as changes in the availability
of resources, changes in the distribution of populations, and changes in the
interactions between populations.
• Read through the unit and facilitate a discussion on which factor may
potentially be a source of greatest ecological disruption. Ensure the students
provide a thought through reasoning for their points of view.
29
• Alternatively, divide students into groups and have them hypothesize
and prepare presentations on what would happen in an ecosystem if the
population of one of the participants in different ecological relationships is
affected.
Homework
Key Words
Producers, Consumers, Decomposers, Autotrophs, Herbivores, Carnivores,
Omnivores, Energy pyramids, Food webs, respiration, photosynthesis,
combustion, fossil fuels, global warming, climate change, competition,
predation, symbiosis, mutualism, commensalism, parasitism, replantation, waste
management, recycling.
1. This information is present in the spread. Encourage students to present this information in form of an infographic.
2. The herbivores will begin to die off due to lack of food, as the increased number of rabbits will eat any and all
producers. Initially the number of carnivores will increase due to increased number of rabbits, but as the number of
producer (grass) decreases, so will the number of rabbits and therefore so will the number of carnivores. However
the hypothesis ignores the alternate producers that the herbivores may have in their diet, the available resources for
producers, and the change in predation interactions between herbivores and carnivores.
3. a. if a herbivore is over-hunted, there will be more grazing for other species. Without grazing, the plant population may
increase.
b. however, if a herbivore is over-hunted, there may end up being less available food for the natural predators of the
herbivore, who will either hunt other species, or begin to die off.
3.5 Objectives
• Describe the role of living things in cycling oxygen and carbon through
Cycles in nature an ecosystem, citing the processes of respiration, photosynthesis and
combustion.
Student Book • Relate how oxygen and carbon cycles are complementary processes that bring
pages 46–47 balance and symmetry to life on Earth.
Overview
Prior learning This chapter looks at the carbon-oxygen cycle(s) and their impact on maintaining
• living things respond to a balanced climate. In this lesson, you introduce students to the carbon and
oxygen cycles, and the different processes by which carbon (and oxygen) cycles
environmental conditions.
through the living and non-living world. This topic provides opportunities for
students to understand the wider impact of everyday biological processes. It also
covers content which is important for success in IGCSE, and which will help your
students become informed and scientifically aware global citizens.
Activities
• Begin by reviewing the everyday processes such as respiration,
photosynthesis, decomposition and combustion.
30
Key Words • Introduce the concept that these processes are result of biotic and abiotic
factors interacting in nature. Two such interactions are the carbon and oxygen
Producers, Consumers, cycles.
Decomposers, Autotrophs,
Herbivores, Carnivores, • Begin by reading through the carbon cycle text in the spread. Introduce the
Omnivores, Energy pyramids, idea that water is not the only substance that cycles in nature.
Food webs, climate change,
competition, replantation.
• Explain that the carbon cycle is a series of processes that move carbon
between living organisms and the physical environment.
• carbon cycle and why it is so important to living organisms.

• Discuss the carbon cycle illustration in the spread. Encourage students to pay
special attention to the interactions between
• different organisms and the atmosphere and ask them examples of the
different organisms involved.
• Encourage each student to recreate the carbon cycle in either a poster or

diorama form.
• Move on to introducing the oxygen cycle as a series of processes that move

oxygen between living organisms and the physical environment.
• Remind the students that processes discussed earlier, i.e. respiration,

photosynthesis, decomposition, and combustion, are important in both cycles.
• Reinforce the idea that the carbon and oxygen cycles are complementary
processes that bring balance and symmetry to life on Earth. Question 3 will be
useful for this step.
• You can ask the students to research the impact of climate change on the
carbon cycle or the development of sustainable technologies that reduce the
impact of human activities on the oxygen cycle, as a class project.
Homework
Q3 a from the student book spread. Also workbook page 21.
1. a. The carbon cycle is a series of processes that move carbon between living organisms and the physical environment.
b. It returns carbon dioxide from organisms to the atmosphere, to be taken up and used again in photosynthesis.
2. a. any of the following: respiration, photosynthesis, feeding, decomposition, combustion.
b. Respiration takes place in all living organisms, where glucose molecules are Broken down producing carbon dioxide
(CO2) and water.
c. Photosynthesis takes place in the green parts of plants and in algae, using energy from light, trapped by chlorophyll.
The carbon dioxide from the air is combined with water to produce glucose and oxygen.
d. During Feeding carbon is passed from one organism to another and some is released into the environment through
respiration at the same time.
e. Decomposition is the process carried out by the decomposers, which feed on the waste materials produced by
animals, the dead leaves produced by plants, and the dead bodies of animals and plants. They break them down,
releasing carbon dioxide back into the atmosphere.
f. During Combustion energy is released in the form of light and heat. Many fuels, when they burn produce carbon
dioxide and water which are released into the atmosphere.
3. a. encourage students to present their information in the form of an infographic, using the information in the spread.
b. if the cycles are not balanced with each other, the mixture of gases in the atmosphere changes, resulting in many
problems for life on Earth.
31
3.6 Objectives
• Describe global warming and explain how threats to the carbon-oxygen
Disturbing the balance such as overpopulation, reliance on fossil fuels and deforestation are
contributing to global warming and climate change.
balance
• Understand how using science can have a global environmental impact.
SIC Overview
This lesson continues directly from Unit on the carbon cycle. Your students need
Student Book to understand how people affect the carbon cycle and how that, in turn, has an
impact on the climate of the Earth. They look at how human activities, often
pages 48–49 based on scientific discoveries, are adding to the greenhouse effect. One common
misconception is that the greenhouse effect is a bad thing, when in fact it is the
greenhouse effect that maintains a suitable temperature for life on the surface
Prior learning of the Earth. If you can support your students to reach this understanding, they
will be well prepared for their further studies in IGCSE Biology. This lesson also
• Humans have positive and
contains many opportunities for students to practise their Thinking and working
negative effects on the
scientifically skills in handling and manipulating data.
environment
Activities
• Sketch out a carbon cycle on the board by asking students to give you the
different stages of the process.
• Read through ‘A perfect planet’ Explain the greenhouse effect carefully,

Emphasise the importance of the greenhouse effect for life on Earth before
moving on.
• Read through the final paragraph of this section – students should recognise
that increases in carbon dioxide concentration in the atmosphere will lead
to a rise in temperature at the surface of the Earth and that this will affect
ecosystems.
• Work through the section headed ‘People and carbon dioxide’ with students.
This supplies them with data for producing a pie chart showing some of the
major sources of carbon dioxide resulting from human activities.

• Discuss the fact that different parts of the world produce different levels
of carbon dioxide with students. Emphasise there are different ways of
measuring carbon dioxide production, from total output of a country or region
to the mean carbon dioxide produced per person. Students read the section
headed ‘Who produces most?’ before answering Q3.
• Summarise the main points of the lesson and ask students to consider the
evidence they would look for ready for the next lesson.
Extension
Give students the task to complete, an example of a different set of data
illustrating global differences in carbon dioxide production.
Homework
Workbook page 22.
Key words
greenhouse gases, greenhouse effect, carbon sinks
32
1. a. The greenhouse effect: Light from the sun reaches the Earth. Lots is reflected back into space. Greenhouse gases
like carbon dioxide trap energy from the sun, keeping the surface of the Earth warm enough for life.
b. Increase in carbon dioxide = increase in the energy trapped in the atmosphere = increase in temperature at the
surface of the Earth.
2. Human transport systems: based on engines which burn fossil fuels like petrol; when fossil fuels burn they produce
carbon dioxide which goes into the atmosphere. Humans use a lot of transport so a lot of carbon dioxide produced;
fossil fuels like gas, coal and oil burned to generate electricity; carbon dioxide produced when they burn increasing
carbon dioxide in the atmosphere.
Deforestation: Removes trees that take carbon dioxide out of the atmosphere. The trees are burnt which adds carbon
dioxide to the atmosphere.
3. a. Asia
North America
Europe
Africa
South America
Oceania
b. Europe produces much more of the global carbon dioxide emissions, and Asia a lot less than in modern times; no
data for international aviation and shipping.
c. During most of the time period 1751–2017 there was no international aviation and shipping used wind power, not
combustion of fossil fuels.
d. Asia has grown more powerful/carries out many of the industrial processes/people everywhere travel more using
vehicles/people everywhere want electricity, refrigeration, etc. so usage and thus generation and carbon dioxide
production goes up – any other sensible points.
3.7 Objective
• Describe global warming and explain how threats to the carbon-oxygen
balance are contributing to climate change.
The impacts of Overview
climate change It is a common misconception with students that climate change is something
new. In this lesson, you show that climate change has happened both across the
Student Book history of the Earth and in relatively recent history, highlighting the evidence that
pages 50–51 shows us these changes. This is another lesson that presents opportunities for
developing TWS skills, as students are asked to manipulate and draw conclusions
from data.
Activities
• Ask students what they know about climate change – vary your approach to
the lesson depending on how well they understand the situation.
• Explain that the climate of the Earth appears to have been changing
throughout history. Students read the section headed ‘Climate change:
ancient history’. Ask them to explain the different theories about cold periods
and hot periods. Draw simple diagrams on the board to clarify the different
causes. Students answer Q1.
33
• Introduce the idea that the climate has been changing and getting warmer
relatively quickly in recent history and that the changes seem to be linked to
increases in greenhouse gases produced by human activities.
• Read through ‘Climate change: recent history’ with students and discuss the
ideas, including whether there has been any evidence of climate change in
your own region. Students answer Q2 to summarise this information.
• Give students help to answer Q3.
• Now give students the task to design a poster to warn of the potential
problems that may arise as a result of global warming. Bring students together
to summarise the learning points of the lesson.
Extension
Students write a paragraph to explain the impact of climate change on sea levels
and why this is likely to have an effect on people around the world.
Homework
Workbook page 23.
Key words
glaciers
1. a. e.g. glaciation/global warming.

b. Ash from volcanoes or dust from meteorite hits blocking the Sun; changes in orbit of Earth or activity of the Sun/
increased carbon dioxide levels in the atmosphere.
2. Any four from: sea levels rising, flooding, drought, extreme weather events; Earth’s surface temperature rising; ice
melting.
3. a. Trend has been a steady increase in the number of major storms.
b.
Hurricanes
100
90
number of hurricanes
80
70
60
50
40
30
20
10
0
1900–1910 1950–1960 2000–2010
c. The trend is similar – the numbers of major storms and the numbers of hurricanes increase steadily over time.
Percentage increase in storms = 81 ∕ 89 × 100 = 91%
Percentage increase in hurricanes = 49 ∕ 45 × 100 = 109%
Rate of increase of hurricanes greater than the increase in tropical storms.
Climate change is causing an increase in extreme weather.
34
3.8 Objectives
• Describe how people develop and use scientific understanding.
Predicting the • Apply mathematical concepts to analyze data and present the data collected
in the form of graphs, charts and tables.
future • Make conclusions by interpreting results informed by reasoning.
In this unit, students will learn how we try to predict the impact of future climate
pages 52–53 change and the difficulties of doing this. This lesson reinforces the potential
impacts of global climate change and emphasises that these effects are not
certain – they depend on decisions made by people and by the behaviour of each
individual. There are opportunities for data handling and manipulation, giving
students further valuable opportunities to practise the Thinking and working
scientifically skills that are so important for success in IGCSE Biology.
Activities
• Remind students of the greenhouse effect – ask them to describe it.
• Read through the introduction and ‘How hot will it get?’ with students and
explain the role of the IPCC as an organisation with representatives from many
different countries collecting data from scientists all over the world. They use
this information to assess what is happening and to predict what impact it
may have. Look at an example of the type of data they collect. Read the first
short paragraph of ‘Future impacts’ before students answer Q1.
• Get different students to read aloud the paragraphs on the different predicted
future impacts: ‘Sea level rises’, ‘Droughts and heatwaves’, ‘Increased rainfall
and flooding’, ‘Colder or warmer temperatures’ and ‘More extreme weather
events’. Students answer Q2.
• Read through the final paragraph ‘Hope for the future’ and discuss the
difficulty of predicting the future. Ask students for reasons, e.g. people may
change the way they generate electricity/develop new cleaner technologies/
drive electric cars instead of burning fossil fuels/find ways to remove carbon
dioxide from the atmosphere/plant more trees/stop cutting trees down/tackle
the problems of getting all countries to work together/any other factor we
haven’t foreseen – encourage them to think of lots of ideas. Then give students
bigger, clearer versions of the graphs to answer Q3 – a Thinking and working
scientifically activity, as they are interpreting and analysing data. It also
provides a further activity which considers the difficulties of using evidence
such as this to make predictions.
• Draw together the work so far on the difficulties of changing carbon dioxide
levels or predicting climate change and global warming.
Extension
Students complete another Thinking and working scientifically activity where
they sketch graphs showing different scenarios if carbon dioxide levels increase,
remain the same or fall and comment on the impact these different situations
would have on conditions at the Earth’s surface.
Homework
Workbook page 24.
Key words
Intergovernmental Panel on Climate Change (IPCC), extinct
35
1. a. Intergovernmental Panel on Climate Change.

b. It studies evidence from thousands of scentists all over the world and advises governments globally.
c. 1.3–1.8 °C
2. a. Sea levels will continue to rise: (26–82) cm by the end of the century.
b. Low lying countries will disappear, loss of coastal land (breeding grounds etc), etc.
3. a. 415 − 370 = 45 (allow ±2 ppm)
b. 0.6 °C
c. i. Carbon dioxide: between 2000 and 2020 (20 years) increase was 415 − 370 = 45 ppm. If rate continues the same for
the next 80 years will be 45 × 4 = 180 ppm more than current level. 415 + 180 = 595 ppm in 2100.
ii. Surface temperature: between 2000 and 2020 (20 years) there was a 0.6 °C rise in temperature. If that continues
for the next 80 years, the temperature increase will be 0.6 × 4 = 2.4 °C. Allow appropriate calculations based on
student’s answer in 3a.
Extension Objectives
3.9
• Apply mathematical concepts to analyze data and present the data collected in
the form of graphs, charts and tables.
• Make conclusions by interpreting results informed by reasoning.

Evaluating • Discuss issues that involve and/or require scientific understanding Describe
how people develop and use scientific understanding.
evidence for
climate change Overview
This lesson may be used as an extension session but you can also use it for
Student Book Thinking and working scientifically coverage, with lots of data analysis, and/or
pages 54–55 Science in context, with students looking at issues that affect everyone but that
need scientific understanding to make the right choices. Students share some
of the ways in which scientists gather evidence of historical climate changes and
their effect on living organisms, and then use this evidence to predict patterns
of change in the future. This work includes ideas that students may have met
already, such as the analysis of ice cores, along with less well-known techniques
such as tree ring analysis, bog cores and pollen species, and plant and animal
distributions.
Activities
• Remind students that people all over the world are looking for ways to tackle
rising carbon dioxide levels and climate change. This is all based on scientific
evidence both of rising greenhouse gas levels in the atmosphere and changes
in the global climate. Ask students how we evaluate scientific evidence and
decide if it is reliable.
• Look at the figure in the spread with students. It is widely used as strong
evidence for rising carbon dioxide levels in the atmosphere. Read the
paragraph on the Mauna Loa data and ask students to list reasons why this
data is widely judged to be reliable.
• Ask students to read through the sections headed ‘Looking back in Time’
on and ‘Predicting the future’ and ask them to answer Q1. Then go through
and discuss their responses to the questions, highlighting strengths and
weaknesses of the different types of data.
36
• Give students help them to answer Q3. Ask them to answer Q3b by adding
different coloured dots to the map on the worksheet, with a key to show what
the colours represent.
• Look at Q4 and have a class discussion on the importance of strong evidence.

Remind students to revise for end of chapter review.
Extension
Students give a full written answer to Q4.
Homework
Workbook page 25.
1. Mauna Loa curve: Accurate, reliable, good recording conditions/ only goes back to late 1950s, only taken in one place.
Ice cores: give access to air bubbles thousands of years old, very pure/difficult to collect, accurate dating difficult.
Tree rings: Clear record, can relate weather to evidence from other sources/have to cut the tree down, most trees don’t
live hundreds or thousands of years.
Bog cores: clear evidence of climate at the time/ difficult to collect, depends on accurate identification of the plants.
Changes in the distribution of plants and animals: modern evidence, collected now, clear changes, local impacts/
depends on accurate observations; difficult to tell if something is extinct.
2. a. 32 ± 2
b. The weather was warm and wet. The tree grows well when conditions are warm and wet so it makes big rings like
those seen here; it grows slowly when conditions are cold and dry so it makes small narrow rings.
3. a. 1968–1990 moths all clustered to the south of the country. 1991–2011 global temperatures increasing, moth moves
north where it can survive as it is warmer.
b. i. The distribution of the moth stays similar. ii. The moths will spread even further northwards.
4. Climate change driven by global warming is having many impacts, e.g. rising sea levels, increased flooding, droughts
and extreme weather events. The evidence shows that the rise in global temperatures is the result of rising carbon
dioxide levels in the atmosphere. The evidence is also strong that the rise in carbon dioxide levels is the result of
human activities. This is important because people must change their behaviour to slow or stop the rise in carbon
dioxide and so slow or stop climate change. It makes it easier to convince people when the evidence is strong.
3.10 Objective
• Explain ways in which human behaviour (e.g. replanting forests, reducing air
Humans can and water pollution and protecting endangered species) can have positive
effects on the local environment.
help
It is a common misconception with students that climate change is an unsolvable
pages 56–57 dilemma. In this lesson, you show that climate change has happened both across
the history of the Earth and in relatively recent history, highlighting the evidence
that shows us these changes. However, the students will understand how people
and their everyday choices affect their local environment, which in turn, has
an impact on the climate of the Earth. They will look at how human activities,
often based on scientific discoveries, are adding to the greenhouse effect. One
common misconception is that the greenhouse effect is a bad thing, when in fact
37
it is the greenhouse effect that maintains a suitable temperature for life on the
Prior learning surface of the Earth. If you can support your students to reach this understanding,
• biotic and abiotic factors they will be well prepared for their further studies in IGCSE Biology. This lesson
create a balance to sustain reinforces the potential impacts of global climate change and emphasizes that
any ecosystem. these effects are not certain – they depend on decisions made by people and
• Recognize the value of a by the behaviour of each individual. There are opportunities for data handling
and manipulation, giving students further valuable opportunities to practise
balanced ecosystem.
the Thinking and working scientifically skills that are so important for success in
IGCSE Biology.
Activities
• Begin by asking the students their thoughts on the key points of human impact
on the environment.
• Explain that historically, human behavior has had many negative effects on
the environment, such as loss of ice caps and increased pollution. Explain
that human behavior is impactful enough to also have positive effects on the
environment, such as when forests and mangroves are replanted, thereby
reducing air and water pollution, and providing homes for endangered species.
• For this lesson, introduce the ‘expert group’ activity. Divide the class into
groups of three. These are their home groups. In each group they decide who is
going to focus on which of the three parts of question 1 in the spread.
• They meet with others who have chosen the same activity and work out how
to teach the others. These are the expert groups. They return to their home
groups to teach each other and remain there to make a poster about what they
have learned.
• Facilitate a class discussion or alternatively, a KWL chart on the topics of

pollution and protecting endangered species.
• As an extension, you can assign students either of these activities:

• Poster comparing the Negative vs the Positive Effects of Human Behavior on
the Environment: encourage the students to research the negative and the
positive effects of human behavior on the environment. They can create a
poster or presentation to share their findings with the class.
• Action Plan: Alternatively, the students can work in groups to create an

actionable plan for protecting the environment. Their plan should include
specific actions that they can take to reduce their impact on the environment.
• Alternatively, have them research the impact of climate change on the

environment or the development of sustainable technologies that reduce the
impact of human activities on the environment. They should present these
findings in a presentation, with their own recommendations for- or against the
adoption of said technologies.
Homework
Key Words
combustion, fossil fuels, global warming, climate change, replantation, waste
management, recycling.
38
1. a. because the trees are able to store lots of carbon, and constantly take carbon dioxide out of the atmosphere in
photosynthesis.
b. reforestation is the process of replanting large areas with new young trees helps restore forest. The trees
photosynthesise, using carbon dioxide from the air to build new tree biomass. They will provide shade and new
ecosystems for local wildlife as well as eventually helping to prevent global warming.
c. students can come up with own reasons, start them off with “big old trees are existing stores of carbon which are
working to take out carbon dioxide from atmosphere” and “trees take a long time to grow and provide shade and
function as ecosystems for wildlife”.
2. a. Burning fossil fuels in vehicles and factories, and burning wood in homes, leads to high levels of air pollution.
b. use cleaner versions of fossil fuels; use renewable and sustainable energy sources such as solar, wind and nuclear
energy to generate electricity; reduce the use of fossil fuels eg increase public transport.
3. When ecosystems change or are destroyed, the populations of animals and plants that they support are put in danger.
To protect endangered species, we must protect their environment. We must also ensure that National parks remain
well managed, and hunting and poaching are banned.
1. a .

