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Pearson Edexcel GCSE (9-1) Sciences Term 1 detailed summer planning document

This planning document summarises the lesson ideas and resources contained in the first term of the Edexcel GCSE (9-1) Year 9 Free
Teaching and Learning Support for September 2015. The second term will be available from December 2015.

The document also details the practical activities in the free support and the equipment needed to run them. Core practicals are in italics.

From September each lesson in the Year 9 Free Teaching and Learning will be supported by:

1 x detailed lesson plan

1 x powerpoint with learning outcomes
1 x knowledge retention quick fire quiz
1 x practical worksheet with student instructions
1 x student book spread (sample booklets will be printed)
1 x digital resource (video, animation, interactive)
Checkpoint teaching and learning support (3 x worksheets, 1 x powerpoint)
2 x differentiated homework worksheets
1 x set of answers

In addition there will be short End of Term summative tests.

To sign up for the free support materials please click here.

Please note: Resources and lesson ideas are awaiting endorsement by Edexcel. The specification is the advanced specification published
by Edexcel.

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Biology Spec points covered Starter options Practical activity Teacher-led activity

CB1a B1.3 Explain how changes in 1) Ask students how Students use microscopes to Help students to
Microscopes microscope technology, microscopes work, and examine pre-prepared slides of understand the
including electron establish the idea that small objects (e.g. hair, difference between
microscopy, have enabled us they magnify small pollen). resolution and
to see cells with more clarity things, making them and magnification by using
and detail than in the past their details easier to Students will produce a range the idea of digital
see. Explain that the of drawings annotated with cameras. Those with
B1.4 Demonstrate an study of cells would not names of objects and many megapixels have
understanding of size and be possible without the calculated magnifications. a higher resolution than
scale in relation to invention of the those with only a few.
microscopy, including microscope and ask Equipment: Microscope,
magnification calculations. students to suggest why. selection of pre-prepared Digital resource: Size
slides (e.g. hair, pollen, fish and scale animation
Demonstrate an 2) Write the words kilo-, scales, synthetic fibres,
B1.5
understanding of the milli-, micro-, nano- and mushroom gills, ear wax, pond
relationship between pico- on the board, in water, newsprint).
quantitative units, including random order. Write the
(a) milli (10-3), micro (10-6), prefixes in size order on
nano (10-9), pico (10-12) the board and then show
(b) calculations with numbers how the units are related
written in standard form (kilo- multiplies the base
unit by 1000, milli-
B1.6 Produce labelled scientific divides it by one
drawings from observations thousand, micro- divides
of biological specimens using it by 100 000 etc.).
microscopes

CB1b Plant and B1.1 Explain how the sub-cellular 1) Ask students to write Use a microscope to look at Hold up a metre rule
animal cells structures of eukaryotic and a simple definition of a simple animal and/or plant and ask students to
prokaryotic cells are related cell. Ask for a volunteer cells and identify their estimate the width,
to their functions, including: to read out their component parts. height and length of the

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Biology Spec points covered Starter options Practical activity Teacher-led activity

(a) animal cells - nucleus, definition and see if lab by comparing it with
cell membrane, mitochondria others agree with it or Students should identify, draw the length of the rule.
and ribosomes can add to it. Work and label cells and their parts. Explain that we use this
(b) plant cells - nucleus, cell towards a common idea on micrographs by
membrane, cell wall, definition. Equipment: Microscope, using a scale bar, from
chloroplasts, mitochondria sterile (autoclaved) wooden which we can estimate
and ribosomes 2) Ask students to take spatulas/tongue depressors, the sizes of other
... two small scraps of paper access to beaker of 1% Virkon things.
and write the name of in which to dispose of used
B1.4 Demonstrate an one cell part on one piece spatulas/tongue depressors, Move on to discuss
understanding of size and of paper and the function selection of pre-prepared fields of view,
scale in relation to of a different cell part on slides of plant and animal cells explaining that this is
microscopy, including the other piece. Put all (e.g. cheek cells, epithelial the illuminated area
magnification calculations the names into one ‘hat’ cells, palisade cells), plant that you see when you
and all the functions into material (e.g. onion, rhubarb look down a
B1.6
Produce labelled scientific another ‘hat’, and then and/or Elodea − decide before microscope.
drawings from observations give out a random the practical whether to
of biological specimens using selection of names and provide one of these Demonstrate how the
microscopes functions to groups of alternatives for all students or field of view can be
students. Ask them to to provide more so that some estimated by using a
work together to match or all students have the transparent ruler on the
the names with the opportunity to observe stage of a microscope
functions, working with different types of plant cells), and/or by using a grid
other groups to swap stain (e.g. methylene blue, on a sheet of plastic
pieces of paper as iodine solution), paper towel, and/or possibly an
needed. gloves, plain glass microscope eyepiece graticule. This
slide, coverslip, pipette, water. is best done with a
video microscope
attached to the
whiteboard display.

Digital: Inside a cell

video

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Biology Spec points covered Starter options Practical activity Teacher-led activity

CB1c Cell B1.1 Explain how the sub-cellular 1) Write the word Students study prepared slides Work with student to
Specialisation structures of eukaryotic and 'adaptation' on the of some specialised human think up a simple
prokaryotic cells are related board. Write down cells. Students identify mnemonic that will help
to their functions, including: adaptations of three adaptations within the cells. with remembering the
(a) animal cells - nucleus, animal species. Reinforce difference between
cell membrane, mitochondria the link between Equipment: Prepared and haploid and diploid,
and ribosomes adaptation and labelled slides of human cells such as HAploid cells
(b) plant cells - nucleus, cell environment to show the and tissues (Suitable slides have HAlf the normal
membrane, cell wall, purpose of the include: human sperm cells, chromosome number.
chloroplasts, mitochondria adaptation. Explain that human egg cell, ciliated cells
and ribosomes different kinds of cell lining the oviduct, microvillar Using two sizes of sieve
... have different forms and epithelial tissue of small with the same mesh to
different functions. This intestine.); light microscope show how quickly the
Demonstrate an leads to the idea that the and light source, transparent same amount of powder
B1.4
understanding of size and form of different kinds of ruler or graticule. (e.g. flour) can be
scale in relation to cells is adapted to their sieved through it. Make
microscopy, including function. the link between surface
magnification calculations area and rate of
2) Challenge students to absorption.
Produce labelled scientific sketch the main features
B1.6 drawings from observations of different kinds of cells Digital: To follow
of biological specimens using that have different
microscopes functions related to cell
structures with which
they are familiar.
Students should annotate
their sketches to identify
the features that are
adaptations to their
function.

