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Cambridge Lower Secondary

E
Science
PL
TEACHER’S RESOURCE 9
Mary Jones, Diane Fellowes-Freeman & Michael Smyth
M
SA

Second edition Digital Access

Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
ISBN_9781108785228.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
1 PHOTOSYNTHESIS AND THE CARBON CYCLE

1 Photosynthesis and
the carbon cycle
Unit plan

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Topic Learning hours Learning content Resources

1.1 - Introduction to Learner’s Book: Questions 1–4

Photosynthesis photosynthesis Think like a scientist: Collecting the gas

PL produced in photosynthesis
Think like a scientist: Investigating how light
intensity affects the rate of photosynthesis
Activity: Words beginning with photo-
Activity: Photosynthesis and respiration
Workbook: Exercise 1.1A, How light level affects
photosynthesis
Exercise 1.1B, The effect of different colours of
light on the rate of photosynthesis
Exercise 1.1C, Turning an idea into an hypothesis
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that can be tested
Teacher’s Resource: Worksheets 1.1A, 1.1B,
1.1C, The beginning of photosynthesis
Template 1, Results table for Think like a
scientist: Investigating how light intensity affects
the rate of photosynthesis
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1.2 More about - Chloroplasts and Learner’s Book: Questions 1–4

photosynthesis chlorophyll; leaves; Activity: Which surface of a leaf has most
mineral ions required stomata?
by plants.
Think like a scientist: Testing a leaf for starch
Think like a scientist: Investigating the effect of
fertilisers on plant growth
Workbook: Exercise 1.2A, Duckweed experiment
Exercise 1.2B, Testing a variegated leaf for starch
Exercise 1.2C, Floating discs experiment
Teacher’s Resource: Template 2: Planning record
for Think like a scientist: Investigating the effect
of fertilisers on plant growth

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1 to publication.
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CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

Topic Learning hours Learning content Resources

1.3 The carbon - How carbon atoms Learner’s Book: Questions 1–4
cycle move between Think like a scientist: How do plants and animals
organisms and the air affect carbon dioxide concentration?
Activity: Modelling the carbon cycle
Workbook: Exercise 1.3, Completing a carbon
cycle diagram
Teacher’s Resource: Worksheets 1.3A, 1.3B,
1.3C, Building a carbon cycle Template 3,

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Results chart for Think like a scientist: How
do plants and animals affect carbon dioxide
concentration?
1.4 Climate - The effects of Learner’s Book: Questions 1–4
change greenhouse gases and Think like a scientist: How do rising temperatures
asteroid collisions on

Cross-unit
resources
PL the Earth’s climate
affect sea level?
Activity: The carbon cycle and climate change
Workbook: Exercise 1.4, Interpreting graphs
about climate change
Teacher’s Resource: Worksheet 1.4, Impacts of
climate change
Learner's Book:
Check your Progress
Project: What happened to the dinosaurs?
Teacher' resource:
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Language development worksheets
1 Completing sentences about the carbon cycle
2 Making predictions

BACKGROUND KNOWLEDGE
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It is likely that learners will already know something The work on the carbon cycle requires an
about photosynthesis. Learners who have followed understanding of the concept of elements and
the Cambridge programme learnt at Stage 4 that compounds, which was covered in chemistry at
plants get energy from light, and they will also Stage 7. Learners will revisit their earlier work on
know that plants are the producers in food chains, decomposers from Stage 7, and integrate this with
a concept that was first addressed at Stage 6 their previous knowledge of respiration, as well as
and again at Stages 7 and 8. They should know the new work on photosynthesis. They are likely to
something about energy changes, which were have met combustion reactions in their chemistry
covered in the Physics units in Stage 7. lessons, probably in Stage 8.
Learners will also need to be confident with The climate change topic builds on earlier work on
word equations. These are first dealt with in the greenhouse gases in the chemistry topics in Stage
chemistry topics in Stage 8, and learners are also 8. Learners are also likely to remember something
likely to remember using the word equation for about asteroids from Stage 8.
respiration which they used in Stage 8.

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1 PHOTOSYNTHESIS AND THE CARBON CYCLE

TEACHING SKILLS FOCUS

Assessment for learning
As teachers, we all want to know how our learners How is assessment for learning done? There are
are progressing. The learners themselves also several things that you can try to do.
want to know this, as do their parents. We give • Find out where individual learners are now
learners tests and examinations to find out, so – what do they understand? What do they feel
that we can record their marks. You may also enter less confident about? A good teacher does
your learners for externally marked examinations, this constantly – using questioning in class,
such as those provided by Cambridge Assessment listening to learners as they talk to each other
International Examinations. during group work, watching them doing an

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All of these assessments can be thought of as experiment, as well as marking written work.
summative assessments. Their purpose is to find • Share learning intentions and success criteria
out what learners have learnt and how well they with learners. Learners need to know what they
understand the material in the test or examination. are supposed to be able to do, and how to
They give us information on their attainment, and judge when they have done it well. Using self-

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where they stand in the rank order of other learners
in the class, the school or in the world. As they get
older, learners will also take examinations such as
IGCSE, O Level or A Level. Their results in these
summative examinations can be used to help them
to move into further or higher education courses,
or to employment.
However, this is not the only means of assessment
that teachers use. Formative assessment – also
known as assessment for learning – is a type of
assessment that can be used almost all of the time.
and peer-assessment can really help here, as it
gives them clear targets to focus on.
• Give focused, specific and personal feedback
to learners to make clear to them what is
good about their work and what they can do
to improve. Make sure that these targets are
achievable, not so broad or ambitious that they
are beyond the learner’s capability. Develop
your learners’ confidence to make sure that
everyone understands that they can improve.
In the Teacher’s Resource for Units 2, 5 and 8,
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Its purpose is to find out what our learners can do, you will find more guidance on using self- and
so that we can adjust our teaching and the tasks peer-assessment. Units 3, 6 and 9 give advice on
and support that we provide to the learners, to help giving feedback to learners. In Unit 4, there are
them to move on and up from their current position. suggestions about how to set achievable targets for
There is much evidence that using assessment learners, while Unit 7 includes ideas for how to use
for learning can have a significant impact on the reflection to help learners to think about how they
standards that can be achieved by learners. learn and how they can improve. There is advice on
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Good formative assessment is at the heart of using questioning in Units 2, 5 and 8 at Stage 8.
successful teaching. However well we plan a lesson, In this unit, you could try:
and however well we teach a topic, we cannot
• watching and listening to learners as they work
know how successful we have been until we find
on Think like a scientist: Investigating how light
out how well the learners have understood what
intensity affects the rate of photosynthesis, to
we have taught. As every teacher knows, what we
check how well everyone understands what
teach is not the same as what out learners learn.
they are doing, and what is happening
If we find that their understanding is not as good
as we hoped, then we need to adjust the planned • using questioning when everyone has finished
teaching, to take this into consideration. Perhaps and is sitting down, to find out what they
we need to revisit the topic in the next lesson for understand about what they have done
the whole class, approaching it in a different way. • using peer assessment to help learners to focus
Perhaps some learners need to be given a further on how to design a good results chart
challenge, while others need more support to help • using what you find to make adjustments to
them to grasp the concepts we have been teaching. your teaching plans, if need be.

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3 to publication.
ISBN_9781108785228.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

Topic 1.1 Photosynthesis

LEARNING PLAN

Learning Objectives Learning intentions Success criteria

9Bp.06 Know that photosynthesis • Learn what happens during • Be able to write the
occurs in chloroplasts and is the photosynthesis, and be able photosynthesis equation,
process by which plants make to use and understand the and use it to name reactants
carbohydrates, using the energy word equation. and products..

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from light. • Collect the gas produced in • Collect and test gas
9Bp.07 Know and use the summary photosynthesis, and test it. produced by a water plant.
word equation for photosynthesis. • Carry out a fair test • Collect results in the light
9TWSa.01 Evaluate the strength of experiment, to find out how intensity experiment, draw
the evidence collected and how it light intensity affects the a graph using these results,

why results are anomalous.

9TWSa.03 Make conclusions by PL
supports, or refutes, the prediction.
9TWSa.02 Describe trends and
patterns in results, identifying any
anomalous results and suggesting

interpreting results, explain the

limitations of the conclusions and
describe how the conclusions can
be further investigated.
9TWSa.04 Evaluate experiments
rate of photosynthesis. and write a conclusion
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and investigations, including
those by others, and suggest
improvements, explaining any
proposed changes.
9TSWa.05 Present and interpret
results, and predict results between
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the data points collected.

9TWSc.01 Sort, group and classify
phenomena, objects, materials
and organisms through testing,
observation, using secondary
information, and making and using
keys.
9TWSc.02 Decide what equipment
is required to carry out an
investigation or experiment and
use it appropriately.

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ISBN_9781108785228.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
1 PHOTOSYNTHESIS AND THE CARBON CYCLE

CONTINUED

Learning Objectives Learning intentions Success criteria

9TWSc.03 Decide when to increase

the range of observations and
measurements, and increase
the extent of repetition, to give
sufficiently reliable data.
9TWSc.04 Take appropriately
accurate and precise

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measurements, explaining why
accuracy and precision are
important.
9TWSc.05 Carry out practical
work safely, supported by risk
assessments where appropriate.
9TWSc.06 Make an informed

secondary sources.
9TWSc.07 Collect, record and PL
decision whether to use evidence
from first-hand experience or

summarise sufficient observations

and measurements, in an
appropriate form.
9TWSp.01 Suggest a testable
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hypothesis based on scientific
understanding.
9TWSp.02 Describe examples
where scientists' unexpected
results from enquiries have led to
improved scientific understanding.
9TWSp.03 Make predictions of
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likely outcomes for a scientific

enquiry based on scientific
knowledge and understanding.
9TWSp.04 Plan a range of
investigations of different types to
obtain appropriate evidence when
testing hypotheses.
9TWSp.05 Make risk assessments
for practical work to identify and
control risks.

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CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

LANGUAGE SUPPORT

Learners will use the following words:

photosynthesis: a series of chemical reactions chlorophyll: a green pigment present in
that take place inside the chloroplasts of plants, chloroplasts, which absorbs energy from light and
in which carbon dioxide and water react together helps to transfer it to the carbohydrates made in
using light energy; the products are glucose (and photosynthesis
other carbohydrates) and water light intensity: a measure of the quantity of light
energy falling onto an object

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Common misconceptions
Misconception How to identify How to overcome
Learners often say that The activity: Photosynthesis and Throughout this unit, make
photosynthesis is the way that respiration, is likely to bring out sure that reference is made to
plants respire.

Starter ideas

sharing ideas)
PL
1 Getting started (10 mins, including
any difficulties with this concept.

Resources: Two plants, or sets of plants; one that

has grown in the light and one that has been in the
dark. If these are not available, then learners can
look at the photographs in the Learner’s Book.
respiration in plants.

water plant); a water plant such as Elodea or

Cabomba – these can be obtained from pet shops
or aquarium shops.
Description: Learners can set up the apparatus as
shown in the diagram in the Learner’s Book.
Practical guidance: Before the lesson, keep the
water plants in the water that you will use for the
experiment, in bright light, so that they are already
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Description: Ask learners to work with a partner to photosynthesising. Choose short pieces of plant and
make a list of any differences they can see. Use their cut diagonally across the stem – this makes it easier
observations to discuss why plants need light. for the bubbles to emerge. When assembling the
apparatus, place the pieces of plant upside down, so
2 Title Words beginning with photo- that the cut end is pointing upwards.
(5 mins) Raising the funnel above the bottom of the beaker
Description: Organise learners into teams. Ask them enables good water circulation.
SA

to follow the instructions for the activity Words Learners can often be clumsy in placing the test
beginning with photo-. tube full of water over the funnel without the water
all falling out, and again when removing it at the
Main teaching ideas end of the experiment. Practise this yourself first,
1 Collecting the gas produced in then show the learners how to do it correctly.
photosynthesis (10 mins to set up; leave Differentiation ideas: All learners should be able to
for one day; another 10 mins to test the assemble the apparatus, but some may need support
with removing the tube and testing the gas at the end.
gas collected)
Learning intention: To observe photosynthesis in Questions 1 and 2 are likely to be challenging for
a water plant; to obtain first-hand evidence that some learners, who will need support in thinking
plants release oxygen gas. out possible answers for them.

Resources: Per group: a large beaker; a glass funnel; Learners who need a challenge could be asked if
blocks or modelling dough to hold the funnel off they think that the gas that has collected is likely to
the bottom of the beaker; test tube; pond water be pure oxygen (it is not) and perhaps suggest what
(tap water can contain chemicals that harm the other gases might be present.

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ISBN_9781108785228.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
1 PHOTOSYNTHESIS AND THE CARBON CYCLE

Assessment ideas: You could assess learners on collecting results. They may also need help in
their ability to work safely, by watching them as designing their results chart. Template 1 is provided
they assemble the apparatus and test the gas. for this, which you could hand out to any individual
or group that needs it.
2 Think like a scientist: Investigating
Learners who need a challenge could be asked to
how light intensity affects the rate of
look at the three readings they have made at each
photosynthesis (40–45 mins) distance. Are the three readings the same. If they are
Learning intention: To increase confidence in not, what does that indicate? They may be able to
handling apparatus, collecting and analysing results; see that this could mean that another variable might
to practise designing and completing their own be affecting the number of bubbles, not only the
results chart. light intensity (which does not change throughout
the three readings) – what could this be, and what

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Resources: Per group:
does it mean for their experiment? It is likely to be
• a piece of water plant, pre-treated as described
something internal to the plant, which we cannot
in the previous activity
see or measure.
• a large test tube in which the piece of water
Assessment ideas: There are many skills that
plant easily fits
could be assessed here, but perhaps it is best to
•

•
•
some pond water
PL
a means of supporting the test tube – for
example, a beaker (whatever is used must not
prevent light from passing from the lamp to
the tube)

a lamp – make sure that this is safe, as it will

be used close to water (though there is no
need at all for any water to come into
contact with the lamp, if learners obey safety
instructions)
concentrate on the results charts that learners are
asked to construct.
3 Activity: Photosynthesis and respiration
(15 mins)
Learning intention: To begin to appreciate
the relationship between photosynthesis and
respiration.
Description: Organise learners into pairs. Ask them
to follow the instructions in the Learner’s Book.
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• a ruler to measure the distance between the test Similarities that they might suggest include:
tube and the lamp • they are both chemical reactions
• if necessary, a paperclip to weigh down the • they both have reactants and products
piece of plant in the tube of water
• we can write equations for both
• a timer.
• they both happen inside living cells
Description: Ask learners to follow the instructions
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• they both involve energy changes

in the Learner’s Book. They should already be
familiar with the idea of a water plant giving off • they both involve carbon dioxide, water, glucose
bubbles, if they have done the previous activity. and oxygen.
Emphasise the importance of keeping all electrical Differences they might suggest include:
components away from the water. • respiration happens in all cells, but
It is best to begin with the tube as close as possible photosynthesis only in some plant cells
to the lamp, as this will give the plant plenty of light • aerobic respiration happens in mitochondria,
so that photosynthesis should be reasonably rapid. but photosynthesis happens in chloroplasts
If learners start with the lamp far away, nothing at
• photosynthesis needs sunlight, but respiration
all may happen.
does not
Learners should make three bubble counts at each
• photosynthesis needs chlorophyll, but
distance of the tube from the lamp, so that they can
respiration does not
later calculate a mean number.
• photosynthesis need an energy input, while
Differentiation ideas: Some learners are likely
respiration releases energy.
to need help with setting up their apparatus and

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7 to publication.
ISBN_9781108785228.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

Differentiation ideas: All learners can attempt this Description: Choose a lear ner (or ask for a volunteer)
task. Differentiation will be by outcome, with some to be Mastermind. You ask the Mastermind a
pairs providing few or very basic ideas, while others question about photosynthesis based on the work
may show greater insight. done in this lesson. The Mastermind gives an answer –
they can purposefully give a wrong answer if they like.
Plenary ideas The other members of the class hold up their cards
to show whether the answer is correct or incorrect.
1 Sharing results charts (15 mins) You can then interrogate the rest of the class to find
Resources: Everyone’s results charts from Think like the correct answer if necessary, or to find out why a
a scientist: Investigating how light intensity affects learner has identified a correct answer as a wrong one.
the rate of photosynthesis. Repeat with more questions to the same Mastermind.
Description: Put all the results charts onto the wall. Assessment ideas: Use responses of the class to

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Ask learners to bring a chair so that everyone sits in indicate any misunderstandings.
front of the display and can see the charts. Join the
group (also sitting on a chair) and ask one group Homework ideas
to explain their chart to you all. Use questioning
to check how well everyone understands what was 1 Workbook Exercises 1.1A, 1.1B, 1.1C
happening during the experiment, that they know

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the photosynthesis equation, that they know how
to construct a results chart and so on. You can also
ask the class to suggest one good point about each
result chart that is discussed, and ideas about how
each result chart could be improved
Assessment ideas: See above.
2 Mastermind (5 mins)
Resources: A card for each learner, with a tick on
one side and a cross on the other side.
2 Worksheets 1.1A, 1.1B, 1.1C

Topic worksheets
•

•
Worksheet 1.1A, The beginning of photosynthesis
(Focus)
Worksheet 1.1B, The beginning of photosynthesis
(Practice)
Worksheet 1.1C, The beginning of photosynthesis
(Challenge)
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Topic 1.2 More about photosynthesis
LEARNING PLAN
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Learning Objectives Learning intentions Success criteria

9Bp.06 Know that photosynthesis • Learn about the role • Explain why chlorophyll is
occurs in chloroplasts and is the of chlorophyll in needed for photosynthesis,
process by which plants make photosynthesis. including explaining the
carbohydrates, using the energy • Think about the relationship results of testing a variegated
from light. between structure and leaf for starch.
9Bp.07 Know and use the summary function in leaves. • Answer questions 1 and 2
word equation for photosynthesis. • Find out why plants need following the Activity, Which
9Bp.05 Know that plants require magnesium and nitrate. surface of a leaf has most
minerals to maintain healthy stomata?
• Plan a fair test experiment
growth and life processes (limited about the effect of fertilisers • Produce a workable plan for
to magnesium to make chlorophyll on plant growth. Think like a scientist: Planning
and nitrates to make protein). an Investigation into the effect
of fertilisers on plant growth.

Original material
8 © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
ISBN_9781108785228.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
1 PHOTOSYNTHESIS AND THE CARBON CYCLE

CONTINUED

Learning Objectives Learning intentions Success criteria

9TWSc.01 Sort, group and classify

phenomena, objects, materials
and organisms through testing,
observation, using secondary
information, and making and
using keys.
9TWSc.02 Decide what equipment

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is required to carry out an
investigation or experiment and
use it appropriately.
9TWSc.03 Decide when to increase
the range of observations and
measurements, and increase

sufficiently reliable data.

9TWSc.04 Take appropriately
accurate and precise
measurements, explaining why
accuracy and precision are
important.
9TWSc.05 Carry out practical
work safely, supported by risk
assessments where appropriate.
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the extent of repeti tion, to give
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9TWSc.06 Make an informed
decision whether to use evidence
from first-hand experience or
secondary sources.
9TWSc.07 Collect, record and
summarise sufficient observations
SA

and measurements, in an
appropriate form.
9TWSp.01 Suggest a testable
hypothesis based on scientific
understanding.
9TWSp.02 Describe examples
where scientists’ unexpected
results from enquiries have led to
improved scientific understanding.
9TWSp.03 Make predictions of
likely outcomes for a scientific
enquiry based on scientific
knowledge and understanding.

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9 to publication.
ISBN_9781108785228.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

CONTINUED

Learning Objectives Learning intentions Success criteria

9TWSp.04 Plan a range of

investigations of different types to
obtain appropriate evidence when
testing hypotheses.
9TWSp.05 Make risk assessments
for practical work to identify and
control risks.

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LANGUAGE SUPPORT

Learners will use the following words:

air spaces inside the leaf

Common misconceptions
Misconception
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stomata (singular: stoma): a microscopic hole in
the surface of a leaf (usually on the underside)
through which gases diffuse into and out of the

How to identify
fertiliser: a substance containing mineral ions
required by plants, which can be added to soil
yield: the quantity of useful crop obtained
at harvest

How to overcome
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Learners often state that Oral questioning about the role Constant use of the correct term
chlorophyll ‘attracts’ light, rather of chlorophyll, and question 4 in yourself, and careful checking
than absorbing energy from it. Think like a scientist: Testing a leaf of learner’s spoken and written
for starch. statements.

Starter ideas the green objects? (Chloroplasts) Do you know

what happens inside chloroplasts? Can you suggest
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1 Getting started (10 mins, including why they are moving around inside the cells? (It is
sharing ideas) thought that they move to control the amount of
light they receive.)
Resources: A complete plant, with roots, stem,
leaves and flowers. Main teaching ideas
If this is not available, learners can look at the
diagram in the Learner’s Book instead. 1 Think like a scientist: Testing a leaf for
Description: Ask learners to work individually to
starch (25 mins)
answer the questions in the Learner’s Book. Then Learning intention: To appreciate that plants
ask for ideas from some of them, and discuss their produce starch and store it; to work safely and
answers. observe carefully
Resources: Per group:
2 What is happening? (5–10 mins)
• access to a plant, preferably one with
Description: Show the class the video clip of
variegated leaves
chloroplasts moving within mesophyll cells. Ask
them: What are these structures? (They are cells) • a burner to heat water in a beaker
What kind of cells are they? (Plant cells) What are • a tripod and gauze (see diagram in the

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ISBN_9781108785228.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
1 PHOTOSYNTHESIS AND THE CARBON CYCLE

Learner’s Book) discussion questions. Use scaffolding questions to

• a large test tube help learners having difficulty to work their way
through to some answers.
• forceps (tweezers) to handle the leaves
• iodine in potassium iodide solution, in a Assessment ideas
small bottle with a dropper
3 Think like a scientist: Planning an
• a white tile.
Investigation into the effect of fertilisers
Per class: on plant growth (30 mins if done just as
• ethanol – keep this on your desk and provide it planning exercise; about 30 mins to set
to learners only when they have turned off their
burner.
up experiment, and then 10 mins every
week for a few weeks, to collect results)

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Description: Ask learners to follow the instructions
in the Learner’s Book. Learning intention: To suggest a testable hypothesis;
to practise planning a fair test experiment to obtain
Practical guidance: The day before the lesson, evidence to test the hypothesis.
place a potted plant such as a geranium
(Pelargonium) in a place where it will get plenty of Resources: If done only as a planning exercise:
light, and make sure it is watered. If at all possible,

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use a plant with variegated leaves.
As burners and ethanol are used in this experiment,
it is important that everyone is aware that ethanol is
flammable and must not be taken close to a flame.
Ensure that the flames are turned out before ethanol
is collected and taken back to the working area.
Have a damp cloth to hand, so that if a tube of ethanol
does catch light you can quickly and simply drop the
cloth over it. The flame will go out immediately.
Differentiation ideas: Some learners may need help
•

•
•
•
•
•
•
pictures or specimens of duckweed plants.
If done as an experiment:
• duckweed plants
small containers, e.g., Petri dishes
distilled water
several different types of fertiliser
top pan balance
spatulas
forceps.
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to follow the instructions carefully, so it would be a Description: Ask learners to follow the instructions
good idea to organise groups so that less-confident in the Learner’s Book to construct their plan.
learners can work with those who will find this easier.
If you are able to let learners do their experiment,
Questions 1 to 4 are quite challenging, so you may
tell them what fertilisers will be available before
want to ask some learners to try these on their own,
they write their plans. Check the completed plans.
while you provide a little more support (perhaps in
the form of scaffolding questions) to others. We recommend that you do not ‘correct’ mistakes
SA

unless they involve safety – it is better for learners

Assessment ideas: This is a good opportunity to to discover faults in their plan when they try to
assess the ability of learners to follow instructions implement it, which they very often manage to do
carefully, to work safely and to observe carefully. for themselves. You may, however, need to suggest
2 Activity: Which surface of a leaf has changes to the apparatus or quantities of materials,
if you cannot supply them.
most stomata? (10 mins)
This is not the most reliable of experiments,
Learning intention: To relate a diagrammatic
although if done carefully learners are likely to
drawing of a leaf to a real leaf, and to think about
find measurable differences in the growth rates of
how it exchanges gases with its environment.
the plants in different types or concentrations of
Resources: A fresh leaf and a container (e.g., a cup, fertiliser. The plants grow quite quickly, so results
a beaker) with some warm water. should be obtained within three or four weeks,
Description: Ask learners to follow the instructions although you may like to leave the experiment
in the Learner’s Book. running for longer.
Differentiation ideas: Everyone can do this activity. Differentiation ideas: All learners can attempt the
Differentiation is likely to be in the outcome to the planning task, and can also make an attempt at

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11to publication.
ISBN_9781108785228.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

carrying out the experiment. Some will need help 2 Commentary (20–25 mins)
with planning, and you may like to provide a copy Resources: Video clip of photosynthesis.
of Template 2. Otherwise, differentiation will be
by outcome, with more competent and confident Description: Show the class the video clip showing
learners probably producing more robust plans, water and oxygen entering a leaf, and oxygen being
and working sufficiently carefully to obtain a set of released. Organise learners into groups and ask
results that they can analyse. each group to produce a commentary for the video
clip. Then ask each group in turn to give their
Plenary ideas commentary as the clip plays.

1 Sentence starters (5–15 mins) Assessment ideas: Use their commentaries to check
understanding of photosynthesis.
Resources: Small cards with words used in Topic 1.1
and Topic 1.2 written on them. Homework ideas

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Description: Organise learners into groups of three 1 Workbook Exercises 1.2A, 1.2B, 1.2C
or four. Put all the cards into a bag. Take the bag
to the first group and ask them to put their hand 2 Writing the plan for Think like a scientist:
into the bag and pick a card. The group then has to Investigating the effect of fertilisers on plant growth
make up a sentence that includes that word. makes a good homework task.

in Topics 1.1 and 1.2.

Topic 1.3 The carbon cycle

LEARNING OBJECT IVES
PL
Assessment ideas: Use the sentences to determine
how well learners understand what they have learnt
Topic worksheets
• There are no worksheets for this topic.
M
Learning Objectives Learning intentions Success criteria

9ESc.01 Describe the carbon • Be able to describe how • Complete a diagram of the
cycle (limited to photosynthesis, carbon atoms move carbon cycle, and answer
respiration, feeding, decomposition between organisms and the questions about it.
and combustion). environment.
SA

LANGUAGE SUPPORT
There is no new vocabulary in this topic.

Common misconceptions
Misconception How to identify How to overcome
Learners may not understand the Try the Getting started task in the Discuss any incorrect answers to
concept of a compound, and not Learner’s Book. the Getting started task.
appreciate that carbon atoms can exist The activity Modelling the carbon
on their own, or within compounds. cycle will also help.

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1 PHOTOSYNTHESIS AND THE CARBON CYCLE

Starter ideas 2 Think like a scientist: How do plants

and animals affect carbon dioxide
1 Getting started (10 mins, including
concentration? (20 mins to set up the
sharing ideas)
experiment; 10 mins to collect results,
Resources: None.
which can be done at the end of the
Description: Ask learners to work with a partner same lesson, or learners can come back
and follow the instructions in the Learner’s Book.
to look at their tubes several hours later)
After a few minutes, ask some of them for their Learning intention: To bring together earlier work
responses to the questions. Check that everyone on respiration and photosynthesis.
appreciates that carbon atoms are always carbon
atoms, no matter where they are or what they are Resources: Per group:

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combined with. • six large test tubes, each fitted with a little
platform made out of perforated metal (or you
2 Why is carbon dioxide important? can give the pieces of metal to the learners and
(10 mins) ask them to make the platforms), and each with
Description: Organise learners into groups of three a rubber bung to fit tightly

minutes.

PL
or four. Ask each group to think of two things that
they know about carbon dioxide. Allow two or three

Then ask each group for their suggestions, writing

them down on a flip chart. Leave them there, so that
they can be referred at appropriate points during the
rest of this topic.

Main teaching ideas

1 Building up a diagram of the carbon
•

•
hydrogencarbonate indicator solution; this must
be fresh, and preferably kept with air bubbling
through it to ensure it is in equilibrium with the
carbon dioxide concentration in the air
water plants that have been kept in the light
and are photosynthesising
small invertebrate animals; for example, you
may be able to obtain fly larvae (maggots)
from shops that sell fishing equipment
blunt forceps
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cycle (30–40 mins)
Learning intention: To gradually construct the • black paper and sticky tape.
carbon cycle. Description: Show learners how to set up the
Resources: Text and diagrams in the Learner’s Book. experiment. Ask them to predict the results.
Then ask them to follow the instructions in the
Description: Work through the text and diagrams in Learner’s Book.
the Learner’s Book to slowly build up a complete
Differentiation ideas: Some learners will need
SA

diagram of the carbon cycle. Involve learners in

each step, using questioning to engage them in further support in setting up their experiment.
thinking about what the boxes and arrows mean. The questions at the end of this task are quite
Building up the cycle together greatly helps with challenging, and it is likely that only some learners
understanding; the entire cycle can be overwhelming will be able to work their way through to question 5
if presented in its entirety. to give successful answers. Be prepared to give more
Differentiation ideas: This is a whole-class activity. support if necessary.
Make sure that each learner is involved in answering Assessment ideas: Answers to the questions
questions or making suggestions. will give a good indication of how well learners
understand the relationship between the gases used
and emitted during respiration and photosynthesis.

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CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

3 Activity: Modelling the carbon cycle Plenary ideas

(20–25 mins)
1 Events in the carbon cycle (10 mins)
Learning intention: To make the abstract concept of
the carbon cycle more concrete, and hence deepen Resources: Images of stages in the carbon cycle from
understanding. the LB or from an online search, or a video clip of
events in the carbon cycle from an internet search.
Resources: Coloured card and marker pens for
making labels; see the instructions about this in the Description: Show learners the pictures of the
Learner’s Book. different stages, or show learners a video clip of the
carbon cycle. Ask learners how what they can see
Description: Explain to learners that each of them in each image (or each stage if using a video clip)
is going to be a carbon atom. Talk through the relates to a stage in the carbon cycle.
instructions with them and explain what they are

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all going to do. Write the processes that match each Assessment ideas: Use questioning about the
number on the die on the board so that everyone images or the video clip, and answers, to determine
can see them clearly. how well learners understand the events in the
carbon cycle.
Place all the ‘carbon atoms’ in the five labelled
places, with roughly equal numbers in each place. 2 Fill in the blanks: carbon cycle (10 mins)

PL
Roll a die and call out the number on it (or you
can ask a learner who is not a carbon atom to do
this). The learners who are affected by the process
indicated by this number move to the appropriate
place. Watch them carefully — there is likely to be
confusion to start with, but this is all part of the
learning process!
Continue until you feel that enough has been done,
or all the carbon atoms have ended up together.
Differentiation ideas: Everyone can do this activity.
Resources: Whiteboard and markers
Description: Set this up as a class exercise. Organise
learners into pairs or threes. On the whiteboard,
write one stage of the carbon cycle in a box and
draw an arrow leading from the box. Ask the first
group  of learners to suggest which stage comes
next. Then move on to the next group to suggest
another stage or an arrow, and so on until the whole
cycle has been completed.

Homework ideas
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Some learners may find it difficult to link the
number to a process, and to link a process to what 1 Workbook Exercise 1.3
they are supposed to do; they are likely to cope by 2 Worksheets 1.3A, 1.3B, 1.3C
following others. Learners who need a challenge
can think about the shortcomings of this model, in Topic worksheets
particular the way in which every carbon atom in
• Worksheet 1.3A, Building a carbon cycle (Focus)
one place moves to another at the same time. They
SA

could be asked to try modifying the model so that it • Worksheet 1.3B, Building a carbon cycle (Practice)
works better. • Worksheet 1.3C, Building a carbon cycle
(Challenge)

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1 PHOTOSYNTHESIS AND THE CARBON CYCLE

Topic 1.4 Climate change

LEARNING PLAN

Learning Objectives Learning intentions Success criteria

9ESc.02 Describe the historical • Be able to relate understanding • Be able to list current and
and predicted future impacts of of the carbon cycle to the predicted impacts of climate
climate change, including sea causes of global warming change.
level change, flooding, drought • Explain some of the • Explain how asteroid

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and extreme weather events. consequences of climate collisions have affected life
9ESs.01 Describe the change. on Earth.
consequences of asteroid collision • Describe the effects of
with the Earth, including climate asteroid collisions with the
change and mass extinctions. Earth.

LANGUAGE SUPPORT

PL
Learners will use the following words:
slush: partly-melted snow
mass extinction: the complete loss of a very large
number of species
meteoroids: objects in space that are smaller than
meteors: a meteoroid when it moves through
the Earth’s atmosphere
meteorite: part of a meteor that reaches the
Earth’s surface
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an asteroid

Common misconceptions
Misconception How to identify How to overcome
SA

It is very common for learners to Use questioning after the Getting Take care to use the term
think that the greenhouse effect is started activity, to ask: What ‘enhanced greenhouse effect’
a ‘bad thing’. would the Earth be like if there when you mean the result of
was no carbon dioxide in the increased carbon dioxide in the
atmosphere? What happens if atmosphere.
there is too much?

Starter ideas 2 What do you know about climate

change? (5–10 mins)
1 Getting started (5–10 mins)
Description: Ask learners: ‘Tell me one thing about
Resources: Diagram in the Learner’s Book. climate change.’
Description: Ask learners to work in pairs to match Go round the class, asking each learner to tell you
the statements to the diagram. Then ask for their what they have thought of. Make sure that you limit
suggestions and determine the correct label for each learner to only one statement. You may like to
each arrow. write the statements on the board or a flip chart, to
refer to as you work through the rest of the topic.