Review 1. a. An ecosystem is made up of all the organisms – animals, plants and
microorganisms – that live in an area, and the physical environment they
answers interact with. [1]
b. predation, symbiosis and competition. [2]
Student Book
2. a.
pages 58–59 Mean monthly temperatures in a European country
25 mean air maximum
mean air minimum

20
mean sea
mean temperature (°C)
15
10
0
1 2 3 4 5 6 7 8 9 10 11 12
month of the year
b. Mean sea temperatures are lower than air temperatures all year.
R ange of mean sea temperatures is smaller than range of air temperatures,
e.g. min 8.5 °C, max 17.5 °C, whereas minimum air temp is 2.0 °C and
maximum air temperature is 23.5 °C. Any other sensible points. [3]
c. Sea organisms do not have extremes of temperature to deal with – 9 °C
difference all year – compared with land organisms, so they have less
temperature stress, which makes life easier.
d. changes in air temperature, a result of greenhouse gases build up in the
atmosphere, result in an increase in the temperature at the surface of the
earth. As a result,
39
(i) glaciers melt, sea levels rise and the climate changes across the world.
(ii) Some countries become hotter and drier, others colder.
(iii) Everywhere gets more extreme weather events. Storms, hurricanes and major flooding become more common and
cause more damage. [2]
3. a. The carbon cycle is a series of processes that move carbon between living things and the physical environment. [2]
b. i. B ii. C iii. D iv. E [1, 1, 1, 1]
4. a. Photosynthesis removes carbon dioxide from the atmosphere when it is absorbed by green plants. Photosynthesis
uses energy from light, trapped by chlorophyll in the chloroplasts to combine carbon dioxide with water to produce
glucose and oxygen used for respiration and to build the biomass of plants. [3]
b. During respiration in animal cells, glucose molecules are broken
down using oxygen, producing carbon dioxide (CO2) and water.
The carbon dioxide passes out of the animal into the atmosphere. [3]
c. Wood and fossil fuels like coal, oil and gas contain carbon. In combustion, they react with the oxygen in the air to
produce carbon dioxide and water. Combustion puts carbon dioxide into the atmosphere. [3]
d. Decomposition is the process carried out by microorganisms such as bacteria and fungi that feed on the waste
materials produced by animals, the dead leaves produced by plants and the dead bodies of animals and plants.
They break them down, releasing carbon dioxide back into the atmosphere. [3]
5. a. Each segment is 18 degrees. Industry has 3 segments so 3 × 18° = 54°; 54° ∕ 360° × 100 = 15% [4]
b. Deforestation [1]
c. It reduces the numbers of trees and other plants. Plants remove carbon dioxide from the atmosphere in
photosynthesis. Removing plants leaves more carbon dioxide in the air. Trees are often burned.
Combustion of wood produces carbon dioxide raising the levels in the air. [4]
6. a. The concentration of carbon dioxide in the atmosphere in ppm (parts per million). [2]
b. Near the top of Mauna Loa volcano in Hawai’i. c. 1958 [2, 1]
d. The trend increases from 1958 to 2020. The rise in concentration is steady from 1958 to the 1990s.
Then the rate at which the carbon dioxide levels go up increases. Any other sensible points, e.g. variations through
each year. [3]
7. a. Cooling; glaciation/warming. [2]
b. Ash from volcanoes, dust from meteorites, changes in orbit of the Earth or activity of the sun/ increased
carbon dioxide concentration in the atmosphere. [2]
8. a. Diagram similar to drawn in the unit. [5]
b. Greenhouse gases trap some of the energy from the Sun in the Earth’s atmosphere. This keeps the surface
of the Earth relatively warm so it is the right temperature for life. [2]
c. Current level of carbon dioxide in the atmosphere keeps the surface of the Earth at the right temperature
for life. Increasing levels of carbon dioxide in the atmosphere will increase the amount of energy trapped
and so increase the temperature at the Earth’s surface. [3]
d. 1.3–1.8 °C [2]
e. Any selection of valid points based on different impacts of a rise in global temperatures on land, animals,
plants and people. Look for descriptions, e.g. rising sea level, extreme weather events AND awareness of
their impacts, e.g. loss of countries/land/breeding grounds. [10]
9. Encourage students to summarise and present the information in unit 3.10 in their own words. [4] each
40
4.1 Objective
• Define biotechnology as the use of living cells and organisms in products and
Biotechnology processes that can improve the quality of life.

pages 60–61 This chapter provokes an interesting discussion about the impact of technology
on our life and health. It begins with familiar materials such as bread, yoghurt
and cheese, and allow students to explore the role of microorganisms in their
production, before considering less familiar uses of microorganisms such as in
Prior learning industrial processes to make medicines. This unit lays out the introduction of
• Recognize the main groups biotechnology and helps students understand that it is composed of tools and
of microorganisms (bacteria, techniques in use by humans since ancient times.
virus and fungi).
Activities
Homework • Begin by asking the students if they had bread or cheese for breakfast in the
morning. Ask them if they enjoy pizza or froyo as snack?
Questions from the student book
spread. Also workbook page 27. • Introduce the idea that bread, cheese, and yoghurt are all results of use
of biotechnology. Explain that biotechnology is the use of living cells and
Key Words organisms in products and processes that can improve the quality of life.
Biotechnology, genetic • Remind the students that the study and application of biotechnology builds on
modification, Nucleic Acid, the study of microorganisms and their uses. Ask students to list ways in which
Deoxyribonucleic acid (DNA), people use microorganisms.
Traits, Characteristics, Genes,
Genetic Information. • Remind the students that this unit will focus exclusively on use of
microorganisms in production of food.
• Ask the students to read through the unit and facilitate a discussion on how
the microbes aid in production of bread, yogurt and cheese. Ask the students
if they can identify the process involved in production of these foods. Explain
that:
• 1. carbon
Yeast, sugar and water mixed → yeast feeds on sugar, respires and produces
dioxide → mixed with flour and water, the carbon dioxide makes
dough rise → bread cooked – gas bubbles expand making bread lighter, yeast
killed.
• 2. milk
Yoghurt: bacteria mixed with warm milk; feed on sugar in milk; solidifies
and produces lactic acid which gives sharp taste.
• 3. aCheese: bacteria mixed with warm milk; feed on sugar in the milk; produce
lot of lactic acid, more than yoghurt bacteria; make milk separate into
very solid curds and liquid whey; further bacteria may be added to change
flavour over time.
• Divide the class into 2 groups: have one group attempt question 2 and the
other attempt question 3. Encourage them to present their answers in class
and facilitate a discussion.
1. It is the use of living cells and organisms in products and processes that can improve the quality of life.
2. Encourage the students to display the information in an infographic.
3. Yeast is composed of living cells, which require sugar, warmth and air. When they receive these conditions, the respire
and begin to grow fast, producing carbon dioxide. This carbon dioxide is what cause the bread dough to rise and the
texture to become lighter.
41
4.2 Objective
• Illustrate how biotechnology is a discipline/field that has the potential to
Biotechnology transform how we live.
and medicine Overview

This unit delves more into the use of biotechnology in production of medicines.
Student Book As a result, it is more of a recent history review, which helps students develop
pages 62–63 an appreciation for application of science in real life context. Ensure by the end
of lesson that students are cleared of the misconception that antibiotics can
be used in viral infections, they must understand that antibiotics do not work
Prior learning against viruses.
• Recognize some common
Activities
diseases are caused by
microorganisms. • Begin by asking students if they have heard of the term antibiotic. Ask them if
• Recognize the advantages of they can explain what it means.
microorganisms in nature. • Read the paragraphs 1-3 in class and ensure the students understand that
antibiotics do not work against viruses. Encourage them to prepare a visual
map of what they have learned about antibiotics in their notebooks.
• Read the paragraphs on vaccines and insulin production. Encourage the

students to share what they remember from previous grade regarding uses of
vaccines.
• Remind students that both, vaccine production and insulin production require
huge amounts of modified bacteria to be grown. Ask them if they can suggest
any methods which might work well to fulfil this requirement.
• Introduce the student to fermenters, enlisting their useful features. Read

through the page 63 in class. As reinforcement ask the students to attempt
question 3 in class.
Homework
Key Words
Biotechnology, genetic modification, Nucleic Acid, Deoxyribonucleic acid (DNA),
Traits, Characteristics, Genes, Genetic Information.
1. Antibiotics are medicines that stop bacteria growing, or kill them, curing the infectious diseases that they cause. Many
different antibiotics have been produced using the process of biotechnology, often from other microorganisms.
2. Encourage students to research the topic, and ensure that they include how Pakistan is developing biotechnology to
create mRNA vaccines against COVID-19 and other major diseases.
3. a. image is present in spread 4.2. Encourage students to create a model of the fermenter using everyday objects.
b. fermenters are used to grow bacteria for either insulin harvesting or for other medicines or foods.
42
4.3 Objective
• Relate the use of biotechnology in food sciences in producing foods with
Biotechnology higher nutritional value and improved taste and quality.
and food Overview

science This unit is a continuation of the topics in unit 4.1. The students will discover
the link between biotechnology and food science. They will be able to identify
Student Book different applications of biotechnology in food science, such as the production
pages 64–65 of foods with higher nutritional values, improved taste, and quality. They will
also realize the benefits and risks of biotechnology in food science, such as the
potential to improve health and nutrition, but also the potential to create new
allergens and environmental problems.
Prior learning
• Recognize the main groups Activities
of microorganisms (bacteria,
virus and fungi). • Begin by asking the students if they can identify the difference between
biotechnology and food science. Remember there is no hard and fast answer,
• Recognize the advantages of the aim is to guide students towards a connection between these two terms.
microorganisms in nature.
• Ask them to summarize what they remember from unit 4.1, i.e., ways in which
people use microorganisms.
• Read the topics on Food science and genetic modification (GM) and food
science in class. Ask the students if they can think of any scenario where they
would not prefer to have increased or better tasting yield. Encourage them
to think beyond GM application, in terms of real-world, variation and climate
change.
• Read the paragraphs on application of GM on rice and towards surviving

climate change.
• Finally review the role GM plays in fermentation.

• Encourage the students to produce a poster on the role of biotechnology and
GM in food yield in Pakistan. They can focus on the “Benefits and Risks of
Biotechnology in Food Science” or on “Biotechnology in the Future of Food
Science”.
Homework
Key Words
Traits, Characteristics, Genes, Genetic Information.
1. The study of food, including how foods are made and processed, how they are stored and how they are used. It
involves many different areas of science such as biochemistry, chemistry, nutrition, microbiology, and engineering.
Food science is very important in improving the food supply for the growing population around the world and in
Pakistan.
2. a. Genetic modification is a collection of techniques which allow us to edit the genes of organisms. We can add or
change genes in the DNA of an animal or plant.
b. GM (genetic modification) helps food scientists to remove, add or change genes in the DNA of an animal or plant.
These changes may mean the organism:
43
• Gives a bigger yield
• Has a better taste and quality
• Has a higher nutritional value - contains more nutrients
• Survives difficult conditions better
• Contains pesticides to reduce crop loss to pests
• Lasts longer without decaying
3. Rice is high in carbohydrates but relatively low in mineral nutrients such as iron, very important for avoiding anaemia.
i. Iron deficiency is a major health problem, especially for Pakistani women and children. Applying the biotechnology
of genetic modification, scientists have successfully introduced genes from soybeans to increase the iron content of
rice. This has the potential to improve the lives of millions of people around the world.
ii. Similarly, the deficiency of vitamin A can be overcome by introducing genes to increase the vitamin A content of
rice.
4. a. helps to preserve foods longer than an unfermented food can be preserved.
b. foods fermented using GM organisms are:
i. Produced faster
ii. Use fewer ingredients
iii. Produce better tasting food
iv. Made faster and safely on a large scale.
4.4 Objective
The impact of • Discuss the applications of biotechnology in a Pakistani context, and their
effects on the people and the environment of Pakistan over time.
biotechnology
Overview
Student Book This final unit reviews and consolidates the learning in the previous units. The
pages 66–67 students will discover how biotechnology has the potential to transform how we
live. They will gain an overview of the number of key biotech institutes in Pakistan
such as those in Faisalabad, at the University of Karachi and in Lahore, and the
work being done there.
Activities
• Begin by reviewing the key points of the application of biotechnology in food
and health industries the students have studied so far.
• Introduce the idea that biotechnology has been practiced since ancient times
and even now has the potential to transform our lives.
• Read in class the topic of biotechnology and food in Pakistan. Encourage a

class discussion by the students.
• Read the section on impact of biotechnology on Pakistani Agriculture. If

possible, take students on a field trip to a local biotech institute. Ask the
students to prepare a report on what they observe.
• Finally, read and review the section on biotech and health in Pakistan.
Facilitate a discussion on the potential of biotechnology to improve
health industry, but also the potential to create newer health problems if
unregulated.
44
Prior learning • As a class project, assign students research on either of these topics: the
development of new food crops that are resistant to drought OR the use of
• Recognize the advantages of biotechnology to treat malaria.
microorganisms in nature.
Homework
Key Words
Traits, Genes.
1. Pakistan is known for beautiful, coloured fabrics, exported around the world. The dyes that produce the beautiful
colours were originally from natural materials, now synthetic dyes are used. These often end up polluting rivers and
soil, as many are toxic and do not break down in the environment. Applications of biotechnology is improving the
colouring industries in two ways:
•Genetically modified microorganisms make natural dyes in large quantities relatively cheaply.
• Genetically modified microorganisms and plants break down synthetic dyes in the environment, cleaning our water
and soil and making it safe to use for growing crops again.
2. a. food, agriculture, health.

b. encourage students to prepare an infographic on this topic. They can use the information in the spread or research
on any one area in further detail.
3. a. expected life expectancy will be closer to 70 years (between 69-70 years).
b. life expectancy in 1950 = 34.2 years Life expectancy in 2022 = 67.6 years % increase = ((67.6-34.2)/34.2) * 100 =
97.66%
c. students to formulate own answer using any three of the following:
i. The production and availability of vaccines to protect against diseases ranging from polio, TB and cholera to
COVID-19 and influenza.
ii. The production and availability of antibiotics which, used wisely, can cure bacterial infections for years to come.
iii.The development of genetically modified organisms for large-scale production of many different medicines, to treat
diseases including diabetes, cancers and growth problems
iv. The use of gene technology to help diagnose diseases early so they are treated before they cause too much
damage.
Review 1. a. biotechnology is the use of living cells and organisms in products and
answers processes that can improve the quality of life.
b. production of yoghurt, preserved foods such as achaar, cloth dyes.
Student Book 2. a. Bacteria feed on the sugar in milk and break it down into lactic acid. This
pages 68–69 slidifies the milk and gives it a sharp taste.
b. He should control the quantity of milk/ and bacteria/ and the containers
they are in and should only change the temperature. Students can add
any other sensible Point.
45
c. When the pH is 4.5 (pH of yoghurt).
d. Encourage students to plot the graph in their graph books.
e. 32.5oC
3. a. When the dough with yeast and sugar is kept in a warm place, it gets
bigger. Dough without yeast does not change size.
b.Yeast uses the sugar to respire. It produces carbon dioxide gas as a waste
product. The bubbles of gas make the dough rise and expand.
c. Because the process is using yeast cells to improve the baking
process and the quality of food preparation. This is the definition of
biotechnology.
4. a. Medicines that stop bacteria growing or kill them; used to cure bacterial
diseases.
b. i. 1300
ii. Accept 850 or 900
iii. 600
iv. 200
c. vaccination: discuss antigens and mRNA vaccines.
5. a.
A Motor
B Warm water outlet
C Oxygen inlet
D Outlet for culture harvesting
E Cold water inlet
F Water cooled jacket
G Paddle stirrer
H Probe to measure temperature and pH
b. Fermenters are used to grow bacteria in large quantities, in order to

ultimately harvest from them the desired product, such as human
insulin. The gene for human insulin (or any desired enzyme) is inserted
into the bacteria, which are them grown inside fermenters. As a result,
when the bacterial culture is grown and Harvested, the extract is purified
to get insulin which is used to save the lives of people with diabetes in
Pakistan and around the world.
6. a. Genetic modification is a collection of techniques which allow scientists
to edit the DNA of an animal or plant, in order to add or change genes.
b. encourage students to prepare a poster using the information in the unit.
7. Students to provide answer based off of their own understanding of the
issues and the current and future impact of biotechnology. Encourage them
to focus on the different areas of application such as health, food sciences,
industrial applications etc.
46
5.1 Objectives
• Recognise the Periodic Table as a way of classifying the elements in groups
The Periodic and periods.
Table • Identify the names and locations of the first 18 elements.

pages 70–71 Students will recognize the Periodic Table as a systematic way of classifying
elements into groups and periods. They will identify the names and locations of
the first 18 elements on the Periodic Table, understand the significance of their
Extension positions, and explore the patterns in their properties.
To extend the lesson, students can
research and present on specific Activities
elements from the first 18 and their
applications in various industries,
• Present visual aids or a large version of the Periodic Table to the class.
investigate the properties of • Discuss the concept of groups and how elements in the same group have
similar chemical properties due to their similar electron configurations.
elements in specific groups, or
conduct experiments related to the
chemical properties of elements.
• Ask the students to locate magnesium in the periodic table.
• Discuss that the Group 2 elements are metals, with similar physical properties.
They are good conductors of electricity and heat. They are shiny when freshly
Homework cut.
Workbook page 31.
• They are also malleable (easy to hammer into different shapes) and ductile
(easy to pull into wires). Overall, melting point decreases from top to bottom
of Group 2.
• Explain the concept of periods and how elements are arranged in the
horizontal rows of the Periodic Table. Magnesium is in Period 3.
• Identifying the First 18 Elements: Provide each student with a printed copy of
the Periodic Table.
• Instruct students to locate and identify the names and symbols of the first 18
elements on their tables.
• Discuss the properties and uses of some of these elements as you go through
the list.
Activity: Group and Period Identification:

• Divide the class into small groups and provide each group with a chart paper
and markers.
• Assign each group a specific group or period from the Periodic Table.
• Instruct each group to write down the names and symbols of elements in their
assigned group or period on the chart paper.
• Have the groups present their findings to the class.
1. B = barium AI= aluminium
Ga= gallium In= indium TI= • Summarize the main points of the lesson, emphasizing the significance of the
Periodic Table as a tool for classifying elements.
thallium
2. Hyrodgen and helium • Encourage students to explore and learn more about elements and their
properties using the Periodic Table.
3. Group V
4. Period 2 • Discuss the importance of understanding the arrangement of elements for
further studies in chemistry and science.
5. Silicon – Si
6. Chlorine - Cl
47
5.2 Objectives
• Identify properties of metals.
Magnificent • Relate the properties to the uses of metals.
metals Overview
Student Book The lesson starts with an opportunity to elicit students’ prior knowledge of
pages 72–73 metals and their properties. There is also a short matching activity to ensure that
students understand the meanings of words describing properties. Students
then do a practical activity to explore the properties of metals (and non-metals)
in more detail. The lesson continues with a card sorting activity to reinforce the
Prior larning
properties of metals. It concludes with a brief discussion about how the uses of
• Physical properties are metals are linked to their properties.
properties that you can
observe or measure without Activities
changing the material.
• Display samples (as big as possible) of one or two metal elements. Ask
• In the periodic table, metals student pairs to describe the appearance of the metals and to suggest any
are on the left of the stepped other properties they are likely to have. The purpose of this activity is to elicit
line. students’ prior knowledge of the physical properties of metals.
• Student pairs match cards prepared earlier to build knowledge of vocabulary

that describes properties.
• Students test the following properties for a selection of elements: thermal and
electrical conduction; hardness; appearance. They list the physical properties
that are typical of metals.
• Students sort cards to reinforce their knowledge of typical metal properties.

• Finish the lesson by describing uses of different metals. Students note down
one or two properties that explain why metals are suitable for each of these
uses.
Extension
Students use the Student Book, and the internet, to explain in more detail how
the properties of some metal elements are linked to their uses.
Homework
Workbook page 32.
Key words
malleable, ductile

1. Six from: high melting points, high boiling points, shiny when first cut, sonorous, good conductors of thermal energy,
good conductors of electricity, malleable, ductile, strong
2. Aluminium is a good conductor of electricity.
3. Shiny, malleable
48
5.3 Objectives
• Identify properties of nonmetals.
Non-metal • Compare the properties of metals and non-metals.
elements • Deduce whether an element is a metal or a non-metal.
pages 74–75 The lesson begins with an opportunity to look at some non-metal elements,
as well as a short activity to elicit students’ prior knowledge about non-metal
properties. Then follows a data analysis exercise, in which students draw bar
Prior learning charts to display the melting points of metals and non-metals. Finally, students
• Non-metals are on the right explore the links between the properties and uses of non-metal elements,
presenting their findings in a table or on posters.
of the stepped line of the
periodic table.
Activities
• Display samples of non-metal elements, for example, sulfur, carbon (as
charcoal), and a gas jar with a lid labelled ‘nitrogen’. Point out that the term
‘non-metals’ refers to elements only. For example, wood is not a metal. But,
because wood is not an element, in chemistry, it is not called a non-metal.
• To elicit prior knowledge, students note in rough the properties that they think
are typical of non-metals. Establish that, in the solid state, non-metals are dull
(not shiny), brittle (easy to break with a hammer), not bendy, and electrical
and thermal insulators. Point out that these are all physical properties, which
are properties that you can observe or measure without changing the material.
5.3 Student Book answers • Students do the tasks including drawing a bar chart to display the melting
points of some metals and non-metals. Establish that most non-metals have
low melting points (and low boiling points), so they are in the gas state at
1. Most in the gas state at
room temperature. Point out some exceptions – the metal mercury has a low
room temperature; in the
melting point (it is liquid at room temperature) and carbon, as diamond and
solid state, most are dull,
graphite, has high melting and boiling points.
brittle, soft, and they do not
conduct thermal energy or • Students use the Student Book to explore the links between the properties
electricity well. and uses of some non-metal elements.
2. Glass is not an element. • Finish the lesson by comparing the properties of metal and non-metal
3. Properties of sulfur that are elements – either by repeating the card sort activity or by getting student pairs
typical of non-metals – dull, to ask each other questions based on the table in Student Book.
brittle, does not conduct
thermal energy/electricity Extension
well; property of sulfur that Students use the Internet to discover how the properties of other non-metal
is not typical of non-metals – elements determine their uses.
in the solid state at room
temperature.
Homework
4. Metal
Workbook page 33.
5. Paragraph including the
points in the table above the
question, which compares
Key words
one pair of properties at a brittle, insulator
time. For example, most
metals are in the solid state
at room temperature, but
most non-metals are in the
gas state at this temperature.
49
5.4 Objective
• Explain differences in the physical properties of metals and non-metals.
Extension:
Overview
Explaining This lesson covers an Extension topic that will not be assessed, but it will help
metal and students prepare for moving on to the next stage of the curriculum.
non-metal Having observed samples of a few metal and non-metal elements, students
review key differences in their physical properties. They also look at models
properties showing the atom arrangements in typical metal and non-metal elements.
Students then work in groups to learn how the different physical properties of
Student Book metals and non-metals are explained by considering their particle arrangements,
pages 76–77 as well as how strongly their particles are held together.
Activities
Prior learning
• Display samples of a few metal and non-metal elements. Review their physical
• Physical properties of typical properties, and refer to the differences shown in Student Book. Tell students
metals and non-metals. that, in this lesson, they will explain the different physical properties of metal
and non-metal elements by considering their particle arrangements and how
strongly their particles are held together.
• Ifarepossible, use models to show how, in a metal in the solid state, the atoms
arranged in layers and how most non-metals exist as single atoms, or as
molecules. If models are not available, display the diagrams in Student Book.
• Divide students into groups of four. Within each group, allocate one pair to
do each question. The pairs are called sub-groups. Sub-groups tackle the
questions using information from the Student Book, and plan how to teach the
rest of the group what they have learnt.
• Within each group, sub-groups teach each other what they have learnt.
• To check their learning, students answer the questions in the spread.
Homework
Workbook page 34.