CB1d Inside B1.1 Explain how the sub-cellular 1) Write the word Students examine live yoghurt Write up A × 10n on the
Bacteria structures of eukaryotic and ‘bacteria’ on the board. cultures to look for bacteria. board and explain how

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Biology Spec points covered Starter options Practical activity Teacher-led activity

prokaryotic cells are related Discuss with students the Even at the highest standard form works.
to their functions, including: sub-cellular structures magnifications, bacteria will Use arrows to illustrate
... that they would expect to appear very small. how the unit moves by
(c) bacteria - chromosomal find in bacterial cells. the number of times
DNA, plasmid DNA, cell Students should draw outlines shown by the power of
membrane, ribosomes and 2) Remind students that of any bacteria they can see. ten, both to the left and
flagella. both plant and animal right for positive and
cells are described as Equipment: Live yoghurt negative powers.
B1.5 Demonstrate an being eukaryotic because (liquid varieties are more
understanding of the they have nuclei. useful), sterile Digital resource: Cell
relationship between toothpicks/cocktail sticks, parts and functions
quantitative units, including Establish the idea that access to beaker of 1% Virkon interactive
(a) milli (10-3), micro (10-6), eukaryotic cells contain in which to dispose of used
nano (10-9), pico (10-12) nuclei but prokaryotic toothpicks, light microscope,
cells do not. microscope slide, coverslip,
water or methylene blue stain,
paper towel, gloves, pipette.
Optional: microscope with
×100 oil-immersion objective,
video camera and display,
non-live yoghurts.

B1e Enzymes B1.12 Explain the importance of 1) Show students a piece Students investigate the action Demonstrate to
and nutrition enzymes as biological of fruit that has started on starch solution of amylase students how starch can
catalysts in the synthesis of to go soft due to decay from their own saliva or with be synthesised from a
carbohydrates, proteins and by a mould fungus. prepared amylase solution, potato.
lipids and their breakdown Explain that the fungus is using the iodine test.
into sugars, amino acids and growing through the fruit Equipment: Medium-
fatty acids and glycerol with microscopic fungal The starch/amylase mixture sized potato, knife,
threads and 'eating' it. with the iodine solution should pestle and mortar or
B1.5 … Try to link the idea of cause a change in colour from blender, bench
(b) calculations with numbers softness to digestion in yellow to blue-black. This centrifuge and tubes,

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Biology Spec points covered Starter options Practical activity Teacher-led activity

written in standard form order to absorb small indicates the presence of water, iodine solution,
food molecules, as in the starch. As the amylase starts pipettes, 5 cm3 1%
human gut. to break down the starch, the glucose-1-phosphate
change in colour should reduce solution (prepared just
2) Ask students to work until all the starch is broken before the lesson and
in pairs or small groups down and the colour of the stored in a fridge till
to write down as many iodine returns to yellow. used), water bath at
processes and reactions 25 °C, test tubes and
as they can remember Equipment: test tube rack, well tray
that happen in living containing 5 cm3 1% starch (spotting tile).
organisms. Then ask suspension, test tube
them to try to identify containing 1 cm3 1% amylase Digital resource:
those processes or solution (or 0.5% pancreatin Starch and amylase
reactions where smaller solution) or saliva collected Presentation
units are joined to make by student (see instructions
something large, and above), water bath at 30 °C
those that show where (or refer to instructions on
something large is packaging if using bacterial
broken down into smaller amylase), 5 cm3 syringe or
units. pipette, beaker of water for
washing pipette, eye
protection, iodine solution,
well tray (spotting tile).
Optional: if using saliva –
hypochlorite (bleach) solution
or 1% Virkon solution for
disinfection of equipment and
benches, small beaker or
other container for collecting
saliva, Benedict's solution,
water bath at 70 °C,
additional syringe or pipette.

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Biology Spec points covered Starter options Practical activity Teacher-led activity

B1f Enzyme B1.7 Explain the mechanism of 1) Explain that an egg Students investigate the effect Demonstrate that
action enzyme action including the white is made up of of temperature on the time enzymes are specific to
active site and enzyme proteins. Boil an egg taken for amylase to digest particular substrates by
specificity white in a boiling tube. starch. testing a range of
Remove the solidified enzymes on a range of
B1.8 Explain how enzymes can be white from the tube with The length of time for the substrates. This could
denatured due to changes in a spatula. Remind reaction to reach completion be done by using the
the shape of the active site students that enzymes (as indicated by the iodine separate enzymes found
are proteins, and ask solution remaining yellow) in laundry detergents
them to suggest how should change with (available from the
enzymes might be temperature. NCBE) on a range of
affected by heat. Equipment: For each clothes 'stains' made
temperature tested: test tube with a particular
Equipment: Fresh egg, containing 5 cm3 1% starch substrate (e.g. cooking
boiling tube, boiling suspension, test tube oil (lipid), egg white
water bath , tongs, containing 1 cm3 1% amylase (protein), ketchup
spatula. solution (or 0.5% pancreatin (carbohydrate)) on a
solution) or saliva collected piece of clean old cotton
2) Students work in by student, water bath at fabric such as sheeting.
groups to write a 'story' appropriate temperature, 5
that will describe the role cm3 syringe or pipette, beaker Equipment: cloths of
of enzymes in digestion, of water for washing pipette, old white sheeting or
such as 'Enzymes are eye protection, iodine similar, stained with a
essential for the digestion solution, well tray (spotting range of substrates that
of food.' tile). contain only one kind of
biological molecule
Optional: if using saliva – (each cloth should have
hypochlorite (bleach) solution the same range of
or 1% Virkon solution for stains, and there should
disinfection of equipment and be one cloth for each
benches, small beaker or type of enzyme to be
other container for collecting