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CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

This activity will elicit preconceptions and help you For the second experiment there is no need to
to determine where you are starting from as you record the time at which readings were taken. It is
work through this topic. the relationship between temperature and the water
level that is being investigated. However, learners
Main teaching ideas may want to make sure that they take readings at
roughly the same time intervals, and it is fine for
1 Climate change in the past (20–30 mins) them to do this.
Learning intention: To understand that climate
Differentiation ideas: Some learners may need help
change is not ‘new’, and how climate has differed in
with constructing the graph, and could be given
the past, and why.
axes, perhaps with scales, to start them off.
Resources: Text and images in the Learner’s Book.
Learners who need a further challenge could

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Description: Use the Learner’s Book as a scaffold be asked to suggest how well these experiments
for discussing how and why the Earth’s climate has represent what happens in the real world, and how
changed in the past. You could ask learners for they might modify them to make their models more
spoken answers to questions 1, 2, 3 and 4. realistic.
Differentiation ideas: Use questioning to involve Assessment ideas: Use the results tables, graphs
everyone in the discussion, ensuring that even the

PL
least-confident learners are encouraged to make
a contribution. All learners can contribute, and
differentiation will be by the type of questions that
they ask and answer.

2 Think like a scientist: How do rising

temperatures affect sea level?
(30–40 mins)
Learning intention: To understand how melting ice
affects sea level.
and answers to questions to assess learners.

3 Activity: The carbon cycle and climate

change (20–30 mins)
Learning intention: To think about how the carbon
cycle affects climate; to begin to think about how
we might be able to reduce the negative impacts of
climate change.
Note that there is no requirement in the Curriculum
Framework to discuss actions that can be taken to
M
mitigate climate change, but it is important to give
Resources: Per group: learners the idea that we can do something about it.
• two large measuring cylinders Resources: Diagram of the carbon cycle from the
Learner’s Book. You could also use the video of
• a large funnel (to hold at least 10 ice cubes)
events in the carbon cycle.
• access to at least 20 ice cubes
Description: Organise learners into groups of three
• a conical flask, fitted with a two-hole bung, or four, and ask them to answer the two questions
SA

with a thermometer in one hole and a glass or about activities that increase and decrease carbon
plastic tube in the other (see the diagram in the dioxide concentration. Then, in their group, they
Learner’s Book); just before the activity begins, should write a list of suggestions about how the
fill each flask right to the top with cold water increases in carbon dioxide concentration can be
• a lamp halted or even reversed.
• optional – a timer You can then chair a discussion, allowing each
group to put forward their views.
Description: Instructions for this experiment
are given in the Learner’s Book. You may like to Differentiation ideas: Everyone should be able to
demonstrate how to set up each experiment before take part in this activity. Working in groups will
asking learners to do so themselves. give confidence to less self-assured learners. More
confident learners are likely to suggest a wider range
Practical guidance: Try to ensure that all the ice
of ideas and have deeper insights into the difficulties
cubes are roughly the same size. It is a good idea to
in implementing targets that could reduce the
trial the experiments yourself, to get an idea of how
impacts of climate change.
long it will take the ice to melt. If this takes too long
use smaller cubes.

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ISBN_9781108785228.
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1 PHOTOSYNTHESIS AND THE CARBON CYCLE

Plenary ideas Ask each group to write one question about each of
these topics (three questions in all). They must also
1 Impacts of climate change (20–25 mins) write the answers.
Resources: Learners’ responses to Worksheet 1.4, The first group asks their first question and the
Impacts of climate change. other groups try to answer it. The person who gives
Description: As you near the end of this topic, the correct answer then asks their first question,
set learners Worksheet 1.4. This could be done and so on.
individually or in small groups, in class or for If any group does not answer enough questions to
homework. Each learner puts themselves in the be automatically able to ask their questions you can
place of one of the people listed on the Worksheet, intervene to give them the opportunity to do so.
or someone else of their own choosing, and
Assessment ideas: Both the questions and the

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describes how climate change is affecting their life.
answers to them will indicate how well learners
During this plenary session, ask for volunteers to remember and understand the facts and concepts
share their descriptions with the rest of the class. covered in this unit.
Use these descriptions to stimulate discussion of
climate change impacts. Homework ideas

2 Team quiz (20–30 mins)

PL
Assessment ideas: The descriptions given by the
learners, and the discussion, will show how well
learners understand the impacts that climate change
is having and will have in the future.

Description: Organise learners into teams of three

or four.
Remind them of the topics they have covered in
this unit: photosynthesis, the carbon cycle and
climate change.
1 Workbook Exercise 1.3
2 Worksheet 1.4; this could be done for homework
before the final lesson in this topic, and answers
used in a plenary session.

Topic worksheets
• Worksheet 1.4, Impacts of climate change
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SA

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17to publication.
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 We are working with Cambridge Assessment International Education towards endorsement of this title.
CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

PROJECT GUIDANCE
This project provides learners with the opportunity make more). You may also like to do your own
to work together to discover more about the events research first, using the suggested search terms. If
that we believe happened about 67 million years learners are not very confident in using the internet
ago when an asteroid collided with Earth. and finding reliable information, you may like to
It is best if you, or the class, decide at an early suggest some specific websites for them to look at.
stage what form the final presentation will take. It The size and make-up of your class will determine
could be a display of posters to put onto the wall, how best to organise the groups. Groups of three
or a series of talks or perhaps a video containing or four generally work well, ensuring that everyone
presentations from each group. can be actively involved, and that the workload on

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The guidance in the Learner’s Book suggests five any one person is not too great. For this project
different issues to research. Depending on the size you may prefer to have mixed-ability groups so that
of your class, you might like to reduce this number, less-confident learners can be supported by others
or possibly add more (or split some of these to in the group.

PL
M
SA

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2 PROPERTIES OF MATERIALS

2 Properties of
materials
Unit plan

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Topic Learning hours Learning content Resources

2.1 Atomic Minimum of 2–3 The structure of the Learner’s Book: Questions 1–7
structure and atom and Periodic Activity: A model of an atom
the Periodic Table
Table

2.2 Trends in
Groups within
the Periodic
Table
PL
Minimum of 2–3 Trends in Groups 1, 7
and 8 in the Periodic
Table linked with the
atomic structures of the
elements
Workbook: Exercise 2.1, Atomic structure
Teacher’s Resource: Worksheet 2.1A, 2.1B,
2.1C, Matching terms and facts Template 1, Peer
assessment of A model atom
Learner’s Book: Questions 1–23
Think like a scientist: Observation of the
reactions of Group 1 metals with water
Workbook: Exercise 2.2A, Elements in the same
group
Exercise 2.2B, Trends in groups in the Periodic
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Table
Exercise 2.2C, Comparing trends in Groups 1
and 7
Teacher’s Resource: Worksheet 2.2A, 2.2B,
2.2C, Elements in Group 1 and Group 8
Template 2, Observations and explanations
SA

sheet for Think like a scientist: Observation of

the reactions of Group 1 metals with water
2.3 Why Minimum of 2–3 Why elements react Learner’s Book: Questions 1–16
elements to form compounds; Activity: Forming ionic compounds
react to form formation of ionic and
Workbook: Exercise 2.3A, Atoms and ions
compounds covalent bonds
Exercise 2.3B, Why do ions form?
Exercise 2.3C, Forming ionic compounds
Teacher’s Resource: Worksheet 2.3A, 2.3B,
2.3C, Ionic and covalent bonds
Template 3, Peer assessment sheet for Activity:
Forming ionic compounds

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19to publication.
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CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

Topic Learning hours Learning content Resources

2.4 Simple and Minimum of 3–4 Simple and giant Learner’s Book: Questions 1–12
giant structures structures; details of Activity: Building giant structures
the structures and
Think like a scientist: Ionic compounds
the link between the
conducting electricity
structures and the
properties Workbook: Exercise 2.4A, Ionic or covalent
bonds
Exercise 2.4B, Properties of ionic and covalent
substances

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Exercise 2.4C, Giant structures of carbon
Teacher’s Resource: Template 4: Peer
assessment sheet for Building giant structures
Cross-unit Learner's Book:
resources

BACKGROUND KNOWLEDGE
PL Check your Progress
Project: Building the Periodic Table
Teacher's resource:
Language development worksheets
1 Using the correct word
2 Matching words and meanings and
distinguishing between terms
M
Learners will have some idea of the structure of the for the section on why atoms join together to form
atom and the Periodic Table from Stage 8 Unit 5. compounds. Learners may find it difficult to grasp
They should be able to build on this knowledge of the ideas of ion formation and molecule formation
the parts of the atom and that each type of atom is without many examples and a lot of repetition.
different. This unit develops the ideas and details Learners will have a background in examples of
the improvement in the model of the atom they met compounds and the idea that atoms can join
in Stage 8. There may need to be some discussion together but can link this to why this happens in
SA

of why the idea of structure covered in Stage 8 is this unit.

different and it is worthwhile spending some time The section on giant structures will be new to
going over the fact that scientists’ ideas change learners, but some experience of building 3D
when they have more information. Learners will models of diamond and graphite will help them
have some idea that elements in the same group of to understand the great differences in properties
the Periodic Table have properties in common but of two substances that are made out of the same
will need to link this to their electronic structures. element.
You will need to spend some time going over the
electronic structures of various atoms in preparation

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2 PROPERTIES OF MATERIALS

TEACHING SKILLS FOCUS

Moving towards peer- and self-assessment
When a teacher assesses the work of a learner they could use this idea with actual answers given by
may be looking for a number of things, such as: class members or you could use answers that you
have ‘heard when I have asked this question to
• what the learner has understood and
other classes.’ This allows learners to decide how
can explain
valid answers are or how detailed they need to
• where the learner may have misconceptions be and to discuss common misunderstandings. It
• how the teacher can prepare the next steps also allows them to have an idea of the standard of
for the learning of this particular learner answer required and helps to build confidence in

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• what the learner needs to do in order to their understanding.
overcome any misconceptions There are examples of peer-assessment templates
• what the teacher needs to do to improve throughout this course and they encourage
their teaching of this topic learners to look at the criteria for assessment
and to identify where they or their partner has
• how much effort has this learner made.
done well and what it is they need to focus on to

PL
Often the teacher needs to have a dialogue with
the learner to address the points above, so only
putting a grade on a piece of work is of limited
value in helping learners improve their knowledge
and understanding. As a result, teachers often
write a great deal on learners’ work in order to
help them. However, many learners are more
interested in the grade and not in any comments
made by the teacher. One way of addressing this is
to return work to learners with no grades but only
comments. Some teachers may require learners to
improve. Using some of these to feedback to the
entire class and to discuss the assessment provides
an opportunity for whole class discussion about
the topic and where the misconceptions are. For
presentations that have been done by a group you
could take questions about the work from the class
and you could act as the chairperson passing on
the question to the most suitable member of the
group. This provides a means of addressing areas
the class are unsure about.
M
You could give your class a question, a mark
respond to their written feedback and then check
scheme and some answers from anonymous
this and make another comment. This can take a
learners to assess and ask them to suggest how
significant amount of teacher time. Some teachers
the answers could be improved. You could also ask
choose to highlight points in the work but give
them to suggest what the answer tells them about
class feedback where the teacher addresses raised
the knowledge and understanding of the learner
by the marking.
who wrote it and how this could be improved.
Moving towards peer- and self-assessment ensures
SA

By sharing these ideas with others your learners

that the learners take a more active part in their will begin to focus on what they need to do to
progress and an active responsibility for their own improve.
and their peers’ learning. It also has the benefit
Another suggestion for learners to assess their own
of giving the teacher feedback on the learners’
level of confidence with a particular piece of work
knowledge and understanding in a less time-
is for them to decide if they are ‘green’ (happy with
consuming manner.
their understanding), ‘amber’ (not quite sure) or
To establish these modes of assessment the ‘red’ (very unsure). By assessing the colours in the
learners could be encouraged to listen to room you can match greens with ambers or reds,
responses to questions in class and decide if an or if there are a lot of reds it means more in-depth
answer is reasonable; can they add anything to the teaching is needed.
answer or would they give another answer? You

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21to publication.
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CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

Topic 2.1 Atomic structure and the Periodic Table

LEARNING PLAN

Learning Objectives Learning intentions Success criteria

9Cm.01 Understand that the • Describe the Rutherford/ • Be able to draw and label
structure of the Periodic Table is Bohr model of the atom. the structure of an atom
related to the atomic structure • Use the Periodic Table to using the Rutherford/Bohr
of the elements and the Periodic describe and/or draw the model.

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Table can be used to predict an atomic structures of the first • Be able to draw the atomic
element’s structure and properties. 20 elements. structure of the first 20
9Cp.02 Describe how the density • Explain how the elements elements using the data
of a substance relates to its mass in are arranged in the Periodic from the Periodic Table.
a defined volume. Table. • Describe how the elements
9TWSm.01 Understand that are arranged in the Periodic
models and analogies reflect

important models, including

analogies, and discuss their
strengths and weaknesses.
9TWSm.03 Use symbols and
PL
current scientific evidence and
understanding and can change.
9TWSm.02 Describe some

formulae to represent scientific

ideas.
Table.
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LANGUAGE SUPPORT
Learners will use the following words:
SA

Periodic Table: a table of all the elements placed in electron shells: the layers of electrons arranged
order of their atomic number around the nucleus of an atom
atomic number: the number of protons in an atom: energy levels: the layers or shells of electrons are
each type of atom has a unique atomic number referred to as being at different energy levels
mass number: the number of protons and neutrons electronic structure: the arrangement of electrons
in an atom added together in the shells around the nucleus of an atom
density: property of an object or material, electrostatic forces: these are forces of attraction
calculated by density =mass/volume between particles with opposite electrical charges

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ISBN_9781108785228.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
2 PROPERTIES OF MATERIALS

Common misconceptions
Misconception How to identify How to overcome
Many learners find it very difficult Ask learners directly what they Spend some time drawing the
to imagine the small size of atoms. think is between the electrons models of the atoms and drawing
The main difficulty is that learners or between the nucleus and the the learners’ attention to the
cannot understand that an atom is electrons. amount of relative space. This
mainly made up of empty space. needs to be reinforced at every
opportunity.

Some of the learners find it Ask learners to label models of the Spend some time drawing the

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difficult to remember which atom. models of the atoms and drawing
particle goes where. the learners’ attention to the
location of the particles.

Starter ideas Main teaching ideas

1 Getting started (10 mins)

the atom.

PL
Learning intention: To revise the structure of

Description: Ask learners to list the parts of an

atom. Ask the learners to give at least one fact
about each part. Then ask them to use the names
of the parts and the facts to write a description of
the atom. You could ask learners to do this on their
own and then compare with a partner or they could
do it in pairs and then feedback to the whole class.
1 The Periodic Table (15–20 mins)
Learning intention: To look at the arrangement of
elements in the Periodic Table and to explain the
terms mass number and atomic number.
Resources: A large poster of the Periodic Table (or
an electronic version) and/or the Learner’s Book.
Description: Draw the learners’ attention to the
Periodic Table and ask them about where they
would find the metals/non-metals or the symbols
for the elements, building on the knowledge from
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previous stages. Explain the meanings of the
2 Finding a word (10 mins) numbers in each square, mass number and atomic
Learning intention: Improve vocabulary. number and go over what these numbers tell you.
Resources: Learner’s Book. You could work through the worked example in the
Learner’s Book and ask learners to complete the
Description: Write the word ‘neutron’ vertically
details for other elements.
on the board. Challenge learners to find scientific
The idea that the larger the mass number the more
SA

words starting with those letters. You could restrict

learners to words connected with this particular mass an element has is not difficult for the learners
topic or give them a wider choice of vocabulary. to grasp. However, the idea of density could be
You could allow access to the Learner’s Book very tricky for some learners. Reference to density
or not. has been made here as it addresses one of the two
LEARNING PLAN for chemistry that involve
Allow a fixed time (5 minutes or less) and ask for density. The details of these LEARNING PLAN
ideas from the learners. Check that learners have an are covered fully in Unit 3 Topic 3.1.
idea what the word means. You can award points for
a correct word and extra points if no one else has You could spend some time measuring blocks of
this word. different materials to calculate the densities to
reinforce the ideas for learners.
Make sure learners do not just go for difficult
Differentiation ideas: You could use elements
words they do not know the meaning of, although
with lower atomic numbers with learners who need
some learners love to find the hardest words they
support and use those with higher atomic numbers
can. This can be a real boost to their scientific
for learners who need a challenge. You could write
vocabulary, especially if this technique is
the symbols of all these elements on card and ask
used regularly.
learners to choose one to do.

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ISBN_9781108785228.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

You could colour-code the symbols on card to be between 1–2 cm wide. The second shell could be
assign suitable elements to those learners who need based on a larger plate and the final one even larger.
a challenge. You could use a drawing pin, string and a small
Assessment ideas: You could use the answer pencil to draw the nucleus and concentric circles for
from the different elements and their number of the electron shells from one sheet of strong card.
protons, neutrons and electrons to assess learners’ The small circles for the electrons, protons and
understanding. neutrons should be cut out in different colours. Cut
twice as many, so that they can be stuck on both
2 Arranging the electrons (15–20 mins) sides of the nucleus and shells. Build up the shells
Learning intention: To compare the Rutherford and nucleus first. Then make a hole in the nucleus
model of the atom with that of Bohr and to explain card and the inner edge of the first shell and use a
the distribution of electrons in the different atoms. piece of string to join them. Then make another

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Resources: Learner’s Book. hole in the outer edge of the first shell and join it
to the second shell. The shells should hang freely.
Description: Revise the structure of the atom from Use a string from the top of the final shell to hang
Stage 8 and discuss the changes to this model that the model from the ceiling. It is also useful to hang
were made by Bohr. This is a good opportunity to a label from the bottom of the model that lists the
discuss the way that models change when scientific

PL
knowledge and understanding changes. Spend some
time going through the idea of the shells or energy
levels and explaining that the electrons move around
within that shell. Give the learners practice in
writing out the electronic structures.
Differentiation ideas: Use those elements with
lower atomic numbers with learners who have less
confidence and use elements with higher atomic
numbers with those who need a challenge.
Assessment ideas: You could use questions 1–7 to
name of the element, the electronic structure and
the numbers of protons, neutrons and electrons.
These models can be used to provide an interesting
display in the corridor or display area within
the school.
Differentiation ideas: You could assign the lower
atomic number elements to learners who are less
dextrous. It may be necessary to have some learners
do more than one element.
You could assign the higher atomic numbers to
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assess progress and understanding. those learners who need a challenge.
Assessment ideas: You could use Template 1 to
3 A model atom (at least 40 mins) assess the models.
Learning intention: To understand and reinforce the
structure of the atom. Plenary ideas
Resources: Scissors, hole punch, string, glue, card 1 Pyramid ideas (10 mins)
in different colours (red, blue, green and another
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Resources: None.
colour for the shells), coloured paper could be used
for the electrons, protons and neutrons if preferred. Description:
Description: You could assign one of the first twenty
elements to each of your learners or you could
1
ask them to choose by picking a piece of paper, question
marked with one of these twenty elements, from you need to ask
a box. Ensure that you have more pieces of paper about today’s lesson
than learners so that everyone feels that they have a
2 things
choice. Learners could work on their own or in pairs. you have been reminded of today
It is useful to have a number of strong card
3 things you learnt today
templates for the learners to use. These will have
to be prepared well in advance. The nucleus could
be the size of a glass or approximately 5–6 cm in Ask learners to complete the pyramid and use it as
diameter. The first shell for electrons could be a ring an exit card so that you have a chance to see what,
based on the size of a small plate; the ring needs to if anything learners need to have explained to them
in the next session.

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ISBN_9781108785228.
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2 PROPERTIES OF MATERIALS

Reflection ideas: Use the reflection point idea about

reviewing the models of the atom and their use. CROSS-CURRICULAR LINKS

2 Quick-fire atomic structure (10 mins) Maths

Resources: Periodic Table.
Description: Select elements at random and ask Homework ideas
learners to give the number of protons, number of
1 Workbook Exercise 2.1
neutrons, number of electrons and the electronic
structure for each element. You could do this as a 2 Worksheets 2.1A, 2.1B. 2.1C
class activity or as an ‘in the hot seat’ activity where
a confident learner can be in the hot seat and can Topic worksheets
choose to give the correct or an incorrect answer

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and the class needs to challenge them. • Worksheet 2.1A, Matching terms and facts (Focus)

Assessment ideas: You could use the answers to the • Worksheet 2.1B, Matching terms and facts (Practice)
above activity as an assessment of knowledge and • Worksheet 2.1C, Matching terms and facts (Challenge)
understanding.

Learning Objectives

9Cm.01 Understand that the

PL
Topic 2.2 Trends in groups within the Periodic Table
LEARNING PLAN

structure of the Periodic Table is

related to the atomic structure
Learning intentions

• Learn about the similarities

between different elements
in the same groups in the
Success criteria

• Describe the similarities

between different elements
in the same groups in the
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of the elements and the Periodic Periodic Table. Periodic Table.
Table can be used to predict an • Relate the structure of • Relate the structure of
element’s structure and properties. the Periodic Table to the the Periodic Table to the
9Cp.01 Understand that the groups structure of the elements. structure of the elements.
within the Periodic Table have trends • Use the Periodic Table to • Use the Periodic Table to
in physical and chemical properties, predict the structure and predict the structure and
SA

using Group 1 as an example. properties of elements. properties of elements.

9TWSm.03 Use symbols and
formulae to represent scientific
ideas.

LANGUAGE SUPPORT
Learners will use the following words:
alkali metals: metals in Group 1 of the Periodic Table noble gases: the elements found in Group 8 of the
that produce alkalis when they react with water Periodic Table
halogens: the elements found in Group 7 of the
Periodic Table

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25to publication.
ISBN_9781108785228.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

Common misconceptions
Misconception How to identify How to overcome
Some learners may find the atomic Listen to the learners as they try Reinforce the structures by giving
structures difficult to understand to compare the structures of the learners lots of opportunities to draw
and thus to compare them. various elements. out the structures for themselves.

Starter ideas Resources: Safety glasses for everyone present in the

room, large trough of water, safety screen or screens
1 Getting started (10 mins) large enough to protect everyone in the class (including

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Learning intention: To familiarise the learners with the teacher), white tile, scalpel or knife, long forceps,
the Periodic Table and to revise the terms group samples of the three metals (lithium, sodium and
and period. potassium) stored under oil, paper towels, filter paper
(optional), universal indicator solution (optional).
Resources: A copy of the Periodic Table.
Description: This activity should be an observed
Description: Use a copy of the Periodic Table and
demonstration. It could be illustrated by using clips

PL
ask learners to find: a metal in the same group as
magnesium; a metal in the same period as magnesium;
a non-metallic solid in the same period as magnesium;
and a gas in the same period as magnesium.
Learners should compare their answers with a
partner and then use both their answers to include
all the elements that apply in each answer.
2 First to find ………. (10 mins)
Learning intention: To familiarise the learners with
the Periodic Table.
from the internet but nothing is as good as actually
being there when this demonstration is done.
Learners are impressed by these reactions and are
always keen to see it again or film it if they have
the facilities.
You can use this opportunity to discuss the properties
of metals, especially as the Group 1 metals are not
like most of the metals learners will have met before.
Start with lithium since it is the least reactive.
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Remove a small piece from the stock bottle with
Resources: A copy of the Periodic Table for the forceps. It would be useful to discuss with the
each learner. learners both the way lithium is stored and why it
Description: Make sure each learner has a copy of is handled using forceps. Cut a small piece off on
the Periodic Table within reach. Call out an element the white tile using the scalpel. Return any unused
and ask t he learners to place their index finger on pieces to the bottle as soon as possible. Use paper
this square in the table and raise their hand when towels to mop up any spills from the oil.
SA

they have done so. You can vary this by asking for Point out the shiny surface of the newly cut metal to
the element with atomic number 10 or 14 or with the learners and discuss with them why the surfaces
the mass number 7 or 39. that have not been newly cut are not shiny. (This is
This can become loud but it is worth doing so that because these metals are very reactive and react with
the learners become familiar with the Periodic Table the oxygen in the air to form a compound, an oxide,
and it makes them look more closely than they which covers the surface). Link this to the properties
might otherwise have done. of metals that they would normally expect.
Main teaching ideas A small piece of lithium can then be placed on the
surface of the water of the trough and the reaction
1 Think like a scientist: Observation of the observed. (Alternatively, some teachers like to place
reactions of Group 1 metals with water the metal on a piece of filter paper before floating it
on the water.) Note that if you do this with sodium
(30 mins)
the temperature reached is sufficient to ignite the
Learning intention: To show the differences in the hydrogen because heat is not dissipated by the metal
behaviour of elements within the same group in the skating around on the surface. Extra care is needed
Periodic Table in order to be able to relate them to as a glassy bead of sodium hydroxide is formed with
the atomic structure of the elements. the bursts and spits, so stand well back.

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ISBN_9781108785228.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
2 PROPERTIES OF MATERIALS

You will probably have to draw learners’ attention structure and link them to the data shown in the
to the finer details, such as the metal getting hot and table in the Learner’s Book and the demonstration
forming a ball. Once the reaction has been observed of the reactions with water.
you may want to repeat it after adding universal Differentiation ideas: ou could ask learners to
indicator solution to a fresh trough of water to draw their own atomic structures for the Group 1
show a change in pH and discuss the reaction that metals to reinforce the ideas if they are finding it a
has taken place. This would be a good opportunity challenge to see the differences and similarities.
to remind the learners of the use of word equations.
Learners who need a challenge could be asked to
Repeat the above using sodium and then potassium. predict the behaviour of other Group 1 metals.
Ensure that the pieces used are small as the heat Avoid asking them to predict the atomic structure
generated and the explosive nature of the reactions, of other Group 1 metals such as rubidium as this
especially with potassium, can lead to pieces of the

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will cause confusion and is a level of detail not
metal being thrown out over great distances. required at this level.
The purpose of this activity is to illustrate the trends in Assessment ideas: You could use the questions
a group in the Periodic Table, so ensure that you allow in the Learner’s Book to assess knowledge and
learners to compare the reactions of the three metals. understanding.

PL
Practical guidance: There are real safety concerns
about this demonstration. Ensure that the learners
are far enough back from the trough, they are all
wearing safety glasses and that they do not touch
the metals. Ensure that the learners are behind
safety screen; you need to be protected by a safety
screen too. Use long forceps to place the small piece
of metal in the trough and keep your face on the
safe side of the safety screen; this is why you may
need more than one safety screen. Ensure there is
good ventilation. Do not touch the metals with bare
3 Looking at Group 7 and Group 8 (30 mins)
Learning intention: To relate the atomic structure of
elements in the same group to their properties.
Resources: Learner’s Book.
Description: Draw the attention of the learners
to Group 7 on the Periodic Table and then work
through the table of data about these elements and
link that to the atomic structures of the elements
concerned. Then do the same for the elements in
Group 8 of the Periodic Table.
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hands as they may react with moisture on the hands
and cause burns; wear surgical gloves. Differentiation ideas: You could ask learners to draw
Differentiation ideas: You could use Template 2 their own atomic structures for Group 7 and Group 8
with some learners who need support to help them elements to reinforce the ideas if they are finding it a
record the observations. challenge to see the differences and similarities.

Learners who need a challenge could be asked to Assessment ideas: You could use the questions
complete Workbook Exercise 2.2C. in the Learner’s Book to assess knowledge and
SA

understanding.
Assessment ideas: You could use Template 2 to
assess the explanations of the observations made in Plenary ideas
this activity.
1 More or less/larger or smaller (10 mins)
2 Atomic structures in Group 1 metals Resources: Periodic Table.
(15–20 mins) Description: Choose one of the elements in Groups 1,
Learning intention: To relate the atomic structure of 7 or 8. Ask learners to decide if this element is more
the elements in Group 1 to their behaviour. or less reactive than the one above or below it in the
Resources: Learner’s Book, large copy of the Periodic Table. For example, if you choose sodium
Periodic Table. the question could be ‘Is sodium more or less reactive
than lithium?’. You could ask ‘Does sodium have a
Description: Draw the attention of the learners higher or lower atomic number than potassium?’.
to Group 1 on the Periodic Table and use the
information about atomic and mass numbers to You could ask learners to do this as individuals and
construct diagrams to show the atomic structure. then compare their answers with a partner, or you
Discuss the similarities and differences in atomic could ask learners to work with a partner.

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27to publication.
ISBN_9781108785228.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

Reflection ideas: Ask learners: How does the Homework ideas

atomic structure of an element relate to its position
in the Periodic Table? 1 Workbook Exercise 2.2A
2 Workbook Exercise 2.2B
2 Quick-fire atomic structures (10 mins)
3 Workbook Exercise 2.2A
Description: Ask learners to draw the atomic
structures of lithium, sodium and potassium. This Topic worksheets
could be done on mini white boards or on paper • Worksheet 2.2A, Elements in Group 1 and Group 8
and then reviewed by a partner. (Focus)
• Worksheet 2.2B, Elements in Group 1 and Group 8
(Practice)

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• Worksheet 2.2C, Elements in Group 1 and Group 8
(Challenge)

Topic 2.3 Why elements react to form compounds

LEARNING PLAN

Learning Objectives
PL
9Cm.04 Describe an ion as an atom
which has gained at least one electron
to be negatively charged or lost at least
one electron to be positively charged.
9Cm.05 Describe an ionic bond as an
Learning intentions

• Describe the structure of

an ion and compare it with
that of an atom.
• Explain how ionic and
covalent bonds are
Success criteria

• Show the differences

between the structure of
an ion and an atom.
• Be able to explain how
ionic and covalent bonds
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attraction between a positively charged formed. are formed.
ion and a negatively charged ion. • Explain what a molecule • Be able to explain what a
9Cc.01 Use word equations and symbol is. molecule is.
equations to describe reactions (balancing • Write the formulae of • Be able to write the
symbol equations is not required). some ionic compounds. formulae of some ionic
9TWSm.03 Use symbols and formulae to compounds.
SA

represent scientific ideas.

LANGUAGE SUPPORT
Learners will use the following words:
stable: firmly fixed ionic compounds: a compound formed when the
chemical bonds: ways in which elements are joined ions of a metal and a non-metal react together
together to form compounds molecule: a particle formed when atoms are
ion: an atom with a net electric charge due to the bonded together with covalent bonds
loss or gain of one or more electrons covalent bond: a link formed when atoms share
ionic bond: a link formed between two or more electrons to form a molecule
ions to form a compound dot and cross diagram: a way of showing atoms
sharing electrons to form a covalent bond

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ISBN_9781108785228.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
2 PROPERTIES OF MATERIALS

Common misconceptions
Misconception How to identify How to overcome
Some learners may find it difficult Ask learners to explain the Ask learners to draw examples of
to grasp the difference between differences between the structure of atoms and ions.
an ion and an atom. atoms and ions of various elements.

Starter ideas this to their reactivity. Explain how atoms in these

groups can become more stable by losing or gaining
1 Getting started (10 mins) electrons. Work your way through the diagrams and
the notations. It would be useful if you can involve

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Learning intention: To revise the structure of
learners by asking them to draw similar diagrams on
the atom.
the board under direction.
Resources: Learner’s Book.
Work your way through the structures involved
Description: Ask learners to draw the structure in the reaction of sodium with chlorine and then
of lithium and fluorine atoms. Then ask them discuss the differences in the reactivity of lithium

PL
to compare them with a partner. Ask learners to
discuss which group in the Periodic Table each
of these elements are in. Ask the class to share
their thoughts.
2 Five things I remember (10 mins)
Learning intention: o revise last lesson’s content.
Resources: None.
Description: Ask learners to list five things they
remember from the last lesson. If necessary, you
could allow them to consult their books. (They
and potassium and the reasons for this.
Other ionic compounds: Work your way through the
examples given in the text. Concentrate on the idea
that more than one electron can be lost or gained.
Take care with the example of magnesium and
chlorine where more than one atom of chlorine is
involved. Use this example to explain the formula for
magnesium chloride as MgCl2. You could use other
examples or ask some of your learners to try some.
Differentiation ideas: Much of the first part of
this is really a class activity, so you may have to
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could do this on sticky notes and arrange them on set learners who need support more diagrams to
a suitable board so that you could select some to draw for themselves to ensure they understand the
discuss with the class.) ideas. When you come to the section about other
ionic compounds you could ask learners who need
Feed back to the class and use the remembered more of a challenge to try to work through other
items to set the scene for the start of this lesson. examples, such as calcium and fluorine or chlorine
or oxygen and sodium.
Main teaching ideas
SA

Assessment ideas: you could use the questions

1 Ionic bonds (30–40 mins) 9–12 in the Learner’s Book to assess progress and
Learning intention: To be able to describe the understanding.
structure of the atoms and ions of various elements 2 Activity: Forming ionic compounds
and explain why ions are more stable than some
atoms.
(30 mins)
Learning intention: To reinforce the structure and
To look at the details of for ming ionic compounds
formation of ions and ionic compounds.
where more than one electron is lost or gained.
Resources: Learner’s Book.
Resources: Poster-making equipment: coloured
paper and/or car, glue, scissors, large sheet of Description: Organise learners into groups of two
paper, ruler, pair of compasses (and/or string and a and allow each group to choose one of the following
drawing pin). metals and non-metals:
Description: Revisit the structure of an atom • Metals: Calcium, magnesium, lithium, sodium
and compare the structure of elements in Group or potassium
1 and Group 7 with those of Group 8 and relate • Non-metals: Fluorine, chlorine or oxygen.

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29to publication.
ISBN_9781108785228.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

Ask learners to make a poster to illustrate the Assessment ideas: You could use questions 13–16
structure of the atoms of the chosen elements and to assess knowledge and understanding.
show how an ionic bond is formed to make an ionic
compound. You could suggest materials to make Plenary ideas
their posters 3D.
1 Charge me (10 mins)
Ensure the learners add the name of the elements Resources: Periodic Table.
and their symbols, and the name of the compound
and its formula. Description: You choose an element (could select
at random) and ask what charge the ion has.
You could use Template 3 for the groups to peer
assess their work. Look for positive or negative and +/−1 or +/−2.
Differentiation ideas: You could allocate the You could add in protons and neutrons

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elements to the various groups. For example, the use and electrons.
of a Group 2 metal with chlorine or fluorine or a Reflection ideas: Why do elements react?
Group 1 metal with oxygen is more of a challenge
than the use of a Group 1 metal with a halogen. 2 Ionic or covalent (10 mins)
Description: Ask learners to decide if a chemical is
Assessment ideas: Use Template 3 for the groups to
ionic or covalent: you could select a mixture of the
peer assess their work.
3 Covalent bonding (30–40 mins)

PL
Learning intention: To explain covalent bonding
Resources: Learner’s Book.
Description: Show learners the structures of the
two non-metals hydrogen and chlorine and show
how the atoms are able to share electrons to form
a more stable structure as they form a molecule
of hydrogen chloride. Stress that the formation of
compounds and elements named in the Learner’s
Book, or choose your own mixtures. You could use
‘thumbs up, thumbs down’ or some other variant
so that every learner is involved. This will provide
you with a quick guide to how well the class has
understood these ideas.
Reflection ideas: How do I know if a compound is
ionic or covalent?