1. How the particles are arranged, how strongly the particles are held together.
2. Metal atoms are held together in the liquid state more strongly than the molecules or single atoms of non-metals.
3. Metal atoms are held together more strongly than the molecules or single atoms of non-metals.
4. a. X, because it has a high boiling point and is strong.
b. X, because it is a metal.
50
5.5 Objectives
• Define atomic radius and reactivity of elements.
Radius and • Relate reactivity of elements to their atomic sizes.
reactivity Overview
Students will learn about atomic radius and reactivity of elements, and relate
Student Book the reactivity of elements to their atomic sizes. They will explore how atomic size
pages 78–79 influences the chemical behavior of elements and understand the importance of
this relationship in understanding chemical properties.
Homework Begin the lesson by ddefining atomic radius as the size of an atom, which is
measured as the distance from the nucleus to the outermost electron. Atomic
Workbook page 35. radius is measured in nanometres, nm. One nanometre is 0.000 000 001 metre.
Extension Define reactivity as the tendency of an element to undergo chemical reactions
To extend the lesson, students can and form compounds with other elements.
research and present on specific
elements and their reactivity based Activities
on their atomic sizes, investigate
the reactivity trends in different
• Present visual aids or diagrams to show the relationship between atomic
radius and reactivity.
groups and periods of the Periodic
Table, or explore how changes • Explain that elements with larger atomic radii have more loosely held
electrons in the outermost energy level, making them more reactive.
in atomic size impact chemical
bonding and reactions. • Discuss how elements with smaller atomic radii have more tightly held
electrons, making them less reactive.
• Sodium reacts vigorously with water, and with oxygen. sodium is highly
reactive. The non-metals chlorine and fluorine are also highly reactive.
• The elements in Group 0, such as neon and argon, are unreactive. Unreactive
elements do not take part in chemical reactions.
• Provide each student with a printed copy of the Periodic Table.
• Instruct students to identify and compare the atomic sizes of elements in
different groups and periods of the table.
• Guide students to observe how elements with larger atomic radii are found in
certain groups, while elements with smaller atomic radii are found in others.
• The Group 1 elements are metals. Potassium atoms are bigger than sodium
atoms, so potassium is more reactive than sodium.
• The Group 7 elements are non-metals. Fluorine atoms are smaller than
chlorine atoms, so fluorine is more reactive than chlorine.
• Divide the class into small groups and provide each group with a chart paper
and markers.
• Assign each group a specific group from the Periodic Table (e.g., alkali metals,
halogens).
• Instruct each group to discuss and write down the reactivity of elements in
their assigned group and relate it to their atomic sizes.
• Have the groups present their findings to the class.
• Summarize the main points of the lesson, emphasizing the relationship
between atomic radius and reactivity of elements.
• Encourage students to apply this knowledge to predict the chemical behaviour
of elements and their reactivity in different situations.
• Discuss the significance of this relationship in various fields of chemistry and
its role in explaining chemical properties.
51
1. It is the distance from the nucleus of an atom to the outermost electron.
2. The reactivity of a substance is its tendency to take part in chemical reactions.
3. Sodium is reactive and neon is unreactive.
4. a. 0.126
b. Potassium = 0.231 rubidium = 0.244
c. Rubidium will be more reactive because of its bigger atomic radius.

1. a. Periodic table
Review answers b. Periods
c. groups
Student Book
pages 80–81 d. non- metals
e. sodium
f. sulphur
2. a. N and P
b. H and He
c. Be
d. Al
e. Chlorine
f. strontium
g. Na
h. Ne
3. High melting point Shiny Malleable Sonorous Good conductor of electricity
4. a. B
b. B,C and F
c. A, D and E
5. a. C
b. A and D. Because they have low melting points and dull appearance.
c. B and C
d. D
6. Do not conduct electricity; Poor conductors of heat
7. a. Sodium
b. Aluminium
c. Magnesium and aluminium
d. Atomic radius is decreasing across the period from left to right
e. Sodium as due to its large atomic radius it loses its outer electrons faster.
52
6.1 Objective
• Identify chemical reactions and give examples.
Chemical
Overview
reactions and The lesson starts with two short demonstrations to introduce the idea of
Bonds chemical reactions. Students then carry out their own reactions, and notice signs
that may indicate that a reaction is occurring. They then burn magnesium in air,
Student Book and are introduced to the terms reactant and product.
pages 82–83
Activities
• Demonstrate frying an egg. Then demonstrate another chemical reaction – add
Prior learning one spatula of potassium thiocyanate to about 50 cm of water to dissolve,
3
• followed by a few drops of 0.1 mol/dm iron(III) chloride. Deep red iron
3
Distinguish between
reversible and irreversible thiocyanate forms.
changes • Students follow the guidance to carry out their own chemical reactions.
• Lead a discussion to elicit some signs of chemical reactions, including
temperature changes, sounds, smells, and flames. Then define chemical
reactions as changes that create new substances and are not easily reversed.
In a chemical reaction, the atoms are rearranged and join together differently.
Energy is transferred to or from the surroundings. Point out that chemical
reactions happen everywhere, including in plants and animals, and in cooking
and burning. Students read page of the Student Book.
• Students read the information in the Thinking and working scientifically

box on Student Book page. Then demonstrate burning magnesium in air, or
allow students to carry out the chemical reaction themselves. In either case,
students must not look directly at the burning magnesium – they should
observe through a narrow gap between their fingers. Introduce the terms
reactant and product.
• Finish the lesson by asking a few quick questions to check that the objectives
have been met.
6.1 Student Book answers Extension

Students plan a short talk to tell people at home what they have learnt about
1. A change in which the atoms chemical reactions. The talk should include a demonstration of a chemical
rearrange and join together reaction, for example, cooking.
differently to make new
substances. Homework
2. Three from: sparks, flames, Workbook page 36.
smell, temperature change,
sound of fizzing. Key words
3. Reactants – magnesium chemical reaction, reactant, product, flammable, hazard symbol
and oxygen; product –
magnesium oxide.
4. Hold the magnesium ribbon
with tongs; look at the
flame through a narrow gap
between fingers.
5. Reactants – magnesium
and iron oxide; products –
magnesium oxide and iron.
53
6.2 Objectives
• Describe how atoms are rearranged in chemical reactions.
Mass in • Explain why total mass does not change in chemical reactions.
chemical • Define the law of conservation of mass and demonstrate the law with an
reactions experiment.
• Describe one way that science can have a global environmental impact.
Student Book
In this lesson, students use models to show that – in chemical reactions – atoms
are rearranged and join together differently. They then consider the use of
Prior learning hydrogen as a fuel, in vehicles and for cooking and heating. They communicate
their findings to others by making a poster or by recording a podcast or video.
• In a chemical reaction, the
atoms are rearranged to
make new substances. Activities
• Chemical reactions are not • Ifstudents
possible, show a short video clip of a hydrogen-filled balloon exploding. Tell
that some rockets burn hydrogen when they take off. In this chemical
easily reversed, and involve
reaction, the reactants are hydrogen and oxygen from the air. There is one
the transfer of energy to or
product – water.
from the surroundings.
• Remind students that, in chemical reactions, atoms are rearranged and join
together differently. If possible, student pairs use molecular model kits to
model how the atoms are rearranged in the reaction of hydrogen with oxygen
to make water.
• Point out that – because the numbers of atoms of each element do not change
in a chemical reaction – the total mass of reactants is equal to the total mass of
products.
• Tell students that hydrogen is increasingly used as a fuel for vehicles, heating,
and cooking. The burning reaction is carefully controlled so that explosions do
not occur.
• Ask some student groups to display the posters – or play their podcasts or
films – created in response to the task given in extension below.
Extension
Students design a model, either on paper or using available objects, to show
how the atoms are rearranged and join together differently in the reaction of
magnesium with oxygen. They will need to refer to the diagram in the Student
Book.
Homework
Workbook page 37.

1. They are rearranged and join together differently.
2. The numbers of atoms of each element do not change.
3. 32 + 32 = 64 g
4. Smaller amounts of harmful substances and greenhouse gases would go into the atmosphere.
54
6.3 Objectives
• Demonstrate the law of conservation of mass with an experiment.
Investigating • Distinguish between different types of reactions - combustion.
a chemical • Describe some stages in a scientific enquiry.
reaction Overview
TWS This is a lesson that helps students develop their skills in Thinking and working
scientifically.
The lesson starts with a demonstration to show that, when iron burns in air,
Student Book the mass of solid product is greater than the mass of solid reactant. Students
pages 86–87 then do their own investigations into the mass change when magnesium burns
in oxygen. They compare their results with those of other groups, and suggest
improvements to the investigation.
Prior learning
• In a chemical reaction, the Activities
total mass of reactants is • Demonstrate the investigation shown in the Student Book, emphasising
equal to the total mass of the investigation stages described on Student Book (planning, carrying out,
products. and analysing the evidence). You need about 4 g of iron wool and a metre ruler,
metal if possible. If the ruler is wooden, cover the end in foil before heating.
Homework • Students investigate the mass change involved in the combustion reaction of
magnesium.
Workbook page 38.
• Gather together results from all groups. Most students should have found
(correctly) that the mass of product was greater than the mass of magnesium
at the start. Some students may have found that the mass of product was less,
most likely because some magnesium oxide escaped (as white powder) on
opening the lid.

1. A possible explanation that is based on evidence and that can be tested further.
2. a. Iron wool can cut skin; iron wool catches fire easily.
b. Wears eye protection, wears gloves to avoid cuts from iron wool, keeps spare iron wool in a jar with a closed lid.
3. Make a hypothesis, make a plan, make a prediction, decide what equipment to use and how to work safely, carry out
the investigation, write a conclusion, suggest improvements and carry them out.
6.4 Objectives
• Distinguish between different types of reaction- displacement.
Types of chemical
reactions
• Predict whether given pairs of substances take part in displacement reactions.
Overview
Student Book The lesson begins with an exciting demonstration – the thermite reaction.
pages 88–89 Students then read about displacement reactions. They make predictions
about which metal–salt solution pairs react, and do experiments to test their
predictions. The lesson ends by returning to the thermite reaction to show how it
is useful and explain why it occurs.
55
• The reactivity series lists • Demonstrate the thermite reaction. This is described in detail on the Royal
metals in order of how Society of Chemistry website – search for thermite reaction RSC. It is vital
vigorously they react with to follow the safety guidance. Students record the procedure and their
other substances. observations.
• Tell students that the thermite reaction is an example of a displacement

reaction. In a displacement reaction, a more reactive metal displaces a less
reactive metal from its compounds. Students read Student Book. They then
predict which metal–salt solution pairs react, and do experiments to test their
predictions.
• Return to the thermite reaction by showing a video clip in which the thermite
reaction is used to weld railway rails together. Search for thermite welding
railway to find a video clip. Elicit that the more reactive metal (aluminium) has
displaced a less reactive metal (iron) from one of its compounds (iron oxide).
Homework
Workbook page 39.
Key words
metal displacement reaction

1. Metal displacement reaction – a reaction in which a more reactive metal displaces – or pushes out – a less reactive
metal from its compound.
2. Reactions that occur – a, c, and d
Equations: magnesium + iron oxide → magnesium oxide + iron
zinc + copper sulfate → zinc sulfate + copper
copper + silver nitrate → copper nitrate + silver
6.5 Objectives
• Distinguish between different types of chemical reaction – double
displacement.
Double
displacement • Explain what precipitation reactions are and how they are useful.
reactions Overview
This is a lesson that helps students develop their skills in Thinking and working
Student Book scientifically.
pages 90–91 The lesson begins with a demonstration of the formation of a bright yellow
precipitate, and defining key terms. Students then carry out precipitation
reactions, and consider how they are useful in identifying unknown substances in
solution. The lesson ends with a quick quiz to check learning from the lesson.
Activities
• Demonstrate the formation of a bright yellow precipitate, lead iodide. Wearing
eye protection and gloves, start with these solutions: 0.3 g of lead nitrate in
100 cm3 of water with a few drops of 1 mol/dm3 HCl; 0.3 g of potassium iodide
56
in 100 cm3 of water with a few drops of 1 mol/dm3 HCl. Pour one solution into
Prior learning
a 250 cm3 conical flask. Add the other solution. Immediately, a bright yellow
• A chemical reaction is a precipitate forms. Introduce the terms precipitate and precipitation reaction.
change in which the atoms
rearrange and join together • Elicit that a chemical reaction has happened. The two reactants in solution
differently to make new have reacted together to make an insoluble substance, lead iodide. This forms
substances. as a suspension of tiny solid particles, which is the yellow precipitate. Show
students the summary of the reaction in Student Book and ask them to use
• The reactants and products this to name the soluble product of the reaction.
of a chemical reaction have
different properties. • Point out how you did the demonstration safely by displaying the hazard
symbols for lead nitrate (Student Book page 82), and explaining how you took
these into account.
• Students do the precipitation reactions. They also answer the questions. As a

class, discuss how this method can be used to identify unknown compounds.
• Finish the lesson with a quick quiz, in which students predict the colours of the
precipitates formed when different pairs of solutions react together, as well
as identify the hazard symbols introduced in the lesson. For example: nickel
nitrate and sodium hydroxide solutions make a pale green precipitate; copper
nitrate and potassium hydroxide solutions make a blue precipitate.
Extension
Students compare combustion and precipitation reactions, by describing how
they are similar and how they are different.
Homework
Workbook page 40.
Key words
precipitation reaction, precipitate, combustion

1. Precipitation reaction – reaction in which two reactants in solution react to make a precipitate; soluble – a substance
that dissolves; insoluble – a substance that does not dissolve.
2. Corrosive, avoid contact with skin. Wash hands immediately if solution gets on skin and/or wear gloves.
3. Iron
6.6 Objectives
Distinguishing • Distinguish between different types of reactions (combination, displacement,
double displacement, combustion).
chemical • Write word equations to represent chemical reactions.
reactions
Overview
Student Book The purpose of this lesson is for students to learn to write word equations.
pages 92–93 During the lesson, students carry out five chemical reactions. They record their
observations. Having been told the names of the reactants and products, they
write word equations for the reactions.
57
During the lesson, emphasise that the meaning of the arrow in chemical
Prior learning equations is different from the meaning of the equals sign in maths. Also make
• A chemical reaction is a clear that you cannot guess the names of products of reactions.
change in which the atoms
rearrange and join together Activities
differently to make new
substances. • On the board, write a sentence to describe a chemical reaction, for example
nitrogen reacts with oxygen to make nitrogen monoxide. Tell students they can
summarise the reaction using just four words by writing a word equation.
• Students follow the guidance to carry out five quick chemical reactions. They
record their observations.
• As a class, discuss the observations of the chemical reactions. Give the names
of the reactants and products for each reaction. The products are: 1 – iron
oxide; 2 – iron hydroxide and sodium chloride; 3 – sodium ethanoate, carbon
dioxide, and water; 4 – zinc chloride and hydrogen; 5 – copper sulfate and
water. Students then complete word equations for each reaction, as instructed
on the worksheet.
• Students complete the questions to practise writing word equations.

Extension
Write a sentence to give the meaning of each word equation on Student Book.
For example, sodium + chlorine → sodium chloride becomes: Sodium reacts with
chlorine to make sodium chloride.
Homework
Workbook page 41.

1. a. Magnesium and hydrochloric acid
b. Magnesium chloride and hydrogen
c. Reacts to make
2. a. nitrogen + oxygen → nitrogen monoxide
b. nitrogen monoxide + oxygen → nitrogen dioxide
c. iron + sulfur → iron sulfide
3. zinc + hydrochloric acid → zinc chloride + hydrogen
6.7 Objectives
• Distinguish between endothermic and exothermic changes.
Energy changes • Recognise the importance of endo ethermic and exothermic changes in daily
life.
Student Book • Use temperature change to deduce whether a change is exothermic or
endothermic.
pages 94–95
Overview
This lesson introduces exothermic and endothermic changes. It begins with
a brief demonstration, to illustrate an exothermic reaction (burning) and an
58
endothermic change (melting). Through this activity, students are introduced to
Prior learning the terms exothermic and endothermic. The main part of the lesson is taken up
• A chemical reaction is a by a practical activity in which students classify four reactions as exothermic or
change in which the atoms endothermic.
rearrange and join together
differently to make new Activities
substances.
• Demonstrate burning a piece of paper or wood. Through discussion, point out
that a chemical reaction is taking place. The reaction transfers thermal energy
to the surroundings. It is an exothermic change.
• Then place an ice cube on a student’s hand. It melts, and the hand feels cold.
Tell students that energy is transferred from the surroundings (the hand) to
the melting ice. Melting is an endothermic change.
• Practical activity: Students follow the instructions to perform four chemical

reactions. They classify each as exothermic or endothermic. Emphasise that,
for changes involving solutions:
◦ An exothermic reaction transfers energy to the surroundings. During

the reaction, the energy first heats up the reaction mixture. Then energy
is transferred to the surroundings and the mixture returns to room
temperature.
◦ An endothermic change transfers energy from the surroundings. During the
reaction, the reaction mixture cools as energy is taken from it. Then energy
is transferred from the surroundings and the mixture returns to room
temperature.
• Finish the lesson by pointing out that every chemical reaction transfers
energy to or from the surroundings, so every chemical reaction is either
exothermic or endothermic. Tell students that physical changes, such as
changes of state and dissolving, also transfer energy. Melting and evaporation
are endothermic; condensing and freezing are exothermic. Some substances
dissolve exothermically, and other dissolve endothermically. Students answer
questions 2 and 3.
Extension
Explain in detail the reasons to determine if a reaction is exothermic or
endothermic.
Homework
Workbook page 42.
Key words
exothermic change, endothermic change

1. Exothermic change – a change that transfers energy to the surroundings; endothermic change – a change that
transfers energy from the surroundings.
2. a. For example, burning, freezing, condensing
b. For example – melting, boiling, evaporating
3. Endothermic
59
6.8 Objective
• Interpret balanced chemical equations.
Introducing
Overview
chemical The lesson begins by considering methane as a fuel, and noting its products
equations of combustion. Next, students use molecular model kits to show that – in
this combustion reaction, as in all chemical reactions – the number of atoms,
Student Book and therefore the total mass, do not change. The lesson continues with an
introduction to symbol equations, followed by opportunities to practise
pages 96–97 interpreting them.
Prior learning
Activities
• A chemical reaction is a • Tell students that some buses burn methane gas in their engines, and point
change in which the atoms out the picture of the biobus on Student Book. Elicit that the reaction is a
rearrange and join together combustion reaction, in which methane reacts with oxygen from the air. Tell
differently to make new students that the burning reaction has two products – carbon dioxide and
substances. water.
• Away
word equation is a simple • If possible, student pairs use molecular model kits to show how the atoms
are rearranged and join together differently in the reaction of methane
of representing a with oxygen. Student Book shows molecule diagrams of the reactants and
chemical reaction. products.
• The chemical formula of a • Elicit that, for all chemical reactions, there are the same number of atoms of
substance gives the relative each element before and after the reaction. Point out that, since the number of
number of atoms of each atoms does not change, the mass of reactants is equal to the mass of products.
element in the substance. This means that mass is conserved in chemical reactions.
• Students read the paragraphs about conserving energy on Student Book.
Check that they understand the meaning of the phrase energy is conserved.
• Remind students that word equations are a simple way of representing
chemical reactions. Students write word equations for a few reactions.
• Introduce symbol equations as another way of representing chemical
reactions. Students read the paragraphs about symbol equations on Student
Book page 203. Ask questions to check that they know the positions of
reactants and products in symbol equations, and that they know the purpose
of balancing numbers.
• Students answer the questions to practise interpreting a symbol equation.
• Students reinforce their learning from the lesson by answering questions 1–3
on Student Book spread.
6.8 Student Book answers Homework

1. Mass is conserved – the total Workbook page 43.
mass of products equals
the total mass of reactants; Key words
energy is conserved – the mass is conserved, symbol equation, balancing number
total amount of energy does
not change.
2. Reacts to make
3. a. Carbon and hydrogen
b. Carbon dioxide, CO2 and
water, H2O
c. Two million
60
6.9 Objective
• Write and balance chemical equations.
Writing balanced
Overview
equations This lesson covers an Extension topic that will not be assessed, but it will help
students to prepare for moving on to the next stage of the curriculum.
Student Book
This lesson begins with a quick reminder about why word and symbol equations
pages 98–99 are useful. Students then practise interpreting a symbol equation. Next, students
use displayed formulae to help them balance symbol equations for burning and
displacement reactions. The lesson concludes with exercises in which students
Prior learning balance unbalanced symbol equations and write balanced symbol equations
• A word equation is a simple given word equations and formulae.
way of representing a
chemical reaction. Activities
• The chemical formula of a • Demonstrate the reaction of silver nitrate with potassium iodide solutions.
substance gives the relative There are two products – silver iodide (a yellow precipitate) and potassium
number of atoms of each nitrate (formed as a colourless solution). Ask students to write a word equation
element in the substance. for the reaction, and elicit that it is useful because it shows the reactants and
• Symbol equations show products.
chemical reactions with
chemical formulae.
• Next, write the symbol equation for the reaction on the board. Remind
students that symbol equations provide more information – they give
formulae of reactants and products, as well as an indication of how the atoms
are rearranged. Ask students a few questions about the reaction, for example,
How many silver atoms are shown in each side of the equation? What are the
formulae of the products?
• Students use displayed formula as a first stage in helping them to balance

equations.
• Go through the stages given on Student Book pages to show students how to
balance equations. Students then work through the questions. They practice
balancing unbalanced symbol equations and writing balanced symbol
equations given word equations and formulae.
Homework
Workbook page 44.

1. 4Li(s) + O2(g) → 2Li2O(s)
2. Mg(s) + 2HCl(aq) → M gCl2(aq) + H2(g)
3. N2(g) + O2(g) → 2NO(g)
61
6.10 Objectives
• Discuss the formation of ionic bonds as a result of electrostatic forces between
Making ionic ions (NaCl).
bonds • Draw dot and cross structures showing the formation of ionic compounds.
Student Book • Name certain ionic compounds.
Students will understand the formation of ionic bonds between ions through
electrostatic forces, specifically focusing on the example of sodium chloride
(NaCl). They will learn to draw dot and cross structures to represent the
formation of ionic compounds.
Activities
• Begin the lesson by asking students what they know about ions and how they
form.
• ions are charged particles. A negatively charged ion forms when an atom gains
one or more electrons. A positively charged ion forms when an atom loses one
or more electrons.
• ions form in order to achieve a stable electronic structure.

• Sodium and fluoride ions form in the chemical reaction of sodium with
fluorine.
• Introduce the concept of an ionic bond as the electrostatic attraction between

oppositely charged ions.
• Explain that ionic bonds form between metals and nonmetals, resulting in the
transfer of electrons from one atom to another.
• The Formation of Sodium Chloride (NaCl) :

• Present visual aids or diagrams to illustrate the formation of sodium fluoride
(NaF) through ionic bonding.
• Discuss how sodium (Na) donates one electron to chlorine (Cl), resulting in the
formation of sodium cations (Na+) and chloride anions (F-).
• The sodium ion has 8 electrons in its outer shell. The outer shell is full. Its
structure is stable.
• The fluoride ion has 8 electrons in its outer shell. The outer shell is full. Its
1. Ions are charged particles. structure is stable.
The electrostatic forces
of attraction that hold
• Ionic bonds act in all directions. They hold the ions in a three-dimensional
the oppositely charged • pattern. The pattern makes a giant ionic structure.
ions together is called
ionic bonding. Ionic bond
• Explain that the positive and negative charges attract each other, forming the
ionic bond in NaF.
holds the ions in a three-
dimensional pattern. The • Drawing Dot and Cross Structures Provide each student with a blank piece
pattern makes a giant ionic of paper and instruct them to draw dot and cross structures to represent the
structure. formation of NaF.
2. See pages 100-101 of • Guide students step-by-step as they place dots (representing valence
textbook electrons) around the sodium and chloride ions and draw arrows to show the
3. Lithium ion= +1 charge transfer of electrons.
Chloride ion= -1 charge
62
Extension • Review the dot and cross structures drawn by the groups and ensure correct
naming of the ionic compounds.
To extend the lesson, students
can research and present on other • Divide the class into small groups and provide each group with model kits or
examples of ionic compounds, printed images of different ions.
investigate the properties and uses
of specific ionic compounds in
• Instruct each group to create dot and cross structures for the formation of
ionic compounds using the given ions.
real-world applications, or explore
the relationship between ionic • Have the groups exchange their structures and practice naming the ionic
bond strength and the properties compounds based on the elements involved.
of ionic compounds. • Summarize the main points of the lesson, emphasizing the formation of ionic
bonds through electrostatic forces between ions.
Homework:
Questions from the spread and
• Encourage students to continue practicing drawing dot and cross structures
and naming ionic compounds on their own.
workbook page 45.
• Discuss the significance of ionic bonds in the formation of various ionic
compounds and their importance in different fields of chemistry.
6.11 Objectives
• Discuss the types and formation of covalent bonds as the result of mutual
Making covalent sharing of electrons between atoms (e.g. H , O , N ).
2 2 2
bonds • Draw dot and cross structures showing the formation of covalent compounds.
Student Book • Name certain covalent compounds.