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Biology Spec points covered Starter options Practical activity Teacher-led activity

saliva. used), range of

enzymes that have
different substrates

Digital resource:
Enzymes animation

B1g Enzymes B1.9 Explain the effects of 1) Cut an apple or pear This practical investigates the Use a suitable enzyme
activity temperature, substrate in half (slices of celeriac effect of pH on amylase, the and substrate such as
concentration and pH on also work well), and enzyme that catalyses the using catalase/hydrogen
enzyme activity sprinkle lemon juice over breakdown of starch to smaller peroxide and measure
the cut surface of one sugar molecules. The iodine the volume of oxygen
B1.11 Demonstrate an half. Explain that cutting test identifies the presence of collected every 30 s for
understanding of rate the fruit breaks open starch, but does not react with 5 minutes. Measure and
calculations for enzyme cells, releasing enzymes sugar molecules record the pH of the
activity that were inside. Ask enzyme/substrate
students to describe the The optimum pH for human solution at the start of
B1.10 Investigate the factors that changes they see salivary amylase is pH7. Other the experiment.Record
affect enzyme activity happening, and try to amylases may vary from this the cumulative gas
suggest a reason for any value, but there should be one volume over time, and
differences between the pH that clearly allows greater plot the values on a
two halves enzyme activity than the graph of gas volume
others. against time
2) Ask how you would
tell from the results of Equipment: For each pH Students should make
two experiments using tested: test tube containing 5 the link between the
starch and amylase cm3 freshly made 1% starch rate of reaction slowing
which had the faster suspension (mix 5 g soluble down and the amount of
rate. Students consider starch with a little cold water, substrate left in the
what they would need to pour into 500 cm3 of boiling solution decreasing.
know in order to water and stir well, then boil
calculate the rate of the until you have a clear Equipment: hydrogen
reaction. solution), test tube containing peroxide solution (using

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Biology Spec points covered Starter options Practical activity Teacher-led activity

1 cm3 1% amylase solution (or one of following

0.5% pancreatin solution) or concentrations: 10, 15,
saliva collected by student, 20, 25, 30 vol) in clean
water bath at optimum brown bottle, 2-holed
temperature for the enzyme bung with delivery tube
(e.g. 37 °C), buffer solution at in one hole connected
a set pH (see table above), 5 to rubber tubing, conical
cm3 syringe or pipette, beaker flask, large syringe (at
of water for washing pipette, least 20 cm3), trough
eye protection, 0.01 mol dm-3 containing water, 2 cm3
iodine solution, well tray syringe, 50 cm3 or 100
(spotting tile). cm3 measuring cylinder,
Optional: if using saliva – clamp stand and boss,
hypochlorite (bleach) solution stopclock or stopwatch,
or 1% Virkon solution for eye protection.
disinfection of equipment and
benches, small beaker or Digital: Substrate
other container for collecting concentration
saliva. presentation

B1h B1.15 Explain how substances are Show students the Students measures the Demonstrate diffusion
Transporting transported by diffusion, diffusion of potassium percentage change in mass of and osmosis in the
substances osmosis and active transport. manganate(VII) in water strips of potato placed in small intestine using a
by placing a crystal at different concentrations of Visking tubing bag.
B1.17 Calculate percentage gain the bottom of a large solution. Using a coloured
and loss of mass in osmosis beaker of water. Ask sugar syrup, such as Explain to students that
students to work in pairs blackcurrant squash, makes it glucose and water
B1.16 Investigate osmosis in to discuss why the colour easier for students to see that molecules are small
potatoes disperses through the the solutions are of different enough to cross the
water. Ask where in the concentrations. membrane, but that
water the manganate is starch molecules are
Students should find that the
most concentrated at the not. Ask students to
potato strip in pure water

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Biology Spec points covered Starter options Practical activity Teacher-led activity

start, and how work in pairs and use

gains mass, while the rest lose
concentration of that information to help
mass in relation to how much
manganate at any them predict whether
water was in the solution (i.e.
particular point in the diffusion and osmosis
the potato in the solution with
water changes over time. will occur over that
least water [100% solution]
Use this to lead to a time, and in which
loses most mass).
definition of diffusion, as direction.
the overall movement of Equipment: Per group: 4
particles from where potato strips of identical size, Digital: Osmosis
there are more of them accurate balance, 4 boiling animation
(higher concentration) to tubes and rack (or beakers),
where there are fewer (a waterproof pen, 4 labelled
lower concentration). solutions containing different
amounts of water, forceps,
Equipment: Large paper towels.
beaker of water,
potassium
manganate(VII) crystal,
tongs – alternatively
video of diffusion of
potassium
manganate(VII) in water.

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Chemistry Spec points covered Starter options Practical activity Teacher-led activity

C1a States of C2.1 Describe the arrangement, In pairs, using paper or Students record the Demonstrate the
matter movement and the relative mini-whiteboards, temperature and appearance of sublimation and
energy of particles in each of students draw and write a molten test substance. The deposition of iodine.
the three states of matter: what they already know temperature should decrease
solid, liquid and gas about the particles in the rapidly until the substance Boiling water is not hot
three states of matter. begins to solidify, at which enough to melt or boil
C2.2 Recall the names used for the Groups feedback one or point the temperature should the iodine, so why does
interconversions between the more of their answers to remain constant. When the a vapour form and
three states of matter, the class. substance has solidified, its crystals re-form?
recognising that these are temperature should begin to Discuss the changes in
physical changes decrease again. arrangement, closeness
and movement of the
C2.3 Explain the changes in Equipment: Eye protection, particles in the two
arrangement, movement and stop clock, test tube rack. state changes.
energy of particles during Boiling tube containing the
these interconversions molten test substance with a Equipment Eye
thermometer. protection, iodine
Predict the physical state of a (maximum 0.25 g),
C2.4
substance under specified stand, boss, clamp,
conditions, given suitable data round-bottomed flask,
(links to a Maths statement). boiling tube, crushed
ice, mineral wool, large
beaker, kettle for hot
water.