Homework ideas
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covalent bonds occurs when non-metal atoms join
together. Work through examples of this including 1 Workbook Exercise 2.3A, Atoms and ions
the formation of a molecule of hydrogen and 2 Workbook Exercise 2.3B, Why do ions form?
ammonia. Ask the learners to practice drawing the
dot and cross diagrams to show covalent bonding. 3 Workbook Exercise 2.3C, Forming ionic
Draw their attention to the coloured representations compounds
of molecules.
Topic worksheets
SA

Differentiation ideas: For those learners who need

a challenge you could ask them to draw dot and • Worksheet 2.3A, Ionic and covalent bonds (Focus)
cross diagrams of other molecules. Take care which • Worksheet 2.3B, Ionic and covalent bonds (Practice)
molecules you choose as only single bonds are
• Worksheet 2.3C, Ionic and covalent bonds
required at this level.
(Challenge)
Learners who need support would benefit from
being led to draw the diagrams step by step. You
could do this with a small group on the board.

Original material
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ISBN_9781108785228.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
2 PROPERTIES OF MATERIALS

Topic: 2.4 Simple and giant structures

LEARNING PLAN

Learning Objectives Learning intentions Success criteria

9Cp.04 Know that elements • Learn how giant structures are • Explain how giant structures
and compounds exist in formed. are formed.
structures (simple or giant), and • Compare the properties of • Compare the properties of
this influences their physical ionic and covalent substances. ionic and covalent substances.

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properties.
• Explain how the structures • Relate the structures of
of these substances relate to these substances to their
their properties. properties.

LANGUAGE SUPPORT

or other crystalline solid

PL
Learners will use the following words:
lattice: a regular repeated three-dimensional
arrangement of atoms, ions or molecules in a metal

intermolecular forces: the forces between

molecules
macromolecules: a giant molecule
graphite: a form of carbon used as the ‘lead’ in
pencils
layers: a form of material where one sheet of
material is placed on top of another
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Common misconceptions
Misconception How to identify How to overcome
Some learners may find it difficult Ask learners to explain the Ask learners to draw examples of
to grasp the difference between differences between the structure atoms and ions.
SA

an ion and an atom. of atoms and ions of various

elements.

Starter ideas how this is different from the way that two oxygen
atoms join together to form an oxygen molecule.
1 Getting started (10 mins) Share answers with the class.
Learning intention: To ensure the learners all
2 Give me five (10 mins)
understand the differences between an ionic and a
covalent substance. Learning intention: To ensure learners are familiar
with the substances that have ionic and covalent
Description: Ask learners to explain how atoms bonds.
of sodium and chlorine join together to make the
compound sodium chloride. Ask them to draw Description: Give learners 2 minutes to list five ionic
diagrams if it helps them to explain. Allow them a and five covalent substances. Then ask them to
fixed time to do this on their own. Then ask them share their lists with a partner and make a longer
to share their ideas with a partner, again, for a fixed list (2 minutes). This pair should then share their
time. Then ask them to work together to explain lists with another pair (2 minutes).

Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior
31to publication.
ISBN_9781108785228.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

Feed back to the whole class, award points for balls or small foam balls or sponge to make
correct answers and extra points for answers that no particles or modelling materials to make particles
one else has. such as atoms or ions.
Description: Ask learners to construct a giant
Main teaching ideas structure of sodium chloride, graphite or diamond.
1 Introducing the idea of giant and simple They could do this in a group of three with
structures (40 mins) each person taking responsibility for one of the
structures. They should discuss how they would
Learning intention: To introduce the facts about
do this before they start construction. Each model
simple and giant structures and relate these to the
should have an explanation of the structure with
properties of the materials.
relation to the properties of the structure.
Resources: Learner’s Book. Giant crystals, large

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You could share each group’s work and assessments
piece of graphite, a pencil, diamond-tipped
with the whole class.
cutting tool.
Differentiation ideas: You could consider how you
Description: Work thorough the factual content
group the learners for this task. In this case it might be
in the Learner’s Book stressing the strength of the
useful to put some of the more creative learners with
forces between the ions in sodium chloride, within

PL
the molecules of substances such as carbon dioxide
and between the molecules of carbon dioxide.
Relate these to the properties of the substances.
Work thorough the factual content in the Learner’s
Book about the giant structures of diamond and
graphite, stressing the fact that they are both formed
from atoms of carbon but that the arrangement of
the atoms is different, with differences in the forces
holding the atoms in place. Relate the differences in
structure to the difference in properties. Demonstrate
those who are less creative and to mix those learners
who are more dextrous with those who are not.
Assessment ideas: You could use Template 4 to
assess the quality of the work.
3 Think like a scientist: Ionic compounds
conducting electricity (40 mins)
Learning intention: To demonstrate conductivity in
ionic substances.
Resources: Safety glasses, surgical gloves, electrical
wires, a battery, a lamp as shown, carbon electrodes,
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these if possible. You could compare writing with a
soft pencil and using a diamond tipped cutting tool. a beaker, a selection of crystals of ionic compounds
You could allow learners to touch a large piece of (such as copper sulfate and sodium chloride), and a
graphite so that they can feel how slippery it is. selection of solutions of ionic compounds (such as
copper sulfate and sodium chloride).
Differentiation ideas: All learners need to understand
these facts so you may find it useful to ask plenty of Description: You may need to demonstrate the set-up
questions as you circulate around the class to find out of the apparatus before the learners do this task. If
SA

which learners need support; asking learners to describe you do, use learners to set it up so that the whole class
the structures they see can help with revealing this. You can see. Stress the health and safety considerations.
can use more confident learners to demonstrate or to Ensure that learners know which solutions they are
describe the structures they see to the class. testing — stress organisation and good labelling.
Assessment ideas: ou could use questions 1–12 to Ensure they know they need to clean the electrodes
assess progress and understanding. between each test.

2 Building giant structures (40–60 mins, As they work circulate and reinforce the good
practical skills and organisation.
longer if you choose to feed back to
the whole class) Practical guidance: Hint: Ensure learners set up
the apparatus without the solution and test to check
Learning intention: To reinforce the ideas of that the bulb is working before they start the test.
giant structures.
Health and safety: Some crystals and solutions such
Resources: Poster-making materials such as as copper sulfate are irritants. Take care when using
coloured paper, card glue and sticky tape. these and avoid touching them with bare hands.
Construction materials such as paper straws or Wear surgical gloves and safety glasses.
wires to make covalent bonds; small polystyrene

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 We are working with Cambridge Assessment International Education towards endorsement of this title.
2 PROPERTIES OF MATERIALS

Differentiation ideas: Use the learners with least • Little finger: What will you make sure that you
confidence to help with the demonstration as they remember from today’s lesson?
are being shown what to do without any pressure; It is useful to you if you can collect these in and
as none of the learners have done this before it may use them to help you decide what you need to
help them gain confidence. concentrate on in the next lesson.
If the more-confident learners bring up the fact that This type of plenary is a way of structuring learners’
carbon is a non-metal and it is conducting electricity reflection time. It allows the weakest to celebrate
remind them that they came across this in earlier what they have done well and encourages the more
work, and you could explain about the strange able to think about the next steps in learning.
structure of graphite that means there are some
electrons that are free to move and carry the charge. 2 Exit ticket emoji (10 mins)

E
Assessment ideas: You could use Think like a Resources: Sticky notes or paper.
scientist questions 1–5 to assess progress and Description: Ask learners to draw an emoji for how
understanding. You could also use the time you they felt they did in the lesson and to answer the
circulate to assess the practical skills. following:
Plenary ideas • How well did the understand today’s material?

1 Five fingers (10 mins)

Resources: None.

following on each finger.

•

•
•
PL
Description: Learners draw around their hand on
a scrap of paper or in their book and write the

Thumbs up: What have you learnt? What do

you understand?
Index finger: What skills have you used today?
Middle finger: Which skills did you find
•
•
What did you learn today?
What did you find difficult today?

Homework ideas
1 Workbook exercise 2.4A, Ionic or covalent bonds
2 Workbook Exercise 2.4B, Properties of ionic
and covalent substances
3 Workbook Exercise 2.4C, Giant structures
of carbon
M
difficult today?
• Ring finger: Who did you help today?
SA

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33to publication.
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CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

PROJECT GUIDANCE

This project is another that concentrates on the perhaps prompt them with the questions from the
idea that scientists collaborate and build on Learner’s Book or additional ideas to stretch them.
the ideas of others to move ideas forward. Put The focus should be on the way that scientists
learners into groups of two or three. You could collaborate, building on the work of others
consider how you will group them with similar and changing their ideas once they have more
abilities together or a spread of abilities. You need information.
to ensure that all learners participate in the task. You could set a time limit for the presentation or
There is enough information to start groups off if leave it to the learners. It would be a good idea
they do not have access to the internet. There is a to allow one group to present to one another and

E
list of suggested questions to start off their internet for them to do feedback using Template 4. If you
search, but these should not be regarded as the try to allow all groups to feed back to the class it
only questions they should attempt to answer. You may become repetitive and a challenge for learners
will need to be sure all learners are contributing; to maintain interest. You could ask a few groups
you could explain that all learners are expected to to present to the class, especially if you have
take part in the actual presentation. You will need

PL
to circulate whilst the learners are working and
some different ways of presentation such as slide
presentations, reports, posters, etc.
M
SA

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ISBN_9781108785228.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
3 FORCES AND ENERGY

3 Forces and energy

Unit plan
Topic Learning hours Learning content Resources

3.1 Density - What is meant by Learner’s Book: Questions 1–9

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density; how to Activity: Densities of some regular objects
calculate density;
Think like a scientist: Densities of some irregular
compare the densities
objects
of solids, liquids and
gases; understand and Workbook: Exercise 3.1A, Comparing densities
predict whether objects Exercise 3.1B, Understanding and calculating

3.2 Heat and

temperature
-
PL will float or sink in
water

Understand the
difference between
density
Exercise 3.1C, Density, floating and sinking
Teacher’s Resource: Worksheet 3.1A, 3.1B,
3.1C, Density
Template 1, Results table for Activity: Densities
of regular objects
Template 2, Results table for Think like a
scientist: Densities of irregular objects
Learner’s Book: Questions 1–5
M
Activity: The Mpemba effect
heat and temperature
Think like a scientist: Measuring heat and
temperature
Workbook: Exercise 3.2A, Heat or temperature?
Exercise 3.2B, Comparing heat and temperature
Exercise 3.2C, Measuring heat and temperature
SA

Teacher’s Resource: Worksheet 3.2, Heat and

temperature (with support and extension sheets)
Template 3, Results table and graph axes for
Think like a scientist: Measuring heat and
temperature
3.3 Energy cannot be Learner’s Book: Questions 1–4
Conservation of created or destroyed; Activity: Conservation of energy
energy when energy is
Think like a scientist: Bottle racers
conserved, there is no
increase or decrease in Workbook: Exercise 3.3A, What does
energy; thermal energy conservation of energy mean?
is dissipated from Exercise 3.3B, The law of conservation of energy
hotter places to colder Exercise 3.3C, Calculating energy changes
places Teacher’s Resource: Worksheet 3.3,
Conservation of energy

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35to publication.
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 We are working with Cambridge Assessment International Education towards endorsement of this title.
CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

Topic Learning hours Learning content Resources

3.4 Moving - Thermal energy always Learner’s Book: Questions 1–5

from hot to transfers from hotter Activity: Hot coffee
cold places to colder places;
Think like a scientist: Temperature change from
what is meant by heat
heat dissipation
dissipation
Workbook: Exercise 3.4A, Direction of thermal
energy transfer 1
Exercise 3.4B, Direction of thermal energy
transfer 2

E
Exercise 3.4C, Direction of thermal energy
transfer 3
3.5 Ways of -- How thermal energy Learner’s Book: Questions 1–4
transferring can be transferred Think like a scientist: Conduction of thermal
thermal energy by conduction; how energy in different materials

PL thermal energy can

be transferred by
convection;
how thermal energy
can be transferred by
radiation
Think like a scientist: Observing convection
Think like a scientist: Emitting thermal energy
by radiation
Workbook: Exercise 3.5A, Describing thermal
energy transfers
Exercise 3.5B, Comparing thermal energy
transfers
Exercise 3.5C, Variables affecting thermal
energy transfer
M
3.6 Cooling by - How evaporation Learner’s Book: Questions 1–5
evaporation causes cooling Think like a scientist: Making an air cooler
Activity: Feeling the effects of evaporation
Workbook: Exercise 3.6A, How evaporation
works
Exercise 3.6B, Evaporation and cooling 1
SA

Exercise 3.6C, Evaporation and cooling 2

Cross-unit Learner's Book:
resources Check your Progress
Project: Load lines
Teacher's resource:
Language development worksheets
1 Forces and energy vocabulary
2 Correcting the units

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ISBN_9781108785228.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
3 FORCES AND ENERGY

BACKGROUND KNOWLEDGE
Learners need to understand the difference movement of the particles in matter depends on
between weight and mass for Topic 3.1. The temperature. The units of temperature and of
ability to use a formula triangle or to rearrange an energy must also be recalled.
equation will be helpful. Knowing how to calculate The concepts of energy changes from Stage 7
the volume of a cuboid is also useful for this topic. should be recalled for Topic 3.3, as should the
Learners must also understand that quantities must idea of energy dissipation. Some understanding of
be substituted correctly into equations and a larger percentages may also be helpful.
number is not always divided by a smaller number.
The difference between heat and temperature
For Topic 3.2, learners should recall energy stores should be understood for Topic 3.4, along with the

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and changes from Stage 7. The particle theory idea of energy being transferred from place to place.
of matter should be understood and how the

TEACHING SKILLS FOCUS

Giving feedback

have a very negative effect.

PL
Giving effective feedback to learners is an essential
part of the process that helps them to make
improvement and development in their learning.
However, feedback that is delivered incorrectly can

To get started, think about feedback that you have

received. This can be either recently or when you were
at school. What made feedback effective for you?
Here are some things to do, and some things not
be tempting to offer some sort of praise when
they achieve even a very modest level of success.
Learners can easily detect lack of sincerity and this
can be really demotivating because it suggests to
them that you have low expectations of what they
should be able to achieve.
DO give feedback in the class, but consider doing
so in a way that only the one learner can hear the
feedback. Teenagers can be very sensitive about
M
to do, when delivering feedback. what others in the class think of them. If learners
think that peers will hear feedback learners can
DO make feedback positive. Rather than saying that
develop avoidance strategies. This can be due to
work or an answer is ‘unsatisfactory’ focus on what
fear of perceived failure or peer perception of over-
can be done to make the work better. For example,
performance.
‘You would greatly improve this by…’ or ‘Your score
on the next test will be much better if…’ DON’T make comparisons with other learners.
Being positively compared to others can lead
SA

DO make feedback specific. Rather than saying

to an elevated sense of their own ability. Being
that work is ‘good’ or ‘excellent’, explain what is
negatively compared to others can be damaging to
good or excellent about the work. For example,
confidence and lead to anxiety.
‘You chose the scale on the graph very well, so
your graph turned out to be excellent’ or ‘You As a challenge, you could ask a class to give you
remembered to give the correct unit with every feedback! This should be structured with the use of
answer – that was very good.’ questions asking what they liked, what they did not
like and how they might deliver the lesson or topic
DO give feedback on the processes involved in
differently if they were the teacher. Learners should
the learning rather than a learner’s natural ability.
be given the opportunity to do this anonymously.
Praising effort raises motivation. Praising ability leads
Of course, it is up to you whether to act on
to learners making comparisons between themselves
the feedback, but the feedback should not be
and their fellow learners that can be demotivating.
discussed with the class.
DON’T ever give insincere feedback. If a learner
has made many attempts without success, it can

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37to publication.
ISBN_9781108785228.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

Topic 3.1 Density

LEARNING PLAN

Learning Objectives Learning intentions Success criteria

9Pf.01 Use density to explain why • Recall the equation for • Calculate densities from
objects float or sink in water. density in terms of mass given masses and volumes.
9Cp.02 Describe how the density of and volume. • Correctly give the unit for
a substance relates to its mass in a • Use the equation for density given the units of

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defined volume. density and give the unit of mass and volume.
9Cp.03 Calculate and compare density. • Describe, using examples,
densities of solids, liquids and gases. • Understand the concept the difference between
9TWSp.03 Make predictions of likely of density as mass per unit density and weight.
outcomes for a scientific enquiry volume. • Make correct predictions

9TWSp.04 Plan a range of

PL
based on scientific knowledge and
understanding.

investigations of different types to

obtain appropriate evidence when
testing hypotheses.
9TWSc.01 Sort, group and classify
phenomena, objects, materials and
organisms through testing, observation,
using secondary information, and
making and using keys.
• Understand how density
can be used to predict
whether objects will float
or sink in water.
• Compare densities of
different substances,
including solids, liquids
and gases.
about whether objects will
float or sink in water given
the density of the object
and the density of water.
• State that gases are less
dense than solids or liquids
and explain this in terms of
particle arrangements.
M
9TWSc.02 Decide what equipment
is required to carry out an
investigation or experiment and use it
appropriately.
9TWSc.04 Take appropriately
accurate and precise measurements,
SA

explaining why accuracy and precision

are important.
9TWSc.07 Collect, record and
summarise sufficient observations
and measurements, in an appropriate
form.
9TWSa.02 Describe trends and
patterns in results, identifying any
anomalous results and suggesting
why results are anomalous.
9TWSa.04 Evaluate experiments and
investigations, including those by
others, and suggest improvements,
explaining any proposed changes.

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 We are working with Cambridge Assessment International Education towards endorsement of this title.
3 FORCES AND ENERGY

LANGUAGE SUPPORT
Learners will use the following words:
hollow: an object that contains a space filled with regular: of a three-dimensional shape, having a
air on the inside uniform cross section, such as a cube or a cuboid
solid: in this context, an object that has no space irregular: of a three-dimensional shape, having a
filled with air on the inside cross section that is non-uniform
density: the mass per unit volume of a substance,
mass
calculated as _______
​​    ​​ 
and usually has the units
volume

E
g/cm3 or kg/m3

Common misconceptions
Misconception How to identify How to overcome
Density is a measure of how
heavy something feels.

PL
After learning about density,
ask learners to describe what
density means (rather than
how to calculate it).
Provide a large object of low density
that learners can lift; examples could be
polystyrene packing or soft wood such as
balsa, pine or spruce.
Provide another object of much higher
density that is much smaller and so has
less mass than the other object; examples
could be an iron nail or a small rock.
Ask which object is heavier (be careful with
the use of terms weight and mass). Use a
M
balance if necessary. Learners should see
that the object that is less dense has more
mass, and so feels heavier.
Finish the activity by showing
(approximately) the same volume of the
two materials to prove that density is mass
SA

per unit volume and not just mass.

Light things float and heavy Ask learners what determines Either, show images of very large ships
things sink (in water). whether something floats or such as cruise liners or cargo ships.
sinks in water. This question Compare this to a small rock. The ship
can be asked before or after floats but the rock sinks. Which is heavier?
learning about density and Or, use metal foil or modelling clay to
floating and sinking. show that shape (with no change in mass)
affects floating and sinking. A ball of
metal foil will sink, but a ‘boat’ made
from the same mass of the same material
will float.
The latter activity can be explained in
terms of average density, as the shape
includes air.

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39to publication.
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 We are working with Cambridge Assessment International Education towards endorsement of this title.
CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

Starter ideas Learners needing more challenge could be asked to

convert their densities in g/cm3 to kg/m3 although
1 Getting started (5 mins) some support may still be needed with this process.
Learning intention: To assess prior knowledge for Assessment ideas: Learners could be asked to
the density topic. explain what density means, using examples of
Description: Learners should recall the use of the their objects.
word volume, perhaps from mathematics topics.
2 Think like a scientist: Densities of
Both rock and feathers should be familiar, as should
iron. If learners are not familiar with polystyrene, irregular objects (20–30 mins depending
then an example or picture can be shown. on number of objects)
What to look for in identifying misconceptions Learning intention: To use the displacement method

E
through starter activity: Learners often confuse to determine the densities.
weight with density, so their use of the terms mass Resources: See Learner’s Book.
and weight may be incorrect. Description: See Learner’s Book.
2 Floating or sinking (5–10 mins) Differentiation ideas: All learners can be asked to
Learning intention: To assess what learners think suggest ways to determine the densities of irregular
affects floating or sinking.

PL
Resources: Modelling clay, bowl of water.
Description: Start with the modelling clay rolled into
a solid ball. Ask learners whether it will float or sink
in water. Demonstrate that the ball will sink. Then
ask if there is any way in which it can be made to
float. Suggest reducing the mass by removing some
of the clay. Then demonstrate that if the same mass
of clay is modelled into a thin bowl shape, it will
float. Ask what has changed. If learners recognise
objects that do not fit into a measuring cylinder.
If small air bubbles are seen on the submerged
object, learners who need more challenge can be
asked how these would affect the density result.
Assessment ideas: Learners can be asked
questions about how exactly to read the volume
on a measuring cylinder and the importance
of making sure the balance is set to zero before
making measurements.
3 Density of air (20+ mins)
M
that the shape has changed then that is sufficient.
Learning intention: To show that air has mass and
What to look for in identifying misconceptions therefore density.
through starter activity: Some learners think that
weight (or mass) determines floating or sinking. Resources: Balloons, tape measure or string,
This activity shows that shape has more of an effect digital balance.
on floating or sinking than mass. Description: Learners often consider that air
has no mass, so this activity can deal with that
SA

Main teaching ideas misconception.

1 Activity: Densities of some regular Learners measure the mass of balloon before
objects (15 mins or more, depending on inflation. Learners then blow up the balloon and tie
number of objects) it to seal the air inside. The larger the balloon, the
better the results will be. The mass of the inflated
Learning intention: Measuring lengths, widths and
balloon is measured and the difference is the mass
heights of objects, calculation of volume, measuring
of air inside.
mass and calculating density.
The balloon can be assumed to be a sphere.
Resources: See Learner’s Book.
Use the string or measuring tape to measure the
Description: See Learner’s Book. circumference. Divide the circumference by 2
4
Differentiation ideas: Learners needing more (6.18) to get the radius, r. Then use V = ​​ __  ​​  r3
support could be reminded of the equation for 3
mass
density and could be provided with the unit. followed by density = _______
​​    ​​  
.
volume
Question 3 is suitable for learners needing
wmore challenge.

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40 © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
ISBN_9781108785228.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
3 FORCES AND ENERGY

Assessment ideas: By reading the responses

Answers any misconceptions or gaps in learning could
The density of air at sea level and room temperature be identified.
is 0.0012 g/cm3 but learner results do not have
to be close to this value. It is sufficient that they
2 Describing density (5 mins)
understand that air has mass and density. Resources: Paper, pens.
Description: Learners are shown two objects with
Differentiation ideas: Learners needing support can very different densities, for example a feather and
have the volume of the inflated balloon calculated a steel ball. Learners are asked to choose one of
for them. these objects and explain (in writing or orally)
why, in terms of mass and volume, its density
Learners needing more challenge could be asked differs from the other object.

E
how to ensure there is no air in the balloon before
inflation and how any air present at the start would Assessment ideas: This activity can be done in
affect the result. notebooks for assessment at the same time as
the next homework or as exit slips.
Assessment ideas: Learners can be asked to predict
how the density of the gas used to fill balloons that Homework ideas

PL
float (helium) would compare with air.
Learners who need more challenge could be asked
why a gas only slightly less dense than air may not
make a balloon float. (The balloon will only float if
the average density of the balloon and the gas inside
is less than the density of air).

Plenary ideas
1 What did I learn (3–5 mins)
Resources: Small pieces of paper, approximately
1 Questions from the Learner’s Book
2 Workbook Exercises 3.1A, 3.1B, 3.1C
3 Worksheets 3.1A, 3.1B, 3.1C

Topic worksheets
•
•
•
Worksheet 3.1A, Density (Focus)
Worksheet 3.1B, Density (Practice)
Worksheet 3.1C, Density (Challenge)
M
10 cm by 5 cm.
Description: Learners are asked to list five things
that they learned in the lesson or topic.

Topic 3.2 Heat and temperature

SA

LEARNING PLAN

Learning Objectives Learning intentions Success criteria

9Pf.02 Describe the difference Understand the difference • Describe what is meant
between heat and temperature. between heat and by heat.
9TWSp.01 Suggest a testable temperature. • Describe what is meant
hypothesis based on scientific by temperature.
understanding. • Compare the hea t and
6TWSp.03 Make predictions of likely temperature of different
outcomes for a scientific enquiry objects.
based on scientific knowledge and
understanding.

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41to publication.
ISBN_9781108785228.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

CONTINUED

Learning Objectives Learning intentions Success criteria

9TWSp.05 Make risk assessments for

practical work to identify and control
risks.
9TWSc.01 Sort, group and classify
phenomena, objects, materials and
organisms through testing, observation,
using secondary information and

E
making and using keys.
9TWSc.03 Decide when to increase
the range of observations and
measurements, and increase
the extent of repetition, to give
sufficiently reliable data.
9TWSc.04 Take appropriately

are important.
PL
accurate and precise measurements,
explaining why accuracy and precision

9TWSc.05 Carry out practical work

safely, supported by risk assessments
where appropriate.
9TWSc.07 Collect, record and
summarise sufficient observations
M
and measurements, in an appropriate
form.
9TWSa.01 Evaluate the strength of
the evidence collected and how it
supports, or refutes, the prediction.
9TWSa.02 Describe trends and
patterns in results, identifying any
SA

anomalous results and suggesting

why results are anomalous.
9TWSa.03 Make conclusions by
interpreting results, explain the
limitations of the conclusions and
describe how the conclusions can be
further investigated.
9TWSa.04 Evaluate experiments and
investigations, including those by
others, and suggest improvements,
explaining any proposed changes.
9TSWa.05 Present and interpret
results, and predict results between
the data points collected.

Original material
42 © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
ISBN_9781108785228.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
3 FORCES AND ENERGY

LANGUAGE SUPPORT
There is no new vocabulary in this topic.

Common misconceptions
Misconception How to identify How to overcome
Heat and temperature are the After learning about heat and Ask learners how they would
same thing. temperature, provide learners measure the temperature of a

E
with lists of pairs of terms. liquid. They should use the word
Include ‘heat and temperature’ thermometer. Ask for the unit of
with others such as ‘weight and temperature.
mass’ and ‘force and energy’. Ask Then ask how the temperature of the
whether any of the terms in a pair liquid could be increased. Prompt
are the same. for the term energy, then ask for the

Starter ideas
1 Getting started (5 mins)
PL unit of energy. Compare °C and J
showing that these are not the same.
This topic is conceptually quite
challenging, so some learners may
struggle with this.

Ask for reasons for the learner predictions.

Once learners have had time to think about their
predictions, prompt for ideas about particles. (In
order for temperature to increase, particles need to
M
Learning intention: To allow learners to think about
temperature and thermal energy. gain energy. There are more particles in the larger
volume, so the process will take longer.)
Resources: Paper and pens, Learner's Book.
Description: Ask learners to answer the questions Main teaching ideas
from the 'Getting started' task in in the Learner's
Book in groups. Learners may think that the energy
1 Activity: The Mpemba effect (30 mins)
required to raise the temperature of a substance Learning intention: To investigate how the starting
SA

depends only on the temperature change and not on temperature of water affects the time taken to freeze
the quantity of substance. the water.
Resources: See Learner’s Book.
2 Heating comparison (5–10 mins)
Learning intention: To allow learners to think about Description: See Learner’s Book.
heat and temperature. It could be mentioned that Mpemba was a learner
Resources: Two identical beakers as large as working in a school in East Africa and was carrying
possible, water, two identical heat sources and a out the same investigation in 1963.
thermometer. Differentiation ideas: Learners could be asked to
Description: Put a small volume of water in one try to explain the results. If warmer water was seen to
beaker to a depth of about 1 cm. Fill the other freeze in a shorter time, learners can discuss reasons
beaker with water to about _​​ 4 ​​full. Tell learners that
3 why. It should be pointed out that scientists are still
you will use the same type of heat source to heat not in complete agreement as to why this happens.
both volumes of water. Ask which will increase by, Assessment ideas: Learners can be asked questions
for example, 10 °C quickest. about changes of state and particle arrangements in
solids and liquids.

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43to publication.
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 We are working with Cambridge Assessment International Education towards endorsement of this title.
CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

2 Think like a scientist: Measuring heat Differentiation ideas: Learners that need more
and temperature (20–30 mins including challenge could be asked to suggest why the land
around the swimming pool increases in temperature
graph plotting)
faster than the water.
Learning intention: To link thermal energy supplied
to a substance and temperature change. Learners that need more support can be prompted
to consider the number of particles that need to be
Description: See Learner’s Book. provided with more energy.
This investigation is similar to the one used at Assessment ideas: Learners can discuss and assess
higher learning stages for specific heat capacity. their answers in pairs.
Specific heat capacity is beyond Stage 9 and so that
term should not be introduced. Plenary ideas

E
Practical advice: If a joule meter is not available, 1 Methods of heating (3–5 mins)
an ammeter can be connected in series with the
immersion heater and a voltmeter connected across Resources: Small pieces of paper, approximately
the heater in parallel. The teacher (not the learners) 10 cm by 5 cm.
can then calculate the power delivered to the heater Description: Learners write as many methods of
as current in amps multiplied by voltage. The energy heating as possible. In each case they also write the

PL
supplied is power in watts multiplied by time
in seconds.
Differentiation ideas: Learners that need more
support can be asked questions about changes
in particle movement in the water as the
temperature increases.
Learners that need more challenge could be asked
whether other liquids would give exactly the same
results as water. When the same quantity of energy
is supplied to two different liquids for the same time,
energy change or transfer that is used. For example,
a spirit burner changes chemical energy to thermal
energy and the thermal energy is transferred to heat
the substance.
Assessment ideas: The activity can be carried out
in groups and the pieces of paper can be swapped
for discussion and assessment.
2 What did my partner learn? (5 mins)
Resources: Small pieces of paper.
M
will the temperature change of both be equ al? Description: Learners work in pairs. Each learner
asks their partner to say what they learned in the
Assessment ideas: Learners can be asked to relate
lesson. The other learner summarises this into
the change in temperature to the change in particle
bullet points.
movement in the water and what is causing
this change. Assessment ideas: The teacher can ask for
volunteers to share their questions (not the answers)
3 Energy for temperature change for class discussion.6.35 mm
SA

(10–20 mins depending on number

of examples) Homework ideas
Learning intention: To consider the difference 1 Learners could answer the questions from the
between thermal energy and temperature in Learner’s Book
familiar contexts.
2 Workbook Exercises 3.2A, 3.2B, 3.2C
Resources: Pictures relating to examples (optional).
3 Worksheet 3.2
Description: Learners can be asked for reasons why,
for example, on a warm sunny day, the water in Topic worksheet
an outdoor swimming pool (or the sea) does not
increase in temperature as much as a smaller volume • Worksheet 3.2, Heat and temperature (support and
of water in the same location. extension sheets)

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 We are working with Cambridge Assessment International Education towards endorsement of this title.
3 FORCES AND ENERGY

Topic 3.3 Conservation of energy

LEARNING PLAN

Learning Objectives Learning intentions Success criteria

9Pf.03 Know that energy is • Learn that energy cannot • State the law of
conserved, meaning it cannot be be created or destroyed. conservation of energy.
created or destroyed. • understand that when • Describe energy changes
9TWSc.07 Collect, record and energy is conserved, there using energy flow diagrams

E
summarise sufficient observations is no increase or decrease to show that no energy is
and measurements, in an appropriate in energy. destroyed or created.
form. • understand that thermal • Describe how heat is
9TSWa.05 Present and interpret energy is dissipated from dissipated from hotter
results, and predict results between hotter places to colder objects to colder
the data points collected.

LANGUAGE SUPPORT PL
Learners will use the following words:
conserved: in this context, conserved means the
total quantity of something is kept the same
places. surroundings.

created: to be made from nothing or from

something different
M
system: in this context, a system is a place where destroyed: to cease to exist
an energy change or transfer occurs and where no
energy enters or leaves that place

Common misconceptions
SA

Misconception How to identify How to overcome

Energy can be made or can Ask if there are any examples Use the learner’s answer. For example, if they
cease to exist. where energy can be made think a battery makes electrical energy, then
or destroyed. ask what might be inside a battery. If they
think the Sun makes energy, then ask why
stars (including the Sun) will eventually stop
transferring energy. Both the battery and the
Sun change energy and eventually all of that
energy will be changed.

The word conserve always After learning about Learners should know other examples where
means to use sparingly. conservation of energy, ask one word is used to mean more than one
what ‘energy is conserved’ thing. For example, cell or nucleus. The
means. word conserve is similar in that it has more
than one meaning.