Students will understand the types and formation of covalent bonds as a
result of the mutual sharing of electrons between atoms, using examples of
covalent compounds such as H2, O2, and N2. They will learn to draw dot and
cross structures to represent the formation of covalent compounds and practice
naming certain covalent compounds.
Activities
• Begin the lesson by asking students what they know about covalent bonds and
how they form.
• Introduce the concept of a covalent bond as a result of atoms sharing electrons

to achieve a more stable electron configuration.
• Explain that covalent bonds form between nonmetals, resulting in a molecular

compound.
• Present visual aids or diagrams to illustrate the formation of covalent

compounds such as H S, H , O , and N .
2 2 2 2
• Hydrogen sulphide exists as molecules. Each molecule has two hydrogen

atoms and one sulphur atom. Covalent bonds hold the atoms together.
• Show the electronic structures of hydrogen and sulphur atoms. The dots (•)
and crosses (x) represent electrons. All the electrons are the same, but the dots
and crosses show which electron belongs to which atoms.
• Insharing
hydrogen sulphide, hydrogen and sulphur atoms achieve full outer shells by
electrons. Each shared pair of electrons is one covalent bond.
63
• Discuss how hydrogen (H ), oxygen (O ), and nitrogen (N ) atoms each share
2 2 2
electrons with another atom of the same element to achieve a full valence
shell.
• The covalent bonds in a hydrogen sulphide molecule are single bonds.

• The element hydrogen also exists as molecules, H . There is a single covalent
2
bond between the two hydrogen atoms.
• An oxygen atom has six electrons in its outer shell. It needs two more electrons
to achieve a full outer shell. This is why there are two shared pairs of electrons
in an oxygen molecule, O2. A covalent bond that has two shared pairs of
electrons is a double bond.
• Aelectrons
nitrogen atom has five electrons in its outer shell. It needs three more
to achieve a full outer shell. This is why there are three shared pairs
of electrons in a nitrogen molecule, N2. A covalent bond that has three shared
pairs of electrons is a triple bond.
• Provide each student with a blank piece of paper and instruct them to draw
dot and cross structures to represent the formation of covalent compounds.
• Guide students step-by-step as they place dots (representing valence

electrons) around the atoms and draw lines to show the sharing of electrons.
• Divide the class into small groups and provide each group with model kits or
printed images of different atoms.
• Instruct each group to create dot and cross structures for the formation of
covalent compounds using the given atoms.
• Have the groups exchange their structures and practice naming the covalent
compounds based on the elements involved.
• Engage students in a discussion about the formation of covalent bonds and

the process of naming covalent compounds.
• Review the dot and cross structures drawn by the groups and ensure correct
naming of the covalent compounds.
• Summarize the main points of the lesson, emphasizing the types and
formation of covalent bonds through the mutual sharing of electrons.
• Encourage students to continue practicing drawing dot and cross structures

and naming covalent compounds on their own.
• Discuss the significance of covalent bonds in the formation of various
molecular compounds and their importance in various fields of chemistry.
1. A covalent bond is a shared
pair of electrons that holds
two atoms together.
Extension
2. a. 2 To extend the lesson, students can research and present on other examples of
covalent compounds, investigate the properties and uses of specific covalent
b. 4
compounds in real-world applications.
3. An oxygen atom has six
electrons in its outer shell. Homework:
It needs two more electrons
to achieve a full outer shell. Questions from the spread and workbook page 46.
This is why there are two
shared pairs of electrons in
an oxygen molecule, O2.
4. Please see page 102 of
textbook
64
1. a. Chemical reaction [1]
Review b. Reactants [1]
answers c. Products [1]
d. Combustion [1]
Student Book 2. a. Hydrogen and chlorine [1]
pages 104–105 b. Hydrogen chloride [1]
c. Green [1]
d. 2 [1]
e. 2 [1]
f. There are two chlorine atoms and two hydrogen atoms in both the reactants
and products. Since the numbers of atoms does not change, the mass also
does not change. [2]
3. a. Precipitation [1]
b. Corrosion [1]
c. Combustion [1]
d. Precipitation [1]
4. a. 32 + 4 = 36 g [2]
b. 1.2 + 3.2 = 4.4 g [2]
c. 88 g – 56 g = 32 g [2]
d. 64 – 32 = 32 g [2]
5. a. (ii) (iii) [2]
b. lead + copper oxide → lead oxide + copper [2]
zinc + lead oxide → zinc oxide + lead [2]
6. a. Copper and zinc sulfate [1]
b. A more reactive metal (zinc) replaces a less reactive metal (copper) in its
compound [1]
c. i. Zinc, because it replaces nickel in its compound in a displacement
reaction [2]
i. zinc + nickel nitrate → zinc nitrate + nickel [2]
ii. There would be no reaction because nickel is less reactive than zinc/
nickel is lower in the reactivity series than zinc. [2]
7. a. F or example, she cannot measure the masses of all metals because she
does not have access to all metals / does not have time [1]
b. To allow oxygen/air to enter the apparatus so that it can react with the
magnesium [1]
c. Keep spare magnesium away from flames [1]; do not look directly at
the magnesium [1]; do not touch apparatus until it has had time to
cool down [1]
d. i. 32.40 g – 32.00 g = 0.40 g [2]
ii. 0.40 g – 0.24 g = 0.16 g [2]
e. Because the magnesium reacted with oxygen from the air [1] and oxygen
atoms have mass [1]
8. a. Oxygen and water [2]
b. Corrosion [1]
c. For example, paint the sign [1]
65
7.1 Objectives
• Give examples of acids and alkalis.
Acids, Bases • State whether acidity and alkalinity are physical or chemical properties.
and Salts • Describe what equipment is required to carry out an investigation. Classify
acids, alkalis, and salts and give examples of each.
Student Book • Identify the physical properties of acids, alkalis, and salts.
pages 106–107
Overview
The lesson begins with an introduction to acids and their uses. It continues by
Prior learning introducing the idea of alkaline solutions, which at this stage can be regarded
• The chemical properties simply as the chemical opposite of acids. Having briefly observed using litmus
of a substance describe its paper as a way of distinguishing acids and alkalis, students make their own
chemical reactions. natural indicator from hibiscus petals or red cabbage.
Activities
• Read out the statement Acids are dangerous, and ask students to indicate
whether or not they agree with the statement. Student pairs then sort cards
into three piles – you should create these cards earlier, with examples showing
that acids can be useful, examples showing that acids can be harmful, and any
ambiguous examples. The purpose of the activity is to generate discussion and
to dispel the misconception that all acids are dangerous.
• Introduce the term alkaline as the chemical opposite of an acid. Give examples
of alkaline substances, and point out that – while some alkaline substances are
useful (for example, toothpaste and soap) – there are hazards associated with
using others. Students read the first section of Student Book page 88, which
reinforces learning so far and introduces the term neutral.
• Display a bottle containing a colourless solution. Ask students how they could
find out whether the solution is acidic, alkaline, or neutral. Introduce the idea
of indicators by dropping, in turn, dilute hydrochloric acid and dilute sodium
hydroxide onto red and blue litmus paper.
• Students follow the instructions to make a natural indicator. They calibrate

the indictor by observing its colours in known acidic, alkaline, and neutral
solutions. They then use their indicator to test an unknown solution.
• To finish the lesson, students answer questions 1 and 2 to consolidate learning

so far.
Homework
Workbook page 47.
Key words
1. Chemical properties
acidity, alkalinity, indicator neutral
2. Indicator - a solution of a
dye that turns a different
colour in acidic and alkaline
solutions; neutral – a neutral
substance is neither acidic
nor alkaline.
3. Red
4. Yellow
66
7.2 Objectives
• Define pH and its ranges with reference to indicators.
The pH scale • Interpret the pH scale and identify acids and alkalis.
Student Book • Classify acids and alkalis.
pages 108–109 • Describe some applications of science.
Overview
Prior learning Having established the need for a scale to compare the acidity and alkalinity of
different solutions, students read about the pH scale. They then use universal
• Indicators show whether a indicator to find the pH of different solutions. Next, they apply their learning to
solution is acidic or alkaline. analyse pH data. The lesson ends with a brief discussion about the discovery and
uses of sulfuric acid.
Activities
• which
Student pairs discuss whether or not they could use their indicator to find out
of a pair of acidic solutions is more acidic. Elicit that, with the evidence
they have so far, they could not do this.
• Tell students that the pH scale measures acidity and alkalinity. Students read
about the pH scale and how to measure pH on Student Book.
• Student pairs follow the procedure to use universal indicator to measure the
pH of six solutions.
• Reinforce the point that, for acids, the lower the pH, the more acidic the
solution. For alkaline solutions, the greater the pH, the more alkaline the
solution.
• Finish the lesson by discussing the information about the discovery and uses
of sulfuric acid, as describe on Student Book page 91.
Extension
Use the Internet to find out how sulfuric acid is used to make one of the products
listed in Student Book.
Homework
Workbook page 48.
Key words
universal indicator

1. 7.0
2. a. Acidic solutions – black coffee, lemon juice, milk, orange juice, sulfuric acid, tea, vinegar; alkaline solutions – blood,
sodium hydroxide, drain cleaner; neutral solution – pure water
b. Sulfuric acid
3. Add a few drops of universal indicator solution to each solution. Compare the colours to the colour chart and find the
pH of each solution. The solution with the lowest pH is most acidic. The solution with the highest pH is least acidic.
67
7.3 Objectives
• Describe neutralisation reactions with real life examples.
Neutralisation • Describe neutralisation reactions with real life examples.
reactions • Describe how to neutralise an acid.
Student Book • Describe some applications of science.
This lesson begins with a brief demonstration – rainbow in a burette – to remind
students that the pH scale is continuous. Students then carry out a practical to
Prior learning illustrate the process of neutralisation and the pH changes that occur during
• The pH scale measures the the process. There is an optional extension activity, in which students work out
acidity or alkalinity of a how to reverse the neutralisation process they have just carried out. The lesson
solution. concludes with an opportunity to apply ideas about neutralisation to soil pH and
crop choices.
Activities
• Demonstrate that the pH scale is continuous by making a ‘rainbow’ in a
burette:
▪ Mix 3 3
20 cm 0.1 mol/dm sodium hydroxide with universal indicator to get an
intense colour. Pour into a burette.
▪ Add 3
10 cm sodium hydrogencarbonate solution (2 spatula measures
3
dissolved in 10 cm pure water).
▪ Add 10 cm 0.1 mol/dm hydrochloric acid.

3 3
▪ Place a bung over the end of the burette. Hold it with your thumb and invert
to mix. Allow to settle.
▪ Observe the rainbow, and question students about the pH in different

regions. Why is it neutral in the middle?
• Students do a practical to illustrate neutralisation and the pH changes that

occur during the process.
• Students apply ideas about neutralisation to soil pH and crop choices.

Extension
Students consider how to reverse the neutralisation process and test their ideas.
Homework
Workbook page 49.
1. Neutralisation – type of
chemical reaction in which Key words
an alkali reacts with an acid neutralisation
and the pH gets closer to 7.
2. Ola’s solution is alkaline,
so he should add acid to
neutralise it.
3. The soil is slightly alkaline.
Onions grow best in slightly
acidic soil, so he should add
acid.
68
7.4 Objective
• Discuss issues that require scientific understanding.
Investigating
Overview
neutralisation This is a lesson that helps students develop their skills in Thinking and working
scientifically.
TWS In this lesson, students plan and carry out an investigation to compare different
types of indigestion tablet. The lesson begins by discussing how to choose ideas
Student Book to test, and how to decide which variables to control, change, and observe.
Students then plan their investigations and, having checked with the teacher,
pages 112–113 carry them out. Students use their collected data to make conclusions.
Activities
Prior learning
• Neutralisation is a type of • Display a variety of indigestion tablets, and tell students that they work
by neutralising excess stomach acid. Student pairs discuss ideas to test to
chemical reaction in which compare the tablets, and suggest questions they could investigate. Create a
an alkali reacts with an acid class list of suitable questions, for example: Which type of tablet causes the
and the pH gets closer to 7. greatest increase in pH when added to acid?
• Ask pairs to list possible variables. Discuss these as a class – if investigating the
question above, which should they control, change, and measure/observe?
• Students follow the guidance to help them to plan their investigations. They
may also refer to Student Book. Having confirmed their plans are suitable,
students carry out their investigations.
• Students make conclusions from their collected data. As a class, discuss the
conclusions alongside students’ evidence.
Extension
Students think of another question about indigestion tablets they could
investigate, and plan how to answer this question.
Homework
Workbook page 50.

1. Independent variable – the variable that the investigator changes; dependent variable – the variable that changes
when the independent variable changes/the variable that the investigator observes or measures.
2. So that the investigation is fair.
3. The measuring cylinder shows smaller differences in volume than the beaker, therefore the volume can be measured
more precisely.
69
7.5 Objective
• Discuss issues that require scientific understanding.
Acid rain
Overview
SIC This lesson helps students develop their understanding of Science in context.
The lesson begins with an introduction to acid rain, in the context of how it has
damaged the Taj Mahal. Student groups then carry out an activity to answer
Student Book key questions about acid rain. They plan talks and present these to each other
pages 114–115 to communicate what they have learnt. The lesson ends with an opportunity to
discuss what individuals can do to reduce acid rain – either by their own actions,
or through campaigns.
Prior learning
• Some substances are acidic. Activities
• Display a picture of the Taj Mahal, and tell students that it is being damaged by
acid rain. Point out that rain is naturally slightly acidic, but that some human
activities make rain more acidic. Point out that governments, organisations,
and individuals can take action to make rain less acidic, so preventing further
damage.
• Divide students into groups of three. These are home groups. Within home
groups, each student is allocated one question from the student book spread.
• Students doing the same question then get together in new groups of three
or four. These are expert groups. Expert groups tackle the questions using
information from Student Book each group needs information from at least
two non-consecutive sections of these pages. Expert groups also plan how to
teach their home groups what they have learnt.
• Students return to their home groups, and teach each other what they have
learnt.
• Students remain in home groups. They plan talks to tell another group what
they have learnt about acid rain.
• Home groups gives their talks to one other group. The other group peer
assesses.
• To finish, student pairs discuss what they personally can do to reduce acid
rain. Can they make better travel choices? Can they organise a campaign to
persuade an organisation to reduce the amounts of acidic gases it produces?
Extension
Students carry out their personal actions or campaigns to reduce acid rain. They
might also present their talks to external audiences.
Homework
Workbook page 51.

1. Damage to buildings, damage to trees, lakes become acidic so some plants and animals cannot live in them.
2. Any well-reasoned answer.
70
7.6 Objectives
• Identify the chemical properties of acids.
Gas products of • Name the gas products of the reactions of acids with metals and with
acid reactions carbonates.
Student Book
• Describe how to test for hydrogen, carbon dioxide, and oxygen gases.
Students carry out tests to show the presence of carbon dioxide, hydrogen, and
oxygen gases. They then name the reactants and products in two of the reactions
Prior learning they observed. Finally, there is a quick quiz to check learning from the lesson.
• Chemical reactions make
new substances, called Activities
products. Some products
may be in the gas state. • Demonstrate
3
the reaction of calcium carbonate (as marble chips) with
1 mol/dm hydrochloric acid in a big beaker. Tell students that the bubbles
show that one of the products of the reaction is in the gas state. In this lesson,
they will learn how to test for three gases – carbon dioxide, hydrogen, and
7.6 Student Book answers oxygen.
1. a. Hydrogen • Student pairs then learn how to test for carbon dioxide, hydrogen, and oxygen.
The carbon dioxide and hydrogen are made in reactions involving acids. The
b. Carbon dioxide
oxygen is made by the decomposition of potassium manganate(VII).
2. Bubble the gas through
limewater solution. If the • Students use Student Book to name all the reactants and products in the first
limewater turns cloudy, two chemical reactions they carried out.
carbon dioxide is present.
• Finish the lesson with a quick quiz to check learning from the lesson.
3. Collect the gas in a test tube. Alternatively, students answer questions 1 to 4 in Student Book.
Place a glowing splint in the
gas. If the splint relights, Homework
oxygen is present. Workbook page 52.
4. Hydrogen
7.7 Objective
• Design a car that is powered solely by a chemical reaction and can travel.
Moving a model
car Overview
This lesson provides a fun way for students to utilise the exothermic reactions.
Student Book Ensure they make safe and reasonable choices about the apparatus they use.
Next, help them carry out a risk assessment for the experiment they will do to
pages 118–119 power their creation.
Activities
• Begin by reviewing the types of reactions with the students.
• Help them follow the procedure as laid out in the book.
• Ensure Safety and Risk Assessment is carried out prior to start of experiment.
• Once the experiment is complete, ask the students for their feedback re how
the experiment can be improved.
71
• Repeat the experiment incorporating reasonable suggestions.
Homework
1. ethanoic acid and sodium
hydrogen carbonate Questions from the students book.
2. a.sodium ethanoate, carbon
dioxide and water
b. carbon dioxide
3. a.Any from the list given in
TWS box.
b.the distance travelled due
to force of reaction and
production of gas.
7.8 Objectives
Making salts from • Define the term salt and give examples of salts.
acids and metals • Describe how to make a salt from a metal and acid.
Student Book
• Interpret the pH scale and identify salts.
pages 120–121 • Choose suitable equipment.
• Do a risk assessment.
Prior learning
Overview
• Acidic solutions have a pH The lesson starts with a look at salts, and defining the term in chemistry.
Students then make choices about the apparatus to use in making a salt in the
less than 1.
laboratory. Next, they carry out a risk assessment for the experiment they will
do next lesson – making magnesium chloride from magnesium and hydrochloric
acid. Finally, students answer questions about the planned practical.
Activities
• Display crystals of different salts. Include coloured salts, for example, copper
sulfate and salts of iron. Tell students that a salt is a compound made when a
metal ion replaces a hydrogen ion in an acid.
• Tell students that, next lesson, they will make their own salt, magnesium
chloride. Display apparatus pairs, as below, and ask student pairs to choose
the more suitable piece of apparatus from each pair. In each pair, the first
mentioned apparatus listed is more suitable:
▪ Measuring cylinder or beaker to measure acid volume.

▪ Beaker or conical flask as the reaction vessel, in which the reacting mixture
is stirred.
▪ Filter paper and funnel or sieve to separate solid magnesium from

magnesium chloride solution.
▪ Beaker or conical flask to collect the filtrate in filtration.

▪ Evaporating dish/basin or beaker to evaporate water from the magnesium
chloride solution that is made in the reaction.
72
• Students make magnesium chloride crystals from magnesium and dilute
hydrochloric acid. They then complete a risk assessment for the activity.
1. A salt is a compound made • To finish the lesson, students answer the questions in the student book
when a metal ion replaces spread.
the hydrogen ion in an acid.
2. Filtration
Extension
3. zinc + hydrochloric acid → Students answer question 4.
zinc chloride + hydrogen
salt made – zinc chloride Homework
4. Iron and sulfuric acid Workbook page 53.
Key words
salt
7.9 Objective
More about salts • Choose reactants to make different salts
pages 122–123 In this lesson, students carry out the practical activity they prepared for in the last
lesson, to make magnesium chloride crystals from a reaction between a metal
and an acid.
Prior learning
• Acidic solutions have a pH Activities
less than 1. • Show students the picture of the salt lake and elicit the definition of the term
salt in chemistry.
• Students make magnesium chloride crystals, following the method and using
the risk assessment they did in the previous lesson.
• Finish the lesson by asking student pairs to order these steps for making salt
crystals from a metal and acid: evaporation, filtration, chemical reaction,
crystallization.
Extension
7.9 Student Book answers Students write a plan to describe how to make zinc chloride crystals.
1. a. Hydrochloric acid
Homework
b. Sulfuric acid
Workbook page 54.
c. Nitric acid
2. Sulfuric acid and either Key words
copper oxide or copper
carbonate salt
3. nickel carbonate +
hydrochloric acid → nickel
chloride + carbon dioxide +
water
73
7.10 Objectives
• Describe how to make a salt from a metal and an insoluble carbonate
Making salts • Evaluate a method and suggest improvements
from acids and • Observe and write the uses of salts in daily life.
carbonates Overview
TWS This is a lesson that helps students develop their skills in Thinking and working
scientifically.
The lesson starts with a look at copper sulfate. How is it useful? Having assessed
Student Book hazards, students make copper sulfate from copper carbonate and sulfuric
pages 124–125 acid. They consider how to maximise the yield of the product, and write word
equations to summarise the reactions of other carbonates with acids.

• A salt is a compound made • Display crystals of copper sulfate. Ask how the salt is useful. One use is as a
when a metal ion replaces fungicide – farmers use it to control fungi on grape plants.
the hydrogen ion in an acid.
• Tell students they will make their own copper sulfate crystals. Ask students to
identify hazards and risks, and to suggest how to reduce the chance of injury
or damage.
• Practical activity: Students follow instructions to complete a risk assessment

and make copper sulfate crystals from copper carbonate and dilute sulfuric
acid.
• Students answer questions about the procedure they have followed, including
how to maximise the yield of the product.
• Finish the lesson by asking student pairs to remind each other of the definition
of the word salt in science.
Extension
Students name the products of – and write word equations for – other reactions
of acids with carbonates.
Homework
Workbook page 55.