Digital Changes of
state animation

C2a Mixtures C3.1 Explain the differences 1) Begin by displaying a Students record the melting Ensure that students
between a pure substance and scanning tunnelling temperature of ice over time fully understand the
a mixture electron microscope and compare this with the differences between
image of some atoms as melting temperature of an ice– pure substances and

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Chemistry Spec points covered Starter options Practical activity Teacher-led activity

C3.2 Interpret melting point data to students come in. salt mixture. Students should mixtures before moving
distinguish between pure Challenge students to observe that the temperature of on to look at their
substances which have a sharp write one sentence pure ice does not change as the melting points.
melting point and mixtures indicating whether they ice is melting, but the
which melt over a range of think the image shows a temperature of the impure ice Discuss with the class
temperatures pure substance or a does. what happens to the
mixture, and explaining physical arrangement of
how they can tell. Equipment: 250 cm3 beaker, particles during
5 ice cubes, 100 g salt (NaCl), melting. A reasonable
2) Ask students to match thermometer or thermocouple focus might be the
four materials (diamond, (ideally with a lower range to ordering of particles
nitrogen, ice and gold) −20°C), stop clock, mass and their separation.
with their melting points balance
in °C (3550, -210, 0, Digital: Pure
1063). substances and
mixtures video

C2b Filtration C3.3 Explain the experimental 1) Hold up pieces of The aim of the investigation is Demonstrate how to
and crystalisation techniques for separation of apparatus and ask what to identify which of three heat to dryness safely.
mixtures by each one is. Ask students samples of rock salt contains Use the demonstration
... to explain or show how the largest quantity of salt.
to compare the crystal
c filtration they would draw each Students should submit their
d crystallisation one as part of a diagram. plan for approval before sizes produced when
... carrying it out. forming crystals quickly
2) Find some examples using a Bunsen burner,
C0.6 Evaluate the risks in a practical of pictures illustrating Equipment: Should include: and those produced by
procedure and suggest suitable filtration on the internet. conical flask (250 cm3), filter slow evaporation. To
precautions for a range of Pictures could include paper, filter funnel, beaker, demonstrate crystals
practicals including those filter feeders, chemical stirring rod, distilled water,
that have formed very
mentioned in the specification filtration equipment and mortar and pestle, mass
vacuum filters. Challenge balance, rock salt, Bunsen slowly you could use a
students to spot the link burner, tripod, evaporating pre-prepared sample

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Chemistry Spec points covered Starter options Practical activity Teacher-led activity

between the photos. basin, gauze, tongs. Note only that has been left out
one source of rock salt is to evaporate
required (although if supplies
from different locations are
Digital: Sea salt
available they may be used). If
production video
only one source of rock salt is
available grit may be added to
the source material in different
amounts, creating a range of
start rock salt materials.

C2c Paper C3.3 Explain the experimental 1) Show a chromatogram Using a crime scenario students Demonstrate to
chromatography techniques for separation of to the students and ask test different pens to see if one students how to use
mixtures by them for keywords to of them could have been used chromatography to
... help describe how this to write a 'poison pen' letter analyse mixtures of
e paper chromatography has been created. and compare against amino acids.
a chromatogram supposedly
C3.5 Describe paper Equipment: Pre- made from ink extracted from Equipment: samples
chromatography as the prepared chromatogram the letter. of individual amino
separation of mixtures of (made using filter paper, acids; mixture of the
soluble substances by running scissors, small beaker, Equipment: 250 ml beaker, individual samples;
a solvent (mobile phase) water, coloured chromatography paper cut to chromatography paper;
through the mixture on the sweet/ink/food colouring) fit beaker and stapled to a sticky tape; pencil;
paper (the paper contains the splint or attached to a pencil melting point tubes (1
stationary phase), which 2) Show the students a or glass rod using paper clips, for each sample);
causes the substances to move short video clip about the four different black felt pens beaker with lid (large
at different rates over the use of chromatography in or water-soluble marker pens, enough to hold rolled
paper identifying a forgery labelled A to D. Selection of chromatography
(search for ‘CSI four or more pens of one paper); solvent
Interpret a paper chromatography’ on the colour (blue or black) with (mixture of butan-1-ol,
C2.6 ethanoic acid and water
chromatogram internet) different combinations of dyes
a to distinguish between in the ink, labelled Suspect 1, in the ratio 4:1:2 by

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Chemistry Spec points covered Starter options Practical activity Teacher-led activity

pure and impure substances Suspect 2 etc; pre-prepared volume), ninhyrdin

b to identify substances chromatogram made using spray (2% ninhydrin in
by comparison with known one of the pens, using the butan-1-ol), eye
substances same paper that students will protection, access to
c to identify substances use; suitable solvent (see fume cupboard, pre-
by calculation and the use of rf above) if the pens to be tested prepared
values (links to a Maths have permanent inks. chromatogram, pre-
statement). prepared
chromatogram sprayed
C3.7 Investigate the composition of NB The practical can be run with ninhydrin and
inks using simple … paper without the ‘poison pen’ baked.
chromatography scenario
Digital: to follow

C2d Distillation C3.3 Explain the experimental To follow To follow To follow

techniques for separation of
mixtures by
a simple distillation
b fractional distillation (links
to a Maths statement).

C0.6 Evaluate the risks in a practical

procedure and suggest suitable
precautions for a range of
practicals including those
mentioned in the specification
C3.7 Investigate the composition of
inks using simple distillation…

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Chemistry Spec points covered Starter options Practical activity Teacher-led activity

C2e Drinking C3.4 Describe an appropriate 1) Students write down Students use alum and filters to Demonstrate a simple
water experimental technique to ways in which tap water clean dirty water. solar still.
separate a mixture, knowing is used.
the properties of the The water will become clearer Ask students to identify
components of the mixture 2) Show the class a as particles form a sediment. the hazards presented
beaker (or photo) of by the simple
C0.6 Evaluate the risks in a practical discoloured water, with Equipment: Eye protection; distillation of water and
procedure and suggest suitable suspended fine particles beaker, stirring rod, scissors, how to control the
precautions for a range of and pieces of floating plastic fizzy drinks bottle; risks. Demonstrate
practicals including those leaf. Students discuss coarse gravel, fine gravel, adding silver nitrate
mentioned in the specification which separation sharp sand; alum (aluminium solution to distilled
techniques they could potassium sulfate(VI)-12- water, and to water
C3.8 Describe how use to separate water water), spatula; dirty water, containing chloride
a waste and ground water from the mixture, or to e.g. produced by mixing soil ions, to show the effect
can be made potable, including remove contaminating with water. of dissolved salts.
the need for sedimentation, substances from the Discuss the reasons
filtration and chlorination water. why water used for
b sea water can be made analysis should not
potable by using distillation Equipment: Beaker of contain dissolved salts.
c water used in analysis must discoloured water,
not contain any dissolved salts produced by mixing Equipment: eye
some soil and leaves with protection, 0.05 mol
water. dm–3 silver nitrate
solution, deionised
water, sodium chloride
solution, 2 × beakers.
Washing up bowl,
beaker, cling film, small
weight, salty water.