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45to publication.
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 We are working with Cambridge Assessment International Education towards endorsement of this title.
CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

Starter ideas Differentiation ideas: Learners needing more

support can be asked what happens to the
1 Getting started (5 mins) energy stored in the elastic band when it is
Learning intention: To remind learners about the twisted more times.
topic of energy. Learners needing more challenge can be asked
Resources: Paper and pens, Learner's Book. where the energy that was stored in the elastic
band has gone after the bottle has stopped moving.
Description: Learners work individually or in pairs
(The energy has been changed to kinetic, which has
to answer the questions.
moved the bottle to a different place. Some of the
2 Where do you get energy from? energy is dissipated as thermal and sound.)
(5–10 mins depending on structure Assessment ideas: Besides the questions in the

E
of activity) Learner’s Book, learners can be asked where the
Learning intention: To think about where the human energy comes from to twist the elastic band (kinetic
body gets energy from. energy from muscles in the arm / hand, which in
turn comes from chemical energy in our food).
Description: Ask learners where they get energy from.
Can they make energy? Can they control the quantity 3 Pendulum swing (5–10 mins)

Main teaching ideas

1 Activity: Conservation of energy
(10–20 mins depending on whether
PL
of energy they use? Can they destroy energy?

teacher demonstration or class practical)

Learning intention: To observe how energy is
transferred from one object to another.
Resources: See Learner’s Book
Learning intention: To show that more energy
cannot be made within a system.
Resources: A larg e pendulum, such as a 1 kg mass
hanging on a strong 2–3-metre-long string and a
fragile object such as a drinking glass.
Health and safety: Ensure the string and point of
support are strong enough to hold the mass; do
not climb on tables or chairs to attach the string
to the support.
Description: The mass is displaced to one side in
M
Description: See Learner’s Book. The activity can
order to make the pendulum swing. The mass can
be done by the teacher as a demonstration or by
be held almost in contact with a fragile object, such
learners working in groups.
as a drinking glass, with the string under tension
Differentiation ideas: Learners needing more from the weight of the mass. The learners can be
support could be asked what type of energy the asked to predict whether the mass will swing and
moving bottle has. How does this energy get to return to hit the glass and break it.
the other bottle?
SA

Provided the mass is only released and not pushed

Learners needing more challenge could be reminded then the pendulum cannot gain energy, so the mass
of the maximum distance that the first bottle swings. will not hit the glass.
Then ask why both bottles cannot swing by this
Differentiation ideas: Learners who need more
maximum distance at the same time.
challenge can be asked where the energy goes
Assessment ideas: Ask learners to explain how because the pendulum does not fully return to its
the activity shows that energy is conserved. original height (used to overcome air resistance).
2 Activity: Bottle racers (20–30 mins) Learners needing more support can be asked
Learning intention: To show how energy is changed whether the pendulum will continue to swing for
from one form to another. ever. It can then be explained that energy is used to
overcome friction at the point of support and air
Resources: See Learner’s Book. resistance as the mass moves.
Description: See Learner’s Book for instructions. Assessment ideas: Learners can be asked what
It is preferable if the bottles are supplied with holes energy changes occur in the pendulum as it swings
already drilled. Learners can bring in their own from one side to the other (gravitational potential to
bottles a few days before the activity. kinetic and back to gravitational potential).

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3 FORCES AND ENERGY

Plenary ideas 2 Use alternative words (1–2 mins)

Description: Learners to work in pairs and write the
1 Agreement line (2–5 mins depending on law of conservation of energy without the use of the
number of statements) words ‘created’ or ‘destroyed’.
Description: Learners to gather at one side or the
Assessment ideas: Learners can compare their
back of the room where there is clear space for the
statement with that of others and discuss which
length or width of the room. One side represents
works best.
strongly agree and the other is strongly disagree.
The teacher will make true/false statements about Homework ideas
conservation of energy and the learners position
themselves along the agreement line according to 1 Questions from the Learner’s Book
what each individual thinks. The teacher will then

E
2 Workbook Exercises 3.3A, 3.3B, 3.3C
ask some individuals why they are at that position.
3 Worksheet 3.3
Assessment ideas: Assessment is part of the
activity. Topic worksheet
Reflection ideas: Reflection statements can be
• Worksheet 3.3, Conservation of energy

LEARNING PLAN

Learning Objectives
PL
used in the activity. For example, ‘I feel I really
understand the idea of conservation of energy’.

Topic 3.4 Moving from hot to cold

Learning intentions Success criteria

M
9Pf.04 Know that thermal energy will • Discover that thermal • Show the direction of
always transfer from hotter regions energy always transfers thermal energy transfer
or objects to colder ones, and this is from hotter places to between two objects at
known as heat dissipation.. colder places. different temperatures.
9TWSp.01 Suggest a testable • Understand what is meant • Describe what is meant by
hypothesis based on scientific by heat dissipation. dissipation of heat.
understanding.
SA

9TWSp.03 Make predictions of likely

outcomes for a scientific enquiry
based on scientific knowledge and
understanding.
9TWSp.04 Plan a range of
investigations of different types to
obtain appropriate evidence when
testing hypotheses.

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47to publication.
ISBN_9781108785228.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

LANGUAGE SUPPORT
Learners will use the following words:
hotter: used to describe an object at higher colder: used to describe an object at lower
temperature than another temperature than another

Common misconceptions
Misconception How to identify How to overcome

E
‘Cold’ can move. After learning about the Ask learners to recall some forms of energy.
direction of thermal energy Prompt for thermal if it is not recalled. Ask
transfer, give true / false whether cold is a type of energy (cold is lack
statements. Some of these of thermal energy). Remind learners that
should include the idea of thermal energy will tend to spread out into

Starter ideas
PL
cold moving to a hotter place. colder areas, so ‘cold’ itself does not move.
Learners find this confusing because cold
substances can move. For example, an air
conditioner blows cold air. The cold air
moves, but thermal energy from the warm
air in the room moves into the cold air. An
example like this can be used to illustrate
this point.

Health and safety: The temperature of the water

M
should be 40–45 °C to prevent burns.
1 Getting started (5 mins) Learners can be asked in what direction the
Learning intention: To allow learners to begin to heat moves.
think about the transfer of thermal energy.
What would happen if the water was at the same
Description: Thermal energy escapes through the temperature as the hand?
window and dissipates to the outside. While cold air
What would happen if the water was at a lower
may move into the room, thermal energy from the
temperature than the hand?
SA

warm air in the room dissipates into this colder air.

Either of these will cause the temperature of the air
in the room to decrease. Main teaching ideas
2 Getting warmer (5 mins) 1 Activity: Hot coffee (10–15 mins)
Learning intention: To experience the transfer of Learning intention: To recognise the rate of
thermal energy. thermal energy transfer (cooling) depends on
Resources: A beaker or cup of warm water and temperature difference.
a thermometer. Description: See Learner’s Book.
Description: Learners can be asked to measure Differentiation ideas: Learners who need more
the temperature of their hand by holding a support can be reminded, before answering the
thermometer; then measure the temperature of questions, that thermal energy moves faster when
the water in the beaker to show it is hotter. the temperature difference is larger.
Learners can then be asked to hold the beaker
or cup of warm water. Learners who need challenge can be asked in what
direction the thermal energy will move when two

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 We are working with Cambridge Assessment International Education towards endorsement of this title.
3 FORCES AND ENERGY

objects in contact are at the same temperature. (The Differentiation ideas: Learners who need more
movement is equal and opposite in both directions, support could be asked what will happen to the
so there is no overall movement.) temperature of the water in the beaker if it is held
Assessment ideas: Learners can answer the for long enough.
questions orally, in the form of a discussion or in Learners who need more challenge could be asked
written form for handing in or swapping with peers. from where else thermal energy can enter the beaker.
2 Think like a scientist: Temperature Assessment ideas: Ask learners to write a short
summary of the activity using a labelled diagram
change from heat dissipation
with arrows to show the direction of energy transfer.
(20–30 mins)
Learning intention: To measure the temperature Plenary ideas

E
change in the surroundings caused by heat
dissipation. 1 Everyday examples (3–5 mins)
Resources: Paper and pen or pencil.
Resources: See Learner’s Book.
Description: Learners work in pairs. Make lists of
Description: See Learner’s Book for instructions.
everyday examples of thermal energy moving from
Health and safety: Only the glass part of the lamp hotter places to colder places, for example, hot food

PL
should be in the water. Learners should be reminded
not to attempt such an investigation at home.
Differentiation ideas: Learners who need more
challenge could be asked whether all the thermal
energy from the lamp is dissipated into the water.
(Some is dissipated into the air, some used to
evaporate water, some through the sides of the
beaker and some though the parts of the lamp that
are not in water.)
Learners who need more support could be asked
cooling. Which pair can list the most examples in
the time allocated?
Assessment ideas: Learners can volunteer to share
their examples to the class for discussion.
2 Back to the board (5 mins)
Resources: White/black board or flipchart and pens.
Description: Learners divide into two teams. One
learner from each team sits with their back to the
board. The teacher writes a word associated with
M
where the thermal energy dissipated from a lamp the topic on the board. For example, ‘temperature’,
normally goes. ‘cooling’, ‘dissipates’, etc. Each team tries to explain
Assessment ideas: Learners can answer the the word, without saying or spelling the word, to
questions in the Learner’s Book. their team member who is seated back-to-the-board.
Assessment ideas: The teacher can assess the
3 Only heat moves – cold cannot move activity by listening to the explanations offered by
(10–15 mins) each team.
SA

Learning intention: To show that thermal energy

moves and that cold itself cannot move. Homework ideas
Resources: Beakers, water, ice and thermometers. 1 Questions from the Learner’s Book
Description: Learners fill beakers with water and 2 Workbook Exercises 3.4A, 3.4B, 3.4C
ice. Allow the temperature of the water to fall below
10 °C and measure this temperature. Learners then 3 Ask learners to provide everyday examples of
measure the temperature of their hand by holding situations where thermal energy moves
the thermometer. Record both temperatures.
Learners then hold the beaker. They will probably
Topic worksheets
say the beaker feels cold, but they should be • There are no worksheets for this topic.
reminded that thermal energy is moving from their
hand into the colder beaker.
Immediately after holding the beaker, learners should
measure the temperature of their hand again.

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49to publication.
ISBN_9781108785228.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

Topic 3.5 Ways of transferring thermal energy

LEARNING PLAN

Learning Objectives Learning intentions Success criteria

9Pf.05 Describe thermal transfer • How thermal energy • Explain how thermal
by the processes of conduction, can be transferred by energy travels through
convection and radiation. conduction. solids and liquids by
9TWSp.01 Suggest a testable • How thermal energy conduction, using ideas

E
hypothesis based on scientific can be transferred by about particles.
understanding. convection. • Explain how thermal
9TWSp.03 Make predictions o f likely • How thermal energy can energy travels through
outcomes for a scientific enquiry be transferred by radiation. liquids and gases by
based on scientific knowledge and convection, using ideas
understanding. about expanding and
9TWSp.04 Plan a range of

PL
investigations of different types to
obtain appropriate evidence when
testing hypotheses.
9TWSp.05 Make risk assessments for
practical work to identify and control
risks.
9TWSc.01 Sort, group and classify
phenomena, objects, materials
and organisms through testing,
density.
• Recall that radiation can
transfer thermal energy
through substances without
the need for particles.
• Explain how certain
materials and structures,
called thermal insulators,
are used to reduce the
rate of transfer of thermal
M
energy.
observation, using secondary
information, and making and using
keys.
9TWSc.02 Decide what equipment
is required to carry out an
investigation or experiment and use it
appropriately.
SA

9TWSc.03 Decide when to increase

the range of observations and
measurements, and increase
the extent of repetition, to give
sufficiently reliable data.
9TWSc.04 Take appropriately
accurate and precise measurements,
explaining why accuracy and precision
are important.
9TWSc.05 Carry out practical work
safely, supported by risk assessments
where appropriate.

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ISBN_9781108785228.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
3 FORCES AND ENERGY

CONTINUED

Learning Objectives Learning intentions Success criteria

9TWSc.07 Collect, record and

summarise sufficient observations and
measurements, in an appropriate form.
9TWSa.01 Evaluate the strength of
the evidence collected and how it
supports, or refutes, the prediction.
9TWSa.02 Describe trends and

E
patterns in results, identifying any
anomalous results and suggesting
why results are anomalous.
9TWSa.03 Make conclusions by
interpreting results, explain the

9TSWa.05 Present and interpret

PL
limitations of the conclusions and
describe how the conclusions can be
further investigated.

results, and predict results between

the data points collected.

LANGUAGE SUPPORT
M
Learners will use the following words:
vigorously: with a lot of movement and a lot of gas; the less dense material then rises because it
energy floats, setting up a convection current
expand: to become larger convection current: method by which all of a
conduction: method of thermal energy transfer liquid or gas becomes heated through convection;
where more vigorously vibrating particles cause particles flow through the material due to
SA

neighbouring particles to vibrate by colliding; differences in density

conduction works best where particles are close radiation: method of thermal energy transfer that
together: in solids and liquids uses waves and does not depend on particles;
convection: method of thermal energy transfer occurs through a vacuum, through gases and
where more vigorously vibrating particles cause through transparent solids
expansion and decrease in density in a liquid or

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51to publication.
ISBN_9781108785228.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

Common misconceptions
Misconception How to identify How to overcome
When a substance is heated, After learning about either Model particles using beads or marbles in
the particles expand. conduction or convection, a tray. Shake these gently so the particles
ask specifically about how vibrate. Shake more vigorously. Do the
a substance expands when particles themselves get bigger? What
heated. Ask learners to use happens to the space required for each
ideas about particles. particle to vibrate as the movement gets
more vigorous?

E
Starter ideas even for some time after the heat source has been
removed, and keeping paper and other flammable
1 Getting started (5 mins) materials away from the area.
Learning intention: Learners recall the arrangements Differentiation ideas: Learners who need more
of particles in solids, liquids and gases and consider support could be asked what happens to the

PL
how particle movement is affected by temperature.
Description: Learners can draw diagrams for
question 1 and draw annotated diagrams for
question 2 rather than answer in writing.
Many learners draw the particles in a liquid as if it
were a gas at high pressure. All the particles must
be in contact with at least one other particle in a
liquid, but they are randomly arranged.
2 Candle power (5 mins)
Learning intention: To demonstrate convection
particles in the rod when the rod is heated.
Learners who need more challenge can be asked to
describe the process of thermal conduction.
Assessment ideas: Aside from answering the
questions in the Learner’s Book, learners could
draw a series of particle diagrams showing how
conduction occurs in a rod.
2 Activity: Observing convection
(10–15 mins)
Learning intention: To visualise a convection current
M
in air. in water.
Resources: A candle carousel (if one of these is not Resources: See Learner’s Book
available, then instructions how to make a simple Description: See Learner’s Book. The activity works
candle carousel are available on many websites) and best with a large beaker, so the largest possible glass
one or more candles. beaker should be used. No gauze should be placed
Description: The candle carousel is demonstrated between the beaker and the flame.
SA

before the candle is lit. The candle is then lit and the Differentiation ideas: Learners who need challenge
carousel observed to rotate. It can be explained that can be asked why the convection current moves
air, heated by the candle flame, rises through the down after it has crossed the surface of the water.
fan, causing it to move. (The water cools at the surface and becomes more
dense, so sinks. Also, particles must move towards
Main teaching ideas the heat source to replace those particles that have
1 Think like a scientist: Conduction of risen away from the heat source.)
thermal energy in different materials Learners who need support can be asked what
(20+ mins) everyday methods of heating water would generate
convection currents. (Any method that uses a heat
Learning intention: To compare how well different source under the water.)
materials conduct thermal energy.
Assessment ideas: Learners can answer the
Resources: See Learner’s Book. questions in the Learner’s Book that involve drawing
Description: See Learner’s Book. Learners should a series of diagrams to show how a convection
write a risk assessment for this activity, even if the current forms. These can be peer assessed if the
activity is done as a teacher demonstration. The risk teacher shares the criteria with the learners.
assessment should include not touching the rods,

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 We are working with Cambridge Assessment International Education towards endorsement of this title.
3 FORCES AND ENERGY

3 Think like a scientist: Emitting thermal 2 Hot seat (5 mins)

energy by radiation (20–30 mins, Resources: Stopwatch and a small prize.
excluding time taken to paint the cans) Description: A learner volunteers to sit at the front
Learning intention: To compare the rate at which of the class and talk about conduction, convection
thermal energy is emitted by different colours. and radiation for 60 seconds. The learner must not
Resources: See Learner’s Book. use incorrect science, repeat any word, pause or go
off the subject. When the teacher says ‘start’ the
Description: See Learner’s Book. In addition to teacher starts the stopwatch and the learner starts
black, white and silver, learners can paint the cans talking. Any learner can challenge by clapping their
any other colour they choose. hands once. At this point the timer is stopped and
Differentiation ideas: Learners who need support the learner who made the challenge must explain

E
can be asked to make predictions for the next why. If their challenge is correct, they take the hot
temperatures of each can once the experiment has seat and start talking from where the timer stopped
started and the trend is apparent. as if from the start (so they can use words used by
Learners who need challenge could be asked to the first learner but then not repeat these further). If
make predictions for other colours and textures, the challenge is incorrect, the learner in the hot seat
is allowed to continue. The learner still speaking in

Plenary ideas
PL
such as shiny black or dull white.
Assessment ideas: Learners can be asked,
in advance of the activity, how to make this
investigation a fair test. What are the independent
and dependent variables?

1 Hands up to ask questions (3–5 mins)

Description: Learners think of questions they would
like to ask the class about conduction, convection or
the hot seat when 60 seconds elapses is the winner.
Assessment ideas: Assessment is the main part of
the activity.

Homework ideas
1 Questions from the Learner’s Book
2 Workbook Exercises 3.5A, 3.5B, 3.5C
3 Ask learners to describe some everyday examples
that (a) use conduction, convection or radiation,
M
radiation. They raise their hands to ask a question, and / or (b) attempt to reduce thermal energy
which others then raise their hands to answer. transfer.
Those answering a question must then ask another,
different question to the class.
Assessment ideas: Assessment is the main part of
the activity.
SA

Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior
53to publication.
ISBN_9781108785228.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

Topic 3.6 Cooling by evaporation

LEARNING OB JECTIVES

Learning Objectives Learning intentions Success criteria

9Pf.06 Explain cooling by • Understand how • Explain the process of

evaporation. evaporation causes evaporation in terms of
9TWSc.01 Sort, group and classify cooling. particles.
phenomena, objects, materials • Explain that evaporation

E
and organisms through testing, lowers the average energy
observation, using secondary of the particles that remain
information and making and using in the liquid.
keys. • Link this lowering of
9TWSc.04 Take appropriately average energy of

PL
accurate and precise measurements,
explaining why accuracy and precision
are important.
9TWSc.05 Carry out practical work
safely, supported by risk assessments
where appropriate.
9TWSc.07 Collect, record and
summarise sufficient observations
and measurements, in an appropriate
form.
9TWSa.03 Make conclusions by
particles to a decrease in
temperature of the liquid.
M
interpreting results, explain the
limitations of the conclusions and
describe how the conclusions can be
further investigated.
SA

LANGUAGE SUPPORT
Learners will use the following words:
random: not predictable or not following any porous: a solid that will allow water to pass through
pattern tiny holes within the material

Original material
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ISBN_9781108785228.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
3 FORCES AND ENERGY

Common misconceptions
Misconception How to identify How to overcome
Sweat causes cooling After learning about cooling The activity Feeling the effects of
because it is a cool liquid by evaporation, ask learners evaporation contains a part where learners
coming onto the skin. to explain how sweat causes blow on the liquid. Blowing increases the
cooling of the skin. rate of evaporation, so this should help
to link cooling to evaporation. Also, using
liquids with different evaporation rates
should illustrate this.

E
Starter ideas Resources: See Learner’s Book.
Description: See Learner’s Book.
1 Getting started (5 mins)
Differentiation ideas: Learners who need support
Learning intention: To consider the process of
could be asked to suggest why we use a thermometer
evaporation in terms of particles.
and do not just put our hand into the air to feel if

2 Rate of evaporation (5–10 mins) PL

Resources: Paper and pencil, Learner's Book.
Description: Learners often confuse evaporation
and boiling, so it is useful to clarify the difference.
Learners may need support answering this question.

Learning intention: To show liquids evaporating at

temperatures lower than their boiling points.
Resources: A tile or metal plate, heat source,
dropper pipette, paper towel, water and ethanol or
cooling has happened. (So that a measurement can
be made or a value can be recorded.)
Learners who need more challenge could be asked
why, when measuring the temperature of the air
from the fan, the thermometer must be dry. (The
moving air will speed up evaporation of water on
the thermometer bulb, lowering its temperature and
so giving an artificially lower reading.)
Assessment ideas: Ask learners to explain, in terms
of particles, how the wet towel causes the air to
M
isopropanol (if the activity Feeling the effects of become cooler.
evaporation is to be carried out).
Description: Warm the tile or metal plate so it is 2 Activity: Feeling the effects of
warmer than room temperature. Allow learners to evaporation (10–15 mins)
touch the surface to demonstrate that it is cooler Learning intention: To show the cooling effect of
than the boiling point of water. Use the dropper evaporation and link this to the rate of evaporation.
pipette to put some water on the paper towel.
SA

Resources: See Learner’s Book.

Transfer this water to the surface by wiping a
thin film of water onto the surface. Watch as the Description: See Learner’s Book. If the starter
water evaporates. activity on evaporation rates has not been done
with alcohol, then a comparison of the evaporation
If perfume is to be used, then the two liquids should rates of thealcohol and water could be done before
be transferred onto the surface at approximately the this activity.
same time to compare the evaporation rate.
Differentiation ideas: Learners who need more
Health and safety: If a naked flame is used as the support could be asked for ways in which this
heat source, then perfume which contains ethanol or activity is made a fair comparison.
alcohol should not be used.
Learners who need more challenge could be asked
Main teaching ideas to suggest reasons for the differences in evaporation
rates of water and the alcohol in terms of particles.
1 Think like a scientist: Making an air (Suggestions need only be reasonable; for example,
cooler (10–15 mins) alcohol particles are smaller than water particles,
Learning intention: To show that evaporation which is not correct but reasonable from the
causes cooling. learner’s point of view. Answers such as this should

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CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

be credited with responses such as ‘yes, that’s a good How does this observation link to sweating?
suggestion’ rather than saying it is correct.) Why, when you are sweating, does wind make
Assessment ideas: Learners can be asked to explain you feel cooler?
the cooling effects using ideas about particles. They
can also be asked what effect blowing has (speeds up
Plenary ideas
the evaporation). 1 Suggestions for learning (5–10 mins)
3 How does sweating work? (10–15 mins) Description: Learners work in pairs to think of
suggestions to help others learn this topic.
Learning intention: To demonstrate the effect of
sweat on cooling. Assessment ideas: Learners can be asked to
volunteer their suggestions to the class for
Resources: Two thermometers, cotton wool,
discussion.

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adhesive tape, water, fan and clamp stands.
Description: Use the adhesive tape to fix a small 2 You write the questions! (5 – 10 mins)
piece of cotton wool around the bulb of each Resources: Prepared answers that can be given on a
thermometer. Try to keep the shape and mass / handout or written on the board. Examples could
volume of the cotton wool the same. Allow the include ‘when a liquid changes to a gas’ or ‘this will
water to come to room temperature. Water that is increase the cooling effect’.

PL
colder than room temperature must not be used.
Add water to the cotton wool around one of the
thermometer bulbs. Clamp both thermometers the
same distance from the fan and switch on the fan.
Readings on the thermometers should be taken at
regular intervals.
Practical guidance: The cotton wool surrounding
the thermometer bulbs should form quite a thin
layer. The one that has water must have a sufficient
quantity of water so that the liquid is in contact
Description: Learners work in pairs to write their
questions for each answer.
Assessment ideas: Learners can volunteer to share
their questions to the class. A variety of different
questions may be offered for one particular answer.
Do all of these different questions work?

Homework ideas
1 Questions from the Learner’s Book
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with the thermometer bulb. 2 Workbook Exercises 3.6A, 3.6B, 3.6C
Assessment ideas: Ask learners to explain any
differences between the thermometer readings.
This activity is a model. What do each of the
parts represent? (Thermometer = the body, cotton
wool = the skin, water = the sweat, fan = the wind)
SA

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3 FORCES AND ENERGY

PROJECT GUIDANCE

Learners have the opportunity to do some Sea water is approximately 3.5% (weight to volume)
independent research using secondary sources salt. Therefore 3.5 g of sodium chloride dissolved
of information, then to carry out an investigation in water and made up to a volume of 100 cm3 will
using their findings. make a solution similar to sea water.
Load lines can be accompanied by various letters The difference between the level at which the
according to the national organisation that has model floats in tap water and the salt solution is
approved the load line. However, the letters shown quite small. The difference is more easily detected
in the picture in the Learner’s Book are: in a larger model. If this is not possible, then the
• TF – tropical fresh water percentage of salt in the water can be increased to

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make the difference more noticeable.
• F – fresh water
The density of water will change when heated or
• T – tropical seawater
cooled. Again, these differences will be small, but
• S – summer temperate seawater learners can explain any differences theoretically in
• W – winter temperate seawater their presentation.
• WNA – winter North Atlantic.

PL
Tap water can be used for fresh water.
The model would be expected to float higher in
water that is more dense.
M
SA

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57to publication.
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CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

4 Maintaining life
Unit plan
Topic Learning hours Learning content Resources

4.1 Plants and - How plants absorb and Learner’s Book: Questions 1 and 2

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water transport water Activity: Annotating a diagram
Think like a scientist: Investigating transport in
a celery stalk
Think like a scientist: Planning an experiment
Workbook: Exercise 4.1A, Water uptake by

4.2
Transpiration
-
PL Water loss from plant
leaves
orange plant seedlings
Exercise 4.1B, Celery experiment
Exercise 4.1C, Interpreting data about water
uptake
Teacher’s Resource: Worksheets 4.1A, 4.1B,
4.1C, Water uptake in plants
Template 1, Outline for Activity: Annotating
a diagram
Learner’s Book: Questions 1 and 2
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Think like a scientist: Investigating transpiration
Think like a scientist: Which side of a leaf loses
most water?
Activity: Conserving water in the desert
Workbook: Exercise 4.2, How temperature
affects water loss
Teacher’s Resource: Worksheets 4.2A, 4.2B,
SA

4.2C, Water movement through a leaf

Template 2, Graph for Think like a scientist:
Investigating transpiration
Template 3, Results chart for Think like a
scientist: Which side of a leaf loses most water?
4.3 Excretion in - Structure and function Learner’s Book: Questions 1–3
humans of the excretory system Activity: Excretory system words and meanings
Workbook: Exercise 4.3, Structure and function
of the excretory system
Teacher’s Resource: Worksheets 4.3A, 4.3B,
4.3C, Excretion crossword

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4 MAINTAINING LIFE

Topic Learning hours Learning content Resources

4.4 Keeping a - Maintaining a healthy Learner’s Book: Questions 1–4

fetus healthy pregnancy Activity: Display about diet during pregnancy
Workbook: Exercise 4.4A, Length of pregnancy
Exercise 4.4B, Does caffeine affect birthweight?
Exercise 4.4C, Smoking and birthweight
Teacher’s Resource: Worksheet 4.4: Stopping
smoking during pregnancy

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Cross-unit Learner's Book:
resources Check your Progress
Project: How scientists linked smoking to health
Teacher's resource:
Language development worksheets

BACKGROUND KNOWLEDGE
PL
Learners found out about root hair cells in Stage
7, and should remember that they take up water
from the soil, and how they are adapted for this.
They learnt about photosynthesis earlier in Topic
1.1, and should recall that water is needed for this
1 Linking words to their meanings
2 Unscrambling words to complete sentences

Excretion has only been briefly touched on in

earlier units, where it is one of the characteristics of
living things that is covered at Stage 7.
Health during pregnancy links to previous work
on balanced diets, covered in Stage 8. There
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process, and that it is transported from the soil to is further coverage of human reproduction –
the leaves. They have looked at the structure of limited to gametes and fertilisation – in Unit 7
leaves in Unit 1. They may also remember some of in this book. Learners who have followed the
the adaptations of desert plants, which they looked Cambridge curriculum in earlier years will have
at in Stage 8 Topic 4. They should understand the learnt the names of the parts of the human
process of evaporation, in which a liquid changes reproductive system at Stage 6, but no detail of
to a gas, and also diffusion; understanding of these how reproduction takes place in humans is required
processes is needed to explain how water is lost at this level.
SA

from plant leaves in transpiration.

TEACHING SKILLS FOCUS

Setting achievable targets
In Assessment for Learning, teachers and leaners the teacher takes a leading role in this process,
think carefully about where the learner is in respect perhaps by suggesting a target in the feedback on
of their learning, and then decide on to where a piece of written work.
they want to move next. This involves setting clear Targets must be SMART: Specific, Measurable,
targets for the learner to aim for. Achievable, Relevant and Timed.
Ideally, targets are set through consultation Specific targets are specific both to the learner and
between the teacher and the learner, so that the that task. Generic targets addressed to the whole
learner is fully involved in thinking about what they class or a group of learners rarely have any effect
need to do next and in agreeing on a manageable at all, whereas a personalised target is much more
target. If time is short, however, it may be that likely to be accepted and attempted. Targets also

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CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

CONTINUED

need to be specific in terms of what is to be far ahead. It could be in the next lesson, or in the
achieved. For example, an exhortation to ‘work next piece of homework, or by next week.
harder’ or to ‘draw graphs more carefully’ is difficult Here are some examples of poor and good target
for a learner to engage with. An agreement to ‘put setting:
up my hand at least three times when questions
are being asked in class’ or to ‘use a ruler to draw Poor target Good target
graph axes’ is much more specific, and far more I will work harder I will practise science
likely to be accepted by the learner as a worthwhile to learn science vocabulary with my
target. Small steps work better than giant ones. vocabulary. family every weekend

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Measurable targets enable the learner (and also the until the end of term.
teacher) to know when they have been achieved. I will improve my I will get a B rather than
The two examples above illustrate this; both the behaviour in class. a C for my behaviour in
teacher and the learner can easily know whether a science classes in the
hand has been put up three times, or whether the next three weeks.
graph axes have been drawn with a ruler.

PL
Achievable targets are important. The target
set must not be so challenging that the learner
feels they have no hope of achieving it within, at
maximum, a few weeks. Again, it is important to
think in small steps. If graph drawing is very poor,
deal with one part of this at a time. If behaviour
and concentration are poor, set a small and
achievable aim, such as getting one better mark for
behaviour this week than last week. Once that has
been achieved, then a further step can be taken
I will try harder to
draw good graphs.

I will take more

responsibility in my
group when we do
practical work.
I will practise choosing
scales for graph axes
using the guidance
my teacher has given
me; I aim to be really
confident at this by two
weeks on Friday.
I will take on the role of
handling the apparatus
in every science
experiment that we do
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towards where you and the learner agree they
should be. this week.
Relevant targets are seen by the learner as In this unit, for example, you could try using the
genuinely useful and able to help them to do better experiment plans that learners write in Topic 4.1
in science. This can best be achieved by discussing to assess how well they are able to do this, and
the target with the learner, helping them to see how then set a target with each learner about what
the change can help them to move forward. they will try to do better when they next plan an
SA

Timed targets have a defined period within which experiment.

the target is to be achieved. This must not be too

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4 MAINTAINING LIFE

Topic 4.1 Plants and water

LEARNING PLAN
Learning Objectives Learning intentions Success criteria

9Bs.01 Describe the pathway of water • To describe how water is • Make an annotated
and mineral salts from the roots to the absorbed into root hairs, diagram showing how
leaves in flowering plants, including and transported upwards water is absorbed through
absorption in root hair cells. through xylem vessels. root hairs and transported
9TWSc.05 Carry out practical work • Plan a fair test experiment upwards through a root.

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safely, supported by risk assessments to investigate the • Plan, (and if possible carry
where appropriate. relationship between two out) a workable experiment
variables. that provides data relating
changes in temperature
to changes in the rate of
water transport.

LANGUAGE SUPPORT

PL
Learners will use the following words:
root hairs: specialised cells in the outer layer of a
plant root that increase the surface area through
which water and mineral ions can be absorbed
from the soil
xylem vessels: specialised cells in which all cell
contents and end walls have disappeared, leaving
an empty tube through which water is transported
M
Common misconceptions
Misconception How to identify How to overcome
Learners may think that the This should become apparent Take care to use appropriate language
plant does something active while talking with the class when talking about water uptake and
SA

to take up and transport water. about water uptake and transport, and encourage learners to
In fact, all of this involves no movement up through xylem, do so as well. For example, do not say
energy input from the plant. and also when learners write that ‘plants move water up through
annotations on the diagram their xylem’, but rather ‘water moves
in the activity. up through the xylem’.

Starter ideas 2 Functions of roots (5–10 mins)

Resources: A young bean (or other) seedling, with
1 Getting started (10–15 mins, including visible root hairs; magnifying glasses for students
sharing ideas) to use when looking at the root hairs.
Description: Ask learners to work with a partner to Description: Show learners the seedling and ask
write sentences as described in the Learner’s Book. questions appropriate to what can be seen, which
Allow 5 minutes and then ask pairs to give you their will help to lead into the topic of water uptake.
sentences, or to write them on the board. Use all For example, you could ask:
of their ideas to make a list of reasons why living
things need water. • Why do you think seeds always grow a root
before they grow shoot?