1. copper carbonate + sulfuric acid → copper sulfate + carbon dioxide + water
2. Chemical reaction, filtration, evaporation, crystallisation
3. The water bath heats the mixture more evenly, so spitting is avoided.
4. zinc carbonate + hydrochloric acid → zinc chloride + carbon dioxide + water
salt made – zinc chloride
5. Magnesium carbonate and nitric acid
74
1. Less than, more than, equal to [3]
Review 2. a. O range juice – acidic; milk – neutral; cola drink – acidic; sweat – acidic;
answers indigestion medicine – alkaline [5]
b. Indigestion medicine [1]
Student Book c. One from – orange juice, cola drink [1]
pages 126–127 3. a. Magnesium sulfate [1]
b. Zinc chloride [1]
c. Magnesium nitrate [1]
d. Copper chloride [1]
e. Zinc sulfate [1]
4. a. A cidic – red; alkaline – blue [2]
b. From red [1] to blue [1]
5. a. H ydrogen [1]
b. Oxygen [1]
c. Carbon dioxide [1]
6. a. B ecause extra acid comes out in the urine [1]
b. Its pH increases because the extra alkali comes out in the urine [1]
c. pH of urine will increase / urine will become more alkaline [1]
7. a. C assava [1]
b. Pineapple and cassava [2]
c. One from: pineapple, banana, sugar cane, maize, cassava [1]
d. i. Maize and cassava [2]
ii. Acid [1]
8. a. B eaker [1]
b. Funnel [1] and beaker or conical flask [1]
c. Test tube [1]
9. a. i. 7 [1]
ii. 4.5 [1]
iii. 22 minutes [1]
b. More [1]
c. 13 minutes [1] (from 1 minute to 14 minutes after she ate the sweet)
d. Alkaline [1]
75
8.1 Objectives
• Explain the difference between balanced and unbalanced forces
Force and • Describe the effects of balanced and unbalanced forces
Pressure • Describe the effect of unbalanced forces.
This lesson introduces balanced and unbalanced forces using the idea of a car
pages 128–129 moving and a tug of war. Most students will understand that forces can cancel
out, and that if they do not cancel then the motion of objects will change.
Prior learning Students learn that an object moving with a steady speed can have balanced
• Recognise that when things forces acting on it. A common misconception is that something needs a
force acting on it to be moving at all. Students explore the idea of a friction-
speed up, slow down, or
change direction there is a compensated slope, showing that objects can move with a steady speed when a
cause force of gravity and a force of friction cancel each other out.
• Explore how forces can make The idea that air resistance increases with speed (and so affects the motion of
a falling object like a skydiver) can be linked back to balanced and unbalanced
objects start or stop moving
forces. When air resistance is equal to weight the object falls with a constant
• Explore how forces, speed, its terminal velocity. (The distinction between speed and velocity is not
including friction, can make needed here). The forces are balanced.
objects move faster or slower
or change direction Activities
• Ask students to list some situations where objects are speeding up, slowing
down, or moving with a steady speed. Ask them to add arrows to a picture of
a car that is not moving, accelerating, decelerating, or moving with a steady
speed. Introduce the idea of forces being ‘balanced’ or ‘unbalanced’.
• Students follow instructions in pairs to use two forcemeters to look at the effect
of different size forces on the motion of an object. (Safety: Students should
not over-extend the spring balances.)
• Demonstrate the idea of balanced forces on a moving object with a trolley or toy
car on a ramp. With the ramp flat, push the car. Ask the students about the forces
acting at each stage (when your finger is in contact with the car, when it is no longer
in contact, when it has stopped). Discuss the effect of friction on the motion.
• Next, raise the ramp until friction is just compensated for. This time if you
push the car it should move with a steady speed. There is just enough of the
gravitational force to compensate for friction so it moves with a steady speed.
• Students draw diagrams showing the forces on the car when the ramp is steep,
when it just compensates for friction, and when it is horizontal.
• Students consolidate what they have done by making a cartoon strip of a
skydiver jumping out of a plane.
• Show a picture of a rocket taking off. Ask students if there are any forces acting
on it. How can they tell that there are forces acting on it when they cannot see
them?.
1. balanced, unbalanced,
Homework
balanced, unbalanced Workbook page 56.
2. The ball will speed up/
accelerate downwards.
Key words
balanced, unbalanced, accelerate, decelerate, resultant, terminal velocity
3. Alom is correct: objects can
move at a steady speed with
no resultant force on them.
76
8.2 Objectives
• Describe the effect of friction on moving objects
Using forces: • Describe how to reduce friction
Friction • Describe how friction can be useful
Overview
Student Book Students will be familiar with the effects of friction in their everyday lives,
pages 130–131 from shoes to slides. In this lesson they consider the causes of friction and its
effects, and how it can be reduced. They consider the role of friction in enabling
them to walk.
Prior learning
• Explore how forces can Activities
change the shape of objects
• Ask students to rub their hands together. Establish that there is friction
between them and ask them what causes that friction. By looking carefully at
the surface of their skin they can see the ridges, grooves, and mounds that get
caught when they rub them together. This produces the resistance to motion
of their hands so that they ‘grip’.
• Ask students to make a table headed ‘Useful and unwanted friction’. Use the
example of a bicycle: the brakes work because of friction, but air resistance
slows them down. They identify places where friction is useful and where it is a
nuisance. Elicit the fact that we lubricate surfaces to reduce friction.
• Students investigate how different lubricants reduce friction. They pull a block
along a surface with and without lubricants and measure the effect. (Safety:
Ensure students report any spillages.)
• Possible independent variables include:
◦ the effect of the surface on the ramp/floor
◦ the effect of mass of the trolley
◦ the effect of speed (by changing the angle of the ramp).
• Ask students to link what they have learned about friction to how they are able
to walk! It is a very simple question, but they may not have thought about the
role of friction in walking. When is it easy to walk and when is it not easy? Use
ideas about the microscopic reasons (shown in the Student Book) for friction
to explain the observations.
• Students can make a model of a hovercraft and describe how this reduces
friction. (Safety: Take care when making the hole.)
Extension
Repeat the activity but vary the height of the ramp.
Homework
Workbook page 57.
Key words
friction, lubrication, lubricant
77
1. Useful: correct example such as walking, driving a car, riding a bicycle. Not useful: correct example such as: skiing,
chain on a bicycle, skateboard wheels.
2. a. All surfaces are uneven. When an object slides over another object, the bumps in the uneven surfaces collide with
each other, producing the force of friction.
b. The layer of oil means that the bumps do not collide with each other so much. The surfaces slide over each other
more easily.
3. a. The friction will be less because the surfaces can slide over each other. This means that the skater can go faster.
b. The skater can push the jagged edge into the ice to produce enough friction to stop.
4. The water would act as lubrication between the tyre and the road, causing the car to slide (skid).
8.3 Objectives
• Describe what happens when you stretch a spring Describe what is meant by
Using forces: elastic limit Explain how upthrust is produced.
Tension and • Explain why things float or sink.

upthrust Overview
This is a two-part lesson. In the first part students stretch a spring to find the
Student Book elastic limit. This links to what they learned about forcemeters in Stage 7 Forces,
pages 132–133 and links to an experiment collecting data about elastic bands in the next lesson.
In the second part they take a mass on a spring balance and suspend the mass in
different liquids to measure upthrust. Finally, they look at different objects that
Prior learning float and sink, and relate that to upthrust and weight. This lesson links to the
lesson on density. They will need the results of their spring investigation for the
• Explore how forces, next lesson on presenting results.
including friction, can make
objects move faster or slower
or change direction
Activities
• Recognise friction (including • Show student pictures of ropes or wires in a variety of places: bungees,
suspension bridges, circus acts. Ask them for the name of the force that is
air resistance) as a force acting in the wire or cord. Remind students about why we use a forcemeter to
that can affect the speed measure force. Elicit (or show students) that forcemeters contain springs.
at which objects move and
that sometimes stops things • Discuss what is meant by the extension of a spring. Demonstrate how to
moving measure extension. Students complete a short experiment to find the elastic
limit of a spring by loading it. Tell them the maximum number of 100 g masses
that they should use. It should take the spring over the elastic limit but not
break the spring. This means that the spring will be permanently extended
when they unload it. (Safety: Ensure students wear eye protection at all
time. Ensure that the stand cannot topple over – clamp the stand or weigh
it down.)
• Ask students to deduce the elastic limit from their results. Elicit the fact that
springs stretched beyond their elastic limit do not return to their original length.
• Discuss the use of springs in forcemeters and scales. Elicit the idea that the
same thing (proportionality) happens in compression as in tension.
• Elicit that the force that supports floating objects is called upthrust. Students
complete a short experiment into the upthrust of some liquids. (Safety:
Ensure students report spillages or breakages.)
78
• Discuss the link between the upthrust and the weight in terms of floating and
sinking. Students should have deduced that objects float when the upthrust
equals the weight.
1. a. 1.5 cm
b. 3.0 cm • Finally, ask students what would happen to the weight of a bag of water when
you lower it into a bowl of water. (It doesn’t change because the upthrust and
c. 7.5 cm weight are the same.)
2. 20 000 N, upwards
3. The extension of the bungee Extension
cord depends on the weight Students calculate the decrease in length of the spring from the first activity if the
of the person. If their weight mass was in each liquid.
is large then the extension
of the bungee cord will be Homework
large. If the cord became
too long, the person might Workbook page 58.
hit their head on the surface
below. Key words
tension, elastic, plastic, proportional, elastic limit, permanent extension,
upthrust, Archimedes’ principle.
8.4
Presenting data
from springs Objectives
• Describe how to present results in tables.
TWS • Describe how to draw lines of best fit and identify anomalous results.
• Explain which data points are reliable.
Student Book
This lesson helps students develop their skills in Thinking and Working Scientifically.
Students consider how to present the data that they collected in an experiment
about stretching an elastic band. They choose between using a line graph or a
bar chart, and produce a line graph. They write conclusions for their experiments
based on the graphs that they have drawn and consider what they should do
about any results that do not fit the pattern on the graph.
Activities
• Ask students to think of a situation where it is very important to know the
elastic limit of a spring. Show the same pictures that you used at the start
of the previous lesson and discuss the fact that you need to know when
materials will extend permanently or break. Add ideas about weight limits for
trampolines as shown in the Student Book.
• Students consider how they could display the data that they collected in the
last lesson for the extension of a spring when weights were added to it.
• Discuss the types of graph that you can plot and why. Students can look at the
different graphs and charts in the Student Book.
• Students plot an appropriate graph (line graph) of their results.
• They use the graph to find the elastic limit, and compare the value with the
one that they worked out from their data alone.
79
• Students compare the graphs that they have drawn and discuss what to do
about any anomalous points.
• Students use the data to plot an appropriate graph or chart. They consider other
variables and explain which graphs could be plotted.
Homework
Workbook page 59.
Key words
discrete, categoric, continuous, line graph, bar chart, anomalous result

1. The name of the variable and the unit.
2. Draw a smooth line (straight or curved) that goes through as many points as possible, with as many points above as
below the line.
3. 3N
4. a.
Colour Extension (cm) Mean extension (cm)
1 2 3
b. Colour is a categoric variable. Variables need to be continuous to be plotted as a line graph.
8.5 Objective
Floating and
• Explain why some things float and some things sink in water
sinking
Overview
Student Book Students practice calculating the densities of everyday materials. They learn how
pages 136–137 density is related to floating and sinking, and consolidate what they have learned
by predicting whether objects will float or sink.
Activities
• Introduce or review the idea of density by showing blocks that are the same
size (volume) but have different masses (e.g. metal, wood, glass).
• Recap the units of mass and volume. Introduce density as the ratio of mass
to volume. Do a simple calculation for one of the blocks. Demonstrate how to
measure the volume and use a balance to measure the mass. Discuss all the
possible units for density given the possible units for mass and volume.
• Give students measuring cylinders with coloured liquid and ask them to
measure the volume by looking upwards, downwards, and straight at the
scale. Discuss the effect of the meniscus and how you should measure volume.
This can be extended to making accurate measurements with a ruler.
80
• Give students a fruit or a vegetable and ask them to suggest how they would
measure its volume. Elicit the idea that you can measure the volume of an
irregular solid using a measuring cylinder or beaker of water.
• Students find the densities of a range of objects. Students put the fruit and
vegetables in order of most dense to least dense before they start, and do the
same with the liquids. Present the liquids in containers of different volumes.
Some objects will float, such as apples; encourage students to find a solution
with the equipment they have (they can use tongs or tweezers to hold the
fruit submerged without displacing a lot of extra liquid). (Safety: Ensure that
students report spillages, and that they look up hazards associated with
the liquids they use.)
• Discuss why things float or sink. Take a fruit with a skin that is not very dense
(mandarin oranges work well). Show that it floats in water. Peel it and show
that it sinks in water. The peel should float. Ask the students to explain this.
Recap upthrust and weight. They should now link weight and mass to density.
• Students investigate floating and sinking, and look for a pattern. Discuss the
results, and what would happen if you put two liquids of different densities in
the same beaker. (Safety: As above. Ensure students work carefully with
scalpels.)
• Demonstrate that things ‘float’ at the boundary where they are denser than
the top layer. Put liquids of different densities in a large measuring cylinder
and add different objects. Descriptions of similar demonstrations can be found
online (e.g. https://science-u.org/experiments/density-tower.html, http://
www.stevespanglerscience.com/experiment/seven-layer-density-column).
Homework
Workbook page 60.
Key words
density, upthrust
1. The water is denser than the person (so the upthrust balances their weight).
100 g
2. a. density = 90 cm3
= 1.1 g/cm3
b. It will sink, because its density is greater than that of water.
3. a. The submarine dives when the upthrust is less than its weight/when the density of the submarine is greater than
that of water. It increases its density by allowing water to enter compartments so the mass increases, but the
volume stays the same.
b. When the submarine must rise to the surface, the water is pumped out, so the mass is less but the volume is the
same, so the density becomes less than water and it rises.
81
8.6 Objectives
• Describe how ideas about density have been used.
Using ideas • Describe how scientists worked in the past and how they work now.
about density
Overview
SIC This lesson helps students develop their understanding of science in context.
Students learn about Al-Biruni and how he worked as a scientist hundreds of
years ago. They examine his method for working out the density of a solid and
Student Book compare its precision with methods used today. They consider the range of
pages 138–139 activities in which scientists engage now and how that differs from how they
worked in the past. Finally, they consider the role of technology in making precise
and accurate measurements.
Science in context
• Discuss how scientific Activities
knowledge is developed
through collective
• Students start by reading about Al-Biruni and the experiments that he did
with gemstones. Discuss the issues with making very precise measurements
understanding and scrutiny of density. Elicit the difference between precision and accuracy by asking
over time. students to recall different measurement methods that they have used in
• Describe how people science.
develop and use scientific
understanding, as
• Ifgemstones
available, show some minerals and pictures of jewellery with various
in them.
individuals and through
collaboration, for example • Students complete an activity to compare the methods of measuring the
through peer review. density of a regularly shaped piece of glass and an irregularly shaped crystal.
In this activity they make a model of Al-Biruni’s apparatus for measuring
volume and compare its use with other methods. (Safety: Ensure students
report spillages, and do not drop rocks or crystals.)
• Discuss the results that they have obtained, particularly in terms of precision.
Groups could present their results and the results could be collated to show
the variation between the results. Discuss how scientists obtain very precise
values of things like density. If available, show a variety of different weighing
scales and balances that measure mass to different degrees of precision. Find
the mass of some objects on each balance and discuss the differences.
• Students consolidate their knowledge by looking at data for various

gemstones.
• Students research how scientists work today, and how that compares to Al-
8.6 Student Book answers Biruni. Find and check in advance useful sites to suggest, such as https://www.
careerexplorer.com/careers/scientist/. Students make a poster that describes
1. To check whether gemstones the similarities and differences between the work of early and modern
were real or fake. scientists. Alternatively, ask students to research a scientist from the past and
a scientist who works today and prepare a poster that contrasts how they
2. a. He built on the work of
work. Students could do this in preparation for this lesson and present their
other scientists.
findings at the end.
b. He worked alone; today
most scientists work in
teams.
Homework
Workbook page 61.
3. It took a long time to
develop new types of
measuring instruments that
Key words
could produce more precise gemstone, mineral, accuracy, precision
values of mass and volume.
82
8.7 Objectives
• Explain what causes pressure.
Pressure • Calculate pressure.
pages 140–141 In this lesson students learn about pressure and how to calculate it. They look at
situations where it is advantageous to spread a force out over a large area. This
links to the next lesson where they will look in more detail at different situations
in which you need either a small or a large pressure.
In the first two experiments in this lesson students calculate the pressure that
they exert and that a block of wood exerts. Finally they complete another
experiment making indentations in soft materials to work out forces and areas
using the pressure equation. Students may need support with conversions
between units of mass and working out weight.
Activities
• Show pictures of wading birds’ feet, camels’ feet, and an earth mover, and
ask students for the connection between them. Elicit the idea that the area in
contact with the ground is large so that they do not sink.
• Introduce the concept of a force being spread out over a particular area and
that we call that pressure. Discuss what units you might use to measure
pressure, and show students how to calculate it using the pressure equation.
Discuss the fact that the units of pressure will depend on the units of area.
Students practice using the equation.
• Students explore the idea of pressure in two experiments. (Safety: Ensure

students do not drop the brick or block of wood on fingers or feet.) In the
first experiment they calculate the pressure that they exert on the ground
when they are standing on one foot and then two. In the second experiment
they calculate the pressure when a brick is placed on a desk on sides of
8.7 Student Book answers different areas. Discuss the results, and their suggestions for demonstrating
the difference in pressure. Elicit/suggest putting the brick on a surface that is
1. Force easily deformed, like mud.
Area Pressure
150 N 25 cm 2
6 N/cm2 • Students complete a further experiment into pressure using modelling clay or
a similar material. They estimate the pressure needed to make an indentation
60 N 15 m2 4 N/m2 in the modelling clay and use that number to estimate the weight or area of
(4 Pa) other objects that would be needed to produce a similar indentation.
5N 0.1 cm2 50 N/cm2
Homework
2. force = pressure × area Workbook page 62.
= 0.01 N/cm2 × 300 cm2
= 3N Key words
3. area = force/pressure pressure, force, area, newton per metre squared, newton per centimetre squared
= 15 N/0.5 N/cm2
= 30 cm2
4. area = force/pressure
= 40 000 Pa/250 000 N
= 0.16 m2
This is the area of 4 feet, so the
area of one foot is 0.16 m2/4 =
0.04 m2
83
8.8 Objectives
• Describe how large pressure can be useful.
Using pressure • Describe how small pressure can be useful.
pages 142–143 In this lesson students apply what they have learned about pressure in the
previous lesson to a variety of situations. They complete an investigation to
show how a bed of nails spreads a force over a large area. They use what they
have learned to think about the design of footwear for soft surfaces (such as
using studs) and spreading force over a big area in terms of animals’ feet and
quicksand.
Activities
• Show pictures of people lying or sitting on a bed of nails. Tell students that it
doesn’t hurt and ask why. Elicit that the force (weight) is being spread over a
large area.
• Students design an experiment to find the effect of using lots of nails, and
present their results in a graph. They use their results to predict the effect of
using very large numbers of nails, such as in a bed of nails. You may need to
steer students towards producing a cylinder about the same size as an inflated
balloon. They put the boards with nails pointing up at the bottom, then the
balloon, then the piece of card/thin wood with the masses on top. (Safety:
Ensure students check the design of their experiment with you before
beginning.)
• Alternatively students could design an experiment to show the link between

force, area, and pressure. This could involve measuring the depth that blocks
of different area and weight make in a soft material, like dough.
• There are situations in which we want a large pressure, and others in which
we want a small pressure. Students think of a variety of examples and give
8.8 Student Book answers reasons for their answers.
1. Blunt knife blades have a • They investigate the design of boots with studs, and animal foot size and
large area, so the pressure walking on quicksand.
is reduced, so they may not
cut. Extension
2. The area of their feet is Students work out the pressure required to burst the balloon in each of their
bigger than that of most experiments.
animals of the same weight.
This produces a smaller Homework
pressure so they do not sink Workbook page 63.
into mud or sand so easily.
3. The pressure produced by Key words
the bird with bigger feet
will be half the pressure pressure, force, area
produced by the bird with
small feet. Pressure is
inversely proportional to
area/depends on 1/area.
4. You would sink in to the soft
surface because the pressure
would be bigger.
84
8.9 Objectives
• Explain liquid pressure in terms of particles.
Pressure in • Explain why liquid pressure increases with depth.
liquids Overview
In this lesson students investigate the pressure in liquids and how it varies with
Student Book depth. They learn about the force of a liquid acting in all directions and link the
pages 144–145 pressure in liquids to the incompressibility of liquids. They learn how to measure
pressure with a pressure gauge.
Activities
• Hold a plastic bag full of water over a big bowl. Ask students to draw what they
think will happen if you make a hole in the bag. Demonstrate that the water
leaves the bag in a direction that is at right angles to the side of the bag. Make
holes all over the bag to show that this is always the case. Make sure that you
have a big enough bowl or tray to catch the water.
• Discuss how pressure might vary with depth. Ask students what impact that
might have on the design of a dam, or on submarines and other vessels that go
8.9 Student Book answers deep in the ocean. Show pictures of a cross-section of a dam and a submarine
or similar vessel.
1. The pressure in a liquid is a
result of the forces between
• Students investigate how pressure varies with depth using a large plastic
bottle with a hole at the bottom. They learn that it is important to repeat
particles and a surface acting experiments where it is difficult to take reliable readings, as in this case. Ask
over a particular area. students to present their finding to the class, and explain the measures they
2. The pressure is bigger at the took to get accurate results, and their choice of graph. Elicit the link between
bottom of the ocean than liquid pressure produced by the weight of water above the hole, and depth as
at the surface due to the demonstrated in the experiment. (Safety: Ensure students report spillages.)
larger weight of water above
pressing down.
• Demonstrate how you can use a pressure gauge to measure the pressure of a
gas. They will be using such a gauge next lesson. Challenge groups to work out
3. a. The water will come out what is inside it.
faster from hole B. This
is because the weight of
• Demonstrate the ‘Cartesian diver’ (details at e.g. http://www.exploratorium.
edu/snacks/condiment_diver/). Show how an increase in pressure in the liquid
water above produces compresses the gas inside the diver so that it sinks.
more pressure in the
liquid at the bottom than Extension
part-way up.
Students could find out how submarines are constructed to withstand large water
b. The water comes out pressures.
at right angles because
liquid pressure acts in all Homework
directions, so is pushing Workbook page 64.
the water out of the holes.
c. The speed will decrease Key words
as the water drains out compress, incompressible, upthrust, liquid pressure, pressure gauge
because the pressure
decreases as the weight of
water above decreases.
3. The pressure is shown by
the amount of the tube that
unwinds. When the tube has
unwound, that is the limit
of the pressure that can be
measured.
85
8.10 Objectives
• Explain gas pressure in terms of particles.
Pressure • Explain the factors that affect gas pressure.
in gases
Overview
Student Book In this lesson students learn that a gas exerts a pressure on the walls of a container
because the gas particles collide with the walls. They learn about how the pressure
pages 146–147 changes with volume and link that with the behaviour of gas particles. They learn
about atmospheric pressure and explain some effects of atmospheric pressure. In
the extension lesson that follows they will consider the macroscopic properties of
pressure, volume, and temperature and how these link to the microscopic behaviour
of gas particles.
Activities
• Heat approximately 2 cm of water in a conical flask until it boils. Turn off the
Bunsen burner and then place a hard-boiled egg (shell removed) into the neck
of the flask.
• As the water vapour cools back to liquid, the air pressure on the egg from
outside will be greater than from inside and the egg will appear to be sucked in
whole. Use this to stimulate discussions of pressure. Explain what is happening
in terms of particles using a suitable animation. Discuss how gases produce
pressure because of collisions with the container.
• Students complete an experiment to collapse a can using air pressure. (Safety:

Ensure students wear goggles for this experiment. Steam can scald; so can
hot water. They should stand with the can at arm’s length when turning it
upside down into the washing-up bowl. Ensure the bowl is filled almost to
the top with cold water.)
• Students explain what happened in the collapsing can experiment by drawing

a storyboard of each stage of the experiment. Alternatively, they explain what
happened.
• Use a demonstration with ball bearings in a clear plastic tube with a plastic
piston to show the change in the number of collisions, as shown in the diagram
on the left. Make the diaphragm at the bottom vibrate the tube contents with
the piston at a certain height. Move the piston down and make the diaphragm
Figure: Ball bearings in a clear at the bottom vibrate again.
plastic tube with a plastic piston
• Ask students to describe what happens to the collisions between the particles
and the walls of the container as the volume is decreased. They use words
Homework such as more/less/bigger/smaller.
Workbook page 65.
• Ask students to describe what happens to the collisions between the particles
and the walls of the container as the diaphragm moves up and down more
Key words quickly. They use words such as more/less/bigger/smaller.
gas pressure, compress,
proportional, directly proportional, • Students make a list of ways in which this is a good model of pressure in a gas,
and also the limitations of the model.
inversely proportional,
atmospheric pressure
Extension
In the final activity get students to think about the quantitative effect of halving
the volume.
86
8.11 Objectives
• Build and operate a hydraulic elevator.
STEAM • Build and demonstrate a two stage rocket.
pages 148–149 This lesson helps students develop the skill of Thinking and Working
Scientifically. They build models to experience first-hand the practical
applications of pressure. They will review the steps involved in model building,
Science in context namely, designing, modeling, testing, documenting, evaluating, and re-
• Pressure
designing. Construction of simple models are a good step towards application of
engineering principles and testing the relationships between pressure, area, and
• Uses of pressure force, in real world.
Activities
• Begin by reviewing the key points with the students. Elicit why the use of
models is important to learning about real world applications.
• For the hydraulic elevator, ask them if they have ever witnessed a car being
lifted using a jack. You may take them on small field trip to the mechanics to
show how a lift uses transfer of pressure to life heavy objects.
• Follow the steps given in students’ book to make a hydraulic lift using syringes.
Remember to ensure that the syringes DO NOT HAVE ATTACHED NEEDLES.
Test the weight limits and applications of your model using objects of different
sizes and weights to be lifted or moved to different heights.
• For the two stage rocket, ask them if they have ever watched a video showing
launch of a rocket. Ask them to share any observations they may have. Follow
the steps given in students’ book to make the two-step rocket. Test the limits
of your model using balloons of different sizes and filling them with different
pressure of air. Ask the students to record their observations in a table and
compare whether these factors make a difference to the speed of the rocket.
Ask what other factors could be tested? Could the rockets be used to transport
small objects from one place to another?
Homework
Questions from the student book spread.
Key words
pressure, density, pressure, balanced, unbalanced, weight, Newton, pascals,
mass, weight.
1. Liquids cannot be compressed so they transmit the pressure/ Gas can be compressed so cannot transmit the pressure
2. The balloon pushes the air out backwards and the air pushes the balloon forwards with an equal force.
87
8.12
Review answers
Student Book
pages 150–151 Student Book answers
1 a volume =
= 20 cm × 10 cm × 6 cm [1]
= 1200 cm 3
[1]
b density = mass/volume
= 2400 g/1200 cm3 [1]
= 2 g/cm3 [1]
c The density is higher than that of water. [1]
2 ai false [1]
a ii true [1]
a iii true [1]
a iv true [1]
bi ice, wood [1]
Their densities are lower than that of water. [1]
b ii all of them (even iron!) [1]
Their densities are lower than that of mercury. [1]
3 When the sac fills with oxygen, the overall density of the fish is reduced. [1]
If the density is lower than that of the water around it, it will move up. [1]
4 C [1]
5 a Sink in mercury, sink in water. [1]
b Float in mercury, sink in water. [1]
c Float in both. [1]
6
Forces are Forces are
balanced unbalanced
The object is not moving 
There is only one force acting on the object 
The object is accelerating 
The two forces are the same size but in opposite  [1] each
directions
The object is slowing down 
The two forces are different sizes and in opposite 
directions
The object is moving with a steady speed 
88
7 a D [1]
b Returns to its original shape when the force is removed. [1]
c No. [1]
The elastic behaviour is not linear/the extension is not proportional to the force. [1]
8 C, B, A [1]
9 a pressure = force/area
= 5000 N/0.25 m2 [1]
= 20 000 N/m 2
[1]
b force = pressure × area [1]
= 20 000 N/m2 × 0.01 m2
= 200 N [1]
c The gas would be compressed/the car would not move. [1]
89
9.1 Objectives
• Describe how light travels.
Reflection and • Explain how we see things.
Refraction of • Describe how light interacts with objects.
Light Overview
Student Book In this lesson students learn what happens to light when it interacts with objects
and the words that we use to describe what happens. They investigate how
pages 152–153 materials absorb light, including things that appear to be transparent. They learn
that we see objects because they emit light or they reflect light.

• Know that light intensity can
• Introduce the idea of a light journey and what can happen to light after it has
be measured
been emitted by a source. Include the many words that describe the properties
• Explore how opaque of materials and what happens to light on its journey. Students complete a
materials do not let light matching exercise to test their understanding of these words.
through and transparent
materials let a lot of light • Show a light meter and introduce the quantity of light intensity, with some
examples.
through
• Know that we see because • Students investigate the absorption of light by different materials, including
water (Safety: Ensure students know that the ray-box lamps get very hot,
light from a source enters
and take care when using mains electricity.)
our eyes
• How do we see things? Discuss the difference between seeing luminous and
non-luminous objects. Ask students to describe the light journey for luminous
and non-luminous objects and to consolidate their knowledge.
Extension
Find out about Vantablack®, a pigment that absorbs nearly all the light
that hits it.
Homework
Workbook page 66.
Key words
source, detector, transmit, reflect, absorb, transparent, translucent, opaque,
luminous, non-luminous

1. non-luminous, reflects from it, absorbed, can
2. ‘Emit’ means to give out. ‘Transmit’ means to allow travel through.
3. In both cases light is emitted from a luminous source but in one case it is the Sun, and in the other it may be a
lightbulb.
In one case the light is reflected from the surface of the Moon, in the other it is reflected from the surface of the mirror.
In both cases you see things because light enters your eyes.
90
9.2 Objectives
• State the law of reflection.
The law of • Use the law of reflection to describe how light is reflected.
reflection Overview
Student Book In this lesson students investigate the law of reflection by taking measurements
using a ray box and a mirror. This links to what they learned about the reflection
pages 154–155 of sound. They assess how well they have taken the measurements and think
about things that they could do to improve them. They use the law of reflection
to predict what will happen in situations where there is more than one mirror,
and this leads to a consideration of periscopes and kaleidoscopes. Students can
make a periscope using two plane mirrors.
Activities
• Students set up equipment to measure the angles of incidence and reflection.
They record their results and consider how their results would be affected by
small changes to the method or equipment. Discuss the results that different
groups have achieved and highlight particularly effective methods for getting
accurate and precise results. This is an excellent opportunity to talk about
precision and accuracy and the difference between them. (Safety: Ensure
students know that the ray-box lamps get very hot, and take care when
using mains electricity.)
• Students extend their investigation into mirrors by finding the number of

images that they can see when there are two mirrors together at an angle.
• Students are often puzzled as to why we do not just measure the angles
from the mirror to the incident and reflected rays. By trying to construct ray
diagrams for rough and curved surfaces, they learn the reason why we use the
normal in ray diagrams.
• Give students two plane mirrors, cardboard, scissors, and glue, and challenge
them to make a periscope to look over a wall using the law of reflection.
Homework
Workbook page 67.
Key words
plane mirror, incident ray, normal, angle of incidence, reflected ray,
angle of reflection, law of reflection, periscope, kaleidoscope

1. a. The angle of incidence is the angle between the normal and the incident ray. The angle of reflection is the angle
between the normal and the reflected ray.
b. The angle of incidence is equal to the angle of reflection.
2. a. They drew the normal and the mirror on a piece of paper so they were in the same place each time.
They marked dots in the rays to record exactly where the rays were.
b. Use a narrower beam of light.
3. 45°
4. a. 60°
b. 60°
91
9.3 Objectives
• Use the law of reflection to explain how images are formed.
Reflection • Describe the different types of image.
and images Overview
Students will know that they see themselves when they look in a mirror. In this
Student Book lesson they investigate mirror images and examples of reflection in everyday life
pages 156–157 and in magic tricks. Students often associate reflection only with mirrors rather
than with any non-luminous object. In this lesson they learn that all surfaces
reflect light to some extent, but that images are only formed in particularly
smooth surfaces. They use the law of reflection to explain the position and
Prior learning appearance of images.
• Know that beams/rays of
light can be reflected by Activities
surfaces including mirrors,
and when reflected light • Recap how we see things and the words that the students have learned to
describe what happens on a light journey. Explain that this lesson will look at
enters our eyes we see the
light being reflected and how it explains images we see in mirrors. Ask how
object
many objects in the room are reflecting light (anything that isn’t giving out
• Explore why a beam of light light).
changes direction when it is
reflected from a surface
• Students investigate their mirror image and their reflection in other surfaces.
They consider how their mirror image is different from and the same as
them, and how different surfaces reflect in different ways, leading to an
understanding that you need a very smooth surface to produce an image.
Discuss the idea of real and virtual images and the difference between
reflection from a smooth surface and diffuse reflection.
• Glass is an interesting material to investigate as it both reflects and transmits
light. Students set up an illusion (known as Pepper’s Ghost) where they make it
appear that a candle is burning in a glass of water. They explain what they see
using what they know about light transmission and reflection using a simple
ray diagram. (Safety: Ensure students take care lighting and using the
candle, and clamping the glass.)
• Letters and words appear differently in a mirror. Students work out which
letters and words appear different and how to write them so that they can be
read in a mirror.
Homework
Workbook page 68.
Key words
plane mirror, image, real, virtual, laterally inverted, ray diagram, diffuse

1. a. An inverted image is upside down, an upright image is the right way up.
b. You have to look in a mirror to see a virtual image, but a real image can be put on a screen.
2. Letters: AHIMOTUVWXY
3. a. A shiny metal surface reflects light in a regular way to produce an image. There is diffuse reflection from a painted
wall so an image does not form.
b. The surface of a shiny plate can reflect enough light in a regular way to produce a faint image.
4. The rays do not go directly from the image to the eye.
92
9.4 Objectives
• Identify concave and convex mirrors.
Spherical • Describe the images formed by concave and convex mirrors.
mirrors • Describe how mirrors are used in different optical instruments.
Student Book
Overview
In this lesson, students will discover the different types of spherical mirrors and
pages 158–159 the types of images they produce. Introduce the terms and structure of concave
and convex mirrors and their properties. Ensure they understand that con-Cave
mirrors curve inwards, while con-Vex mirrors curve outwards.
Prior learning
Help the students reconcile what they have already learned about image
• Light rays
formation with the image formed by spherical mirrors. Students will also learn
• Behaviour and properties of about the practical applications of these two types of mirrors.
light rays
Activities
• Recap what the students have previously learned about image formation.
Explain that there are more than simple plane mirror surfaces. Show them
the reflective surfaces of spoon. Ask them if they can recall other examples of
spherical reflective surfaces from daily life.
• Demonstrate how concave mirrors produce magnified, virtual images when
the object is between the focal point and the mirror, and smaller, real images
when the object is greater than the point of curvature. On the other hand,
convex mirrors always produce small, upright virtual images. Ensure the
concept is clearly understood by reinforcing through ray diagrams.
• Discuss the practical applications of these two types of mirrors. explain that
the concave mirrors are mostly used to magnify, such as in cosmetic mirrors.
On the other hand, convex mirrors are used for security and in rearview
mirrors.
Homework
Key words
refraction, reflection, transparent, medium, upright, laterally inverted, mirror
image, rare-view mirror, optical instruments, diminished, magnified, object,
image, dispersion.

1. Inwards, outwards, virtual, object
2. Satellite dishes are concave.
3. A. Concave
B. Convex.
C. Concave
D. Concave.
4. Convex produce small upright images for a wide field of view. Concave mirror image would be upside down/ formed in
front of the mirror.
93
9.5 Objectives
• Describe how light is refracted at a boundary between air and water.
Refraction • Explain why light is refracted.
pages 160–161 In this lesson students investigate what happens at the boundary between
air and water. They investigate two situations in which light is refracted and
learn about the difference between real and apparent depth. They learn about
refraction and how it can be used to explain phenomena. This will be developed
further in the next lesson when they investigate light travelling through glass
blocks.
Activities
• Students investigate a pencil in a beaker of water and a coin trick. Discuss
what they saw and introduce the idea of light being refracted at a boundary.
Show a diagram of the angle of incidence and the angle of refraction. Discuss
the pencil experiment to demonstrate that light travelling along the normal is
not refracted.
• Students explain why the pencil looks bent. They construct a diagram to show
what happens to the coin when you pour water in the cup and apply what they
know to situations involving fishing by considering how birds dive for fish.
• Discuss why light might behave in this way. If a ripple tank is available, use it to
show waves being refracted. Otherwise show a suitable animation or video. It
is important that students see the waves being refracted. It is obvious that they
slow down. Use in the Student Book to show that light is refracted because it
slows down. Students can act out the model with marching rows of people.
Draw a boundary line on the ground, clap at equal intervals, and get them to
march at an angle towards the boundary. As soon as they cross the line, they
walk heel to toe instead. There should be a noticeable change in direction
when they do this.
• Lower a small beaker of cooking oil into in a larger beaker of cooking oil as a
demonstration. An even more impressive version of this demonstration is to
lower an empty beaker into the oil, and then fill the beaker slowly; the beaker
appears to disappear. Ask the students to explain the observation that it seems
9.5 Student Book answers to disappear. This demonstration can also be done with a Pyrex test tube full of
glycerol in a beaker of glycerol.
1. a. They would slow down.
b. Their direction would not Extension
change.
Students explain the cooking oil demonstration in terms of refractive index.
2. He should aim below. The
fish appears to be above
where it really is.
Homework
3. speed of light in a vacuum Workbook page 70.
n=
speed of light in the medium
Key words
300 million km/s
= refraction, angle of incidence, angle of refraction, real depth, apparent depth,
230 million km/s density
= 1.3
Assuming that the speed of
light in a vacuum is the same
as the speed of light in air.
94
9.6 Objectives
• Describe what happens when light goes through a glass block.
Refraction and • Explain why light is refracted by different amounts in different materials.
total internal Overview
reflection In this lesson students carry out an investigation into the behaviour of light as it is
refracted and totally internally reflected. They learn that it is important to justify a
Student Book prediction that you make in an investigation using scientific knowledge. By taking
pages 162–163 careful measurements they see how light behaves at the boundary between glass
and air, and link what they have found to everyday uses of prisms and optical
fibres.
Activities
• Recap what students learned last lesson, possibly by repeating the
demonstration of the disappearing beaker or test tube.
• Students take measurements of the angles inside and outside a block of

glass to learn about how light is refracted. They can plan and carry out an
investigation themselves. Bring out in discussion the fact that the angles
outside the block are parallel and elicit that this is because the change in
speed is the same each time. (Safety: Ensure students know that the ray
box lamps get very hot, and take care when using mains electricity. Glass
blocks will splinter if dropped.)
• Students look at how light behaves when it meets the glass/air boundary from
inside, and measure the critical angle. They can ‘see’ total internal reflection
by looking into a glass block through the thin edge; the upper and lower
internal faces behave like mirrors.
• Discuss total internal reflection and its uses. Show a suitable image or video of
an endoscope seeing inside, for example, the stomach. Discuss the pros and
cons of using this type of instrument, such as for keyhole surgery.
Extension
1. He explained why he Students research Snell’s Law (in fact already described in 984 by ibn Sahl in
thought that the light would Baghdad) and use it to work out the refractive index n of the block. They can then
be refracted more by a glass work out the speed of light in the block using the equation:
block instead of making a vair nglass
prediction without a full vglass = nair
explanation.
nair = 1.0; vair ≈ c = 300 000 000 m/s
2. However much the ray slows
down when it goes into
the glass block is the same
Homework
amount that it speeds up Workbook page 71.
when it comes out. The ray
changes direction by the Key words
same amount in opposite refraction, critical angle, total internal reflection, optical fibre, endoscope
directions each time so it
ends up parallel.
3. The rays are not reflecting at
equal angles each time.
The angles are too small
for the light to be totally
internally reflected.
95
9.7 Objectives
• Know how fast light travels.
The speed of • Understand how astronomers use the speed of light to describe distances.
light
Overview
In this extension lesson students get a feel for the speed of light and how it can be
Student Book used to measure distance.
pages 164–165 Distances in space are so large that it is much more convenient to use light
time to measure them. This lesson will give them a sense of the scale of the
Solar System, the Milky Way galaxy, and the distance between galaxies. There
is significant mathematical content to this lesson and some students may need
extra support.
Activities
• Show students pictures of the stars. Ask them to explain why looking at stars
is like looking back in time. Elicit that it takes light a certain amount of time to
travel from the stars to our eyes. Discuss what would happen if the Sun ‘went
out’. The speed of light means that we would not know for about 8 minutes.
Introduce light time in terms of light seconds, minutes, hours, and years. Link
these ideas to the speed equation: distance = speed × time.
• Students calculate the distance to the planets of the Solar System in light time
and work out the most appropriate unit of light time.
• Students make a model of the Milky Way. They use the dimensions of the Milky
Way in light years to make a scale model showing the shape of the Milky Way
and where the Solar System is in relation to the centre of the galaxy. They work
out where the Andromeda galaxy is in relation to the Milky Way using the same
scale.
• Discuss the definition of the metre and how it is linked to the speed of light.
Explain that the metre is no longer the length of a piece of metal kept in Paris,
but relates to a particular wavelength of light.
Homework
Workbook page 72.
Key words
speed of light, light year

1. It is like looking back in time because the light takes time to reach us. We are seeing the stars as they were when the
light left them.
2. a. distance to Saturn = 9.3 × distance to Sun
= 9.3 × 8 minutes
= 74.4 minutes
b. time = 9.3 × 19 years
= 177 years
3. The shorter time is when Mars and the Earth are on the same side as the Sun. The longer time is when they are on
opposite sides.
4. The bar may wear away, react with air, or expand or contract with temperature.
96
9.8 Objectives
• Explain how a spectrum of light is produced.
Dispersion • Explain why we see rainbows.
pages 166–167 Students will be familiar with the spectrum of white light from rainbows and
coloured patterns on materials, but may not appreciate that it is connected to
refraction. In this lesson they produce a spectrum and learn how it links to the
refraction of different colours of light by different amounts. They use what they
have learned to work out how rainbows are produced.
Activities
• Show a picture of a rainbow over a waterfall and in the sky. Ask students how
it is formed. Explain that scientists call it a spectrum and we can produce one
using a prism.
• Students produce a spectrum on a screen using a prism. In the discussion,

elicit that the light is refracted at two boundaries by the prism. Later students
will learn how the different amount of refraction of different colours can
account for the production of a spectrum. Bring out the fact that most people
can only see six colours and cannot usually distinguish indigo. It is possible
that Newton added a seventh colour because he believed superstitiously that
there should be seven colours. (Safety: Ensure students know that the ray-
9.8 Student Book answers box lamps get very hot, and take care when using mains electricity. Prisms
will splinter if dropped.)
1. a. Light is refracted twice
as it goes through a
• Ask students how they know that the prism split the white light into colours,
rather than adding the colours to the light. Discuss how students used the
triangular prism. second prism to recombine the spectrum. Demonstrate the spinning disc of
b. Violet, indigo, blue, green, colours to reinforce the idea that all the colours combined make white light.
• Students
yellow, orange, red.
use the information in the Student Book to make a poster showing
2. a. There are no gaps how the prism experiment is linked to the way rainbows are formed.
between the colours.
b. There is a range of • Elicit the fact that the explanation for refraction includes the idea that different
colours are refracted by different amounts.
frequencies that we
perceive as one colour. • Students to explain the formation of the spectrum using the ideas from
3. Red. Red is refracted the previous lessons.
least so must slow down the
least. It travels the fastest. Extension
4. A ray of white light that Students research why it is not possible to see a rainbow when the Sun is in front
goes through a glass block of you.
is not dispersed when it
emerges, but it is refracted. Homework
Dispersion happens when
Workbook page 73.
different frequencies of light
are refracted by different
amounts, which happens
Key words
when the sides of a glass refraction, prism, spectrum, dispersion, rainbow
block are not parallel.
(Alternatively: a beam of
light of one single colour will
be refracted but cannot be
dispersed.)
97
9.9 Objectives
• Explain what happens when you mix light of different colours together.
Colour • Explain how filters work.
pages 168–169 In this lesson students learn about the primary and secondary colours of light.
They begin by working out how a colour filter affects light, and that it does not
‘add’ colour but actually subtracts all colours except its own. This concept links to
what they will learn about coloured materials in the next lesson. Students work
out that you can make secondary colours (or any colour) from primary colours
and that colour displays need only contain pixels of three colours, as all the
colours that you want can be made from red, green, and blue.
Activities
• Show pictures of coloured floodlights or a concert with coloured lights. Ask
how the coloured beams of light are produced.
• Students experiment with coloured filters. By looking through combinations of

filters they work out that filters subtract light by absorbing some colours and
transmitting others. (Safety: Ensure students know that the ray-box lamps
get very hot, and take care when using mains electricity.)
• Student use filters to produce three beams of coloured light and investigate
what happens when they overlap. Discuss the results and emphasise that this
is colour addition. All colours can be made from the three primary colours,
which is why computer screens and television screens have picture elements
in three colours.
Homework
Workbook page 74.
Key words
red, green, blue, cyan, magenta, yellow, primary colour, secondary colour, filter,
transmit, absorb