Digital: Water
treatment interactive

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Chemistry Spec points covered Starter options Practical activity Teacher-led activity

C3a Atomic C1.1 Describe how the Dalton model Write the word ‘atoms’ in Ask students to use a variety of The following ideas
structure of an atom has changed the centre of the board, resources to make an atomic should be highlighted to
because of the discovery of then write the words model. The model should be students:
subatomic particles 'matter’, ‘elements’, three-dimensional and show the
‘compounds’, ‘particles’, arrangement of the subatomic The mass and charge of
C1.2 Describe the structure of an ‘structure’ and ‘John particles. Each group of the subatomic particles
atom as a nucleus containing Dalton’, around them in a students should be asked to are too small for
protons and neutrons, rough circle. Ask produce models of a specific everyday use, so we
surrounded by electrons in students to write down element. use relative masses and
shells as many links as they charges.
can between the term Students produce a range of
C1.3 Recall the relative charge and ‘atoms’ and the words models representing the The nucleus of an atom
relative mass of (links to a around it. nuclear atom and use it to is very small relative to
Maths statement). describe how Dalton’s atomic the atom, which is
a a proton model has changed. mostly empty space.
b a neutron
c an electron Digital: Inside the
atom animation
Explain why atoms contain
C1.4
equal numbers of protons and
electrons (links to a Maths
statement).
C1.5
Describe the nucleus of an
atom as very small compared
to the overall size of the atom

C3b Atomic mass C1.6 Recall that most of the mass of 1) Students brainstorm Students weigh samples, of Display the nuclide
and numbers an atom is concentrated in the everything they know different elements, made up so notation (AZSymbol)
nucleus about ‘elements and the the masses of the samples will for some simple atoms
periodic table’ be in the same proportions as on the board, and

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 17

Chemistry Spec points covered Starter options Practical activity Teacher-led activity

C1.7 Recall the meaning of the term the masses of the atoms. initiate a class
mass number of an atom 2) Challenge students to discussion on how
(links to a Maths statement). think up ways of telling Students then use the data, for models of the nuclei of
different atoms apart. carbon and magnesium, to these atoms could be
C1.8 Describe atoms of a given work out the ratios of the mass made. Demonstrate
element as having the same numbers, and the masses of how the nuclei of some
number of protons in the samples, in their simplest form. of the atoms described
nucleus and that this number on the board can be
is unique to that element Students should conclude that constructed using
the ratios of the mass numbers polystyrene balls of
C1.1 Calculate the numbers of of the atoms of elements are different colours (e.g.
0 protons, neutrons and the same as the ratios of the red for protons and
electrons in atoms given the masses of their atoms. green for neutrons) and
atomic number and mass adhesive putty.
number (links to a Maths Equipment: electronic balance
statement). (at least accurate to +/- 0.1 g), Equipment: coloured
labelled containers, with sealed polystyrene balls and
lids, containing samples of four adhesive putty and
elements: carbon (4.5g), some prepared nuclei.
magnesium (9g), sulfur (12g)
and copper (24g) Digital: Protons,
neutrons and electrons
interactive activity

C3c Isotopes C1.9 Describe isotopes as different 1) Write the following Give students six boxes Using polystyrene balls
atoms of the same element terms on the board: containing a set number of and sticky pads
containing the same number of element, atom, nucleus, heavy gauge washers (e.g. 1 demonstrate the
protons but different numbers protons, neutrons, box containing 2 washers, 3 structure of the nuclei
of neutrons in their nuclei electrons and electron boxes containing 4 washers and of different isotopes of
shells. Ask students to 2 boxes containing 6 washers). lithium (6Li and 7Li).
C1.1 Calculate the numbers of work in pairs to write one Tell students the mass of the

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 18

Chemistry Spec points covered Starter options Practical activity Teacher-led activity

0 protons, neutrons and sentence that contains all empty boxes. Working in Using a balance
electrons in atoms given the the terms. groups, students measure the demonstrate to the
atomic number and mass masses of the boxes and work students that isotopes
number (links to a Maths 2) Show the students out the mass of their contents. of the same element
statement). five boxes, labelled with Students then carry out have different masses.
different masses, in easy calculations on the relative (Discuss why electrons
C1.1 Explain how the existence of whole numbers. E.g. box masses of the contents of the are removed/omitted
1 isotopes results in some A = 2 kg; box B = 4 kg; boxes. from the models)
relative atomic masses of box C = 6 kg; box D =
some elements not being 10 kg and box E = 15 kg. Equipment: (per group)
whole numbers Discuss the idea of electronic balance, 6 opaque Define the term
relative amounts with boxes, which are sealed but can ‘isotope’ and discuss
C1.1 Calculate the relative atomic students and how we can be opened, each containing a why they are still atoms
2 mass of an element from the calculate how much set number of heavy gauge of the same element.
relative masses and greater or smaller one washers (e.g. 1 box containing
abundances of its isotopes thing is compared with 2 washers, 3 boxes containing Digital: to follow
(links to a Maths statement). another. 4 washers and 2 boxes
containing 6 washers

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 19

Physics Spec points covered Starter options Practical activity Teacher-led activity

P1a Vectors P1.1 Explain the difference 1) Ask students to work Students to build a 'marble run' Place a small 50 ml
and scalars between vector and scalar in groups to list 5 or 10 using Plasticine® on a ramp beaker inside a large
quantities things we measure in and to measure the time it beaker (4 l) and fill the
P1.2 physics, e.g. time, length, takes for a marble to run down large beaker with water
Recall vector and scalar area, weight, speed. You different tracks. They are then to near the top. Then
quantities including: could also ask them to asked to consider the drop coins into the
(a) displacement / distance identify the units for the differences between distance small beaker. Some
(b) velocity / speed different quantities. Then and displacement, and between coins will fall directly
(c) acceleration ask them to divide their speed and velocity. into it downwards,
(d) force lists into quantities that others will tumble or
(e) weight / mass have a direction and The marble will take longer to follow curved paths
(f) momentum those that do not. run down a curved track. through the water and
(g) energy miss the small beaker.
2) Introduce the scenario Equipment: ramp; clamp and Elicit statements about
Recall that velocity is speed in where Runner A starts at stand; Plasticine®; stopclock; scalar and vector
P1.3
a stated direction one end of a 100 m track metre rule; string or tape quantities, and how
and Runner B starts at measure; marble they can tell if one coin
Recall some typical speeds the opposite end. They is falling faster than
P1.10
encountered in everyday run towards each other. another.
experience for wind and Runner A covers 50 m in
sound, and for walking, 10 seconds. Runner B Equipment: 50 ml
running, cycling and other covers 50 m in 7 beaker; large beaker
transportation systems seconds. Explain that (e.g. 4 litres); water;
movement has a direction coins or counters that
as well as a speed and will sink
that quantities with a
direction as well as a size
are called vectors. Digital: Vector and
scalar video