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CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

• What are these tiny hairs you can see here? 2 Think like a scientist: Investigating
• Why do you think they are in this part of the transport in a celery stalk (approximately
root, and not right at the very tip? 30 mins, but the rate at which the
• What do these hairs do? dye moves up the stalk is rather
unpredictable; you may like to try this
Main teaching ideas out first to enable you to plan the
1 Activity: Annotating a diagram timings of the lesson)
(20–30 mins) Learning intention: To see at first hand how water
Learning intention: To consolidate understanding moves through xylem vessels in a plant stem.
of the relationship between the structure of a root Resources:

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and the uptake of water. • a stalk of celery, pak choi or another plant that
Resources: Per group: has a thick stalk – it works best if there are
leaves at the top of the stalk
• diagram of a cross section of a root from
• a small container, such as beaker or Petri dish
Topic 4.1 in the Learner’s Book
• some water mixed with a coloured dye
• a large sheet of paper
•

PL
pens, rulers and other materials for labelling
and annotating the diagram.
Optional: Template 1.
Description: Ask learners to follow the instructions
in Activity: Annotating a diagram. When everyone
has finished, and you are happy that they have
completed the task appropriately, ask them to put
their diagram onto the wall as part of a display.
Differentiation ideas: Learners who would benefit
•
(e.g., blue ink or methylene blue stain)
a sharp knife and a safe cutting surface, such as
a cork board.
Description: Ask learners to follow the instructions
in the Learner’s Book. You may like to demonstrate
first, and then ask each group to set up their own
apparatus. You could consider using different plant
material with different groups.
Practical guidance: This normally works reliably,
although timing can vary considerably. This is
affected by how much leaf is present on the stalk,
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from more structure and support can be given
Template 1 with the outline diagram already and by temperature.
in place. Differentiation ideas: Learners who would benefit
from a challenge could compare the rate of uptake
Learners who need a further challenge could include
of the dye in a celery stalk with leaves and one
information about how each part is adapted to carry
without leaves.
out the function they describe in their annotations.
Assessment ideas: You can mark the answers
Assessment ideas: This is a good opportunity for
SA

to the questions to determine how well learners

self assessment, where learners can compare their understand what happened in their experiment.
own annotated diagram with those produced by
other groups, and use this to make suggestions 3 Think like a scientist: Planning an
about how they could improve their annotations. experiment (20 mins if only the plan
is done; another 30–40 mins if groups
actually do their planned experiment)
Learning intention: To practice designing a fair
test experiment by building on and modifying a
technique already experienced at first hand.
Resources: None if the experiment is only planned.
If learners carry out their experiment, they should
include a list of apparatus and materials that they
require. These are likely to be the same as those for
Think like a scientist: Investigating transport in a
celery stalk, with the addition of a timer. They will

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4 MAINTAINING LIFE

also need access to areas that provide at least two Description: Put a selection of the plans or write-
different temperatures, for example, a fridge and ups onto the wall and ask everyone to bring a chair
the classroom. and sit round where they can see them.
Description: Ask learners to follow the instructions You could then ask one or two groups to describe
in the Learner’s Book. They could either work alone their plan or their experiment, inviting comments
or in pairs to write their plan. and questions from other groups.
Check learners’ plans before you allow them to do Alternatively, you can start with the first step of
their experiment. However, only correct anything the plan – identifying the independent variable and
that is potentially hazardous, or where learners how it is changed – and discuss how the different
ask for equipment that you cannot provide. For groups have dealt with this. Then move on to the
other mistakes or shortcomings it is suggested next step, and so on. Give different group members

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that you simply mention to learners that there are the opportunity to explain their decisions, actions
a few things they may want to change as they do and results, and encourage questions and comments
their experiment, and encourage them to do this. from the other groups.
Very often they will do this themselves, which is
Assessment ideas: The discussion described above
a far better learning experience than following
is effectively peer assessment.
your instructions.

PL
Practical guidance: See the previous experiment.
Learners may be able to see the position of the dye
through the semi-transparent tissues of the leaf
stalk. If not, they will need to cut sections across the
stem to find out where the dye has reached. They
will therefore need to set up several stems and cut
each one at successive time intervals.
Differentiation ideas: Some learners may benefit
from being provided with questions 1 to 4 on a
worksheet, with spaces provided for them to write
2 Reflection discussion (10 mins)
Description: Ask learners to think about the issues
raised in the Reflection section in Topic 4.1 in the
Learner’s Book. Allow a couple of minutes for
thinking and then ask some learners to give some
responses to the questions. Involve as many different
people in the class as possible.
Assessment ideas: The points raised in the
discussion may help to give you information about
how well the class has understood the topics covered
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their answers. in this unit.
All learners would benefit from being allowed to Homework ideas
carry out their experiment. Learners requiring a
further challenge could not only record and display 1 Workbook Exercises 4.1A, 4.1B, 4.1C
their results but also discuss the strength of the
2 Worksheets 4.1A, 4.1B, 4.1C
evidence that they have collected.
Topic worksheets
SA

Plenary ideas
• Worksheet 4.1A, Water uptake in plants (Focus)
1 Sharing experiment plans or
• Worksheet 4.1B, Water uptake in plants (Practice)
descriptions (20–30 mins)
Resources: Plans or experimental write-ups from • Worksheet 4.1C, Water uptake in plants (Challenge)
Think like a scientist: Planning an experiment.

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63to publication.
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CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

Topic 4.2 Transpiration

LEARNING PLAN

Learning Objectives Learning intentions Success criteria

9Bs.01 Describe the pathway of water • Describe how water • Give correct answers to
and mineral salts from the roots to the moves through leaves, questions 1 and 2.
leaves in flowering plants, including including evaporation and • Explain the changes
absorption in root hair cells, transport transpiration. in mass between two

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through xylem and transpiration from • Carry out fair test pot plants (question 4
the surface of leaves. experiments about in Think like a scientist:
9TWSc.03 Decide when to increase transpiration. Investigating transpiration)
the range of observations and • Use knowledge and • Collect, record and display
measurements, and increase understanding of results for Think like a
the extent of repetition, to give
sufficiently reliable data.
9TWSc.04 Take appropriately

PL
accurate and precise measurements,
explaining why accuracy and precision
are important.
9TWSc.05 Carry out practical work
safely, supported by risk assessments
where appropriate.
9TWSc.07 Collect, record and
summarise sufficient observations
transpiration to explain
results.
scientist: Which side of a
leaf loses most water.
• Correctly answer the
questions associated
with Think like a scientist:
Which side of a leaf loses
most water.
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and measurements, in an appropriate
form.
9TWSa.01 Evaluate the strength of
the evidence collected and how it
supports, or refutes, the prediction.
9TWSa.02 Describe trends and
SA

patterns in results, identifying any

anomalous results and suggesting
why results are anomalous.
9TWSa.03 Make conclusions by
interpreting results, explain the
limitations of the conclusions and
describe how the conclusions can be
further investigated.
9TWSa.04 Evaluate experiments and
investigations, including those by
others, and suggest improvements,
explaining any proposed changes.

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4 MAINTAINING LIFE

LANGUAGE SUPPORT
Learners will use the following words:
transpiration: the loss of water vapour from the wilted: of a plant: having lost so much water
leaves of a plant that the soft tissues (especially leaves) lose their
firmness and flop over

Common misconceptions
Misconception How to identify How to overcome

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Learners may think that liquid Ask learners to list the form in Take care always to use the term
water is lost from plant leaves. which water is absorbed into a ‘water vapour’ when describing
plant, travels through the xylem, transpiration.
moves into a leaf cell and diffuses
out of the leaf.

Starter ideas

PL
1 Getting started activity (10 to 15 mins,
including sharing ideas)
Description: Ask learners to make drawings and
descriptions as described in the Learner’s Book,
to elicit how well they understand the process
of evaporation.
2 Wilted plant (5 mins)
•
•
two big, transparent polythene bags
access to a balance for measuring the mass of
the plants in their pots.
Description: Ask learners to follow the instructions
in the Learner’s Book.
Practical guidance: The types of plant used are not
critical but those with broad leaves are likely to lose
water more quickly than xerophytic plants (ones
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that are adapted to grow in dry conditions).
Resources: If possible, two plants in pots, one that
has plenty of water and looks healthy, and one that Ideally, the masses should be measured at
is short of water and is wilting. If these are not approximately the same time each day. You may like
available, use the photographs in the Learner’s Book to allocate this task to one or two learners, rather
instead. than expecting the whole class to return to the lab
each day. You may also like to ask them to record
Description: Ask learners to describe the differences any changes in the conditions each day, for example,
SA

between the two plants and suggest what has more sunshine falling onto the plants or the ceiling
happened to them. fans being put on in the lab.
Main teaching ideas Differentiation ideas: Template 2 provides an
outline graph for learners who need more support.
1 Think like a scientist: Investigating
Learners who would benefit from a challenge could
transpiration (15 mins on the first day, a be asked to suggest how they could modify this
few minutes in each of the following few experiment to investigate whether the number of
days to measure the mass of the plants) leaves on the potted plant affects the rate at which it
Learning intention: To gain first-hand experience of loses mass.
how plants lose water vapour; to practise collecting, Assessment ideas: Ability to construct results
recording and interpreting results. charts and graphs could be assessed.
Resources: Per group:
• two very similar plants, both growing in the
same size pots

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65to publication.
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CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

2 Think like a scientist: Which side of a Assessment ideas: You can assess ability to handle
leaf loses most water? (About 20–25 apparatus and materials carefully and effectively, as
well as using the answers to the questions to assess
mins to set up the experiment, another
understanding of experimental methods.
20 mins the next day to measure and
record masses) 3 Activity: Conserving water in the de sert
Learning intention: To appreciate how the loss of (10–15 mins)
water vapour from leaves is affected by surface Learning intention: To relate new learning about
covering; to practise carrying out a fair test water transport and transpiration to earlier work on
experiment and interpreting the results. desert ecosystems and plant adaptations.
Resources: Per group: Resources: None are essential, but you may like to

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• eight leaves, all from the same kind of plant, provide some pictures or live plants that grow in dry
and all roughly the same size conditions.
• some petroleum jelly Description: Ask learners to follow the instructions
• at least eight paper clips or another way of in the Learner’s Book. Allow about 3 to 5 minutes
fixing the leaves to your ‘washing line’ for the pair to discuss their ideas, then settle the
class and ask for suggestions. Use these to discuss
•

•
retort stands PL
a ‘washing line’ that you can hang your leaves
from; you may be able to hang some string
across the whole room for the whole class to
share, or you can set up your own personal
washing line with some string held between two

a balance to measure the mass of the leaves (it

needs to be quite sensitive, because leaves have
only a small mass)
some filter paper or other paper to put on the
some of the adaptations of desert plants and relate
them to water absorption and/or transpiration.
Differentiation ideas: This is an activity that all
can do, in which differentiation will be by outcome.
Most learners will be able to suggest at least one
adaptation for the roots and for the upper parts of
the plant, while some will be able to think of up to
four adaptations. A few learners will be able to give
clear and scientifically correct explanations of how
these adaptations help the plant to conserve water.
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balance when you mass the leaves, so that you
do not get petroleum jelly on the balance. Plenary ideas
Description: Provide each group with a set of similar 1 Email explanation (10 mins)
leaves. Different groups could use different leaf types. Description: In pairs, learners write an email to a
Show them how they will construct their ‘washing learner who has missed today’s lesson, explaining
line’, either using one for the whole class or one what has been learnt. You may like to put a word
per group. limit on the email.
SA

Ask the groups to follow the instructions in the Ask some pairs to read out their email.
Learner’s Book. Assessment ideas: Use the emails to determine how
Practical guidance: Some learners may find it well learners have understood the facts and concepts
difficult to handle the petroleum jelly without covered in this topic.
getting it on themselves, on leaves it is not supposed
to be on, and on various other surfaces too. Discuss
2 Question and answer (15 mins)
this with them beforehand and decide on techniques Description: Organise learners into groups of three.
they can use to avoid this problem. Ask each group to write two questions relating to
Topic 4.1 or Topic 4.2, which they will ask other
Differentiation ideas: Template 3 would be groups to answer.
beneficial for students who need support in
designing a suitable results chart. Choose one group to ask their question. They
should choose a group to answer it. If that group
Learners who require a further challenge could answers it correctly then they ask their first
calculate the percentage loss in mass for each leaf, question. If the group gets the answer wrong then
and then explain why this is more informative than the question is passed to another group.
simply recording the loss in mass.

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ISBN_9781108785228.
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4 MAINTAINING LIFE

Assessment ideas: Both questions and answers will Topic worksheets

provide information about understanding of the
facts and concepts covered in these two topics. • Worksheet 4.2A, Water movement through a
leaf (Focus)
Homework ideas • Worksheet 4.2B, Water movement through a
1 Workbook Exercise 4.2 leaf (Practice)

2 Worksheets 4.2A, 4.2B, 4.2C • Worksheet 4.2C, Water movement through a

leaf (Challenge)

Topic 4.3 Excretion in humans

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LEARNING PLAN

Learning Objectives Learning intentions Success criteria

PL
9Bs.02 Describe the structure of
the human excretory (renal) system
and its function (limited to kidneys
filtering blood to remove urea, which
is excreted in urine).

LANGUAGE SUPPORT
• Label the parts of the
excretory system and
outline their functions.
• Describe how the kidneys
excrete urea.
• Contribute to writing
functions of parts of
the excretory system in
Activity: Excretory system
words and meanings.
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Learners will use the following words:
excretion: getting rid of waste materials from the urine: a liquid produced by the kidneys, which
body; specifically, these waste materials have been contains urea and other waste substances dissolved
inside the body (so do not include the egestion in water
of faeces) ureter: a tube that carries urine from the kidneys to
renal: to do with the kidneys the bladder
kidneys: a pair of organs in the upper abdomen, bladder: an organ in which urine is stored before
SA

which filter the blood and produce urine removal from the body
urea: an excretory product made in the liver from urethra: a tube that carries urine from the bladder
excess amino acids to the outside of the body

Common misconceptions
Misconception How to identify How to overcome
It is very common for learners This will become apparent The Activity: Excretory system words and
to think that urea is made in when answering questions meanings involves learners in writing
the kidneys not the liver. or discussing the roles of descriptions of the functions of each part;
the kidneys. writing the function of the kidney should
help to consolidate understanding of
this concept.

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CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

Starter ideas up (as described in the Reflection section in the

Learner’s Book).
1  Getting started (10–15 mins, including Learners could be provided with outline diagrams
sharing ideas) of the excretory system to label themselves and stick
Description: Ask learners to discuss the questions in into their notebooks.
the Learner’s Book with a partner, and then share Differentiation ideas: Learners of all abilities
their ideas with the rest of the class. should be able to take part in this discussion,
2  Looking a model of the excretory and should be able to label the outline diagrams.
Some learners are more likely to have interesting
system (10 mins)
ideas about how to remember the meanings of the
Resources: A three-dimensional plastic model of similar words.

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the human body that includes the kidneys, ureters,
bladder and urethra. 3  Activity: Excretory system words and
Description: Bring learners to sit together while meanings (20 mins; less if the cards
you show and describe the different organs of the have already been produced by another
excretory system. Use questioning to determine group)
whether learners already have any ideas about the

Main teaching ideas

PL
names of the organs or what they each do.

1  The excretion of urea (15 to 20 mins)

Learning intention: To understand what is meant by
excretion and to name the main excretory products
of humans; to learn where urea is made and how it
is excreted.
Resources: Text and illustrations in the
Learner’s Book.
Learning intention: To consolidate understanding of
the meanings of the terms describing the structure
and function of the human excretory system.
Resources: Sixteen identical pieces of card, large
enough for descriptions of up to fifteen words to be
written on them. (If another group has already done
this activity learners could reuse their cards, but it is
a valuable learning experience for them to construct
the cards themselves.)
Description: Ask learners to follow the instructions
in the Learner’s Book.
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Description: Use the material in the Learner’s Book Differentiation ideas: All learners can be successful
to discuss with the class what excretion is (and is in this activity. Some learners are likely to take the
not) and where urea is made and excreted. lead in suggesting meanings for each word; it would
Differentiation ideas: This is a class discussion, so be helpful for you to move between the groups and
everyone can take part. Make sure that even less- encourage more reticent learners to take part in
confident learners answer questions. suggesting or writing down the meanings.
SA

2  Structure of the human excretory Plenary ideas

system (15 to 20 mins) 1  Naming the parts of the excretory
Learning intention: To learn the names, positions system (5 mins)
and functions of the organs of the excretory system.
Description: Draw or project an unlabelled image of
Resources: If available, a model of the excretory the excretory system on the board. Ask a learner to
system; diagram of the excretory system in the name a part of the system. Ask another learner to
Learner’s Book; if required, outline diagrams for come and label this part on the board. Repeat with
learners to label for themselves. each part.
Description: Using the model (if available) and Assessment ideas: Use answers to check ability
the diagram in the Learner’s Book, explain the to recognise and name the parts of the excretory
relationship between the different organs of the system.
excretory system. Pay particular attention to the
Check that learners can pronounce and spell the
difference between urine and urea, and between the
names correctly.
ureter and the urethra. Ask learners for ideas about
how to remember these words and not mix them

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4 MAINTAINING LIFE

2  Mastermind (5 mins) Assessment ideas: Use responses of the class to

Resources: A card for each learner, with a tick on indicate any misunderstandings.
one side and a cross on the other side. Reflection ideas: See the Reflection activity in the
Description: Choose a learner (or ask for a Learner’s Book. Learners have been presented with
volunteer) to be Mastermind. a lot of new words in this lesson; what tactics might
work best for them to try to learn these words?
You ask the Mastermind a question about the
excretory system, based on the work done in this Homework ideas
lesson. The Mastermind gives an answer – they can
purposefully give a wrong answer if they like. The 1 Workbook Exercise 4.3
other members of the class hold up their cards to 2 Worksheets 4.3A, 4.3B, 4.3C
show whether the answer is correct or incorrect.
Topic worksheets

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You can then interrogate the rest of the class to find
the correct answer if necessary, or to find out why a
• Worksheet 4. xcretion crossword (Focus)
learner has identified a correct answer as a wrong one.
• Worksheet 4.3B, Excretion crossword (Practice)
Repeat with more questions to the same Mastermind.
• Worksheet 4.3C, Excretion crossword (Challenge)

Topic 4.4 Keeping a fetus healthy

LEARNING PLAN

Learning Objectives

9Bp.08 Discuss how fetal

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development is affected by the health
Learning intentions

• Explain how diet, smoking

and drugs affect fetal
Success criteria

• Answer questions 1 to 4
correctly.
M
of the mother, including the effect of development. • Contribute to a display
diet, smoking and drugs. as part of Activity:
Display about diet during
pregnancy.
SA

LANGUAGE SUPPORT
Learners will use the following words:
fetus: a developing child while still within the uterus; fetal: to do with the fetus
specifically, the term embryo is used for the first few
weeks, and fetus from about 11 weeks onwards

Common misconceptions
Misconception How to identify How to overcome
Learners may have heard that a This may become evident during This is best addressed while learners
pregnant woman needs to ‘eat general class discussion or during are looking at other learners’ displays
for two’. the construction of the display and discussing what they show.
about diet during pregnancy.

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CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

Starter ideas Resources: Access to the internet, large sheets of

paper (at least A3), scissors, glue and coloured pens.
1 Getting started activity (10–15 mins, Description: Ask learners to work in groups of
including sharing ideas) three or four, following the instructions in the
Description: Ask learners to discuss the questions Learner’s Book.
in the Learner’s Book with a partner and then Differentiation ideas: Within a group, some
share their ideas with the rest of the class. learners are likely to take a lead, while others will
2 Diet during pregnancy (10–15 mins) need encouragement to contribute. Try to make sure
that everyone has a role and helps to construct the
Resources: A variety of foods, or pictures of foods,
final product.
that a pregnant woman might enjoy eating; include
vegetables, fruit and some good protein sources, as Assessment ideas: Listen to the discussions within

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well as some very sweet foods and very fatty foods. groups to check understanding. Ask questions
about how they have decided on the most reliable
Description: Get the learners to help you to set out
and useful sources of information. Use the final
a display of the foods on a desk, and then all sit
displays to check understanding of the topic.
around. Ask them: ‘Which of these foods would be
good for a pregnant woman to eat?’ ‘Why do you 3 Smoking and drugs during pregnancy

Main teaching ideas

1 A healthy pregnancy (15–20 mins)
PL
think that?’ Start to build up some ideas about why
diet is important during pregnancy.

Learning intention: To understand how diet can

affect the health of a pregnant woman and her fetus.
Resources: Text and photographs in the Learner’s
Book.
(15–20 mins)
Learning intention: To appreciate the importance
of not smoking during pregnancy and avoiding
non-prescription drugs.
Resources: Text and photographs in the Learner’s
Book.
Description: Ask learners to quietly read the
paragraphs under the heading ‘Smoking cigarettes’.
Then ask a learner to explain, in their own words,
why a pregnant woman should not smoke. Then
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Description: Use the material in the Learner’s Book
to discuss with the class how eating a good diet can ask others: ‘Do you agree?’ Encourage more
help a mother and her fetus to stay healthy. You answers from others.
could use questions 1– to 4 as part of the discussion You could then move on to the list of bullet points
by putting them to the class at suitable intervals. providing recommendations during pregnancy, and
Differentiation ideas: This is a class discussion, in ask learners to explain each one in turn. This could
which everyone can take part. Some learners will be done as a big chart on the board with the bullet
SA

need encouragement to put forward ideas or to point on the left and an explanation – produced in
answer questions. Some learners, on the other hand, discussion with the class – on the right.
may have challenging questions that they want Differentiation ideas: The starting point is a
answered. Be prepared to research answers for them very open-ended question, which more-confident
on the internet, if need be. learners will be more willing to answer. As the
Assessment ideas: Questioning can help to discussion continues you could gradually move to
determine how well learners understand the more closed questions (e.g., ‘What is the name of
concepts covered. the addictive drug in cigarettes?’ ‘How does carbon
monoxide affect the transport of oxygen in the
2 Activity: Display about diet during blood?’) to which less-confident learners could be
pregnancy (collecting information and asked to respond
ideas could be done out of class time;
putting together the display is likely to Plenary ideas
take at least 30–40 mins) 1 Mind map (20–30 mins)
Learning intention: To consolidate understanding Resources: Large sheets of paper
of the importance of diet during pregnancy.

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4 MAINTAINING LIFE

Description: Ask learners to make a mind map of Description: Organise learners into pairs or groups
everything they have learnt in this unit. They could of three. Show the video and then ask learners to
do this individually or work in pairs. write a commentary to go over the clips, referring to
When each learner or pair has finished display the a balanced diet during pregnancy.
mind maps on the wall. Learners can move along Assessment ideas: The commentaries will provide
the wall and look at other people’s mind maps. insight into learners’ understanding of this topic.
Which one do they think is best? Why?
Assessment ideas: The mind maps can be used to
Homework ideas
indicate any misconceptions or misunderstandings 1 Workbook Exercises 4.4A, 4.4B, 4.4C
in this unit.
2 Worksheet 4.4
2 Video voice-overs (20–30 mins)

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Topic Worksheets
Resources: Video of pregnant woman/women
• Worksheet 4.4, Stopping smoking during pregnancy
shopping for food and cooking.

PL
M
SA

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CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

PROJECT GUIDANCE

The story of how we came to understand that therefore be very useful for you to prepare by
smoking is damaging to health is an excellent doing your own research, looking for suitable sites
illustration of the way in which scientific knowledge that are easily accessible from your country, and
is developed through collective understanding and that – where possible – refer to data or stories from
scrutiny over time. It also involves the difficulty of the country in which your school is situated or your
challenging strong institutions, such as the tobacco students have their homes.
industry, and of carrying out research into the Often, one of the biggest challenges for learners
effects of environmental factors on human health. is how to reduce the large quantity of information
It would be good to allocate one question to each that they find to something that is manageable and

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group. However, if your class is very small you that they genuinely understand. Again, depending
may ask each group to research more than one on their past experience of this type of research,
of the questions. you can either expect them to do this themselves
By Stage 9, many learners should be reasonably or help them out. One way of helping is to take
proficient in doing their own research. This is a some early ideas from a group and show how this

PL
good opportunity for them to practise their skills
of finding reliable sources of information on the
internet. However, it would be useful for you to
support them in this, either by checking their
sources or by suggesting search terms or even
specific web sites that they could use. It would
can be reduced to something simpler, more striking
and easier for everyone to understand.
The final product could be a presentation made
by the whole class (perhaps to another class) or a
display that is put up onto the wall.
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SA

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5 REACTIVITY

5 Reactivity
Unit plan
Topic Learning hours Learning content Resources

5.1 Plants and minimum The reactivity series; Learner’s book: Questions 1–9

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water 3 hours using the reactivity Activity: Learning the order
series to predict which Think like a scientist: Displacing metals
metals will displace Workbook: Exercise 5.1A, Using the reactivity
others form their salts; series
some displacement
Exercise 5.1B, Displacement reactions
reactions

5.2 Using
the reactivity
series and
displacement
PL An investigation
to identify an
unknown metal using
displacement reactions;
Exercise 5.1C, Displacing metals
Teacher’s Resource: Worksheet 5.1, Is there a
reaction? (support and extension sheets)
Template 1, Reactivity series cards
Template 2, Peer-assessment: Practical planning
exercise
Learner’s book: Questions 1–3
Think like a scientist: Identifying a mystery metal
– planning the investigation
Think like a scientist:Identifying a mystery metal
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reactions the use of some useful – carrying out the investigation
displacement reactions Think like a scientist: Extracting metals using
carbon
Workbook: Exercise 5.2, Using displacement
reactions (stepped exercise)
Teacher’s Resource: Worksheets 5.2A, 5.2B,
SA

5.2C, Using displacement reactions

Template 3, Using the reactivity series and
displacement reactions: Investigation help sheet
5.3 Salts 3 hours What a salt is with Learner’s book: Questions 1–9
examples and uses of Activity: Researching a salt
salts; prepare a salt by Think like a scientist: Making the salt zinc sulfate
reacting a metal with
Think like a scientist: Making the salt copper
an acid; prepare a salt
sulfate
by heating a metal
oxide with an acid Workbook: Exercise 5.3A, Which acid is used to
make which salt?
Exercise 5.3B, Making salts
Exercise 5.3C, Practical steps for making salts

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73to publication.
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CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

Topic Learning hours Learning content Resources

5.4 Keeping a minimum Preparation of salts by Learner’s book: Questions 1–10

fetus healthy 3 hours reacting a carbonate Think like a scientist: Preparing a salt from acid
with an acid and by and a carbonate
neutralisation; carry out Think like a scientist: Preparing a salt by
practical work safely, neutralisation
use of risk assessments;
Workbook: Exercise 5.4A, Preparing copper
using word and symbol
chloride
equations
Exercise 5.4B, Preparing potassium chloride

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Exercise 5.4C, Mystery substances
Teacher’s Resource: Worksheets 5.4A, 5.4B,
5.4C, Salts, alkalis, formulae and equations
Template 4, Risk assessments
5.5 Keeping a 2–3 hours Rearrangement of Learner’s book: Questions 1–6
fetus healthy

PL atoms in chemical
reactions; conservation
of mass; conservation
of energy
Think like a scientist: The law of conservation
of mass
Think like a scientist: Burning magnesium in air
Workbook: Exercise 5.5A, What happens to the
atoms and mass when chemicals react?
Exercise 5.5B, Before and after the reaction.
Exercise 5.5C, Investigating burning magnesium
Teacher’s Resource: Worksheet 5.5, How much
more mass? (support and extension sheets)
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Cross-unit Learner's Book
resources Check your Progress
Project: Where is the evidence?
Teacher's resource:
Language development worksheets
1 Sorting chemicalss
SA

2 Correcting statements

BACKGROUND KNOWLEDGE

This unit brings together a lot of knowledge that some reactions they have met before, but gives
the learners will have met in Stages 7 and 8. For an opportunity to think about the formation of
example, they know that some elements are more one type of compound and to improve the writing
reactive than others, from learning about the Group of equations. There is also an opportunity to link
1 metals, so this forms a basis for the reactivity the ideas of pure substances to the formation of
of metals and displacement reactions at the start crystals of various salts and what must be done to
of this unit. They will build on their knowledge ensure they are pure substances.
of equations, using the different methods, for The ideas about conservation of mass and energy
example, drawing the atoms, word equations have their foundations in the work already covered
and they will begin to use symbol equations. The in Stages 7 and 8, so the concepts should present
section on the formation of salts brings together no major problems.

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5 REACTIVITY

TEACHING SKILLS FOCUS

Moving towards peer- and self-assessment
One of the barriers to successful peer- and self- metals or risk assessments for practical work in
assessment can be that learners do not give good various topics.
feedback and merely say that the work was OK. If You could do an assessment and make comments
this becomes normal for the class then even self- about why you have suggested improvements and
assessment will be superficial. The learners may how you have suggested them, or you could ask
say ‘what is the point of us doing this – we aren’t the class to suggest why you did it that way.
teachers – we do not know if it’s good or not?’
You could do an assessment yourself, do it badly
You need to model the type of feedback for peer- and then ask the class to improve on your feedback.

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assessment either with a prepared and cooperative
You could give each group of two or three learners
learner or by providing groups the same piece of
the same piece of work, which has a number of
work (perhaps manufactured by you) and asking
areas that are incorrect or need improvement
small groups of learners to critique it amongst
and ask them to assess it; give them a fixed time
themselves and then feed back to the class. You
to do this. Then bring the class together and ask
would need to lead a class discussion on how

PL
helpful or otherwise the feedback is. You could
provide the learners with key statements such as:
‘to improve you need to…’, ‘this part of the work
did not have enough detail…’, or ‘you need to
explain why this happened’.
To help the learners give their assessment you
need to break down into simple language and
ideas the points they should be looking for. You
could suggest some probing questions, such as:
• Has the person shown they understand x?
different groups to provide feedback. You could
use this to ask questions such as: ‘Why did you
think that?’ ‘How could you say that in a way that
is more helpful?’ ‘Can you help explain where and/
or why they have made that mistake?’ ‘Would your
feedback help them do a better job next time?’
‘How would you feel if you had that feedback?’
You could ask the learners to think about what
the point of the assessment is. They are not there
to give a grade but to help the person improve
their work. Do they want to give themselves or
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• How could they make it clear that they have their classmate an easy time or help them make
understood? progress? Make the link between the questions
• If you see a mistake in understanding can you you need to ask for peer assessment and those you
see why that person made that mistake and would ask yourself when you look at your own work.
can you suggest a way to help them overcome Ask learners to say what type of assessment they
the misunderstanding? found helpful. You could write these comments
on sticky notes and place them on a board to
SA

In this way you can help them to think up questions

of their own and to think about the assessment of remind learners whenever they do peer- or
their own work. self‑assessment.
Encourage the peers to talk to one another Ask yourself, do the learners really give useful
especially about any mistakes as many learners feedback to one another? How can I ensure all
may find it less intimidating to discuss this with learners are engaged with this? How can I improve
another learner rather than the teacher. their feedback and engagement? How can I use
the discussion of the assessment to focus on the
Aim to provide at least one session about how to
improvement of work? Can I use this session to
assess someone else’s work during this unit. You
get learners to think more carefully about their
could use a number of different areas, such as in
own work?
Topic 5.1 Learning the order of the reactivity of

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75to publication.
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CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

Topic 5.1 Reactivity and displacement reactions

LEARNING PLAN

Learning Objectives Learning intentions Success criteria

9Cc.01 Use word equations and • Use the reactivity series • Use the reactivity series
symbol equations to describe to predict which metals to predict the metals that
reactions (balancing symbol equations will displace others from will displace others from a
is not required). solutions of their salts. solution of their salts.

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9Cc.02 Identify examples of • Carry out some • Carry out some
displacement reactions and predict displacement reactions. displacement reactions
products (limited to reactions safely.
involving calcium, magnesium, zinc,
iron, copper, gold and silver salts).
9TWSm.03 Use symbols and formulae
to represent scientific ideas.

outcomes for a scientific enquiry

based on scientific knowledge and
understanding.

LANGUAGE SUPPORT
PL
9TWSp.03 Make predictions of likely
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Learners will use the following words:
reactivity: how quickly or slowly a chemical reacts displacement reaction: a reaction in which a more
compared with another reactive metal ‘pushes out’ a less reactive one form
reactivity series: a list of metals in order of how a compound.
reactive they are; the most reactive are at the top
of the list and the least reactive at the bottom.
SA

Common misconceptions
Misconception How to identify How to overcome
Some learners find the idea that The mistakes the learners make You could try acting out the
iron can displace copper in copper when asked direct questions about reactions using learners as
sulfate but copper cannot displace which metal will displace another the particles of copper sulfate
iron in iron sulfate difficult to grasp. will reveal this misconception. and iron.

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5 REACTIVITY

Starter ideas the correct order in the fastest time; taking a card
and the partner having to name the metal above or
1 Getting started (10 mins) below the metal selected.
Learning intention: To assess how much learners You could encourage them to use any other
have understood about how to tell that a chemical methods that they choose.
reaction has taken place.
Differentiation ideas: The use of different methods
Description: Ask learners to discuss with a partner of learning is a way of differentiating.
how you can tell if a chemical reaction has taken
Assessment ideas: You could ask the learners to list
place. Ask them to share their ideas with another
the reactivity series metals in the correct order as
pair. Share ideas with the class and spend some time
an individual test or by going around the room and
reinforcing the ways to tell if a chemical reaction
asking learners to name the next one. You could use

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has taken place.
the posters of the mnemonics to assess their work.
2 Words that begin with… (10 mins)
2 Introducing the idea of displacement
Learning intention: To improve scientific vocabulary.
reactions (30 mins)
Resources: Learner’s Book Learning intention: To demonstrate a displacement

PL
Description: Write the word ‘reactivity’ vertically on
the board. Challenge learners to find scientific words
starting with those letters. You could restrict learners
to words connected with this particular topic or give
them a wider choice of vocabulary. You could allow
access to the Learner’s Book or not.
Allow a fixed time (5 minutes or less) and ask for
ideas from the learners. Check that they have an
idea what the word means. You can award points
for a correct word and extra points if no one else
has this word.
reaction
Resources: A beaker of copper sulfate solution, an
iron nail.
Description: Introduce the idea of displacement
reactions using the copper sulfate and iron nail
experiment as in the Learner’s Book. It can be
useful to introduce the experiment as a ‘trick’ and
ask the learners, ‘What is going on here?’
Make sure you draw learners’ attention to the
change in the copper sulfate solution and take time
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to go over the word equation. You could use this
Make sure learners do not choose difficult words as an illustration of the reactivity series and the
they do not know the meaning of, although some displacement reactions. Ask questions such as:
learners love to find the hardest words they can. ‘You have seen iron displace copper from copper
This can be a real boost to their scientific vocabulary, sulfate. What would happen if you used iron sulfate
especially if this technique is used regularly. and a copper nail? Why would this be?’ You could
pose a variety of metals and ask whether there
Main teaching ideas
SA

would be a displacement reaction.

1 Activity: Learning the order (at least Differentiation ideas: For learners requiring
40 mins) support, the use of questions such as those
Learning intention: To learn the order of the examples given above, could be used to support
reactivity series using different methods and to understanding and elicit further ideas.
decide which method is most effective for the You could ask the learners who need a challenge
learners. to write a word equation for the reaction they have
Resources: Learner’s Book, poster-making resources seen demonstrated.
(e.g., paper and/or card, glue, coloured pencils or Assessment ideas: You could use questions 1–9 to
pens), Template 1: Reactivity series cards. assess progress and understanding.
Description: Suggest to the learners that working
3 Think like a scientist: Displacing metals
with a partner they should try the methods
described in the Learner’s Book to learn the order (40 mins)
of the reactivity series: making up a mnemonic and Learning intention: To carry out some displacement
making it into a poster to share with the class; using reactions and to understand which metals will
the cards made from the template to place them in displace others.