1. red + blue = magenta
cyan + red = white
blue + yellow = white
2. a. A green filter transmits green light and absorbs all the other colours.
b. If you use a green then a blue filter you see no light, not blue/green/turquoise light.
3. Filters subtract colours from white light. Only blue light gets through a blue filter, which is absorbed by a yellow filter
(which only transmits red and green light).
4. Your retina contains light-sensitive cells that detect red, green, and blue light, and a television screen emits red, green,
and blue light.
98
9.10 Objectives
• Explain why coloured objects look coloured in white light.
Looking at • Explain why coloured objects look different colours in different colours of light.
coloured objects Overview
Student Book Students experiment with looking at different coloured materials under different
pages 170–171 coloured lights. They learn that coloured objects behave like coloured filters, and
why mixing coloured paint is different from mixing coloured light.
Activities
• Recap what students learned about how we see things. Elicit the concept that
light from an object has to enter our eyes for us to see it.
1. a. all colours
b. no colours • Students investigate what happens when you shine coloured light on
different materials. Make sure that there is a wide range of available colours of
2. The flower absorbs all the
material, with some mixed and some plain pieces. There are a large number of
other colours except yellow.
combinations and they will need to think carefully about how to present the
The yellow light is reflected
results. Discuss the results and elicit the comparison that coloured materials
into your eyes.
behave like filters. (Safety: Ensure students know that the ray box lamps
3. Paint absorbs all the colours get very hot, and take care when using mains electricity.)
except the colour that it
appears (that it reflects). A • Students may have learned about primary colours in terms of paint. This is
combination of red, yellow, often a source of confusion. Demonstrate mixing paint and that it gets darker.
and blue will absorb all the Discuss what is happening in terms of subtraction, and ask them to suggest
colours and look black. why mixing red, blue, and green paint doesn’t usually produce black. This
could be extended to a discussion of why looking through red, green, and blue
4. a. Red light: red shirt, red
filters may not completely block out the light.
shorts.
b. Green light: green shirt, • Students consolidate what they have learned.
green shorts.
• Ask students to make a poster in colour that will look different when viewed
c. Blue light: black shirt, through red, green, or blue filters. This could be a competition, with a prize for
blue shorts. the poster judged to be the best by the class.
Homework
Workbook page 75.
Key words
reflect, absorb, light, conclusion
9.11
Changing ideas:
Light Objectives
• Recall that there can be different explanations for the same observations.
SIC • Explain why some explanations are accepted and others are not.
Overview
Student Book This lesson helps students to develop their understanding of Science in Context.
pages 172–173 Students take part in a debate about whether light is a wave or a particle. They
use the information in the Student Book to argue for one side or the other, and
99
illustrate their points with practical examples or models. The whole class is
9.11 Student Book answers then introduced to a new piece of information (interference of light) and discuss
how that changes their views. Finally, they are introduced to the final piece
1. People could understand of information (photoelectric effect) and discuss how both views of light are
how balls bounced off needed.
surfaces, and Newton
was a successful scientist Activities
who people trusted. His
explanation matched many • Ask students ‘what is light?’ By now they may have built up an idea that light
observations. is a ray or beam, and will have been introduced to light as a wave. Discuss
how ideas in science change because new experiments or observations bring
2. He had published his new evidence and data to light. This makes scientists change their ideas or
ideas about gravity, which explanations about the world.
successfully explained how
the stars and planets moved. • Students work in small groups. Half the groups work on Newton’s particle idea
and half work on Huygens’ wave idea. They read pages of the Student Book
3. a. Draw a path on the floor at and prepare for the debate. (Safety: Ensure students know that the ray-box
a certain angle to the wall. lamps get very hot, and take care when using mains electricity.) Then all
Roll the ball along the the wave groups meet to discuss how they will present their practical work
floor so that it bounces and models, and the particle groups do the same.
off the wall. Draw where
it comes off and measure • Have a debate in which each side presents their view about what light is. Stop
the angle again. Show that the debate and discuss which side is the most persuasive at this point.
they are the same. • Show pictures of Young’s slits experiment, or an animation (e.g. http://phet.
b. The ball will change colorado.edu/en/simulation/wave-interference). Talk about how the light must
direction if it is allowed be cancelling out. Discuss how this changes their view, and if the observation
to run diagonally down can be explained at all using particles.
a slope that changes • Introduce the idea of the photoelectric effect with a simplified description
angle and thus makes of the discharge of an electroscope and explain it in terms of particles with
the ball change speed. enough energy (e.g. http://phet.colorado.edu/en/simulation/photoelectric).
However, the model is Discuss how this changes their view, and if the observation can be explained at
not a good one: if the all using waves.
slope becomes steeper,
the ball moves faster and
• Students to make a timeline of discovery about ‘what is light?’
its path bends towards Extension

the normal, whereas light Students find out more about Thomas Young or Albert Einstein and how they did
bends towards the normal their experiments.
when it is slowed down. In
addition, the weight of the Homework
ball makes it speed up. Workbook page 76.
4. No. There is no reason why
some particles would behave Key words
differently from others if they observation, explanation, particle, wave
are all the same.
100
9.12 Objectives
• Describe how your eye works.
The eye and the • Describe how a camera works.
camera • Compare the camera and the eye.
pages 174–175 In this extension lesson students learn about how the human eye works, and how
an image is formed on the retina of the eye. They investigate images in a pinhole
camera (though technically these are shadows). They see how a lens brings
light to a focused image on a screen. They consolidate their learning by finding
analogies between the eye and a lens camera.
Activities
• Elicit what students already know about the human eye. Show a diagram
of the various parts, and describe how they work. Students demonstrate
understanding of the eye and how it works.
• Review how light travels by asking students to explain how we see objects.
Elicit that light travels in straight lines. Demonstrate how a shadow changes
as you move the object closer to and further from a light source. Explain the
changes using the ideas that light travels in straight lines.
• Students use the idea of light travelling in straight lines by using a pinhole
camera to form an image of the filament of a lamp. Instructions for making
a simple pinhole camera from a box, some greaseproof paper, and some
aluminium foil can be found online (e.g. https://spark.iop.org/pinhole-camera-
and-lens-camera).
• Alternatively, or as well as the practical, students construct a model of the rays

of light forming an image in a camera using string. Students draw a picture of a
lamp on a piece of paper. They draw a picture of a pinhole camera on another
piece of paper. If they use string from the top and bottom of the filament they
can use the model to predict what will happen if they move the camera closer
to the lamp, or further from it.
• Students compare and contrast the eye and the camera.

9.12 Student Book answers Extension
Students research the difference between the simple lens camera and cameras in
1. a. the iris
mobile phones.
b. the optic nerve
2. Eye Camera Homework
Hole to pupil aperture Workbook page 77.
let the
light in Key words
Where retina sensor/ source, detector, transmit, reflect, absorb, transparent, translucent, opaque, lux,
the film luminous, non-luminous, eye, lens, cornea, retina, cones, rods, optic nerve
image is
formed
3. Any sensible suggestions, e.g. it is

made of soft tissue/contains rods
and cones.
101
9.13
Review answers
Student Book Student Book answers
pages 176–177
1 a luminous [1]
b opaque [1]
c inverted [1]
d transparent [1]
e non-luminous [1]
2 a reflected [1]
b absorbed [1]
c translucent, transparent [2]
d reflected [1]
e opaque [1]
f transparent [1]
3 B [1]
4 A, C, F [1]
5 a refraction [1]
b The light slows down as it goes from air (less dense medium) to water. If it crosses the [1]
boundary between the two at an angle, the change in speed makes it change direction. [1]
(Or: light speeds up as it goes from a dense medium to a less dense medium.)
c Light is refracted from above the water so the fish can see the bank in the air. [1]
Light is totally internally reflected from below the water so the fish can see the bottom [1]
reflected on the surface.
6 a C [1]
b A [1]
c B [1]
d The two angles are equal. [1]
7 a zero (0° to the normal) [1]
b It is not refracted; it goes straight through. [1]
c 45° [1]
d It is totally internally reflected [1]
e The critical angle is less than 45°. [1]
f If the critical angle were more than 45° then the light would be refracted. [1]
8 i A, C, E, D, F, B, G [1]
102
ii Any sensible suggestion, e.g. you can see precisely where the rays go. [1]
9 a His trousers are green. [1]
b His shirt is magenta. [1]
103
10.1 Objectives
• Describe what is meant by voltage
Electricity • Describe how to measure voltage in series and parallel circuits
and • Describe the effect on the voltage of adding cells and lamps in series and
parallel circuits
Magnetism
Overview
Student Book Students may already have come to realise intuitively that the voltage is linked
pages 178–179 to the energy stored in the battery, and in this lesson they learn about the
link between energy, voltage, and charge. They learn how to measure voltage
with a voltmeter. They measure the voltage across components in series and
parallel circuits, and explain their readings using one of the models that they
have considered in previous lessons. Finally, they consolidate what they have
learned about current and voltage in parallel circuits by making a game of snap
involving circuits.
Activities
• Show a variety of batteries (cells) of different sizes and shapes and voltages.
Establish that the physical size of a battery or cell is not a measure of the
energy stored by connecting up two circuits with batteries of different sizes but
the same voltage in order to light identical bulbs.
10.1 Student Book answers • Demonstrate how to connect up a voltmeter and use it to measure the voltage
across a cell. Explain that voltage is measured with volts and is a measure of
1. a. Current is the charge the energy transferred by the charges and the push of the cell or battery.
flowing per second, and • Students investigate the voltage across components in series and parallel
voltage is the energy per circuits. (Safety: Ensure students take care when working with electricity.)
charge or the push from In discussion, draw out the idea that the energy stored in the battery is
the battery. effectively shared between the two bulbs in series, and that this is linked
b. Voltmeters are connected to the decrease in the brightness of the bulbs as more are added in series.
in parallel, but ammeters Ask students to decide which of the models that they have learned about
are connected in series. best helps to explain these observations. Establish that in a parallel circuit
the voltage across each of the branches is the same, because each loop is
2. 6
effectively independent of the others. Again, discuss which of the models best
3. Because the energy that helps to explain this.
is transferred to each
component adds up to the • Students consolidate what they have learned by making a game in which they
have to match circuits where the meter readings are the same. This is quite a
energy available from the
substantial activity so could be shortened or used for revision later.
battery.
4. a. 6 V – 2 V = 4 V Extension
b. The same size. The Students research the origins of the first batteries and the scientists involved
current is the same in making them. They make a poster that shows a timeline of the history of the
everywhere in a series battery.
circuit.
c. The voltage across each Homework
one is the same as the Workbook page 78.
voltage across the battery,
6 V. Key words
5. No, the charges aren’t used voltage, volts, voltmeter
up. The current transfers the
energy from the chemical
store in the battery to the
components.
104
10.2 Objectives
• Describe how resistance affects current
Resistance • Calculate resistance
Student Book • Know the circuit symbols for fixed and variable resistors
In this lesson students explicitly learn about the concept of resistance as the
property of a component, a property that determines the current in a circuit
containing the component and a cell. They learn the circuit symbols for resistors
and variable resistors.
Students will have developed a sense of what resistance is from the experiments
with lamps in series circuits; the current is smaller because the resistance is
bigger. They now learn about a simple model of resistance that can be applied to
metal wires, and how to calculate resistance. It is important for them to realise
that current is the dependent variable. You choose the resistance and the p.d.
and get the current as a result.
Students learn how variable resistors can be used in a wide range of situations.
Activities
• Show a circuit with one cell and one lamp, and another with one cell and two
lamps. Ask students to explain the observations using the models that they
have learned.
• Introduce the idea of resistance. Explain that it is the push of the battery and
the resistance of the component that determines the current. The rope model
explains that particularly well. You can demonstrate this with a piece of rope, or
the students can work in groups with a piece of rope. How much you grip the rope
10.2 Student Book answers is like the resistance, and the speed of the rope is the current. If you grip harder
the rope is slower. Remind students to be careful about the tendency to pull the
1. Decrease the resistance. rope harder (increase the voltage); this is the ‘constant current’ misconception.
voltage (V)
2. resistance = current (A) • Introduce the equation to calculate current from voltage and resistance first,
then change the subject of the equation to give R = V/I. This is because current
12 V depends on voltage and resistance. Discuss the unit of resistance and its symbol.
= 0.25 A Students practice using the equation. They should practice converting between
mA and A, and kΩ and Ω.
= 48 Ω
3. a. 1.5 A – 0.4 A = 1.1 A • Show some resistors and the circuit symbol for resistors. Remind students
how to measure the current and voltage in a circuit. Students measure the
b. The buzzer: the voltage is
resistance of unknown resistors or other circuit components. Provide two
the same, but the current
lamps of different resistances. (Safety: Ensure students take care when
is smaller.
working with electricity.)
c. resistance of motor =
6 V/1.1 A = 5.5 Ω • Set up a circuit with a variable resistor and show how it can be used to vary the
brightness of a lamp. Ask students to suggest situations where it might be useful
resistance of buzzer =
to have a variable resistor. Collect responses, then show a range of pictures of
6 V/0.4 A = 15 Ω
dimmer switches, sliders on mixing desks, volume dials on radios, etc.
4. Adding a branch for a lamp
increases the total current
for the same voltage/
Homework
provides an additional path Workbook page 79.
for the charge to flow round,
so the total resistance is Key words
smaller. resistance, ohm
105
10.3 Objectives
• Make decisions about when to use primary data.
Planning • Describe how to plan an investigation.
investigations:
Overview
Resistance of a wire This lesson helps students develop their skills in Thinking and Working
Scientifically.
TWS
In this lesson students consider the different kinds of questions that you can
ask and ideas that can be tested with practical work. They select an idea to test
Student Book in relation to fruit batteries and complete an investigation. They write up their
investigation to show what they have done and found out. They are then paired
pages 182–183 with someone who has done a different investigation and they each critique the
report that the other has written. Finally, students consider how scientists ensure
that their conclusions are accurate and consider the importance of results being
reproduced by other scientists.
Students could use the information in the Student Book to start their planning,
or alternatively draft a plan and check it against the plan in the Student Book.
Alternatively, students can complete the investigation shown in the Student Book.
Activities
• Elicit the difference between a question that science can answer and a
question that science cannot answer. Ask students to recall the different
parts of an investigation that involves a fair test. Elicit the difference between
primary and secondary data.
• Remind students of what they learned about voltage. Demonstrate how to

make a fruit battery. Take a piece of acidic fruit, put two different pieces of
metal in it, and show that a voltage is produced.
• Ask students to think of three ideas that they could test about the fruit battery.
Show them the range of apparatus that they could use. Elicit the idea that
there are lots of different types of question, and that students would need to
do an experiment or investigation to answer them. Highlight the difference
between answering a question such as ‘Do all fruits produce a voltage?’ and
testing a hypothesis such as ‘Does the voltage depend on the acidity of the
fruit?’. Discuss primary and secondary data collection in this context.
• Students plan and carry out an investigation into fruit batteries. (Safety:
Ensure students take care, as metal pieces may have sharp edges.)
They should conduct the necessary preliminary work to ensure that their
investigation will work and write up their investigation as a formal report.
• Pair students who have done different investigations. Explain that scientists
review each other’s work and feed back on it. Students read each other’s
reports to give feedback. Students then read each other’s feedback and
discuss it.
• Alternatively, students can undertake the investigation about the resistance

of a piece of wire discussed in the Student Book. (Safety: Ensure students
take care when working with electricity. The wire will get hot, so remind
students to connect it only for short periods of time.) They think of ideas
that they can test in relation to the resistance of a wire. You will need to
provide different types of resistance wire. Check any wire that you provide and
ensure students are aware that the wire could become hot, so they should only
connect it for short periods of time.
106
• Discuss how scientists ensure that what they have found out is accurate.
Distinguish between repeatability (the scientist repeating the experiment to
check the results) and reproducibility (other scientists conducting the same
experiment to check that the results are accurate).
• Match groups who have conducted the same experiment together and ask
them to discuss how they went about their experiment and what they found
out. Each group reports their conclusions to the class.
Homework
Workbook page 80.
Key words
resistance, questions, preliminary work, plan
1. ammeter, ruler
2. a. change: thickness/diameter; measure: current; control: type of wire, length
b. It is difficult to measure the thickness of the wire accurately; it might be difficult to change it (you would need to
find another wire that is identical except for thickness).
3. The wire could get very hot/risk of burning.
4. a. Lakshima would draw a bar chart as her data is categoric, Chetana would draw a line graph as her data is
continuous.
b.
Material Current Current Current Mean Resistance
(A) (A) (A) current (Ω)
(A)
10.4 Objectives
Energy and • Describe the difference between energy and power.
power • Calculate power.
Overview
Student Book In this lesson students learn about the equation for power, and how power is
pages 184–185 different from energy. They practice using the equation and develop a sense that
‘more powerful’ means that more energy is transferred in a shorter time. They
investigate the power of electrical items and recognise that items that heat things
up are generally more powerful than things that produce sound or light.
They learn about the link between the power of an appliance, the length of time
for which you use it, and the cost on an electricity bill. Finally, they compare LEDs
and CFLs and make a leaflet for the general public that describes the differences
and compares the costs. They make connections with electricity generation, fossil
fuels, and climate change.
107
10.4 Student Book answers Activities
• Show students lamps that have different powers, e.g. a 60 W and a 100 W
1. 2000 W lamp. It would be helpful to have available a range of different types of lamp
2. power = energy/time (incandescent, CFL, and LED). Elicit that some bulbs look brighter than others,
and get students to think about the light energy being produced. Explain that it
= 1200 J/60 s
is not about the total amount of energy, but the energy per second that means
= 20 W that the light appears brighter.
3. a. power of CFL needed =
15 W • Iftransferred
available, use a mains joulemeter to show more energy per second is
by the higher power lamp. Explain the difference between energy
energy transferred in and power, that power is the rate at which energy is transferred. Introduce the
10 h = 0.015 kW × 10 h units of power, the watt and the kilowatt.
= 0.15 kWh
b. LED: 1 rupee; filament • Show students the panel plate on an electrical appliance that shows the power
of the appliance. Show students a range of appliances (or pictures of them) and
light bulb: 6 rupees; CFL:
ask them to rank them in order – highest to lowest power. Students look at each
1.5 rupees
appliance (or picture) to work out the power and put them in order. supports
c. 5 rupees this activity. (Safety: all appliances should be switched off.)
• Students practice using the equation for power.

• Discuss what students understand by ‘efficient’. In groups students prepare an
explanation about why less efficient appliances cost more to run. Make sure that
they use the terms ‘power’ and ‘energy’ correctly.
• Discuss the link between efficiency and climate change. More efficient devices
require less coal to be burned in a power station to produce the same desired
energy transfer. This mean less CO2 is transferred to the atmosphere, which is a
very good thing.
• Students to compare the cost of LEDs and energysaving light bulbs and then
make a leaflet that informs the general public about the differences, pros and
cons, and costs.
Homework
Workbook page 81.
Key words
mains supply, power, watts, kilowatts, filament, light-emitting diode (LED),
efficiency, kilowatt-hour (kWh)
10.5 Objectives
• List safety measures when using electricity.
Electrical • Know how fuses, earth wires and circuit breakers keep you safe.
safety in the Overview
home In this lesson, students consolidate what they have learned about safety and
the risks of the build-up of electrical charge. They review that charges moving
through a material produce a current, which can cause a heating effect or
Student Book produce visible sparks. Students learn further about how electrical devices and
pages 186–187 circuits incorporate safety measures using devices known as fuses, earth wires
and circuit breakers. Encourage them to incorporate safety measures listed in the
book in their daily life.
108
• Energy is the ability to do • Begin the lesson by reminding the students that as a charge is moving through
work. the air, it is heating up the air, just as it heats up the filament of a lamp. Next,
you can show a suitable video clip from the Internet.
• Electrical circuits. • Discuss the importance of electrical safety in everyday life. If possible, show
the internal circuitry of an electric device such as an electric kettle. Point out
the safety measures in the circuit. Alternately you could show a video of the
same. Emphasize the importance of not overloading electrical sockets. Discuss
the dangers of using damaged wires or using appliances near water.
1. Earth wire C, fuse A, circuit
breaker B • Discuss in class the role of fuses and circuit breakers. If possible, show the
students how the circuit breaker works in the school building. Explain that
2. a. Too many plugs in one
fuses and circuit breakers are placed in the live wire and switch off circuits
socket.
when the current is too high.
b. The cable insulation is
damaged. • Show the internal wiring of a three-pin plug and discuss the earth wire
function in class. Explain that this is a safety wire that is connected to
c. Metal knife inside appliances with metal casings.
a toaster – may cause
electrocution. Homework
3. A. 13 A, b. 3A Questions from the student book spread. Also workbook page 82.
4. Fuses and circuit breakers
switch off an appliance if Key words
the current is too big. The earth wire, fuse, circuit breaker, switch, wire, ampere, electric power, positive
circuit breaker can be reset / electric charge, negative electric charge, neutral, conductors, insulators, closed
is more reliable/RCCB more and open circuit, electric current, volts.
sensitive and can prevent
electrocution.
10.6 Objectives
Electromagnets • Describe the properties of an electromagnet.
Student Book • Describe how devices that use electromagnets work.
This lesson is designed to teach students about electromagnets and their
properties. They will discover how electromagnets work by reviewing their uses
Prior learning
in various devices, such as a loudspeaker and an electric bell.
• electric current has a
Students will learn the properties of an electromagnet, especially the production
magnetic field around it.
of a magnetic field as electric current flows through its core. The aim is develop a
solid understanding of electromagnets and their applications, in students.
Activities
• Announce to the class that the lesson is to help them understand the
properties of electromagnets and how they are used in devices. Ask them
where they have heard of uses of electromagnets in everyday life.
• Reviewing the properties of an electromagnet; you may use diagrams
or videos to explain the concepts. You can handout circuit diagrams of
a loudspeaker or a doorbell and ask the students to identify where the
electromagnet is located in each.
109
• Have the students discuss how the use of an electromagnet can contribute to
the function of a device.
1. Iron, increase, increase. • You can lead the class to experiment with an electromagnet to see which
factors can affect its strength, magnetism, and pole direction.
2. Magnetism can be switched
on and off; strength can Homework
be varied; poles can be Questions from the student book spread. Also workbook page 83.
reversed.
3. D B E A C F Key words
static electricity, attraction, repulsion, electric charge, electric current, positive,
negative terminals.
10.7 Objectives
• Describe the difference between dependent and independent variables.
Risk, variables,
and tables: • Describe how to show that you have controlled variables in an investigation.
• Write an appropriate risk assessment for an investigation.
Investigating
electromagnets Overview
This lesson helps students develop their skills in Thinking and Working
TWS Scientifically.
Students explore ideas about risk, and about identifying and controlling
variables. In the context of work on an electromagnet, they learn about
Student Book dependent and independent variables. They decide which variables to
pages 190–191 investigate and how to control the other variables.
Wires get hot, which provides a real example of a situation where a risk
assessment is essential.
Activities
• Students, in pairs, complete a card sort to remind them how to plan an
investigation. They compare their order with other groups. The class then
discusses whether there is a ‘definitive’ order.
• Discuss previous experiments where students have made electromagnets and

elicit the idea that connecting a wire directly across a battery will cause it to
get hot. Students practice writing risk assessments. (Safety: Ensure students
take care when using electricity, and only connect the battery for short
periods of time as the wire will get hot.)
• Students plan an investigation into the strength of electromagnets. They

should write a risk assessment. The key idea is to present their results in a way
that shows very clearly:
◦ which is the independent variable

◦ which is the dependent variable
◦ how the other variables are controlled.
• Students complete their investigations and prepare a presentation for the rest
of the class.
• Students evaluate each other’s methods and presentations and produce a

checklist to help them when they do an investigation in the future.
110
Extension
Students to plan and carry out a second experiment to investigate another of the
independent variables.
Homework
Workbook page 84.
Key words
dependent variable, independent variable, control variable, risk assessment