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 20

Physics Spec points covered Starter options Practical activity Teacher-led activity

P1b P1.4 Recall and use the equations: Draw a set of axes on the Students use stopwatches and Set up a ramp with a
Distance/Time (a) (average) speed (metre board with time on the measuring tapes to investigate small slope such that a
graphs and per second, m/s) = distance horizontal axis and their walking and running dynamics trolley will
speed (metre, m) / time (s) distance on the vertical speeds, use the echo method to accelerate down it, with
(b) distance travelled axis. Tell students that a measure the speed of sound in light gates at the top
(metre, m) = average speed car is moving at a air, and use sensors and and bottom. Fix a piece
(metre per second, m/s) x constant speed, and goes dataloggers to measure the of card vertically on a
time (s) 'this far' (marked on the speeds of sound in air and in a dynamics trolley so that
graph) in 10 seconds. Ask solid. it breaks the beam as it
P1.5 Analyse distance/time graphs them how far it will go in passes through the light
including determination of the next 10 seconds, The speed of sound varies gates.
speed from the gradient eliciting the idea that a should be approximately 340
constant speed means m/s. The speed of sound in a Start by running the
Describe a range of laboratory the same distance solid will depend on the trolley down the ramp
P1.9
methods for determining the covered in successive material used. For wood, the and using the distance
speeds of objects such as the time intervals. Ask them speed will be between 3000 between the light gates
use of light gates to suggest where to plot m/s and 4000 m/s, depending and the times at which
the next point on the on the type of wood. it passed through them
graph. Build up a Equipment: Walking and to calculate the speed.
distance/time graph in running: access to sports
this way. hall/playground; measuring Then set up the light
tape; chalk or playground gates at different points
cones/markers; stopwatch. down the ramp,
recording the speed at
Speed of sound: access to each point. Elicit the
outdoor area facing a wall; idea from students that
measuring tape, stopwatch, the speed changes as
microphone, datalogger, the trolley travels down
Optional: clapper from PE the ramp, and that the
department speed originally
Speed of sound in solids: solid calculated from light
to be tested (a wooden bench gates at the top and
is ideal, the longer the better); bottom is the average

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 21

Physics Spec points covered Starter options Practical activity Teacher-led activity

small metal block (or other speed.

suitable object to make a
sound in the solid); 2 Equipment: Ramp;
'stethoscope' sound sensors books or other objects
(such as those available from to prop up end of
Data Harvest)/microphones, ramp; 2 light gates
capable of detecting sound in and data logger;
solids; datalogger. Optional: trolley with card fixed
pedometer; smartphone with vertically on top; block
speed measuring app; GPS. of wood and G-clamp.

Digital: Motion graphs

animation

P1c P1.6 Recall and use the equation: Ask students to work in Students use light gates to Show students step by
Acceleration acceleration (metre per groups to think about measure the acceleration of a step how to use the
second squared, m/s2) = how you work out card in free fall. Students formulas, including the
change in velocity (metre per different quantities that should obtain a result of meaning of negative
second, m/s) / time taken describe motion and the approximately 10 m/s2. values for acceleration.
(second, s) units they are measured
a = (v-u)/t in. Draw up a table with Equipment: two light gates Digital: Acceleration
headings ‘Quantity’, (e.g PASCO Smart Timer calculations
P1.7 Use the equation: ‘Unit’, ‘How to work it Photogate System ME-8932); presentation
(final velocity )2 out’, and ‘Is it a vector?’. data logger; 10 cm long piece
((metre/second)2, (m/s)2 – Give one of the quantities of card weighted with Blu-
(initial ‘speed’, ‘velocity’, tack; metre rule; clamps and
velocity)2((metre/second)2, ‘acceleration’, stand.
(m/s)2) = 2 × acceleration ‘displacement’ and
(metre per second squared, ‘distance’ to each group. Optional: strobe light; video
m/s2) × distance (metre, m) They write down how camera/digital camera; golf
v2 – u2 = 2 × a × x each is measured or ball; metre rule.

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 22

Physics Spec points covered Starter options Practical activity Teacher-led activity

calculated and its units

Recall that the acceleration, g, and decide if it is a vector
P1.11 in free fall is 10 m/s2 and be and why.
able to estimate the
magnitudes of everyday
accelerations

P1d P1.8 Analyse velocity/time graphs On the board sketch two Students use ticker timers and Explain why the
Velocity/time to: distance/time graphs, tape to produce velocity/time gradient and area under
graphs a compare acceleration from one with a horizontal line graphs for a trolley accelerating a velocity/time graph
gradients qualitatively and one with the line down a ramp for two different give the acceleration
b calculate the acceleration sloping upwards. Label slopes. and distance
from the gradient (for uniform the axes of each, and ask respectively
acceleration only) the class what these Equipment: runway and Digital: Calculations
c determine the distance show (staying still, support, e.g. wood blocks (the from graphs
travelled using the area moving at a steady wooden board should be about presentation
between the graph line and speed). Now change the 1.0–1.5 m long); dynamics
the time axis (for uniform label on the vertical axis trolley (check that wheels are
acceleration only) to read ‘Velocity’. Ask free running); ticker-timer and
what the horizontal line power supply (check tape is
now shows. Elicit that this under carbon disc if this
means moving in a method is used); ticker-tape
particular direction at a (lengths of about 2 m or other
steady speed. Ask what length consistent with length
the sloping line now of runway. Students can share
shows. Elicit that this runways); sticky tape;
shows a steadily scissors; plain paper; rulers
increasing velocity –
acceleration.

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 23

Physics Spec points covered Starter options Practical activity Teacher-led activity

P2a Resultant P1.12 Recall Newton’s first law and 1) Students work in Students investigate forces Find images of objects
forces use it in the following groups to write down five acting on objects.. stationary and in
situations: things they remember motion on the internet
a where the resultant force on about forces and their Equipment: wooden block with or in books. Show them
a body is zero i.e. the body is effects. hook for force meter; large to students, and ask
moving at a constant velocity sheet of sandpaper; masses students to describe the
or is at rest 2) Have ready a large (sufficient to give different types of forces acting
b where the resultant force is beaker of water and a readings on force meter when on the objects and the
not zero i.e. the speed and/or foam or soft ball that will the block is dragged along directions in which they
direction of the body changes float.Hold the ball in your different surfaces); force are acting.
hand. Float the ball in the meter; string; large beaker of
water. Ask for volunteers water; two objects small Digital: Different
to come to the front of enough to fit in beaker, one of forces presentation
the class and make a which should float and one sink
sketch of the ball with
force arrows (equal and
opposite).