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77to publication.
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CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

Resources: Assessment ideas: You could use Think like a

• solutions of copper sulfate, magnesium sulfate, scientist questions 1–3 to assess the work done in
iron sulfate and zinc sulfate this practical.
• small pieces of the metals iron, zinc, copper and
magnesium
Plenary ideas
• test tubes 1 Speed listing (10 mins)
• test tube rack Description: Ask learners to list the metals in the
reactivity series in order. Then ask them to compare
• forceps
their list with a partner and to correct their list if
• safety glasses. necessary. Ask them to leave the corrected lists when
Description: Ask the learners to read through the they leave the lesson.

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method in the Learner’s Book and to prepare a Reflection ideas: How well have I done learning
results table before they start to do the practical the list?
task. You may need to demonstrate good laboratory
practice and logical careful working with particular 2 Word equations (10 mins)
emphasis on safety. Resources: Pre-prepared equations.

PL
Practical guidance: Learners should work in pairs.
Make sure that the solutions and metals are clearly
labelled and that the learners have a way of ensuring
they do not mix up the solutions and metals.
Make sure that there is a sieve in each sink so that
the small pieces of metal do not block the waste
pipes when the learners clear up.
Differentiation ideas: As you circulate while the
learners carry out the practical work ask questions such
as: ‘Has this metal reacted or not? How can you tell?’
Description: Put some incomplete word equations
on the board. Ask learners to complete them if a
reaction would take place. Compare answers with
a par tner.
Reflection ideas: Have I understood when a
displacement reaction takes place? Can I explain it?

Homework ideas
1 Workbook Exercise 5.1A
2 Workbook Exercise 5.1B
M
You may need to provide support to groups who find it
tricky to tell if a reaction has taken place. Some groups 3 Workbook Exercise 5.1C
may need help with recording their results.
Topic worksheet
For those groups that need a challenge, ask them
• Worksheet 5.1, Is there a reaction? (with support
to write the word equation for each reaction that
and extension sheets)
takes place.
SA

Topic 5.2 Using the reactivity series and

displacement reactions
LEARNING PLAN

Learning Objectives Learning intentions Success criteria

9Cc.02 Identify examples of • Use displacement reactions • Be able to identify an

displacement reactions and predict to identify an unknown unknown metal using
products (limited to reactions metal. displacement reactions.
involving calcium, magnesium, zinc,
iron, copper, gold and silver salts).

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5 REACTIVITY

CONTINUED

Learning Objectives Learning intentions Success criteria

9TWSm.03 Use symbols and formulae • Learn about some useful • Describe some useful
to represent scientific ideas. displacement reactions. displacement reactions.
9TWSp.03 Make predictions of likely
outcomes for a scientific enquiry
based on scientific knowledge and
understanding.

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LANGUAGE SUPPORT
Learners will use the following words:
molten: in a liquid state

Common misconceptions
Misconception
Some learners find it difficult to
PL
thermite reaction: a reaction where aluminium
replaces iron form iron oxide; the reaction can be
used to weld railway rails

How to identify
ores: rocks or minerals that contain a metal
compound
blast furnace: a structure used for the large-scale
production of iron from iron ore

Ask direct questions about which

How to overcome
Reinforcement of the reactivity
M
understand that only some metals metals could be extracted by series placing carbon in the list in
can be extracted using carbon. using carbon an appropriate place.

Starter ideas Resources: You could use the cards of the metals
from the reactivity series from Template 1.
1 Getting started (10 mins) Description: Working in pairs, one learner draws
SA

Learning intention: To reinforce the reactivity series. a metal card from those placed face down on the
Description: Ask learners to work with a partner. desk: this is metal A. The other learner draws
One of the pair writes down the name of a metal a card: this is metal B. The question is, does A
in the reactivity series in the middle of a piece of displace B?
paper. The paper is then passed to the partner and Learners should list their choices and answers.
they add the name of the metal that is just above or Share these with the class.
just below the first metal. The paper is passed back
and the first person adds the name of the metal that Main teaching ideas
is just above or below the metals on the paper. Do
this until the reactivity series is complete. Share your 1  Think like a scientist: Identifying
list with the class. How well did you do? a mystery metal – planning the
investigation (40 mins)
2 Will A displace B? (10 mins)
Learning intention: To plan an investigation.
Learning intention: To reinforce the idea of the
reactivity series and which is the more or less Resources: Template 3 Planning outline for some
reactive metal. learners.

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CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

Description: Explain to learners that their task is to Encourage the learners to do the observations that
identify a mystery metal. It is one of the metals listed do not involve displacement reactions first so they
on the reactivity series. They are going to investigate will have an idea of how reactive their metal is.
which metal it could be and can make observations Encourage them to use the information they get
of the metal, for example, its appearance and its about the metal to change their plan if necessary
reactions with water, oxygen and dilute acid. They but insist that any changes need to be approved first.
must also use displacement reactions. You may choose to give the class an outline of what
Ask them to plan the investigation to identify the you want them to do and the order in which to do it
mystery metal. rather than to use their plans.
Remind learners that they should remember their Practical guidance: You will need to be vigilant
safety and include in their plan anything they need and circulate throughout the room to ensure safe

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to consider. They should identify the equipment working and to make sure learners know what each
and chemicals they need to use. Explain that they investigation has told them about the mystery metal.
need to give a full method of what they will do and Differentiation ideas: You could use different
indicate what information they will get from that metals and offer more help to those learners who
part of the investigation and how it will help them find a complex set of investigations confusing. Offer
to identify the mystery metal. You could allow

involved equally.

PL
learners to work in pairs or alone for this task.
If they work in pairs ensure both partners are

Differentiation ideas: Template 3 could be given

to those learners who find organising the planning
of an investigation challenging and need to have a
more structured approach. As you circulate keep a
close eye on what learners have written and, to see
which learners need support, ask questions such as:
‘What will that tell you about the metal?’ ‘Which
suggestions and ask: ‘What does that observation/
reaction tell you about the metal?’
This task can be used as a real challenge to those
learners who need one. As long as you are able to
ensure they are working safely, give these learners
little or no technical guidance and allow them to
work it out for themselves.
Assessment ideas: You could use the answers to
Think like a scientist questions 1–3 to assess the
outcomes.
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solutions will you use?’ 3  Using displacement reactions in industry
Assessment ideas: You could use the plans to assess (40 mins)
learners’ progress in planning an investigation. Learning intention: To understand some industrial
2  Think like a scientist: Identifying a uses of displacement reactions.
mystery metal – carrying out the Resources: Learner’s Book. For thermite reaction:
investigation (50 mins) • large filter papers
SA

Learning intention: To use knowledge of the • pipeclay triangle

reactivity series, displacement reactions and
observations of the properties to identify an • tripod
unknown metal. • Bunsen burner
Resources: This will depend on what the learners • a thick-walled beaker (1 litre)
have planned for but is likely to include: test tubes, • dry sand
test tube rack, forceps, eye protection, dilute acid,
water, heating equipment, a selection of common • heatproof mats – enough to protect the work
solutions of salts (such as copper sulfate, silver surface
nitrate, zinc chloride), small pieces of an unknown • safety screens – enough to surround the
metal (choose one that is in the middle of the apparatus
reactivity series). • a face shield, for you
Description: Since you will have approved the plans • safety glasses for observers
for the investigation allow the learners to select their
equipment and start their investigations. Ensure • a bar magnet
that safety is being considered as you circulate.

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5 REACTIVITY

• thermite mixture: iron(III) oxide and The method given here can be carried out on a
aluminium powder (This mixture should be in laboratory bench. The mixtures must be prepared
the ratio of three parts iron oxide to one part in advance. The iron oxide must be dry, the iron
aluminium powder; use no more than 9 g of oxide and aluminium powder should be mixed well
iron oxide and 3 g of aluminium powder) together and the quantities used must be in the
• ignition mixture: magnesium powder and exact ratio specified.
barium sulfate in the ratio 1 : 10 (0.2 g magnesium ribbon
magnesium powder is enough)
fluted filter paper igniter mixture
• magnesium ribbon (about 10 cm).
pipeclay triangle
Description: Introduce the idea of using
displacement reactions in industry by explaining the

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tripod
reactions given in the Learner’s Book.
You may want to demonstrate the thermite reaction. large beaker water
If so, check local health and safety requirements.
You should carry this out after practicing without
learners present and in suitable conditions, possibly sand

PL
outside. The thermite reaction is a spectacular
reaction and learners enjoy seeing it. There are
a number of ways of carrying out this reaction;
all methods require a great deal of preparation
and care. There are a number of safety issues.
The learners should be encouraged to observe the
reaction and explain what happens. The use of the
term ‘exothermic’ would be a useful reminder of a
previous topic. It is worth discussing the melting
point of iron and thus giving an idea of how much
energy is released in this reaction. The reaction
heat-resistant
mat

Fold two filter papers into a fluted shape. Place

dry sand in the large beaker (about a third full),
then add water (about two-thirds full). Clear the
bench and cover with heatproof mats. Assemble
the apparatus as shown above. Add the thermite
mixture to the filter paper. Make a dent in the
surface of the mixture (this can be done with the
M
could be shown via a clip from the internet. closed end of a boiling tube) and add the ignition
You could then go on to discuss the role of carbon mixture. Place the magnesium ribbon into the
in the displacement of iron from iron ore and the ignition mixture so that the ribbon stands clear
use of the blast furnace. above the filter paper. Ensure the safety screens are
in place and that the students are standing well away
Practical guidance: There are a number of ways in
from the reaction.
which this reaction can be carried out and a search
SA

of the internet will provide ideas. It is important that Heat the magnesium ribbon with a Bunsen burner
you practise this before carrying out the reaction with and move quickly to the other side of the safety
a class. The reaction is very vigorous and you need screen. The reaction will be very vigorous; there will
to be prepared. The basic idea is that the thermite be flying sparks. The residue, which will include the
mixture, composed of iron oxide and aluminium hot molten iron, will fall through the filter paper
powder, reacts to form aluminium oxide and iron. into the beaker. The iron can be recovered once the
reaction has stopped and cooled by pouring away
The reaction is started by the use of an ignition
the water and using a magnet.
mixture. This ignition mixture is composed of
barium nitrate and magnesium powder, and is A laboratory coat should be worn as there is a lot of
placed into the thermite mixture. The ignition mess while clearing up the reaction.
reaction is started by lighting a magnesium ribbon Other ways of carrying out this reaction involve
fuse, which is stuck into the ignition mixture so that placing the thermite mixture on top of some dry
it stands clear of the mixture. The ignition reaction sand in a large tin. The ignition mixture is added as
proceeds, producing enough heat energy to start above into a depression in the thermite mixture. The
the thermite reaction. Safety is an issue as there is a ignition mixture is ignited via a magnesium ribbon
great deal of heat energy released. fuse as in the method above. It takes a long time to

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81to publication.
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 We are working with Cambridge Assessment International Education towards endorsement of this title.
CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

cool the residue and then the iron can be found in Plenary ideas
the sand by the use of a magnet. An internet search
of chemistry sites will provide alternative methods. 1 Pyramid ideas (10 mins)
Learners should wear safety glasses and be placed Description:
as far away as possible behind safety screens. The
demonstrator should wear a face shield and a
laboratory coat. 1
question
Aluminium powder and magnesium powder are you need to ask
both highly flammable and should not be left in about today’s lesson
the area while the reaction is taking place. Barium 2 things
nitrate is harmful and oxidising. you have been reminded of today

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Differentiation ideas: This demonstration cannot
3 things you learnt today
involve learners so differentiation will be in the
explanations and questions asked to the learners as
you demonstrate the reaction or explore the ideas Ask learners to complete the pyramid as above and
from the Learner’s Book. use it as an exit card so that you have a chance to
see what, if anything, they need to have explained to

PL
For learners who need support, helpful questions to
find out what they have understood include: ‘What
do we mean by an exothermic reaction?’ ‘Why do we
need to use the magnesium ribbon?’ ‘What did you
see happening?’
Examples of questions that could be used to
challenge learners include: ‘What reaction happens
when the magnesium ribbon is lit?’ ‘What is the
word equation for this?’ ‘The heat given off from the
burning magnesium reaction is used to do what?’
‘What happens in the ignition mixture?’ ‘What is
them in the next session.
Reflection ideas: Does stopping and thinking about
the lesson or parts of the lesson help me to learn
more easily?
2  What did I learn today? (10 mins)
Description: Ask learners to work in pairs and to
share one new thing they learnt today and one new
word they learnt today. Share these with the class.
Reflection ideas: Does doing a practical task help
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me to remember facts more easily?
the word equation for the reaction between the iron
oxide and aluminium powder?’ Homework idea
Workbook Exercises 5.2A–C could be used to help
1 Workbook Exercise 5.2
with understanding.
Assessment ideas: You could use questions 1–3 Topic worksheets
from the Learner’s Book. • Worksheet 5.2A Using displacement reactions
SA

(Focus)
• Worksheet 5.2B Using displacement reactions
(Practice)
• Worksheet 5.2C Using displacement reactions
(Challenge)

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ISBN_9781108785228.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
5 REACTIVITY

Topic 5.3 Salts

LEARNING PLAN

Learning Objectives Learning intentions Success criteria

9Cc.01 Use word equations and • Learn what a salt is and • Be able to explain what a
symbol equations to describe some examples of salts and salt is.
reactions (balancing symbol equations their uses. • List some examples of salts
is not required). • Carry out a practical to and state their uses.

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9Cc.03 Describe how to prepare prepare a salt by reacting a • Prepare a salt safely by
some common salts by the reactions metal with an acid. reacting a metal with an
of metals with acids and metal • Carry out a practical to acid.
carbonates with acids, and purify prepare a salt by heating a • Prepare a salt safely by
them using filtration, evaporation and metal oxide with an acid heating a metal oxide with
crystallisation.
9TWSm.03 Use symbols and formulae
to represent scientific ideas.
9TWSp.05 Make risk assessments for

PL
practical work to identify and control
risks.

LANGUAGE SUPPORT
and acid.
M
Learners will use the following words:
salt: a compound formed when a metal reacts with chloride: a salt that is made from hydrochloric acid
an acid, for example, magnesium chloride sulfate: a salt that is made from sulfuric acid
formulae / formula: uses chemical symbols to nitrate: a salt that is made from nitric acid
show how many different elements are present in
carbonate: a salt that is made from carbonic acid
a particle of an element or compound; formula is
singular and formulae is the plural citrates: a salt that is made from citric acid
SA

crystallisation: the process of turning into crystals

Common misconceptions
Misconception How to identify How to overcome
Some learners find it difficult to Watch carefully as they carry out Offer support and help with
organise themselves to carry out a the practical. organisation.
multi-step practical.

Some learners find it difficult to Ask learners to write formal risk Use Template 4 to guide learners.
assess the risks. assessments.

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83to publication.
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 We are working with Cambridge Assessment International Education towards endorsement of this title.
CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

Starter ideas Differentiation ideas: You could be selective in

the salt ideas you allocate to pairs of learners (or
1 Getting started (10 mins) individuals). Some of the most obscure could be
Learning intention: To ensure ideas about reactivity given to pairs or individuals that need a challenge.
and displacement reactions are fully understood. Assessment ideas: You could use questions 1–5 to
Resources: Learner’s Book. assess knowledge and understanding.
Description: Ask learners to write word equations You could also use the presentations on the salts
for three displacement reactions with a partner. to assess.
Then ask them to write two-word equations for
2 Think like a scientist: Making the salt
displacement reactions that cannot happen. Write
all five equations on a piece of paper and swap them zinc sulfate (40 mins plus time to allow

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with another pair of learners. Can each pair identify evaporation to take place and then look
the reactions that would not take place? at the crystals)
Learning intention: To carry out a practical task
2 What elements are present? (10 mins)
safely and to make a salt using a metal and acid.
Learning intention: To remind learners about the use
of formulae Resources: 250 cm3 beaker, dilute sulfuric acid,

PL
Description: Write five formulae on the board, such
as: NaCl, NaOH, MgO, KCl and H2SO4, etc. Ask
learners to name the compounds, the elements they
are made up from and the number of each element
present. Ask them to work in pairs and then share
answers with the class.

Main teaching ideas

1 What is a salt and Activity: Researching
a salt (50 mins)
measuring cylinder, zinc metal, evaporating basin,
pipeclay triangle, tripod, Bunsen burner, tongs,
heatproof mat, safety glasses.
Description: Remind learners of the reaction
between some metals and acids. You may want
to demonstrate the reaction of acid and zinc in a
test tube and work through the general equation,
the word equation and the symbol equation. A
reminder about the exothermic reaction might be
useful revision.
M
Talk learners thorough the practical task,
Learning intention: To introduce the idea of what a reminding them of the risks. You could demonstrate
salt is, to give examples and uses of some salts and using some learners as assistants and ask them
to research a salt and how it is produced and used. to comment on the risks. Another idea is to
Resources: Learner’s Book, internet access, examples demonstrate badly and ask learners to identify what
of common salts found in the laboratory. you did in an unsafe manner.
Description: Introduce the idea of what a salt Practical guidance: Circulate while the learners
SA

is and familiarise learners with the terms such are carrying out the practical and keep asking them
as carbonates, chlorides and so on. You could what they are doing to stay safe.
use the examples given in the Learner’s Book or Differentiation ideas: Keep a watch on those who
other examples from salts you have available in find the organisation of practical work a challenge
the laboratory. Use the table of formulae of acids and offer them more help and support.
and some salts in the Learner’s Book to reinforce
You could give the groups who need a challenge
these facts.
the same mass of zinc metal and challenge them
Lead learners towards the research task, making to find the mass of the salt produced and compare
it clear that you only want a brief account of the the results these groups obtained. Which groups
way in which the salt is obtained or made and what produced the greatest mass of salt? Why were the
it is used for. This task could be done in pairs or masses obtained different? What should they do to
individually. It would be helpful if you allocate salts ensure they produced the greatest mass of salt?
rather than allowing learners to pick one. You could
Assessment ideas: You could use Think like
use the salts mentioned in the Learner’s Book.
a scientist questions 1–4 to assess the learners’
understanding.

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5 REACTIVITY

3 Think like a scientist: Making the salt Assessment ideas: You could use Think like a
copper sulfate (40 mins) scientist questions 1–6 to assess learners. You
could also watch them carefully and assess their
Learning intention: To carry out a practical safely
practical skills.
and use another method for producing a salt.
Resources: Safety glasses, 250 cm3 beaker, glass Plenary ideas
stirring rod, copper oxide powder, dilute sulfuric
acid, measuring cylinder, filter funnel, filter paper,
1 5 fingers (10mins)
conical flask, evaporating basin, tripod, gauze, Description: Learners draw around their hand on
pipeclay triangle, heatproof mat, Bunsen burner, a scrap of paper or in their book and write the
tongs. following on each finger.
Description: Talk learners through the steps for • Thumbs up: What have you learnt? What do

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the practical. You may decide to demonstrate each you understand?
step. You could demonstrate using some learners • Index finger: What skills have you used today?
as assistants and ask them to comment on the
• Middle finger: Which skills did you find difficult
risks. Another idea is to demonstrate badly and
today?
ask learners to identify what you did in an unsafe

PL
manner. You could use whichever idea you did not
use in the previous practical.
Make sure that before they start the practical task
the learners answer Think like a scientist questions 1
and 2. These ask learners to decide what equipment
they will need and to do a risk assessment.
Practical guidance: Circulate while they are
carrying out the practical and offer additional help
to those who find the organisation of a multi-step
practical a challenge.
•
•
Ring finger: Who did you help today?
Little finger: What will you make sure that you
remember from today’s lesson?
It is useful to you if you can collect these in and
use them to help you decide what you need to
concentrate on in the next lesson.
Reflection ideas: This type of plenary is a way of
structuring lea rners’ reflection time. It allows the
weakest to celebrate what they have done well and
encourages the more able to think about the next
M
Differentiation ideas: See above and offer steps in learning.
additional help to those who find the organisation
2 Exit ticket emoji (10 mins)
of a multi-step practical a challenge. You could help
some groups with ideas about what equipment they Resources: Sticky notes or paper.
will need by asking questions such as: ‘How will you Description: Ask learners to draw an emoji for
measure the volume of acid?’ ‘How will you move how they felt they did in the lesson and to answer
the hot evaporating basin?’ the following.
SA

The learners who need a challenge could be asked to • How well did the understand today’s material?
write word and chemical equations for the reaction. • What did you learn today?
You could try the same idea as in the formation
of the zinc salt. You could give the groups who • What did you find difficult today?
need a challenge the same mass of copper oxide
and challenge them to find the mass of the copper
Homework ideas
sulfate produced and compare the results these 1 Workbook Exercise 5.3A
groups obtained. Which groups produced the
greatest mass of copper sulfate? Why were the 2 Workbook Exercise 5.3B
masses obtained different? What should they have 3 Workbook Exercise 5.3C
done to ensure they produced the greatest mass of
copper sulfate? Where are the sources of error in the Topic worksheets
practical steps taken?
• There are no worksheets for this topic.

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85to publication.
ISBN_9781108785228.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

Topic 5.4 Other ways of making salts

LEARNING PLAN

Learning Objectives Learning intentions Success criteria

9Cc.03 Describe how to prepare • Safely prepare salt by • Safely to prepare salt by
some common salts by the reactions action of an acid on a action of an acid on a
of metals with acids and metal carbonate. carbonate.
carbonates with acids, and purify • Safely prepare a salt by • To prepare a salt by

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them using filtration, evaporation and neutralisation. neutralisation.
crystallisation.
• Do risk assessments for • Write risk assessments for
9TWSm.03 Use symbols and formulae practical work. practical tasks.
to represent scientific ideas.
• Use word and symbol • Use word and symbol
9TWSm.03 Use symbols and formulae equations. equations.
to represent scientific ideas.

LANGUAGE SUPPORT
PL
Learners will use the following words:
crystallise: to form crystals
limestone: a sedimentary rock made from calcium
carbonate
erodes: wears away
neutralisation: to change an acid or alkaline
solution to one that has a pH of 7
bases: metal oxides are known as bases
M
Common misconceptions
Misconception How to identify How to overcome
SA

Some learners may have difficulty Watch carefully as they attempt Demonstrate the tasks carefully
with the practical tasks. the tasks. before the class undertake them.
You could use learners to help in
the demonstration.
Offer help and support during the
practical work.

Starter ideas more than 7, all contain hydrogen, turn universal

indicator solution blue). Ask them to write the
1  Getting started (10 mins) properties down but mix together the properties of
Learning intention: To revise the properties of acids acids and alkali. Learners should exchange their list
and alkalis. with a partner and sort the properties into those of
acids and alkalis. Ask them how well they did and
Description: Ask the learners to make a list of the
feedback to the class.
properties of acids and alkalis (for example, pH of

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ISBN_9781108785228.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
5 REACTIVITY

2 Name that salt (10 mins) spatula, filter funnel, filter paper, conical flask,
Learning intention: to familiarise the learners with evaporating basin, pipeclay triangle, tripod,
the names and formulae of salts. Bunsen burner, heatproof mat, tongs.

Resources: Prepared list of formulae for salts on Description: Talk learners through the method as in
the board. the Learner’s Book. You could do a demonstration
of the various steps using some class members to
Description: Write a list of common salt formulae on help. Allow learners to work in groups of two or
the board and ask the learners to name them. You three. Make sure that they understand that they
could allow them to work individually or in pairs. have to answer the first two questions before they
do the practical task; these involve writing the
Main teaching ideas equipment list and doing the risk assessment.

E
1 Metal carbonates and acids Practical guidance: Circulate as they carry out the
(15 mins/40 mins if learners do the task, asking about the risks and what they are doing
reaction themselves to overcome them. You could also stress what are
they doing to make sure that they get pure crystals
Learning intention: To revise the reactions and focus
of the salt.
on the word and symbol equations.

PL
Resources: Learner’s Book, various metal
carbonates and common acids, test tubes, delivery
tube arrangement suitable for the testing the gas
given off, limewater, safety glasses.
Description: You could do this as a demonstration
to remind learners of this reaction, which they will
have met in stage 8, or you could allow the learners
to do it themselves. Remind them of the reaction.
Discuss the word equations and ensure they are
happy with what happens if you change the acid
and/or change the carbonate. You could spend some
Differentiation ideas: You could use learners to
help with the demonstration and have them guided
by the class as to what they should do next and
how they should do it. This can be done using the
least practically skilled learners to undertake the
practical at the direction of the class. Or you could
give the least practically skilled the task of directing
the most skilled at practical tasks.
You could provide the learners who have difficulty
thinking of the equipment they will need with a list
of equipment with some obvious missing items to
M
help them produce a list more easily.
time looking at the symbol equations. At this level
learners are not expected to balance the equations. You could use Template 4 to help those who find a
longer written task a challenge.
Practical guidance: Remind learners of safety
issues if they are carrying out the practical. When you circulate during the practical you could
offer help and advice about the task to those who
Differentiation ideas: Use the learners who have the
need it. You could ask, ‘Why are you doing that?’
most difficulty with practical skills to help you with
SA

‘How will that ensure you produce a pure product?’

the demonstration. Ask them, ‘What do I do next?’
‘What should I be careful with here?’ ‘How can I Assessment ideas: You could use Think like a
keep myself safe?’ You could ask others to suggest scientist questions 1–9 to assess understanding and
the next steps and just allow your demonstrating progress. You could also use the crystals obtained to
learner to follow instructions. assess how careful the learners were in carrying out
the task.
Assessment ideas: You could use questions 1–3.
2 Think like a scientist: Preparing a salt 3 Think like a scientist: Preparing a salt
from acid and a carbonate (50 mins, plus by neutralisation (50 mins, plus time for
time for crystallisation) crystallisation)
Learning intention: To prepare a salt by
Learning intention: To prepare a salt by action of an
neutralisation, to improve practical skills and to
acid on a carbonate, to improve practical skills and
write a risk assessment.
to write a risk assessment.
Resources: Safety glasses, dilute hydrochloric
Resources: Safety glasses, copper carbonate, dilute
acid, dilute sodium hydroxide solution, universal
hydrochloric acid, beaker, measuring cylinder,
indicator solution, charcoal powder, burette, burette

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87to publication.
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 We are working with Cambridge Assessment International Education towards endorsement of this title.
CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

stand, small funnel (to fill burette), measuring Description: Learners to work in pairs to match the
cylinder, two conical flasks, beaker, glass stirring names of the salts to the formulae. When they have
rod, filter funnel, filter paper, tripod, pipeclay completed them share with the class.
triangle, evaporating basin, tongs, heatproof mat. Reflection ideas: How does writing a risk
Description: You could revise the ideas about assessment help me to think about what I can do to
neutralisation before you attempt the practical task. avoid any safety problems?
Talk learners through the method as in the 2 Pyramid ideas (10 mins)
Learner’s Book. You could do a demonstration of
the various steps using some class members to help.
Allow learners to work in groups of two or three. 1
Make sure that they understand that they have to thing

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I need to
answer the first two questions before they do the
ask about
practical task; these involve writing the equipment
list and doing the risk assessment. 2 things I did to
ensure my crystals were pure
Practical guidance: There are safety issue here
from the very start with filling the burette; make 3 safety points I remembered today

PL
sure learners are aware how this should be done.
Differentiation ideas: You could use learners to
help with the demonstration and have them guided
by the class as to what they should do next and
how they should do it. This can be done using the
least practically skilled learners to undertake the
practical at the direction of the class. Or you could
give the least practically skilled the task of directing
the most skilled at practical tasks.
You could provide the learners who have difficulty
thinking of the equipment they will need with a list
Description: Ask learners to complete the statements
on the pyramid and to leave them behind at the
end of the lesson. Use these to assess what the
learners need to do next in terms of improving their
practical work.
Reflection ideas: How does writing an equipment
list help me to think about what I need to do in a
practical task?

Homework ideas
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of equipment with some obvious missing items to
1 Workbook Exercise 5.4A
help them produce a list more easily.
You could use Template 4 to help those who find a 2 Workbook Exercise 5.4B
longer written task a challenge. 3 Workbook Exercise 5.4C
When you circulate during the practical you could
offer help and advice about the task to those who Topic worksheets
SA

need it. You could ask: ‘Why are you doing that?’
‘How will that ensure you produce a pure product?’ • Worksheet 5.4A Salts, alkalis, formulae and
equations (Focus)
Assessment ideas: You could use Think like a
scientist questions 1–9 to assess the understanding • Worksheet 5.4B Salts, alkalis, formulae and
of this task. You could also use the crystals equations (Practice)
obtained to assess how careful the learners were in • Worksheet 5.4C Salts, alkalis, formulae and
carrying out the task. equations (Challenge)

Plenary ideas
1 Match the formula and the name
(10 mins)
Resources: List of names of salts and a list with
formulae of salts.

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5 REACTIVITY

Topic 5.5 Rearranging atoms

LEARNING PLAN

Learning Objectives Learning intentions Success criteria

9Cc.01 Use word equations and • Look at the rearrangement • Use word and symbol
symbol equations to describe of atoms in chemical equations to describe
reactions. reactions. chemical reactions.
9Cc.05 Understand that in chemical • What happens to the mass • Explain what is meant by

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reactions mass and energy are of reactants and products the law of conservation
conserved. in a reaction. of mass.
9TWS Sm.3 Use symbols and • What happens to the • Explain what is meant by
formulae to represent scientific ideas. energy involved in the law of conservation
9TWS Sp.02 Describe examples chemical reactions. of energy.

scientific understanding.
9TWS Sp.03 Make predictions of

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where scientists’ unexpected results
from enquiries have led to improved

likely outcomes for a scientific enquiry

based on scientific knowledge and
understanding.
9TWS Sp.05 Make risk assessments
for practical work to identify and
control risk.
• Carry out practical work
safely.
• Carry out practical work
safely.
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LANGUAGE SUPPORT
Learners will use the following words:
the law of conservation of mass: the principle endothermic reactions: chemical reactions in which
SA

that there is no loss or gain of mass in a chemical energy is transferred from the environment
reaction the law of conservation of energy: the principle
crucible: a piece of laboratory equipment; that in a chemical reaction no energy is created or
a container that is heated directly at high destroyed just transferred to other forms
temperatures
exothermic reaction: a chemical reaction in which
energy is transferred to the environment

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CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

Common misconceptions
Misconception How to identify How to overcome
Some learners find the idea of It should be obvious from their If you spend time ensuring they
conservation of mass difficult comments, otherwise keep asking. understand which elements are
to grasp. present in the reactants and
products, particularly in the
compounds, it really helps them
to understand.

Some learners find symbol They will make errors and not Use the layout as in the Learner’s

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equations confusing. understand what to do with Book and show the word equation,
the equations. the equation showing the atoms
and the symbol equations under
one another. It helps them to see
that the same reaction is being
described in different ways.

Starter ideas
1 Getting started (10 mins)

Resources: Piece of paper.

PL
Learning intention: To revise formulae and names
of compounds.

Description: Ask learners to write on a piece of

paper the formulae for five compounds, each one on
a new line. Then they write the names of an acid,
Main teaching ideas
1 Equations (10–15 mins)
Learning intention: To look at different ways of
representing chemical reactions and to focus on
symbol equations.
Resources: Learner’s Book.
Description: Look at the first equation for the
reaction between iron and sulfur, go through the
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a salt, an alkali and a metal oxide. They swap their various ways of representing this reaction by
paper with a partner and ask them to try to write drawing the atoms, writing the word equation
the name of the compound against each formula and then the symbol equation. Ask the learners
and write the formula against each name. How well what they think of each method. What does the
did they do? Were all the formulae that were written symbol equation tell them that the word equation
correct? You could ask them to write some on the does not? Look at the equation for the reaction
board for the whole class to share and check. between magnesium and hydrochloric acid. Ask
SA

them to write the equations for the reaction between

2 Find a word beginning the letter… magnesium and the other common acids. The
(10 mins) aim here is to make learners familiar with symbol
Learning intention: Improve vocabulary. equations. There is no requirement for them to be
Resources: Learner’s Book. able to balance equations. This is a chance to stop
and think about writing equations.
Description: Write the word formula vertically on
the board. Ask learners to find scientific words Differentiation ideas: For those who need a
beginning with those letters. Feed back to class. You challenge you could ask them to go back thorough
could award one point for each correct word and the Learner’s Book and attempt to write symbol
two points if no one else has that word. equations for any word equation they find.
Those learners who need support would benefit
from doing more examples in small groups with
teacher support step by step. This will give them
confidence to try some on their own.
Assessment ideas: You could use questions 1–2.

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5 REACTIVITY

2 Think like a scientist: The law of as a demonstration in class or organise for one
conservation of mass (60 mins) group to do the practical without a stopper (keep
it from the rest of the class if possible.) This is a
Learning intention: To introduce the idea of
good time to make the general point about how
conservation of mass and to demonstrate it by
results may appear to be unexpected and need to
carrying out a practical test.
be investigated further.
Resources: Learner’s Book, Safety glasses, top pan
Differentiation ideas: Choose to use some less-
balance, flask with stopper, calcium carbonate,
confident learners to be your assistants. Make
dilute hydrochloric acid.
positive comments about how quickly they got the
Description: There are several ways you could stopper in the flask or how carefully they added the
introduce this, either by working through the carbonate so it did not splash; this may help to give
content in the Learner’s Book and then doing these learners more confidence.