1. A list of what might cause injury or damage, and the things you will do to reduce the chance of it happening.
2. Suggestion/measure, e.g. the elastic band could fly into someone’s eye; wear safety goggles.
3. a. surface
b. height of bounce
c. They could list all the control variables, and say what value they have.
d.
Surface Height of
bounce
(cm)
10.8
Review
answers
Student Book
1 A, B, C, F [1]
2 a A – right, B – down, C – down, D – left [1] each
b Any two magnets correctly placed to make the blue magnet move up, e.g. diagram B but with
[1]
S at the top of the green magnet, or diagram C but with N at the bottom of the green magnet.
3 a magnetic field, magnetic field [1] each
b magnetic field, strong, poles [1] each
c pole [1]
4 a using iron filings [1]
using (plotting) compasses [1]
b A point where the magnetic fields cancel out. [1]
111
c magnet 1
[1]
The neutral point, where the field from magnet 1 is cancelled by the field from magnet 2/
[1]
where the fields are the same strength, is further away from magnet 1 than magnet 2.
d Put a steel ball at different positions. When it is at the neutral point it will not move. [1]
5 In the first picture the compass needle is lining up with the magnetic field of the Earth. (The [1]
magnetic North pole of the Earth is the pole to which north poles of magnets are attracted.)
In the second picture the compass needle is lined up with the magnetic field of the magnet. [1]
6 a A magnet that you cannot turn off. [1]
b A material that is attracted to a magnet/that can be magnetised. [1]
c A region where a magnet/magnetic material experiences a force. [1]
d Lines that show the direction and strength of a magnetic field. [1]
e A coil of wire carrying a current and wrapped around a core. [1]
7 a The coil becomes an electromagnet. [1]
b The coil is no longer an electromagnet. [1]
[1]
c The hammer would be brought into contact with the bell and would not move away, because
[1]
the steel would become magnetised and stay magnetised.
8 a Wind the wire around the nail. [1]
Connect the wire to the battery and switch, and then turn it on. [1]
b Wind more turns of wire on the nail. [1]
Use a bigger battery (higher voltage). [1]
c A, C, D, B [1]
9 a type of core [1]
b strength of the electromagnet [1]
c the number of turns, the current (or voltage) [1]
d Small paper clips, because they can easily be counted and give a more accurate answer than
large paper clips, while iron filings would stick to the magnet.
[1]
Or
Iron filings because the mass of filings is a continuous variable.
e Type of core Number of small paper clips [or]
[1]
Mass of iron filings (g)
112
11.1 Objectives
• Make bioplastic from milk and vinegar as an application of biotechnology.
Technology in • Build a concave mirror type solar system.
Everyday life • Build a working wind turbine.
Student Book • Demonstrate an uninterruptible power system operating a low power
appliance.
pages 194–202 • Make toothpaste as an application of a base in daily life.
• Find out how to make soap as an application of acids and bases in daily life.
Prior learning • Find out how to make detergent as an application of acids and bases in daily
• Role and application of life.
biotechnology in every day
life. Overview
• How to build an electric The Technology in Everyday Life chapters are designed to enhance the research
and technology application skills of the students.
circuit.
• Acid-base reactions. The aim is to have the students recognise importance of science and technology
to solve everyday problems and integrate scientific concepts/ STEAM in daily
• Saponification. life to improve the quality of their own life and lives of others. And finally, to
understand how scientific concepts/ STEAM affect their life and society.
Activites
The activities added are as per the National Curriculum of Pakistan and detailed
in the student book. The hands-on activities must ensure that the following
scientific skills are practiced and encouraged during the class:
• use a variety of technologies within a design process to identify and solve

problems by creating new, useful or imaginative solutions to challenges/
inquiry questions
• use secondary sources of information to study the process of making the given
products
• apply the process people follow to design new things (make a plan, make
drawings of the design, choose the best available material, construct working
models and test your design)
• describe the strengths and limitations of your model
• follow safety measures while carrying out practicals
• design the model of a wind turbine using reusable material
• describe how science is applied across societies and industries
Further assurance must be made that the solar oven activity is not performed by
students but is demonstrated by the teacher/STEM instructor, as cautioned in the
national curriculum.
Key words
Bioplastic, biotechnology, acid, base, safety measures
Homework:
For 11.1, Workbook page 85.
113
Student Book answers
Spread Question Answer
11.1 1 Large molecules made up of long, repeating chains of smaller molecules
2 a. Most modern plastics are made of compounds that come from crude oil.
b. Bioplastics made from biological materials from living organisms, such as cellulose from plant
cell walls and milk from mammals.
c.
Plastic type Advantage Disadvantage
Synthetic Cheaper Uses fossil fuel
plastic by-products
Bioplastic More labor Has fewer uses
intensive
3 Students to convert the steps provided in the textbook as basis for flowchart.
11.2 1 turn; reverse; generator.

2 It is a device placed between the usual power supply and a sensitive electrical equipment.
The system provides a power source which is constant and protected from any spikes or dips
in the power supply, available in the event of a power cut for a short time, enough for backup
generators to start working or to safely shut down equipment.
3 An increased number of parallel rays of light will be brought to the focal point, generating
increased heat.
11.3 1 A mixture designed for a particular purpose.

2 1. Sodium hydrogen carbonate (also called bicarbonate of soda, or baking soda) – which
neutralizes acids in the mouth and polishes the teeth.
2. Sodium chloride (salt) – which acts as an abrasive, which helps to remove plaque.
3. Peppermint oil – makes the toothpaste taste good.
3 To prevent microbial infection or diseases.
11.4 1 Oil and sodium hydroxide

2 i. You must wear goggles (not safety glasses) when making soap.
ii. If you get sodium hydroxide on your skin, wash it off immediately under running water.
3 There might be unreacted sodium hydroxide in it, which is corrosive to skin.
11.5 1 Oil and sulfuric acid.

2 Exothermic reaction.
3 For safety purposes, small amounts of reactants can be used in a controlled environment.
114
12.1 Objectives
• Describe what a nebula is.
Our Universe • Describe how stars form and die.
pages 204–205 In the previous lessons, students have considered the timescale of the formation
of the objects in the Solar System. In this lesson students consider stars. They learn
how stars form from gas and dust, and how they come to shine. They see how stars
have a life cycle, and learn that they themselves are made of the dust of dead stars;
they are stardust.
Activities
• Use Stellarium software (free to download) to demonstrate the stars in the
sky. Pick out some stars that appear to be different colours – for example,
Betelgeuse looks orange/red, Rigel looks blue. Both are in the constellation
Orion.
• Students read about the lifecycle of stars, then put the stages of the lifecycle
of a large and small star in order. Students use the information to make a ‘flick
book’ to demonstrate the lifecycle of a large or a small star.
• Demonstrate that you see different stars at different times of the year
using the software described above or using pictures. Introduce the idea
of constellations and discuss why we have the constellations that we do.
Emphasise that the patterns themselves have no scientific meaning but are
a useful way of working out where you are. Demonstrate how you can find
north or south using Ursa Major or the Southern Cross. Demonstrate you see
different stars if you live in the Southern Hemisphere than if you live in the
Northern Hemisphere.
• Demonstrate that it is impossible to judge how bright a star is from looking at

it. Use a bright light source, such as a bulb, and a less bright source, such as a
candle. If the bright source is further away, it can look of a similar brightness to
the weaker light source.
• Students summarise what they have learned about stars by writing a leaflet ‘A
guide to the stars’ for grade 7 students.
• Student could plan how to find out the answers to those questions that have
not been answered given what they know about primary and secondary data.
12.1 Student Book answers Homework

Workbook page 88.
1. A – 2, B – 3, C – 1, D – 4
2. Appropriate answer, Key words
e.g. similarity: both start
as nebulae; difference: a star, stellar nursery, nuclear fusion, nebula, main sequence, red giant,
low-mass star ends up as a white dwarf, black dwarf, red supergiant, supernova, neutron star, black hole,
white/black dwarf whereas planetary nebula, massive star
a massive star ends up as a
black hole/neutron star.
3. Gold is made in supernovae,
but diamonds can be made
by compressing carbon on
Earth.
115
12.2 Objectives
• Describe what is in a galaxy.
Galaxies • Describe what is in the Universe.
Student Book • Describe the 3 different types of galaxy.
In this lesson students learn about our place in the Universe. They develop an
Key words understanding of the Solar System as part of a galaxy, the Milky Way, that is
one of millions of galaxies in the Universe. This is an example of how scientists
Milky Way, Kuiper belt, Oort cloud, produce explanations based on observational evidence alone: no-one can or ever
exoplanet, galaxy, black hole, will leave the Solar System to travel through interstellar space. Emphasise that
Universe the models and images are constructed and that living humans will not be able to
look back and take a photograph of the Solar System from beyond it.
In the final activity, some students could use light years in their leaflets to give an
idea of scale.
Activities
• Revise what students know about the Solar System. Give out ten shuffled cards
with the names of the planets, the asteroid belt, and Pluto. Get the students to
line up in the correct order or give groups a set of cards to put in order, starting
with the Sun. Ask students what is outside the orbit of Pluto. Remind students
that there are planets around other stars called exoplanets, so those stars
must be a great distance from our star.
• Introduce the order: Solar System, other stars and solar systems, galaxy,
Universe. Students read the Student Book to learn about the Kuiper belt, Oort
cloud, and our nearest star. Show a suitable animation to give an idea of scale,
such as Powers of Ten, which can be found online, or this one: http://apod.
nasa.gov/apod/ap100120.html.
• Students to work out the order of objects in the Solar System.

• They to work out the order of objects in the Universe. They should consider
how to incorporate stellar dust and gas, and planetary systems around other
stars.
• Students estimate the number of stars in the night sky using another image
of the night sky. Discuss the fact that most of the stars that they see are in the
Milky Way, and some of the fuzzy objects are galaxies. Compare the number of
12.2 Student Book answers stars they can see with the billions of stars in the Universe.
1. Kuiper belt, Oort cloud, • Students write a ‘Guide to the Universe’ leaflet for the general public that
galaxy explains what would happen if they travelled in a spacecraft away from the
Earth. This could draw on what they have learned throughout this topic on
2. A solar system is a collection
space.
of planets and moons in
orbit around a star. A galaxy
is thousands of millions of Homework
stars, together with their Workbook page 89.
planetary systems.
3. There are too many to Extension
count and we may not have Students research the Drake equation, and find out how scientists make
powerful enough telescopes estimates of the probability of alien life in the Universe.
to see them/they are too
faint/too far away.
116
12.3 Objectives
• Give the approximate age of the Universe.
The origin of • Describe the Big Bang theory of the Universe, and evidence for it.
the Universe • Compare the time that humans have lived on Earth with the age of the Earth.
pages 208–209 In this lesson students learn about the Big Bang theory and how it can be
modelled. They learn about the timescale over which the Universe has existed.
One of the key messages is the relatively short time that human beings have been
on Earth compared with the length of time since the Earth was formed, or since
the Big Bang. This lesson includes making a timeline, and some students may
need support with the mathematical elements.
Students will use this information in the rest of the lessons in the topic on
asteroid impacts and the life cycle of stars.
Activities
• Students can write questions about the Universe to which they would like to
know the answer. You can make a display and revisit the questions later. This
discussion could be used to consolidate ideas about the sorts of questions that
science can and cannot answer.
• Show a photo of the most distant galaxies that have been observed, such as the
famous mage from the Hubble Space telescope, http://apod.nasa.gov/apod/
ap121014.html. Explain that the galaxies shown in the picture are 13.7 billion
light years away. Elicit that we are seeing the galaxies not as they are now, but
how they looked over 13 billion years ago.
• Introduce the idea that the galaxies that we observe are all moving away from
us, and that we can model this with a balloon. Students use the balloon activity
to work out that more distant galaxies are moving away faster. They will need
to do the activity in pairs. Demonstrate how to use the string to measure the
distances on the curved surface of the balloon.
• Students use the cards to sort out the order of events since the Big Bang. Then
they make a timeline.
• Students consolidate their knowledge by putting the events in order with the
appropriate timescale. These cards could be used to make a display or be stuck
in their books.
Homework
Workbook page 90.
Key words
Big Bang, atom, expansion, Universe
1. a. 13 700 million years old

b. 5000 million years old
2. It is not possible until we know how much mass there is in the Universe.
3. No. The dinosaurs died out 66 million years ago and humans have only been around for 500 thousand years.
117
12.4 Objectives
• Describe some ideas in ancient astronomy that have changed over time.
Changing ideas 1: • Describe how scientists develop explanations.
Ancient ideas Overview
about the In this lesson students consider how astronomers and scientists in India,
Universe Africa, and Islamic countries developed explanations about the world around
them. They complete a group activity to learn about the science that was done
Student Book in each region. As part of the activity, they consider how the science fits in
chronologically with the development of the model of the Solar System that
pages 210–211 they have studied in the previous two lessons. Finally, they consider the role of
communication, or problems with it, in the development of ideas, and how that
has changed and the impact on how scientists work today.
Activities
• Ask students where astronomers lived in ancient times. Establish that there
were people making measurements of the sky and developing explanations all
over the world.
• Students imagine what it would have been like for people looking up into the
night sky thousands of years ago. Ask them for some of the natural conclusions
that people might have made based on what they could see.
• Introduce the difference between a story, or a myth, and a scientific

explanation. Collections of myths about the Sun, Moon, and Solar System
are available online (e.g. http://www.windows2universe.org/mythology/
mythology.html). Discuss the idea that scientific explanations explain and
predict, and are based on evidence from observation or experiments.
• Divide the class into groups of three. These are their home groups. In each
group they decide who is going to answer questions about each of the regions
of science. They meet with others who have been given the same questions
and work out how to teach the others. These are the expert groups. They
return to their home groups to teach each other and remain there to make a
poster about what they have learned.
• Students should lay their posters out on the desk. Groups should circulate
around the posters with stickers and write one positive thing about the poster
1. You need to be able to write
down your observations so and one thing about it that that could be improved on their stickers then stick
that you can see patterns them on a piece of paper next to the poster.
over time.
2. Scientists observed day and
• Each group should think of three reasons why the same ideas appeared in
different places at different times. They feed those ideas back to the class and
night, made a model of the they can be collated. Elicit that communication is the issue and that problems
Earth spinning, and used with language or geography could be significant problems. Discuss whether
the model to explain the the same problems exist today and whether someone with a very new idea
observations. would have that idea accepted.
3. a. Any story, such as the Sun
being eaten. Homework
b. Eclipses happen when Workbook page 91.
light from the Sun is
blocked by the Moon or Key words
Earth.
communication, question, model, explanation, evidence
c. The story does not predict
eclipses.
118
12.5 Objectives
• Describe some ideas in ancient astronomy that have changed over time.
Changing • Describe how scientists develop explanations.
ideas 2: The
Overview
geocentric This is the second of three lessons about the model of the Earth’s place in the
model Universe (there was no clear distinction between the Solar System and the
Universe for a long time). The emphasis is on the way scientific explanations are
Student Book developed, examined in the context of the development of the model of the Solar
pages 212–213 System.
I n this lesson students learn about the early model of the Universe and
reasons why it was so widely accepted. They consider the nature of evidence
and how it can be used to support or refute an existing theory.
They learn what retrograde motion is and how it arises. Point out that this key
observation did not overturn the existing model; the model was adapted, which
illustrates a tendency for people to hold on to ideas with which they are familiar,
and the difficulty in changing ideas.
Activities
• Review what students learned in the previous lesson. They could try to recall
some of the information from their posters and then look back at the posters
to see what they missed.
• Ask students to consider the evidence from their experience that the Earth
is stationary or that the Earth is moving. Gather ideas together and elicit the
statement that our senses do not indicate that the Earth is moving through
space.
• Introduce Stellarium software (the software can be downloaded free from

www.stellarium.org). Briefly show how the controls can be used to investigate
the motion of Mars as viewed from Earth.
• Introduce the idea that technology can have a major impact on scientific
explanations. The telescope has had a huge impact, not only in Galileoˈs time
but also in the uncovering of the structure of the Universe since Galileo’s time.
Students make a simple telescope using a thin convex lenses with a focal
length of 50–100 cm and a thin lens with a focal length of 5–10 cm (100 cm and
5 cm work best). (Safety: Ensure students do not look directly at the lamp,
and take care – the lamp will get hot.)
• Ifa piece
available, use a commercial telescope or binoculars to project sunspots on
of card. (Safety: Under no circumstances use a telescope to look at
the Sun, or allow students to do so.) A risk assessment must be completed.
Read instructions for showing sunspots online (e.g. http://solar-center.
stanford.edu/observe/).
1. Earth, (crystal) spheres,
Homework
move Workbook page 92.
2. It made sense because you
cannot feel the Earth moving Key words
underneath you. geocentric model, retrograde motion
3. Ptolemy added little circles
to the orbits of the planets.
119
12.6 Objectives
• Describe the heliocentric model of the Universe.
Changing ideas: • Describe the evidence for the heliocentric model.
Modern ideas • Explain how scientific explanations develop.
about the Overview
Universe This is the final of the lessons about how ideas about the Solar System have
changed. The emphasis has been on the way scientific explanations are
Student Book developed. Students consider the impact of technology (the telescope) on the
pages 214–215 development of the model of the Solar System.
Students produce a television programme to demonstrate how and why the
Homework explanation of the observation of the motion of the Sun and planets changed.
Workbook page 93. Depending on resources, they could use a video camera to record their
programme and swap videos for another group to review, or present to the
Key words whole class. The group or the class should complete a peer-review sheet. In the
discussion, bring out the importance of evidence in changing ideas, but add that
telescope, heliocentric model, it still took time for a new idea to be accepted.
Universe
Activities
• Recap the idea that technology can have a major impact on scientific
explanations. Use ideas from other areas of science, such as microscopes
and cells. Describe the impact of Galileo’s observations on the model of the
Solar System.
• Students prepare a television programme that charts the change from the
geocentric to the heliocentric model. This guides them through the structure
of their programme and what should be included. They can to prepare their
storyboard.
• Provide materials for them to make geocentric/heliocentric models

(e.g. poster paper, balls, string, card).
• Group members each prepare the script for their section of the programme.
The narrator works out how to link the scripts together (if they are using one).
Each group rehearses what they are going to present.
• Ifeach
resources allow, students could tape their programme to share. They assess
other’s work.
• Discuss the role of evidence in the development of the model, and draw out
how the ancient Greeks preferred to adapt their model to fit the evidence,
12.6 Student Book answers using epicycles, rather than say that it was wrong.
1. In a geocentric model the • To consolidate their knowledge, each group produces a flow chart about
Earth is at the centre of the how models develop, using the words ‘question’, ‘evidence’, ‘explanation’.
Universe. In a heliocentric Alternatively, they can play a matching game for the geocentric and
model the Sun is at the heliocentric models. They write researched information on blank cards, and
centre of the Universe. place them face down. Each student takes it in turns to pick two cards. If they
match (are about the same model) the student keeps them. The winning
2. The observation of the
student has the most cards.
moons of Jupiter in orbit
around Jupiter, not around
the Earth. Extension
3. The retrograde motion of the Use the Internet to find out more about the development of the telescope and
planets. how it was used to see phases of Venus.
120
12.7 Objectives
• Describe how we collect information on space.
Exploring space • Describe advancements in space technology.
Student Book • Understand the benefits of space technology.
This lesson provides a science in context overview of space exploration and
its benefits for humankind. Specifically, the students consider the impact of
Prior learning
space technology on the quality of life on Earth. This will include the benefits of
• the roles of NASA space technology, such as improved communication, navigation, and weather
(National Aeronautics and forecasting.
Space Administration)
and SUPARCO in space Students will discover the benefits of space technology and how it has helped
exploration. us to better understand the universe. They will learn about the various methods
used to collect information from space, such as telescopes, satellites, and space
probes. They will also learn about the advancements in space technology that
have allowed us to explore further and gather more detailed information.
Activities
• Begin by reviewing the importance of space technology and how it has helped
us to better understand the universe. Ask students which instruments come
to their mind when we talk about space exploration. Remind them that most
exploration is done from the surface of the Earth, using space telescopes and
probes.
• Explain the difference between a space telescope, a satellite, and a space
probe. If possible, arrange for a telescope and let students take turns looking
at the sky through the telescope and note down their observations. If possible,
repeat the exercise at evening again and note down observations. Compare
the observations in class.
• Initiate a class discussion on the questions in the spread. Encourage students
to conduct their own research using online resources and new articles and
books.
Homework
Key words
Star, Galaxy, Milky way, Black hole, Neutron star, Pulsar white dwarf, red giant,
Telescope, Hubble Space Telescope, Space Probes, Galileo.
121
12.8
Review
answers
Student Book
1 a gas [1]
planetary [1]
b billions [1]
c billions [1]
2 A
[1]
D
3 CAEBD [5]
4 Spiral B, Elliptical C, Irregular A [3]
5 The nuclear fusion reactions have stopped so the star cools down [2]
6 Use telescopes both on earth and in space and send probes to other planets in the
[2]
solar system
7 a i, iii, iv, v All correct [2], 1 or
2 correct [1]
b i, iii, iv, v All correct [2], 1 or
2 correct [1]
c iv [1]
8 Heavier elements have to be formed in a supernova so there must have been a much
[2]
bigger star here before to make all the elements found on earth
9 Light takes a long time to travel to use from great distances. The greater the distance
[3]
the longer it takes so we see galaxies as they looked millions of years ago.
10 a In order: Milky Way formed, Earth formed, dinosaurs became extinct. [1] Milky Way
before Earth
[1] Earth before
dinosaurs
b It decreased/the Universe cooled down. [1]
c 14 billion light years [1]
because light from any further away has not had time to reach the Earth yet. [1]
122

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International Secondary Science TG 8 (SNC) Second Edition Size: 219 x 276 mm

Welcome to your International Secondary Sciense Teacher Handbook. This

Using your book

Introduction iv 5 Periodic Table

9 Reflection and Refraction of Light

10 Electricity and Magnetism

11 Technology in Everyday Life

1.1 Student Book answers

1.2 Student Book answers

• genetics is the study of Activities

1.3 Student Book answers

• Students work through questions 1–4.

1. The parent organisms die, not all of the offspring survive.

• Students answer questions 1 and 2.

Student Book Overview

• Read through ‘What is extinction?’ with your students, emphasising that

• Students answer questions 1 and 2.

1.6 Student Book answers

the peppered • Make conclusions by interpreting results informed by reasoning.

• Talk to students about the doubts raised on Kettlewell’s studies. Explain

• The structure and function

1.9 Student Book answers

1.10 Student Book answers

1.11 Student Book answers

c. A combination of genetic and environmental variation. [2]

b. a phosphate group, a pentose sugar and nitrogenous base.

Stage name Description

Prophase I The chromosomes are copied as the DNA replicates.

iii- formation of gametes. [12]

2.1 Student Book answers

and function of Overview

Prior learning Activities

• Introduce the concept of different types of neurones and relate to their

• Discuss the difference between a neurone and a nerve (tissue).

2.2 Student Book answers

1. Neurons are cells specialised for the passage of electrical impulses.

2.3 Student Book answers

pages 30–31 • Predict what would happen if a nerve connection broke.

• As a class activity, trace the pathway of a conscious thought to action

2.4 Student Book answers

• Introduce the concept of a Reflex as an automatic response to stimuli. Explain

2.5 Student Book answers

• Food for Thought: a research report, poster or presentation on the different

2.6 Student Book answers

3.1 Student Book answers

1 a. the physical surroundings in which a person, other animal or plant lives.

3.2 Student Book answers

• Look for explanations such as plenty of food to begin with, no predators so

• Have a plenary discussion on the interdependence of organisms and students

• Enlist and explain the different causes of changes in an ecosystem, such as

3.4 Student Book answers

• carbon cycle and why it is so important to living organisms.

• Encourage each student to recreate the carbon cycle in either a poster or

• Move on to introducing the oxygen cycle as a series of processes that move

• Remind the students that processes discussed earlier, i.e. respiration,

3.5 Student Book answers

• Read through ‘A perfect planet’ Explain the greenhouse effect carefully,

• Students answer questions 1 and 2.

3.7 Student Book answers

c. A combination of genetic and environmental variation. [2]

iii- formation of gametes. [12]

b. Fermenters are used to grow bacteria in large quantities, in order to