P2b Newton’s P1.12 Recall Newton’s first law and 1) Fill a balloon with Students work together in Set up a glider on an
First law use it in the following helium and tether it to a groups of to apply multiple air track with elastic
situations: weight. Ask students to forces to a block, work out the bands at both ends.
a where the resultant force on work in pairs to describe resultant and predict its effect Show students the
a body is zero i.e. the body is the forces on the balloon on the movement of the block. apparatus without the
moving at a constant velocity while it is tethered, and air on and ask them to
or is at rest to describe what would Students should determine that predict what will
b where the resultant force is happen if the balloon is when the total force on each happen if you push a
not zero i.e. the speed and/or released from the weight. side is equal, the resultant is glider. Then explain
direction of the body changes zero and the block will not that air is blown out of
Equipment: balloon move. the holes in the track
Explain that an object filled with helium; string; and ask them to predict
P1.16
moving in a circular orbit weight the motion of the glider
Equipment: wooden block

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 24

Physics Spec points covered Starter options Practical activity Teacher-led activity

at constant speed has a about 10 cm × 10 cm × 2 cm; with the air on.

changing velocity 2) Ask students to 6 screw eyes (to be fixed to Demonstrate what
(qualitative only) imagine that there was the block, 3 each side); 2 happens, and get
no friction in the world. metre rules; string; 6 students to explain it in
P1.17 Explain that for motion in a Elicit the idea that forcemeters (0–10 N) (It may terms of friction.
circle there must be a moving objects slow be necessary to adjust the
resultant force known as a down because of frictional forcemeters to read 0 N when Equipment: Air track,
centripetal force that acts forces (or air or water held horizontally); eye glider and blower
towards the centre of the resistance), and without protection
circle these forces they would Digital: Acceleration
continue to move at their and deceleration video
original speed.

P2c Mass and P1.14 Recall and use the equation: 1) Ask students to think Students are provided with a Find images on the
weight weight (newton, N) = mass of as many ways as selection of objects with their internet of the Saturn V
(kilogram, kg) x gravitational possible in which they masses marked on them. They rocket that launched
field strength (newton per could change their weigh the objects and draw a the Apollo spacecraft,
kilogram, N/kg), W = m × g weight. Possible scatter graph of weight against and also of the lunar
examples include: going mass. Students are asked to module ascent stage
to the toilet; eating or draw a line of best fit and then taking off. The Saturn V
drinking; going into identify the type of correlation had a take-off mass of
space; going to the shown by their graph, and nearly 3 million kg with
Moon; going up a high calculate the value of g from total engine thrust of
mountain. Elicit ideas the gradient of the line. 34 000 N on the first
about the factors that stage. The mass of the
affect their weight. Equipment: Range of objects lunar module ascent
of different masses, labelled stage was
2) Challenge students to with their masses; balance or approximately 4700 kg
work in pairs or small forcemeter (range suitable for with a total thrust of
groups to write down two weighing all the supplied approximately 16 000
statements about mass masses). N.
and weight that are true,
and one that is false. Ask students to think of

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 25

Physics Spec points covered Starter options Practical activity Teacher-led activity

as many reasons as
they can why the two
spacecraft are so
different.

Digital: Leaving the

Earth video

P2d P1.13 Recall and use Newton's Demonstrate in front of Students use light gates to Use an airtrack setup,
Acceleration second law as force (newton, students that a heavy investigate the effect of mass two gliders and some
(Newton’s N) = mass (kilogram, kg) × object falls faster than on the acceleration of a trolley repelling magnets to
Second law) acceleration (metre per something light with demonstrate F = m × a
second squared, m/s2) F = m greater air resistance, Students should find that the and also to recap on
×a such as a feather. Ask for acceleration is inversely action and reaction
students to suggest proportional to mass forces.
P1.18 Explain that inertial mass is a reasons why they fall at (encourage students to plot
measure of how difficult it is different rates. acceleration against 1/mass to Using the simple mass
to change the velocity of an check for inverse ratio of 2 :1, the glider
object (including from rest) Show a clip of the proportionality). Students with twice the mass
and know that it is defined as astronaut Dave Scott investigating the effects of flies off with half the
the ratio of force over showing that a hammer force should find that speed of the lighter
acceleration. and a feather fell at the acceleration is proportional to one.
same rate on the Moon force if a fixed total mass is
Investigate the relationship (or . Bring out the idea used. Equipment: airtrack
P1.15
between force, mass and that although the and blower; 2 gliders; 2
acceleration downwards force is If sufficient light gates are not pieces of card 5.0 cm
greater on a more available, students should mark wide; pair of disc
massive object, that a measured length on the ramp magnets; 2 light gates;
object also needs a and use a stop clock to time thread and sticky tape;
greater force to give it a how long the trolley takes to 10 g masses and Blu-
certain acceleration. travel this distance. The tack® (add masses and

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 26

Physics Spec points covered Starter options Practical activity Teacher-led activity

acceleration can then be Blu-tack® to one glider

calculated using a = (v – u) / t to make its mass twice
that of the other);
Equipment: ramp and blocks; means of recording
pulley and string; stacking times through light
masses and hangar; sticky gates, e.g. a
tape; card; Blu-tack® or millisecond timer or
Plasticine®; 2 light gates; 2 datalogger plus
clamps and stands; access to software (e.g. the
balance; data logger (set up to PASCO smart photogate
measure velocities from the timer system); matches
light gate readings and the time
between the two readings -
students will need to enter the
length of the card mounted on
their trolley); box of crumpled
newspaper.