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the practical or by carrying out a demonstration,
Think about the groups you will use for the
without giving away what will happen. You could
practical work and ensure that the least confident
use learners as assistants and ask them to observe
cannot shelter behind more confident learners. Plan
closely as it will help them when it is their turn to
the use of the top pan balance/balances if sharing is
undertake this practical work. You could ask for
necessary, bearing in mind those who will be slower

PL
suggestions as to what would happen rather in the
manner of the children in the text. For the practical
task learners should work in pairs if possible.
Some learners are confused by the lack of change
in the mass, as they think the gas should somehow
be lighter. So, discussion of the results obtained is
essential. Referring back to the equations and the
fact that the atoms have not been lost or created just
re-arranged into new products will help.
You may be restricted as far as a class practical
getting set up.
You could use one of the groups that need to be
challenged to be the group without the stopper.
They should be able to deflect any other group who
notice what they have done and to cope with any
criticism.
Assessment ideas: You could use Think like a
scientist questions 1–4 and questions 3–5 to
assess understanding.
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is concerned by a lack of top pan balances. You 3 Think like a scientist: Burning
could overcome this by preparing small amounts magnesium in air (40 mins)
of the calcium carbonate in advance for each group
Learning intention: To look closely at the
(perhaps on filter paper) and recording the mass for
conservation of mass when they are surprising
them on the filter paper. Then all they need to do is
results.
find the mass of the flask and acid (which they can
do at any time before adding the carbonate) and add Resources: safety glasses, piece of magnesium
ribbon, crucible with lid, pipeclay triangle, tripod,
SA

the mass of the calcium carbonate to find the total

mass at the start. Each group can then find the total Bunsen burner, heatproof mat, tongs, spatula,
mass again when the reaction has stopped. This may access to a top pan balance.
need some careful organisation on your part. Description: Doing a demonstration, working
Practical guidance: You will need to make it clear through the text or just directing the learners
that the stopper needs to be placed in the neck to carry out the practical task to see what will
of the flask as soon as possible once the calcium happen could all be ways to introduce this idea.
carbonate has been added. Circulate as the groups Whichever way you choose you will need to have a
are waiting for the reaction to finish and ask full discussion of what the results show and mean in
questions such as: ‘What are the products of this terms of the law of conservation of mass.
reaction?’ ‘What is the equation?’ ‘Can you write If you chose to demonstrate, use learners as
it out?’ ‘Are there any safety concerns with this assistants and stress the safety issues. Ask
experiment?’ ‘Are there any sources of error?’ questions such as: ‘What is happening in this
You could follow up the practical task with a look reaction?’ ‘What will happen to the mass?’
at the experiment with the same chemical reaction ‘How can we ensure the magnesium has
in the flask but with no stopper. You could do this enough oxygen to react with?’

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CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

This is another example of what should you do if Description: Ask learners to write one sentence to
the results are not what you expect? A look at the summarise the lesson in the base of the pyramid,
story of Lavoisier would be helpful at this point. one phrase to sum up the lesson in the middle
Ask the class. would they have the confidence to section of the pyramid and one word to be the point
say something that is different from that which is of the lesson in the top part of the pyramid. Share
expected? Or would they just hide the results and some with the class.
think they did the experiment wrong in some way? Reflection ideas: What have a learnt in this lesson?
Practical guidance: There are some risks associated How does it fit in with the whole unit?
with this practical as the crucible gets very hot.
You could ask the learners to do a risk assessment 2 Practical points (10 mins)
using Template 4. Circulate as the learners carry out Description: Ask learners to state one practical
this practical work and keep an eye out for safety

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step they made to ensure their experimental work
concerns. It is very important that the crucible is was done safely, one practical step they made
allowed to cool before placing it on the top pan to ensure their experimental work was accurate
balance to avoid damage. and one practical step they made to ensure their
Differentiation ideas: Some learners may have experimental work was well organised. Share some
difficulty with organising their readings so you of these with the class.

PL
could put a layout on the board for them to follow.
If you are doing a demonstration, use the less-
confident learners and support them by giving
clear instructions and asking the rest of the class
why a particular step is being done. Ask the more-
confident learners what they think would happen
if the lid of the crucible was not raised at intervals
during the process of heating.
Assessment ideas: You could use Think like a
scientist questions 1–6.
Reflection ideas: Early scientists got accurate
results using very simple equipment, for example
Lavoisier had no electronic balance. How can I
make sure my practical work is as careful and
accurate as theirs?

Homework ideas
1 Workbook Exercise 5.5A
2 Workbook Exercise 5.5B
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3 Workbook Exercise 5.5C
Plenary ideas
1 Pyramid points from the lesson (10 mins) Topic worksheet
Resources: Pyramid outlines: a triangle divided into • Worksheet 5.5, How much more mass? (with
three by two horizontal lines so that the pyramid is support and extension sheets)
divided into thirds.
SA

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5 REACTIVITY

PROJECT GUIDANCE

This project is designed to get learners thinking product in various sizes. You might find it easier to
about everyday occasions when the scientific purchase the items and allow the learners to find
method would be useful. the information given on the packages.
The project could be introduced by using some You could approach the second group, where
advertisements from newspapers, magazines, various claims are made, by asking leaners to look
TV, posters, leaflets or flyers from shops and at various TV advertisements and choose the one
other businesses; you could also use online they would like to investigate or you could allocate
advertisements. You will also need to know what appropriate ones depending on the complexity
the rules about advertising claims are in your area, and the groups of learners.

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if there are any, and to be able to suggest where After a general introduction and class discussion of
learners can find out what the rules are. what the task is about and exactly what you want
You could introduce the project with the local them to do, split learners into groups of no more
material or even by using global brand advertising. than three. Think about how you will group them
Try to find examples that fit the two main groups – a spread of ability or similar abilities. Also think

PL
that the project suggests you look at, namely the
50% more or extra free and the ones making claims
such as eight out of ten people with headaches
recover more quickly if they take this brand of
headache cure.
The first group will enable learners to exercise
some logic and maths skills and work out how
much they are paying for a fixed mass or volume
of the product. They can then compare prices
and find the better deal. It may be necessary for
you to find prices from local supermarkets for the
about how you want them to divide the work – all
working on each task or on separate tasks and
feeding back to the others in the group. Encourage
short focused presentations for each task. You
could ask different groups to present different
tasks, you could use a peer-assessment template to
help them assess one another’s work.
Bear in mind that the idea is to get them to
question what they are being told and to think
about the information and be able to assess how
true the statements are.
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SA

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CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

6 Sound and space

Unit plan
Topic Learning hours Learning content Resources

6.1 Loudness - The amplitude of Learner’s Book: Questions 1–4

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and pitch of a sound wave; the Activity: Pitch and frequency in music
sound frequency of a sound
Think like a scientist: Vibrations in a ruler
wave; how amplitude
is linked to loudness; Workbook: Exercise 6.1A, Comparing sound
how frequency is waves
related to pitch; how Exercise 6.1B, Drawing sound waves

6.2 Interference -
of sound
PL to recognise amplitude
and frequency from
a diagram of a sound
wave

How sound waves can

reinforce each other to
make louder sounds;
how sound waves can
cancel each other out
Exercise 6.1C, Understanding sound waves
Teacher’s Resource: Worksheets 6.1A, 6.1B,
6.1C, Amplitude and frequency
Template 1, Table of results and graph for Think
like a scientist: vibrations in a ruler
Learner’s Book: Questions 1 – 5
Activity:Reinforcing and cancelling waves
Think like a scientist: Listening to sound waves
reinforcing
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to make no sound Workbook: Exercise 6.2A, Reinforcing sound
Exercise 6.2B, Cancelling and reinforcing
Exercise 6.2C, Interfering sound waves
Teacher’s Resource: Worksheet 6.2,
Soundwaves reinforcing or cancelling (with
support and extension sheets)
SA

Template 2, Results table for Think like a

scientist: Listening to sound waves reinforcing
6.3 Formation - Evidence for the Learner’s Book: Questions 1–4
of the Moon collision theory for the Activity: Evidence for the collision theory
formation of the Moon
Workbook: Exercise 6.3A, How was the Moon
formed?
Exercise 6.3B, Describing the collision theory
Exercise 6.3C, Evidence for the collision theory
6.4 Nebulae - Nebulae are clouds Learner’s Book: Questions 1–5
of dust and gas in Activity: Virtual tour of nebulae
space; how stars can
Workbook: Exercise 6.4A, What are nebulae?
form in nebulae.
Exercise 6.4B, Types of nebulae
Exercise 6.4C, Stellar nurseries

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6 SOUND AND SPACE

Topic Learning hours Learning content Resources

6.5 Keeping a - How convection Learner’s Book: Questions 1–6

fetus healthy currents cause Activity: Pangaea
movement of tectonic Workbook: Exercise 6.5A, Movement of
plates; the evidence tectonic plates
we have for tectonic
Exercise 6.5B, Tectonic plates
plates.
Exercise 6.5C, Evidence for tectonic plates
Cross-unit Learner's Book:
resources Check your Progress

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Project: Impact craters
Teacher's resource:
Template 3, Results table for Project:
Impact craters

BACKGROUND KNOWLEDGE
PL
Learners will recall some information about sound
and sound waves from Stage 7. The movement of
particles in a sound wave and the terms pitch and
loudness should be understood before beginning
Topics 6.1 and 6.2. Any familiarity with musical
Language development worksheets
1 Forces and energy vocabulary
2 Correcting the statements

The formation of the Solar System was covered in

Stage 7. Understanding the way in which planets
form from dust and gas will be helpful for learners
understanding the collision theory of the formation
of the Moon (Topic 6.3). This will also be helpful
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instruments of any kind will be beneficial for for describing what happens in stellar nurseries in
Topic 6.1. Topic 6.4.
Although vector addition of particle displacements Recalling the descriptions of galaxies given in
in waves is beyond the scope of the curriculum, the Stage 8 will be helpful for learners understanding
concept of adding positive and negative numbers what nebulae are in Topic 6.4.
can help some learners understand how sound For Topic 6.5, learners will find it helpful to recall
waves can reinforce or cancel in Topic 6.2. For
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the internal structure of the Earth and the model

example, the addition of a positive and negative of plate tectonics from Stage 7, together with the
number of equal magnitude gives a result of zero. concept of convection currents from Stage 9 Unit 3.

TEACHING SKILLS FOCUS

Giving feedback
Keeping feedback simple but effective is helpful Two simple but effective feedback strategies
for both the teacher and the learner. During a are two stars and a wish, and the sandwich. As a
lesson the teacher is preoccupied with many things challenge, try both of these approaches with the
at once and remembering how to give effective same learners during different lessons and see
feedback can be a challenge. Learners are also which appears to be more effective.
under pressure to remember the content of the Two stars and a wish
topic and to perform well in tasks, so complex
This approach involves the teacher selecting two
feedback will not be effective.
things that the learner has done well and giving

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95to publication.
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CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

CONTINUED

specific praise for these. These could be outcomes The sandwich

that have been achieved or even a good effort Here, the ‘bread’ at the top and bottom are two
applied if the outcome has not been successful. things that the learner has done well or two areas
These are the two stars. The wish is an area for of positive praise. The ‘filling’ in the middle is the
improvement that should always be phrased in a area for improvement. Many who use the sandwich
positive way. For example, ‘This would be even approach often forget the second piece of ‘bread’,
better if…’ The two stars and a wish approach is but this is important because it leaves the learner
sometimes also referred to as WWW-EBI (What with a positive comment.
Went Well, and Even Better If).

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Topic 6.1 Loudness and pitch of sound
LEARNING PLAN

Learning Objectives

PL
9Ps.01 Draw and interpret waveforms,
and recognise the link between
loudness and amplitude, pitch and
frequency.
9TWSm.02 Describe some important
models, including analogies,
Learning intentions

• Find out about the

amplitude of a sound
wave.
• Find out about the
frequency of a sound wave.
• Learn how amplitude is
Success criteria

• Identify the amplitude from

a wave as displayed on an
oscilloscope.
• Describe how a wave
as displayed on an
oscilloscope would change
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and discuss their strengths and linked to loudness. if the frequency changed.
weaknesses. • Describe how amplitude of
• Learn how frequency is
9TWSp.03 Make predictions of likely related to pitch. a sound wave changes as
outcomes for a scientific enquiry the loudness of the sound
• Learn how to recognise
based on scientific knowledge and changes.
amplitude and frequency
understanding. • Describe how the
from a diagram of a sound
9TWSp.04 Plan a range of wave. frequency of a sound wave
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investigations of different types to changes as the pitch of the

obtain appropriate evidence when sound changes.
testing hypotheses. • Match different wave
9TWSc.05 Carry out practical work forms as displayed on an
safely, supported by risk assessments oscilloscope to different
where appropriate. sounds that are described
9TWSc.06 Make an informed decision in terms of loudness and
whether to use evidence from first- pitch.
hand experience or secondary
sources.
9TWSc.07 Collect, record and
summarise sufficient observations
and measurements, in an appropriate
form.

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6 SOUND AND SPACE

CONTINUED

Learning Objectives Learning intentions Success criteria

9TWSa.01 Evaluate the strength of

the evidence collected and how it
supports, or refutes, the prediction.
9TWSa.02 Describe trends and
patterns in results, identifying any
anomalous results and suggesting
why results are anomalous.

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9TWSa.03 Make conclusions by
interpreting results, explain the
limitations of the conclusions and
describe how the conclusions can be
further investigated.

LANGUAGE SUPPORT

PL
Learners will use the following words:
loudness: the intensity of a sound; very quiet
sounds are difficult to hear whereas very loud
sounds can be painful and damaging to the ears
amplitude: the maximum distance moved by a
trough: the bottom of a wave graph where the line
is at its lowest
oscilloscope: electronic equipment used to display
a wave on a screen
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particle in a wave as measured from the position pitch: the highness or lowness of a musical note
of the particle when there is no wave; the height
frequency: the number of complete vibrations of
of a wave, or graph of a wave, from the mid-point
an object in 1 second
to the top
peak: the top of a wave graph where the line is
at its highest
SA

Common misconceptions
Misconception How to identify How to overcome
Amplitude is measured from After learning about Amplitude is a definition that should be
the trough to the peak of a amplitude, ask learners to learned. Practice at pointing out amplitude
wave. point out amplitude on a correctly is required. The amplitude on a
wave graph. wave graph is from the middle of the graph
(x-axis) to the highest (or lowest) point on
the graph. Of a vibrating particle or object,
the amplitude is the maximum distance
moved away from the position where there is
no vibration.

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97to publication.
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CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

Common misconceptions continued

Misconception How to identify How to overcome
Frequency can be seen n/a Learners should not be asked to label or to
directly from a diagram or point out frequency on a diagram of a wave
graph of a wave. or on a graph. How to determine frequency
from a diagram of a wave or from a graph
is beyond the scope of the curriculum.
Learners need only know that the distance
between the peaks will change if the
frequency changes. The peaks will get closer

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if the frequency increases.

Starter ideas Main teaching ideas

1 Getting started (5 mins) 1 Activity: Pitch and frequency in music

PL
Learning intention: To recall information about
sound waves from Stage 7.
Description: Learners can answer the questions
individually or by discussing the answers in pairs.
What to look for in identifying misconceptions
through starter activity: That a sound wave
resembles a water wave in terms of particle
movement.
2 Slinky spring ‘sound’ wave (5–10 mins)
Learning intention: To remind learners how particles
(15–20 mins)
Learning intention: Understand that objects that
are stationary or moving at constant speed have
balanced forces acting; objects that are changing
speed or direction have unbalanced forces acting.
Resources: The activity can be done without
resources, but access to a piano or even another
musical instrument such as a guitar would
be helpful.
Description: Learners who study music or who play
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an instrument could be asked to explain the musical
vibrate in a sound wave. scale to the class. This should be restricted to a scale
Resources: Slinky spring. being comprised of seven ‘major’ notes called A–G,
then the next scale starts from A again.
Description: Hold one end of the slinky spring and
allow a learner to hold the other end. Stretch the The purpose of the activity is to allow learners
spring across a flat surface. to see the mathematical relationship between the
frequencies of musical notes.
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Tell learners that you are the sound source.

What way should you move the spring to model It could also be explained that the difference
a sound wave? between music and noise is that noise has no such
mathematical relationship between the frequencies.
Tell learners to look at the movement of the
hand at the source. Ask what ways the movement Differentiation ideas: Learners needing more
could change and still keep the coils of the spring support could be helped to reach the conclusion
vibrating like particles in a sound wave. (The that the frequency of each A note is double the
distance of each push and pull; the time between frequency of the A in the octave below. They could
each push and pull.) then be given the frequency of any other note, such
Explain that the lesson / topic will explain how as B, and asked for the frequency of the note one
these changes affect the sound that we hear. octave higher.

Some learners may think that the spring should Learners needing more challenge could research
be moved from side to side as this resembles what the frequencies of other notes in the scale for
they think of as a wave. themselves and look for relationships between these.

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6 SOUND AND SPACE

Assessment ideas: Learners can swap the answers should (initially) provide settings for learners to
to the questions for discussion. If peer marking, use. These must stay the same if fair comparisons
then the teacher should provide the criteria. between waves are to be made.
2 Think like a scientist: Vibrations in a Learners can vary the pitch and loudness of the
sound and observe how the oscilloscope display
ruler (20–30 mins, to include recording
changes.
results)
Differentiation ideas: Learners needing support
Learning intention: To investigate one (or more) of
can be asked to predict what would change if, for
the factors affecting frequency of a vibrating object.
example, the pitch stays the same and the loudness
Resources: As listed in the Learner’s Book. increases.
Description: Instructions and suggestions are in Learners who need more challenge could be asked

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Learner’s Book. to summarise the trends that link pitch to the
The investigation should be introduced as being appearance of the wave on the display and loudness
based on the familiar activity of flicking the end of to the appearance of the wave on the display.
a ruler at the edge of a desk. Assessment ideas: After the activity, learners can
As an extension, the mass could be kept constant be shown a wave drawn on the board to represent a

PL
and the length of the ruler that is free to vibrate
could be changed.
Practical guidance: Learners must be reminded to
count a complete oscillation of the ruler and not
half oscillations. It is easier for them to count the
number of times the ruler reaches the top or bottom
of its oscillation rather than the middle, as the end
of the ruler will pass the middle twice per oscillation.
Differentiation ideas: Learners needing more
support could be asked to predict the trend.
sound as seen on an oscilloscope. Learners can be
asked to come up to the board and draw the wave
when, for example, the loudness stays the same and
the pitch increases.

Plenary ideas
1 Sketch what you hear (3–5 mins)
Resources: One musical instrument, paper and
pencils.
Description: The teacher, or a learner who has
M
A prompt could be given such as ‘As the mass access to their own musical instrument, plays a note
increases, what will happen to the time taken for the of medium pitch (with respect to the instrument’s
ruler to move up and down?’ range) and medium loudness. Sketch a wave, as it
Learners needing more challenge could be asked would appear on an oscilloscope screen, for learners
about the point about counting made in the to copy approximately. Leave room for the amplitude
practical guidance above. and wave spacing to be changed in further sketches.
This is the ‘reference’ note for comparison.
SA

Assessment ideas: Answers to the Think like

a scientist question 3 could be used for class Then play single notes of varying pitch and
discussion. loudness, allowing time in between for learners to
sketch the wave for each.
3 Oscilloscope simulation (10+ mins) Assessment ideas: Learners can work in pairs to
Learning intention: To relate the graph of a sound compare their sketches after each note is played
wave as seen on an oscilloscope screen to amplitude and sketched.
and frequency, if an oscilloscope is not available.
Resources: Computers or mobile devices and
2 What I learned today (1–5 mins
internet access, oscil loscope and sound simulator, depending on number of statements)
headphones (optional). Resources: Paper, pens.
Description: Some websites have very good Description: Learners to list a minimum of four
oscilloscope simulations. A search term could be things they have learned in the lesson.
‘oscilloscope and sound simulation’. Some of these Assessment ideas: This activity can be done in
allow the oscilloscope settings (vertical sensitivity notebooks for assessment at the same time as the
and time base) to be changed, but the teacher next homework or as exit slips.

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CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

Homework ideas Topic worksheets

1 Questions 1–4 from the Learner’s Book • Worksheet 6.1A, Amplitude and frequency (Focus)
2 Workbook Exercises 6.1A, 6.1B and 6.1C • Worksheet 6.1B, Amplitude and frequency
(Practice)
3 Worksheets 6.1A, 6.1B, 6.1C
• Worksheet 6.1C, Amplitude and frequency
(Challenge)

Topic 6.2 Interference of sound

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LEARNING PLAN

Learning Objectives Learning intentions Success criteria

hypothesis based on scientific

understanding.
PL
9Ps.02 Use waveforms to show how
sound waves interact to reinforce or
cancel each other.
9TWSp.01 Suggest a testable

9TWSp.03 Make predictions of likely

outcomes for a scientific enquiry
based on scientific knowledge and
understanding.
9TWSp.05 Make risk assessments for
• Find out how sound waves
can reinforce each other to
make louder sounds.
• Find out how sound waves
can cancel each other out
to make no sound.
• Draw waveforms that
would reinforce.
• Draw waveforms that
would cancel..
• Describe the effects of
sound waves reinforcing or
cancelling.
M
practical work to identify and control
risks.
9TWSc.01 Sort, group and classify
phenomena, objects, materials
and organisms through testing,
observation, using secondary
SA

information and making and using

keys.
9TWSc.03 Decide when to increase
the range of observations and
measurements, and increase
the extent of repetition, to give
sufficiently reliable data.
9TWSc.04 Take appropriately
accurate and precise measurements,
explaining why accuracy and precision
are important.

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6 SOUND AND SPACE

CONTINUED

Learning Objectives Learning intentions Success criteria

9TWSc.05 Carry out practical work

safely, supported by risk assessments
where appropriate.
9TWSc.07 Collect, record and
summarise sufficient observations
and measurements, in an appropriate
form.

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9TWSa.01 Evaluate the strength of
the evidence collected and how it
supports, or refutes, the prediction.
9TWSa.02 Describe trends and
patterns in results, identifying any

why results are anomalous.

9TWSa.03 Make conclusions by

PL
anomalous results and suggesting

interpreting results, explain the

limitations of the conclusions and
describe how the conclusions can be
further investigated.
9TWSa.04 Evaluate experiments and
investigations, including those by
others, and suggest improvements,
M
explaining any proposed changes.
9TSWa.05 Present and interpret
results, and predict results between
the data points collected.
SA

LANGUAGE SUPPORT
Learners will use the following words:
interference: the effect produced when two or reinforce: in this context, where interference results
more waves meet in an increase in amplitude

Common misconceptions
Misconception How to identify How to overcome
Two sounds meeting each other After learning about reinforcing Show the effects of waves
could only ever make a louder and cancelling, ask what possible meeting. A result of zero
sound. effects could occur if two sound amplitude means no sound.
waves of the same amplitude and
same frequency were to meet.

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CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

Starter ideas Main teaching ideas

1 Getting started (5 mins) 1 Activity: Reinforcing and cancelling
Learning intention: To allow learners to recall how waves (10+ mins)
to compare the amplitudes and frequencies of waves Learning intention: To use water waves as a model for
from diagrams. sound waves and show reinforcing and cancelling.
Resources: Paper and pens. Description: See Learner’s Book.
Description: Learners work in groups, but each Differentiation ideas: Learners needing support can
learner draws a wave individually without looking be asked for examples where there are two sound
at what others are drawing. Squared paper is not sources producing the same sound. (It is acceptable
needed as these are rough sketches. Learners then that they say music systems with two speakers;

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sort the waves according to amplitude and again although most of these are stereo, so the sound
according to frequency. from each speaker is not exactly the same, this can
Learners often think the amplitude is the total be overlooked.)
distance from peak to trough in a wave, so learners Learners needing challenge can be asked what each
could be asked to point out the amplitude on their of the parts is modelling.
waves.
2 Showing interference (3–10 mins

reinforce or cancel.
PL
depending on what resources are used)
Learning intention: To show how waves can

Resources: Either an online video clip of a ripple

tank with two dippers or a real ripple tank with
two dippers.
Description: Explain to learners that all types of
Assessment ideas: Learners can be asked to draw
waves that would meet to reinforce and waves that
would meet to cancel.
2 Think like a scientist: Listening to sound
waves reinforcing (20 mins)
Learning intention: To show the effect on loudness
of two sound waves reinforcing.
Description: See Learner’s Book.
The demonstration of sound wave interference is
M
wave share some of the same behaviours. Explain
sometimes done with two loudspeakers connected
that the ripple tank allows water waves to be seen.
to the same signal generator. Learners walk around
The two dippers are used to model two sound the room and locate areas of louder and quieter
sources. sounds. This activity rarely works in a convincing
The pattern produced shows waves spreading out way for learners because there are so many sound
from each source, and where the waves meet a reflections in the room.
pattern can be seen. The activity described in the Learner’s Book
SA

The pattern results from alternate positions where is similar to one done at a higher level to show
waves add together to reinforce each other, or cancel stationary waves. These activities should not be
each other out completely. Sound waves can do confused. All learners need to know in this activity
the same. is that the sound from the tuning fork is reflected at
the water surface and returns back up the pipe.
The pattern produced by the ripple tank can be
difficult for learners to interpret, so it is important If a signal generator and small loudspeaker are
that they understand what is being shown. This can available, then this can replace the tuning fork to
be limited to the pattern showing alternate areas of make the effect even more convincing.
light and dark. Care should be taken to only hear the first harmonic
(shortest possible length of tube to hear an increase
in loudness), otherwise there will be no clear trend
in the results.

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6 SOUND AND SPACE

Differentiation ideas: Learners who need support Learners who need challenge can be asked to draw
can be asked whether the sound waves are a wave form with, for example, double the frequency
reinforcing or cancelling when the louder sound of the first.
is heard. Assessment ideas: Ask learners to label the
Learners who need challenge can be asked how amplitude on their wave. The frequency cannot be
the amplitude of the sound wave after reinforcing labelled, but learners could mark the distance (for
compares with the amplitude of the sound waves example one peak to the next) that would change
that meet. (It is the sum of the two amplitudes.) when the frequency changed.
Assessment ideas: Learners can be asked questions
to assess their recall of sound wave reflections from
Plenary ideas
Stage 7. 1 What did my partner learn? (2–5 mins)

E
3 Drawing wave forms (15–20 mins) Resources: Small pieces of paper, approximately
10 cm by 5 cm.
Learning intention: To show learners how to draw
wave forms and how to align these wave forms to Description: Learners work in pairs and each tells
show how they would reinforce or cancel. the other what they learned in the lesson or topic.
Each learner then summarises, in bullet points,
Resources: Squared paper, pencil, ruler.

PL
Description: Ask learners to draw a horizontal line
across their lined paper with space above and below.
This line represents the position of particles when
there is no wave.
Ask learners to place dots along their line at
regular intervals, for example every four squares.
These will be the points where their wave form will
cross the line.
Then, at every alternate mid-point between these
what their partner told them.
Assessment ideas: Read the statements to see
what has been learned. If anything is missing recap
next lesson.
2 Interference questions (5 mins)
Resources: Small pieces of paper.
Description: Each learner writes a question of
their choice about waves that cancel or reinforce
on their piece of paper. The questions are swapped
M
dots, place another dot at a height above the line and learners write the answers to other learners’
that will be the amplitude. For example, if their dots questions on the reverse of the paper. The question
on the line are every four squares then the upper is returned to the person who wrote it for the pair
dots should be in a line, say, three squares above the to discuss.
horizontal line. These upper dots should be eight Assessment ideas: The teacher can ask for
squares apart and positioned mid-way between the volunteers to share their questions (not the answers)
dots on the line. for class discussion.
SA

Then form another row of dots three squares

below the line, again every eight squares apart, but Homework ideas
alternate with the upper row. The curved wave form 1 Questions 1–4 from the Learner’s Book
can then be drawn by joining the dots.
2 Workbook Exercises 6.2A, 6.2B and 6.2C
Waves that will meet to reinforce will be identical
and aligned vertically peak to peak. Waves that will 3 Worksheet 6.2
meet to cancel will also be identical, but aligned
vertically peak to trough. Topic worksheet
Differentiation ideas: Learners who need support • Worksheet 6.2, Sound waves reinforcing or
can be helped by the teacher or other learners to cancelling (with support and extension sheets)
draw their wave.

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CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

Topic 6.3 Formation of the Moon

LEARNING PLAN

Learning Objectives Learning intentions Success criteria

9ESs.02 Describe the evidence for • Describe evidence for the • Describe events that
the collision theory for the formation collision theory for the comprise the collision
of the Moon. formation of the Moon. theory.
9TWSc.06 Make an informed decision • Describe evidence that

E
whether to use evidence from first- supports the collision
hand experience or secondary theory.
sources. • Describe evidence that
contradicts the collision
theory.

LANGUAGE SUPPORT

PL
Learners will use the following words:
collision theory: one of the theories for the formation of the Moon, sometimes called the giant
impact hypothesis

Starter ideas Main teaching ideas

M
1 Getting started (5 mins) 1 Activity: Evidence for the collision
Learning intention: To start learners thinking about theory (20–30 mins)
objects, such as the Moon, that can form from dust Learning intention: For learners to research
and gas. information on the collision theory and find
Description: Learners discuss the formation of evidence that supports and evidence that contradicts
planets and the Sun in groups. the hypothesis.
SA

Dust and gas particles are attracted to each other by Resources: Internet access.
gravity. Small objects begin to form that have more
Description: See Learner’s Book for instructions.
gravity and so attract more duct and gas. In this way
the object continues to grow and increase in mass. Differentiation ideas: The activity will differentiate
The activity could show that learners do not recall by outcome. Learners needing support may find
ideas about the formation of the Solar System. fewer pieces of evidence and may quote directly
from secondary sources rather than putting the
2 Giant impact animation (5 mins) information into their own words.
Learning intention: To introduce the collision theory. Learners needing challenge will find more
Resources: Internet access, animation of the giant information and will write this in their own words.
impact hypothesis. Assessment ideas: Groups can volunteer to present
Description: Internet video sites have animation their findings to the class for discussion. Ensure that
videos showing what possibly happened to cause all members of the group have an active role in the
the formation of the Moon. One of these can presentation.
be shown to learners at the start of the lesson to
introduce the topic.

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6 SOUND AND SPACE

2 Explaining the evidence (10–20 mins, Learners should reference their findings with the
depending on structure) website url and the date it was accessed.
Learning intention: For learners to consider how the Differentiation ideas: This activity will differentiate
evidence given in the Learner’s Book relates to the by outcome. Learners can be divided into mixed-
collision theory ability groups, but ensure all members of a group
have a role assigned to them.
Description: Each piece of evidence should be
discussed by learners in groups. For example, why Assessment ideas: Learner groups can each choose
might the Moon having a lower density than Earth a different theory and a class debate can be held
be evidence for this theory? Learners consider where each group tries to defend their chosen
the events in the collision theory and realise that theory.
the Moon formed from a disc of rocks and dust
Plenary ideas

E
brought together by gravity. The mass of the Moon
is less than Earth, so the rocks and dust would have 1 Agreement line (2–5 mins, depending on
been pulled together with a smaller force, making it number of statements)
less dense.
Description: Learners to gather at one side or the
Differentiation ideas: This activity is challenging. back of the room, where there is clear space for the

PL
Learners needing support can be guided through
the steps of considering each piece of evidence. This
can be done by other learners or by the teacher.
Assessment ideas: Learners can work in groups and
present their evidence and reasons why the evidence
supports the collision theory. This can be done as
if they are scientists presenting a theory for the
first time.
3 Other theories (20–30 mins)
Learning intention: To compare the collision theory
length or width of the room. One side represents
strongly agree and the other is strongly disagree.
The teacher or learner volunteers will make true /
false statements about the formation of the Moon
and the learners position themselves along the
agreement line according to what each individual
thinks. The teacher will then ask some individuals
why they are at that position.
Assessment ideas: Assessment is part of the
activity.
M
with other theories for the formation of the Moon. 2 Was it easy or difficult? (2–3 mins)
Resources: Internet access. Resources: Paper and pens.
Description: Learners work in groups to do their Description: Learners recall three ideas or concepts
own research into other theories for the formation from the lesson and rank each as easy, medium or
of the Moon. difficult to understand or remember.
What evidence is there for each of these theories? Assessment ideas: Learners can compare each
SA

Is there any evidence for these theories that also other’s output from this activity and discuss.
supports the collision theory? Why is the collision
theory generally accepted over the other theories Homework ideas
today? 1 Questions 1–4 from the Learner’s Book
Learners should, as far as possible, write this up in
2 Workbook Exercises 6.3A, 6.3B and 6.3C
their own words and avoid copying whole passages
from websites.

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105to publication.
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CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

Topic 6.4 Nebulae

LEARNING PLAN

Learning Objectives Learning intentions Success criteria

9ESs.03 Know that nebulae are • Discover that nebulae are • Describe what is meant by
clouds of dust and gas, and can act as clouds of dust and gas in the word nebula.
stellar nurseries. space. • Recall that some nebulae
• Learn how stars can form in contain, or act as, stellar

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nebulae. nurseries.
• Recall that stellar nurseries
are where stars are formed.

LANGUAGE SUPPORT

PL
Learners will use the following words:
nebulae: clouds of dust and gas in space
northern hemisphere: the part of the Earth that is
north of the equator

Common misconceptions
southern hemisphere: the part of the Earth that is
south of the equator
stellar nurseries: places within some nebulae where
stars are formed
M
Misconception How to identify How to overcome
Stars have always existed. Ask learners whether new stars are Remind learners about the
coming into existence today, or formation of the Solar System.
whether all stars were formed at the Were there other stars in existence
same time. before the Solar System? If yes,
SA

This question can be asked before or then there are other star and
after learning about stellar nurseries, planet systems forming today.
as the formation of the Sun in the Solar Show images of these.
System was described in Stage 7.

Starter ideas 2 Brainstorm on space (5–10 mins)

1 Getting started (5 mins) Learning intention: To allow learners to organise
Learning intention: To allow learners to recall how their ideas about space.
the Sun and planets were formed. Resources: Paper and pens.
Description: Learners can work individually, in Description: Learners work in pairs to create a
pairs or in groups. mind map (spider diagram) about space. This
should include the types of objects found in
space and any other facts learners can recall
about these objects.

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6 SOUND AND SPACE

Some learners may only recall stars and planets mass. The greater pressure inside a more massive
but forget about other objects, such as galaxies object can be large enough to start the reactions
and asteroids. that produce heat and light. It could be added that
many scientists consider Jupiter to be a ‘failed star’
Main teaching ideas in that it did not become quite massive enough to
start these reactions.
1 Activity: Virtual tour of nebulae
(20+ mins) Differentiation ideas: Learners needing support
could think of their own mnemonic to help them
Learning intention: To research information
remember the stages in star formation. Learners
about nebulae.
needing challenge could research information about
Resources: Internet access. star formation by themselves and write this up in
their own words.

E
Description: See Learner’s Book.
Differentiation ideas: The activity will differentiate Assessment ideas: Learners could create a
by outcome. Learners needing support can extract storyboard outlining the events in star formation.
relevant information, but this can be copied directly
from secondary sources. Learners needing challenge Plenary ideas
will find more information and will present this in 1 Move around and pair up (3–5 mins)
their own words.