P2e Newton’s P1.19 Recall and apply Newton's Set up a spring in a Students use forcemeters Find images of
Third law third law to equilibrium clamp and stand with adjusted for horizontal use, equilibrium situations
situations. mass hanging on the end. some lengths of string and a from the internet, and
Discuss the forces on the mass hanger suspended over a ask students to identify
P1.19 [Apply Newton's third law] mass (weight and the pulley to investigate forces on the forces. Elicit
to collision interactions upwards force from the interacting objects in an descriptions of both
spring) and elicit the idea equilibrium situation. action-reaction pairs
that the mass is not and balanced forces,
moving because these Students should find that the and ask students to
forces are balanced. Then forces on all forcemeters are explain the difference.
ask students to think the same. The pull of the 1.0 kg
about why the spring is mass on the forcemeter is 10 N Digital: TBC

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 27

Physics Spec points covered Starter options Practical activity Teacher-led activity

pulling up – it is pulling and the pull of the forcemeter is

up because the mass is also 10 N.
pulling it down.
Introduce the term Equipment: masses and mass
'action-reaction' pairs. hanger totalling 1.0 kg; pulley
fastened to the edge of the
bench; lengths of string; 3
forcemeters (0−10 N) adjusted
to read zero when held
horizontally; box of crumpled
newspaper

P2f Momentum P1.19 [Apply Newton's third law] to Set up an air track Students use a runway and Remind students that
collision interactions and with two gliders. Show trolley to make the forces on the
relate it to the them what happens measurements of a variety colliding objects are
conservation of momentum when they collide. Add of different trolley equal in size and in
in collisions. some mass to one of movements from which they opposite directions
the gliders. calculate the momentum. If (Newton's Third
P1.20 Recall and use the Demonstrate, Add carried out carefully, this Law). As the forces
equation: momentum more mass and experiment conserves only occur while the
(kilogram metre per demonstrate again. momentum very accurately. two objects are in
second, kg m/s) = mass Students should be The similarity in the figures contact, the forces
(kilogram, kg) x velocity able to see that the for momentum before and are also applied for
(metre per second, m/s) greater the mass of after collision can be the same time to
p=mxv the second glider, the highlighted to show that each object. Then
more slowly it moves momentum is being rearrange the
Use Newton's second law after the collision. conserved in these acceleration formula
P1.21
as: force (newton, N) = Repeat the process collisions. to show that F × t =
change in momentum using changes in (mv – mu), and as F
(kilogram meter per velocity. Students Equipment: Friction- × t is the same for
second, kg m/s) / time should conclude that compensated runway; both objects, then
(second, s) F = (mv – the behaviour of balance; trolley masses; 2 the change in
mu)/t objects after a collision light gates with timers; 2 momentum must be
is linked to both mass the same for both.
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 28

Physics Spec points covered Starter options Practical activity Teacher-led activity

and velocity. trolleys that join on

collision (magnets, Blu- Digital: Momentum
Equipment: Air track; tack®, Velcro®). and Collisions
air supply/pump; 2 animation
gliders.

P2g Stopping P1.22 Explain methods of measuring 1) Display the Highway Students test reaction times. Look at the Highway
distances human reaction times and Code’s chart of increasing Code stopping distance
recall typical results stopping distances with Visual reaction times should be chart in more detail.
speed. Ask students to of the order of about 0.2 Students should recall
P1.23 Recall that the stopping write down what they seconds. that the stopping
distance of a vehicle is made think braking distance distance does not
up of the sum of the thinking and thinking distance increase linearly with
Equipment: Dropped ruler
distance and the braking might be and how each speed.
method: metre ruler; Circuit
distance. changes with the speed. method: Single pole double
throw (SPDT) switch (or push You may also wish to
P1.24 Explain that the stopping 2) Pose a set of questions button switch with long leads); discuss the fact that
distance of a vehicle is on speed limits for push button switch; digital speed limits are not set
affected by a range of factors students to discuss in timer (with external circuit only on the basis of
including: groups. connections); light bulb and stopping distances, but
a) the mass of the vehicle holder; battery or power pack; also because
b) the speed of the vehicle connecting wires. pedestrians are far
c) the driver's reaction time more likely to survive
d) the state of the vehicle's low-speed than higher-
brakes speed impacts.
e) the state of the road
f) the amount of friction Digital: Stopping
between the tyre and the road distances interactive
surface.

Describe the factors affecting

P1.25 a driver’s reaction time
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 29

Physics Spec points covered Starter options Practical activity Teacher-led activity

including drugs and

distractions

P2i Crash P1.26 Explain the dangers caused by 1) Ask students to Students test different designs Show students two
Hazards large decelerations… suggest different causes of crumple zone on a dynamics statements and discuss
of crashes. Ask them to trolley. which of the two
then think about what statements is correct:
P1.26 estimate the forces determines the amount of The deformation of a piece of ● If two vehicles, both
involved [in large damage and what safety Blu-tack® can be used to travelling at 60 mph,
decelerations] in typical features are built into indicate relative force. collide head-on, the
situations on a public road. cars to mitigate dangers However, much better crash is much worse
to people. quantitative data will be than a car travelling at
obtained if a force sensor is 60 mph hitting a wall.
2) Show students a video used. Alternatively, a ● It's only worse
on the internet showing smartphone that includes an because there are two
the landing of the Mars accelerometer can be used. lots of people to be
Pathfinder probe or the injured and two cars to
Spirit and Opportunity Students should find that the be damaged. The forces
landers. These missions presence of some kind of on the car are just the
used airbags to cushion crumple zone affects the impact same.
the final descent of the force.
probe. Ask students to try This question addresses
to explain how the Equipment: Model vehicle, a common
airbags worked. usually a dynamics trolley; misconception about
Encourage them to use ramp; books or other objects to head-on collisions.
the words force and prop up one end of the ramp; Discuss this with
acceleration or barrier fastened to bottom of students, and explain
momentum, in their ramp (e.g. block of wood and why the second
sentences. G-clamp); light gate and data statement is the correct
logger; materials for building a one.
crumple zone, such as There is a MythBusters
cardboard or stiff paper, sticky demonstration of this

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 30

Physics Spec points covered Starter options Practical activity Teacher-led activity

tape; Blu-tack®, or Plasticine; (search for

eye protection ‘Mythbusters car crash
Optional: masses; balance; force’) that can be
force sensor and data logger; found on the internet.
mobile phone with
accelerometer; video camera
or mobile phone with slow
video playback facility

Written by Mark Levesley, Penny Johnson, Sue Kearsey, Iain Brand, Nigel Saunders, John Ling and Steve Gray.

Some content is adapted from existing material originally authored by Ann Fullick, James de Winter, Sue Robilliard, Miles Hudson, and
Peter Ellis. Used with permission.

© Pearson Education Ltd 2015. Copying permitted for registered institution only. This material is not copyright free.