PL
Assessment ideas: Learners can volunteer to
present their findings to the class for discussion.
2 Explaining nebulae (10–20 mins)
Learning intention: To explain some facts about
different types of nebula.
Description: Different types of nebula are presented
to learners, for example, emission, reflection and
dark nebulae. Learners can be asked to suggest
Description: Learners, when instructed, will move
around the room randomly so they are passing as
many different people as possible. When the teacher
calls ‘stop’ learners pair up with the person closest
to them. The teacher then asks one member of each
pair to explain something about nebulae to their
partner; they have 20 seconds. Then they swap roles.
The teacher then asks for volunteers to share what
their partner told them. Always confirm with the
partner that this was correct.
M
reasons for the differences. Why might some nebulae Assessment ideas: Assessment is part of the
emit their own light while others do not? activity.
Differentiation ideas: Learners needing support
can be prompted or assisted with making their
2 What did your partner learn? (5 mins)
suggestions. Learners needing challenge can be Resources: Paper and pens.
asked to offer more suggestions for the differences. Description: Learners work in pairs. One learner
SA

Assessment ideas: Pairs of learners can be asked to describes three things that they learned in the
take it in turns to explain different types of nebula lesson. Then their partner does the same. This can
to each other. be scaffolded with statements such as: ‘Today we
used the word … which means …’
3 Stellar nurseries (10 mins) Assessment ideas: Learners can ask each other
Learning intention: To outline the process of star questions on what the other has learned, or
formation. individuals can volunteer to ask the whole class
Description: The life cycle of a star is beyond the questions about what they have learned.
scope of the curriculum at this stage, so minimal
details of star formation are required. Learners Homework ideas
can be reminded about the formation of the Solar 1 Questions 1–5 from the Learner’s Book
System from Stage 7. Star formation can be covered
in the same level of depth, explaining that the 2 Workbook Exercises 6.4A, 6.4B and 6.4C
difference between a star and a planet is size and

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107to publication.
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 We are working with Cambridge Assessment International Education towards endorsement of this title.
CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

Topic 6.5 Tectonics

LEARNING PLAN

Learning Objectives Learning intentions Success criteria

9ESp.01 Explain the movement • Discover how convection • Describe how convection
of tectonic plates in terms of currents cause movement currents happen in the
convection currents. of tectonic plates. mantle and draw diagrams
9ESp.02 Explain why the jigsaw • Learn about the evidence of these.

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appearance of continental we have for tectonic plates. • Explain how the
coasts, location of volcanoes and jigsaw appearance
earthquakes, fossil record and of continental coasts,
alignment of magnetic materials in location of volcanoes and
the Earth’s crust are all evidence for earthquakes, fossil record
tectonic plates. and alignment of magnetic

PL
9TWSa.01 Evaluate the strength of
the evidence collected and how it
supports, or refutes, the prediction.
9TWSa.02 Describe trends and
patterns in results, identifying any
anomalous results and suggesting
why results are anomalous.
materials in the Earth’s
crust are all evidence for
tectonic plates.
M
LANGUAGE SUPPORT
Learners will use the following words:
jjigsaw: a type of puzzle where a larger picture is fossil record: the collection of remains of dead
made by fitting smaller interlocking pieces of the animals and plants from millions of years ago
picture together that provide evidence of what conditions were
continental coasts: the outline of the continents like in those times
SA

that form the boundary between land and sea alignment: the orientation of objects or the
or ocean way things are lined up according to some
external influence

Common misconceptions
Misconception How to identify How to overcome
The continents are either Ask learners whether the Learners may not consider that continents
in fixed positions and have continents are moving, or are moving because the movement is so
never moved, or they have have ever moved in the past. slow and they will realise that world maps
moved in the past and are do not have to be dramatically changed
now in fixed positions. every few months. Show some evidence of
continental positions in the past, and also
give some speeds of continental movements
today (in the range 1–10 cm per year).

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6 SOUND AND SPACE

Starter ideas 2 Presenting the evidence (20–30 mins)

Learning intention: Learners give presentations
1 Getting started (5 mins) about evidence for tectonic plates and their
Learning intention: To allow learners to draw on movement.
prior understanding of the model of tectonic plates
that was discussed in Stage 7. Resources: To be decided by learners / allocated by
teachers, internet access.
Description: Learners should work in groups of
three or four. Description: In 1912, Alfred Wagener suggested
that the continents could move. His theory was not
2 Naming the continents (5–10 mins) accepted because of lack of evidence and he could
Learning intention: To allow learners to think about not suggest a mechanism for this movement.
present-day continents.

E
Learners should work in groups of two or three
Description: Learners work in pairs to make a list and each should have an active role in giving the
of continent names. These should include: North presentation. Learners have access to today’s
America, South America (or just the Americas), evidence for making their presentation but will be
Europe, Asia (or Eurasia), Africa, Oceania (or presenting to an audience that is opposed to the
Australasia) and Antarctica. Learners can be helped ideas. This roleplay is intended to encourage critical
with this, if needed.

PL
Next, provide a list of previous continents, such as
Pangaea, Laurentia, Baltica and Gondwana. Where
could these have been? Where are they now? The
object is not to elicit the correct answers, but to start
learners thinking of the concept of continents not
being fixed or constant throughout Earth’s history.
Some learners may consider that the current
arrangement of continents has been and always
will be constant.
thinking, evaluation of evidence and discussion.
Differentiation ideas: The activity will differentiate
by outcome. Learners that need more challenge
should be expected to present more evidence in a
more sophisticated argument.
Assessment ideas: Learners can be involved in
the development of criteria to assess each-other’s
presentations.

3 Explaining evidence from the fossil

M
Main teaching ideas record (10–20 mins)
Learning intention: To understand the fossil record
1 Activity: Pangaea (20 mins) and how it can be used to gain evidence about past
Learning intention: To investigate the jigsaw conditions on Earth.
appearance of present-day continents. Resources: Internet access (optional).
Resources: See Learner’s Book. Description: Fossils and the process of fossilisation
SA

Description: See Learner’s Book, internet access are not covered in Lower Secondary, but learners
(optional). may be aware of fossils from previous courses or
Differentiation ideas: Learners needing support from knowledge of dinosaurs.
should be able to see that South America and Africa Learners should be aware that:
fit obviously together but may need assistance with • different animals and plants lived on Earth
the others. at different times
Learners needing challenge could be asked to • many of these animals and plants are now
think about the possible future arrangement of extinct
the continents. Could they all come back together
to form another Pangaea or super-continent? • some of these animals and plants died but
Some scientists think this has happened in the past did not decay
and that the formation and break-up of a super- • their remains turned to stone over millions
continent is a cyclical process. of years
Assessment ideas: Learners can make drawings • the collection of these remains together with
of the outlines of their larger continents and where they are found is called the fossil record.
compare these.

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CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

The Mesosaurus mentioned in the Learner’s Book learners can challenge at any time by clapping their
was a fresh-water reptile similar to a present-day hands once if they hear repetition of any key word,
crocodile or alligator. This animal will have lived pausing or going off-subject. The timer is stopped
on the continent (Gondwana) that is now Africa on any challenge showing the elapsed time up to
and South America. When the continent split the that point. A learner making a correct challenge
animal was found on both parts. This animal could takes over the hot seat and speaks for the remaining
not survive in salt water, so would not have been time in a similar way. The learner speaking when 60
able to cross the ocean, hence providing evidence for seconds elapses is the winner.
tectonic plate movement. Assessment ideas: Assessment is part of the activity.
Differentiation ideas: Learners needing support
could think of present-day animals or plants that 2 True / false flash cards (2–3 mins)
are found on only one continent (e.g. lions in Africa, Resources: Green and red cards for each learner.

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tigers in Asia). Learners needing challenge could Description: The teacher makes a series of
research information about other evidence from statements about tectonic plates, some of which
fossils that support tectonic plate theory. are true and some of which are false. Learners
Assessment ideas: Learners could work in groups individually hold up the appropriate card.
to produce outline world maps, colour-coded Assessment ideas: The teacher can quickly assess

Plenary ideas
1 60-second hot seat (3–5 mins)
Resources: Stopwatch. PL
according to where similar fossils have been found.

Description: A learner volunteers to sit in the hot

seat and talk for 60 seconds about tectonic plates.
Atimer is started to measure the elapsed time. Other
understanding from the colours of the cards that
are shown.

Homework ideas
1 Questions X–X from the Learner’s Book
2 Workbook Exercises 6.5A, 6.5B and 6.5C
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SA

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6 SOUND AND SPACE

PROJECT GUIDANCE

Learners can do an extended investigation with In this investigation, learners should be given the
many different variables, and research using opportunity to think of variables for themselves
secondary sources can also be incorporated. and only be provided with them when necessary.
Impact craters are found on many planets, Strengths of the analogy include:
including Earth, and impact craters can clearly be • a real object impacts on a real surface
seen on the Moon.
• a crater is formed
The suggested starting point for the investigation
• the crater has many similarities with real
is to use dry sand in a tray to model the planet
impact craters.
or moon surface and a marble or small rock to

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model the impacting object. The height of the Weaknesses include:
drop is used to vary the impact speed, which • planet / moon surfaces are not made from sand
is the first suggested independent variable. • the real objects that make craters have much
Other independent variables that could be higher mass
investigated are: • heat and melting are not part of this model.
• mass of impacting object
• diameter of impacting object

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• material in the tray (wet sand or mud with
varying consistency).
The suggestion for the first dependent variable
is crater diameter, measured across the rim.
The diagram shows some different measurements
which could constitute other dependent variables.
rim
width
Improvements could include:
• change to the surface to make it more like a
planet or moon, for example, wet cement or
wet clay
• greatly increase the speed of the impact,
for example by increasing the height or using
a catapult.
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rim diameter
rim
height
original
surface level

depth
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floor diameter

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CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

7 Genes and
inheritance
Unit plan

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Topic Learning hours Learning content Resources

7.1 - Chromosomes contains Learner’s Book: Questions 1–4

Chromosomes, genes, which are made Activity: Making models of chromosomes in
genes and DNA of DNA

7.2 Gametes
and inheritance
-

PL Egg cells, sperm cells

and sex inheritance
a cell
Workbook: Exercise 7.1, Chromosomes,
genes and DNA
Learner’s Book: Questions 1–4
Activity: Modelling sex inheritance
Workbook: Exercise 7.2, Egg cells and
sperm cells
Teacher’s Resource: Worksheets 7.2A, 7.2B,
7.2C, Swimming speed of sperm cells
Template 1, Recording results for Activity:
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Modelling sex inheritance
7.3 Variation - Measuring and Learner’s Book: Questions 1–6
recording variation Activity: Looking at variation in humans
within a species
Think like a scientist: Investigating variation
in leaves
Think like a scientist: Measuring variation in
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humans
Workbook: Exercise 7.3A, Recording variation
Exercise 7.3B, Variation in holly leaves
Exercise 7.3C, Variation in pea pods
Teacher’s Resource: Worksheets 7.3A, 7.3B,
7.3C, Variation in finger length

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7 GENES AND INHERITANCE

Topic Learning hours Learning content Resources

7.4 Natural - How natural variation Learner’s Book: Questions 1–4

selection and environmental Activity: Does natural selection always
pressures can lead to produce change?
natural selection
Workbook: Exercise 7.4A, Blue-tailed lizards
Exercise 7.4B, Camouflaged caterpillars
Exercise 7.4C, Woolly mammoths
Teacher’s Resource: Worksheet 7.4A, 7.4B,
7.4C, Development of antibiotic resistance

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in bacteria
Cross-unit Learner's Book:
resources Check your Progress
Project: How did we discover DNA?

BACKGROUND KNOWLEDGE
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This is the first time that most learners begin to learn
about chromosomes, genes and DNA. They learnt
in Unit 1 at Stage 7 that the nucleus controls the
Teacher's Resource:
Language development worksheets
1 Constructing sentences
2 Matching terms and descriptions

this is likely to be new to everyone. Note that it is

not recommended that learners try to draw genetic
diagrams at this stage, as they do not yet have the
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activities of a cell, but they did not find out anything knowledge or tools to fully understand them.
about how this happens. Note that only an outline Variation and natural selection are also, essentially,
is required at this stage, and it would be confusing entirely new topics. Learners will, however, have
for learners to be given too much detail. This topic is previously met the idea that species are adapted
covered much more fully at O Level or IGCSE. to survive in their environment, so it is not a very
Topic 7.2, Gametes and inheritance, concentrates on big step to appreciate that some individuals may
considering gametes as specialised cells, adapted be better adapted than others. The variation topic
SA

for a particular function. Some learners may have develops the ability to collect, organise and display
used gametes as examples when thinking about measurements to show variation within a species.
the structure of specialised cells in Unit 1. Sex This uses mathematical tools that learners will have
inheritance has not been dealt with at all before, so covered in Mathematics at Stages 5 and 6.

TEACHING SKILLS FOCUS

Reflection
Reflection is a tool that can help learners to developing techniques that help them to learn
think about their learning – not only what they better in future.
have learnt, but how they learn. It can help them Throughout the three stages of this science course,
and you to better understand their strengths suggestions for reflection are provided in the
and weaknesses. This can provide considerable Learner’s Book. These are mostly quite narrowly
benefits, as the learner becomes more confident focused, often linked to a particular task that is
in taking charge of their own learning and in covered in a particular topic. This is helpful

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CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

CONTINUED

because it can make it easier for learners to think Reflection can be expressed in different ways.
clearly about a particular process as they reflect. Do not assume that speaking or writing words is
You may need to encourage them to see how they the only way. Some students might like to draw
can apply the results of this reflection to other tasks pictures of themselves working, showing what is
that they may be faced with in the future. Reflection good and what is not so good, what was successful
can also happen as the result of feedback that you and what was not. While they are working on a
give following an activity or a piece of written work; group project they could take photographs of
the learner can be encouraged to respond to any different stages and make an annotated record (in
suggestions you have made for improvement, and print or another medium) of what each person did;

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think about how they can take a step forward from they can then reflect on their own role in the group
where they are now. during the activity and think about what they have
Reflection can also be useful when it is considered learnt from this and what they might do differently
on a larger scale, looking more generally at an in a similar group activity in future.
approach to learning over time. For example, at the Many learners will, at least at first, tend to give
start or end of a topic that involves the introduction very basic responses when asked to reflect. For

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of a new concept you can ask learners to consider
whether they feel that do better when they just
try to memorise the concept, or when they work
at truly understanding it. Many teachers like to
ask learners to reflect on their mindset at the start
of the year, with questions such as: ‘How do you
feel about starting this course?’ ‘Do you have any
worries about it?’ ‘What are you looking forward
to?’ At the end of the year, learners could review
their responses: ‘Were your worries appropriate?’
‘Did you enjoy the things you thought you would,
example, they may simply list what they did well
or badly. As they become more used to reflecting
you can expect deeper thought. For example, you
could encourage them to think about patterns in
how they have approached their work, and what
was successful and what was not.
In this unit you could try asking students to think
about these ideas as you near the end of the
final topic:
• Did discussing ideas with a partner, in the
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Activity: Does natural selection always produce
or were there unexpected things that you found
change?, help me to understand the process of
really interesting?’ ‘Are there any concepts that
natural selection?
you still do not really understand?’ ‘What are you
going to do to try to sort those out?’ ‘How will your • In general, do I find that talking to another
experience this year affect the way you work and learner can help me to understand tricky
learn next year?’ concepts?
• How well do I feel that I have understood the
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Reflection can be a very personal thing, and it

is often a good idea to ask learners to reflect material in this unit? Are there are any parts of
in a way that keeps their thoughts as a private it that I am not confident about? What would
conversation between you and the learner, rather I like to happen to help me with that?
than sharing them with everyone else in the class. • What have I done in my work during this unit
If you have good internet access for everyone then that I am really proud of?
an online platform can be used to conduct these • What can I improve about the way that I work
‘conversations’. when I start my new science courses next year?

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7 GENES AND INHERITANCE

Topic 7.1 Chromosomes, genes and DNA

LEARNING PLAN

Learning Objectives Learning intentions Success criteria

9Bs.03 Know that chromosomes • Explain that chromosomes • Make a model of a cell
contain genes, made of DNA, contain genes, which are containing chromosomes.
and that genes contribute to the made of DNA. • Contribute to discussions
determination of an organism’s about chromosomes,

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characteristics. genes and DNA.

LANGUAGE SUPPORT

contain genes
PL
Learners will use the following words:
chromosomes: long thread-like structures, found
in the nuclei of cells, which are made of DNA and

genes: lengths of DNA on a chromosome, which

contain a code that determines the proteins that
a cell makes; this in turn determines some of the
characteristics of the cell and of the organism
DNA: the chemical from which genes and
chromosomes are made; its structure constitutes a
code that determines the proteins made in a cell
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Common misconceptions
Misconception How to identify How to overcome
It is common for learners to This may be shown by answers to Learners are asked to research
think that all cells have 46 questions in class, or during class chromosome numbers during the
chromosomes. or group discussions. chromosome modelling activity.
SA

Starter ideas Resources: A video clip of chromosome movement

in a dividing cell (clips can be found on the Internet,
1 Getting started (10–15 mins, including suggested search terms include ‘mammal cell
sharing ideas) undergoing mitosis’)
Description: This activity is designed to focus on the Description: Show learners a video clip of the
word ‘nucleus’, and ensures that learners not only movement of chromosomes as an animal cell
recall their knowledge of a nucleus in a cell, but also divides. Show the whole clip through first, then
that they are aware that a nucleus in an atom is an return to the start and ask: Does anyone know what
entirely different thing. is happening here? What are these threads that we
Ask learners to discuss the questions in the can see? What are they doing? Use the answers to
Learner’s Book with a partner. Allow a specified develop the idea that cells contain chromosomes,
amount of time (for example, 4 minutes), then invite and that these are shared out into daughter cells
pairs to share their ideas with the rest of the class. when a cell divides.

2 Chromosomes in dividing cells (5 mins)

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CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

Main teaching ideas The models could be put on display when everyone
has finished, which will make it easier for learners
1 Chromosomes (10–15 mins) to compare the success of their model with those
Learning intention: To become familiar with the of others.
idea of chromosomes being present in the nucleus Differentiation ideas: Learners who are not
of a cell. confident with finding information about
Resources: Text and illustrations from the Learner’s chromosome numbers could be given help with
Book; if not used earlier, you could also use the this. Learners who would benefit from a challenge
video clip of a dividing cell. might like to make their model more complex by
showing the chromosomes being shared out into
Description: Use the text and illustrations in
two new cells as their first cell divides. (Note: do
the Learner’s Book to discuss the concept of
not encourage anyone to learn about the details of

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chromosomes in cells. Explain why learners were
mitosis; this is too demanding at this level.)
not able to see chromosomes when they looked
at cells in Stage 7. Show the video clip (if not Assessment ideas: The models will help to check
previously used) of a dividing cell and look also at that learners understand what chromosomes are,
the micrographs in the Learner’s Book, explaining where they are found and that different species have
that chromosomes are long threads. different chromosome numbers.

PL
Discuss the number of chromosomes in a cell.
Learners usually remember that human cells have
46 chromosomes, but it is important that they
appreciate that different species have different
numbers of chromosomes.
Differentiation ideas: Everyone can take part in
the discussion. Some learners may think beyond
the fairly basic level of treatment here and ask
challenging questions – be prepared! Other learners
may need considerable encouragement to answer or
3 Genes and DNA (15–20 mins)
Learning intention: To understand that
chromosomes contain thousands of genes, and that
chromosomes and genes are made of DNA.
Resources: Text, illustrations and questions from the
Learner’s Book.
Description: Use the text and illustrations in the
Learner’s Book to discuss the concept of genes. At
this level focus on genes affecting characteristics;
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ask questions. later, learners will find out that each gene codes for
the production of a protein, but this is much better
2 Activity: Making models of left until IGCSE or O Level. Similarly, do not go
chromosomes in a cell (20–30 mins) into too much detail about the structure or function
Learning intention: To use modelling to help of DNA. Some learners may have heard about
learners to become familiar with chromosomes, DNA as a ‘double helix’ and you could use the
bringing them from a microscopic scale to one that illustration to discuss this.
SA

they can directly interact with. Differentiation ideas: Some learners will already
Resources: Per group: have heard something about DNA, and may have
ideas to share and challenging questions to ask.
• access to the internet, to research chromosome Others may find this very challenging, particularly
numbers as genes and DNA are far too small to be seen,
• a large sheet of paper and therefore are effectively abstract concepts. If
• materials for making chromosome models, e.g., learners would find questions 3 and 4 difficult, these
lengths of string, wool or electrical wires could be discussed together as a class, before they
are asked to write their own answers.
• glue or double-sided sticky tape
• scissors. Plenary ideas
Description: Ask learners to follow the instructions 1 Write a summary (5 mins)
in the Learner’s Book. You could provide a range of Description: Ask learners to write a summary of
different materials for them to use so that they have what they have learnt in this topic. This could be
a choice for making their chromosomes. done either individually or in small groups. You

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7 GENES AND INHERITANCE

could make this a challenge – the shortest summary Assessment ideas: Some of the questions and ideas
that contains the most information is the winner. may give insight into learners’ understanding of the
Assessment ideas: Summaries will indicate how concepts covered in this topic.
well learners have understood what has been
covered in this topic.
Homework ideas
1 Workbook Exercise 7.1
2 What would you like to find out more
about? (5 mins) 2 Use the internet to research this question: Do larger
organisms have larger numbers of chromosomes in
Description: Ask learners to tell you what they would
their cells?
like to know more about, building on today’s lesson.
Do not worry if this goes well beyond a suitable Topic worksheets

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level of coverage, or if you do not know the answers!
The idea is to get them to think about questions and • There are no worksheets for this topic.
ideas that have been raised in their minds as they
learnt about chromosomes, genes and DNA.

Topic 7.2 Gametes and inheritance

LEARNING PLAN

Learning Objectives

9Bp.01 Describe the fusion of

PL
gametes to produce a fertilised egg
with a new combination of DNA.
Learning intentions

• Describe adaptations of
male and female gametes
in humans.
Success criteria

• Construct, or contribute to
a construction, of a table
comparing egg cells and
sperm cells.
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9Bp.02 Describe the inheritance of • How X and Y chromosomes • Use modelling to explain
sex in humans in terms of XX and XY are passed from parents to why approximately equal
chromosomes. offspring, and how male numbers of boys and girls
and female children are are born.
produced.
SA

LANGUAGE SUPPORT
Learners will use the following words:
sperm cell: the male gamete of an animal zygote: the new cell that is formed when a male
egg cell: the female gamete of an animal gamete fuses with a female gamete; it contains
one set of chromosomes from the male gamete
gametes: specialised cells that contain only half
and one set from the female gamete
the normal number of chromosomes (that is, one
set rather than the usual two sets) and that join inheritance: the passing on of genes (DNA) from
together during sexual reproduction to produce parents to offspring
a zygote sex inheritance: the way in which the sex of a
fertilisation: the fusion of the nucleus of a male child is determined by the inheritance of X and Y
gamete with the nucleus of a female gamete chromosomes from its parents

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CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

Common misconceptions
Misconception How to identify How to overcome
Learners often think that sperm This may become apparent in the Take learners steadily through
cells contain male chromosomes, Activity: Modelling sex inheritance, the diagram showing how X and
and egg cells contain female particularly when learners attempt Y chromosomes are inherited;
chromosomes. to answer question 3. discuss answers to question 3 at
the end of the activity.

Starter ideas Question 2 could then be done individually, in small

groups or as a whole-class activity, in which the table

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1 Getting started (10–15 mins, including is drawn on the board and learners make suggestions
sharing ideas) about what can be written in the two columns.
Description: The purpose of this activity is to Differentiation ideas: If the comparison table is
remind learners of the concept of specialisation in done as a class activity, some learners will need a
cells so that they are ready to apply this concept to lot of encouragement to suggest ideas. Accept even

PL
the adaptive features of sperm cells and egg cells.
Ask learners to think, individually, about the
answers to the questions. Then ask someone to
describe the features of one kind of specialised
animal cell – they should know, for example, about
red blood cells and neurones. They may be able
to draw one on the board. Use these examples to
discuss the concept of specialised cells.
2 Image of fertilisation (5-10 mins)
poorly expressed suggestions, give praise and then
ask others in the class if they can improve on the
way the idea is worded.
Assessment ideas: Suggestions for the comparison
table will give insight into how well the material
about gametes and fertilisation has been understood.
2 Sex inheritance (15–20 mins)
Learning intention: To understand how the X and Y
chromosomes determine whether a child is male
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Resources: Image showing sperm cells around an or female.
egg cell (images can be found on the Internet) Resources: Text and illustrations in the Learner’s
Description: Show learners an image, made using a Book and karyotypes (pictures of chromosomes
microscope, of sperm cells clustering around an egg arranged in order) for males and females from
cell. Ask: What do you think this is? Use the image the internet.
to discuss how much bigger the egg cell is than the Description: Use the material in the Learner’s Book
sperm cells; that the sperm cells move and the egg to explain how X and Y chromosomes determine sex
SA

cell does not; and that there are many sperm cells and are passed from parents to offspring.
for only one egg cell.
Put question 3 to the class and encourage them to
Main teaching ideas work out how to express their answer in the clearest
and simplest way possible.
1 Gametes (15–20 mins)
Show some karyotypes to the class; there is one for a
Learning intention: To know that sperm cells and female in Topic 7.1, and you should be able to find a
egg cells are male and female gametes and to similar one for a male. (If you cannot find a similar
understand that, at fertilisation, a sperm cell fuses one, try to find two similar ones for a male and
with an egg cell to produce a zygote. female on the internet, so that learners can directly
Resources: Text and illustrations in the Learner’s compare them and are not distracted by other
Book; video clip(s) of fertilisation if not used as a differences – for example, colours. Take care to avoid
starter activity. karyotypes showing unusual chromosome numbers,
Description: Use the diagrams, photographs and text such as an extra chromosome 23.) Ask learners to
in the Learner’s Book as the basis of a discussion suggest why the X and Y chromosomes are shown at
with the class about gametes and fertilisation. the end of the chromosome arrangement, rather than
in size order like all the others.

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7 GENES AND INHERITANCE

Differentiation ideas: Everyone can take part in Assessment ideas: Responses will help to show
this discussion and question answering, but some whether learners have picked up the new words, and
learners will need more support and encouragement whether they can spell them correctly.
than others.
2 Spot the mistakes (10 mins)
3 Activity: Modelling sex inheritance Resources: A short descriptive passage, or some
(20–25 mins) sentences, written by you, that cover the work
Learning intention: Through modelling, to make sex done in this topic but contain some mistakes.
inheritance a more concrete concept. These could be:
Resources: Two identical containers (preferably • spelling mistakes
non-transparent) that a hand can easily fit into; • misused terms, e.g., gamete instead of zygote

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stiff string or electrical wire of two colours, cut into
• incorrect statements, e.g., all sperm contain a Y
equal lengths; you need 45 pieces of one colour and
chromosome.
15 pieces of another colour.
Description: Write or project the passage or
Description: Ask learners to work either individually
sentences onto the board. Ask learners: ‘Who can
or in pairs and follow the instructions in the
spot the mistakes?’ Take their answers and make
Learner’s Book.

PL
Practical guidance: It is important that both the
‘X’ and ‘Y’ chromosomes are the same length, to
equalise the chances of a learner picking either
one up.
Differentiation ideas: Template 1 is available if any
learners need help in recording results. Learners
requiring a further challenge could be asked what
assumptions we are making when we use this model.
(For example, we are assuming that it is equally
likely that a sperm carrying a Y chromosome or a
corrections.
Assessment ideas: Suggestions and answers will
show up misconceptions or misunderstanding.

Homework ideas
1 Workbook Exercise 7.2
2 Worksheets 7.2A, 7.2B, 7.2C

Topic worksheets
• Worksheet 7.2A, Swimming speed of sperm cells
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sperm containing a X chromosome will be first to (Focus)
reach an egg and fertilise it).
• Worksheet 7.2B, Swimming speed of sperm cells
Plenary ideas (Practice)

1 Vocabulary check (5–10 mins) • Worksheet 7.2C, Swimming speed of sperm cells
(Challenge)
Description: Write descriptions of each of the key
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words introduced in this topic on the board. Ask the

class (hands up, or select a learner to give you the
answer) to tell you the word that is being described.
Ask a learner to write the word on the board,
getting the spelling correct.

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CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

Topic 7.3 Variation

LEARNING PLAN

Learning Objectives Learning intentions Success criteria

9Bp.03 Describe variation within a • Know the meaning of the • Construct a bar chart to
species and relate this to genetic term variation, and that display information about
differences between individuals. this is partly caused by variation in leaves.
differences in genes.

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• Describe and measure
variation in humans and
other organisms.
• Use bar charts and
frequency diagrams to
display data about variation.

LANGUAGE SUPPORT
PL
Learners will use the following words:
variation: differences between individuals
belonging to the same species
genetic differences: differences between the genes
of different organism
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Common misconceptions
Misconception How to identify How to overcome
Learners may use the term This can become apparent during Take care only to use the term
variation to mean differences discussions or when answering variation when you mean
between species, rather than questions. differences within a species.
SA

between individuals of the Reinforce this meaning in the

same species. activity and the Think like a scientist
investigations in this topic.

Starter ideas Ask for suggestions and take all answers, even if
they are not particularly helpful. Then work with
1 Getting started (10–15 mins, including the class to select the most useful answers and put
sharing ideas) them together to make one or two sentences that
Description: The purpose of this activity is to correctly explain what a species is.
ensure that everyone knows what a species is before 2 Examples of variation (5–10 mins)
beginning to look at variation between individuals
Resources: Pictures (from the internet) showing
belonging to the same species.
variation in a species, for example, different breeds
Ask learners, working either individually or in pairs, of dog, horse or sheep; you can also use the pictures
to think of words to complete the sentence starter. of goats in the Learner’s Book.

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7 GENES AND INHERITANCE

Description: Show the pictures to the class. Ask: able to ask them to collect fallen leaves, rather than
‘Do all these organisms belong to the same species?’ pick them from the tree.
‘What differences can you see between them?’ You can either explain to learners what they are to
Introduce the idea of variation in the characteristics do before moving outside, or when they are next
of organisms that belong to the same species. to the trees they will be investigating. You may like
to provide each group with a small bag or other
Main teaching ideas container into which they can put their leaves.
1 Activity: Looking at variation in humans It is best if they take the leaves back into the
(20–25 mins) classroom to count the numbers of leaflets and to
Learning intention: To begin to appreciate the types record their results.
of variation within a species. Differentiation ideas: All learners can help

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Resources: Rulers or tape measures. to collect the leaves. Some will need help in
constructing the bar chart; Template 2 can be
Description: Ask learners to follow the instructions
provided to help with this. Questions 1–3 require
in the Learner’s Book. You do not need to use the
learners to remember skills they will have covered
particular features shown in the outline results
in Maths, and again some may need help here.
chart; ask learners to change these to ones that will
work well with your class.

PL
Differentiation ideas: Some learners will need
help in selecting suitable features to observe or
measure, and may also need support in making
measurements. Use questioning to challenge
learners who would benefit from it. For example,
ask: ‘How do you know that really is their shoe
size – can you trust everyone to give you the correct
information?’ ‘What have you done to make sure
that you have measured height in exactly the same
Question 4 is quite challenging, and you could
expect some learners to give quite full and insightful
answers to this.
Assessment ideas: Use the bar charts to check
that learners can successfully display their results
in this form.
3 Think like a scientist: Measuring
variation in humans (30–45 mins)
Learning intention: To collect measurements that
need to be categorised, and to display them as a
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way for everyone?’
frequency diagram.
2 Think like a scientist: Investigating Resources: Tape measures.
variation in leaves (30–40 mins) Description: Learners can work individually or in
Learning intention: To collect, record and display pairs. Ask them to follow the instructions in the
numerical but discrete variation, using material Learner’s Book.
learners collect themselves.
This is more challenging than earlier examples, as
SA

Resources: Access to one or more trees belonging it involves continuous data that have to be placed
to the same species, which have leaves divided into in categories. Students have constructed frequency
several leaflets. If you do not have access to a tree diagrams for continuous data at Stage 5 in maths.
with this feature, look for other features that could
Practical guidance: Rather than everyone making
be used instead – for example, the number of insect
the same measurements, you may prefer to organise
galls on a leaf, or the number of prickles, or the
things so that only one set of measurements is
number of flowers on a flower stalk. Take care to
made, and these are put onto the board or elsewhere
use features that can be counted and that do not
for the whole class to share.
need to be measured.
Differentiation ideas: Learners who need help in
Description: Take learners outside and show them
constructing the frequency diagram can be given
the trees from which they can collect their samples.
Template 3 to help them. Learners who require a
They then collect their samples and take them
greater challenge could be asked to make another
inside. They can then follow the instructions in the
measurement – for example, arm length or little
Learner’s Book to record and display their results.
finger length – and decide whether or not there is
Practical guidance: Discuss safety: no one should any correlation between the two measurements.
need to climb in order to reach leaves. You may be

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CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

Plenary ideas stimulate thought about how the diagrams have

been constructed, and features that make one a little
1 What did you enjoy? (5 mins) better than another.
Description: Ask learners: ‘What was the best part Assessment ideas: Use comments and answers
of today’s lesson?’ Alternatively, or as well, ask: to questions to determine how well learners
‘Which part of today’s lesson do you think you will understand how to construct a frequency diagram
remember best?’ to display information about variation.
Assessment ideas: Responses may highlight
particular activities that learners found helpful as Homework ideas
well as enjoyable; they can also indicate which parts 1 Workbook Exercise 7.3A (Focus)
of the lesson they did not enjoy or which they think
2 Workbook Exercise 7.3B (Practice)

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they will find difficult to remember.
2 Comparing frequency diagrams (10 mins) 3 Workbook Exercise 7.3C (Challenge)
Resources: Frequency diagrams drawn by learners 4 
Worksheets 7.3A, 7.3B, 7.3C
in Think like a scientist: Measuring variation in
humans. (Alternatively, you could use the bar charts Topic worksheets
variation in leaves.)

PL
produced in Think like a scientist: Investigating

Description: Display some or all of the frequency

diagrams (or bar charts) on the wall and bring
learners to sit around them. Use questioning to

Topic 7.4 Natural selection

•
•
•
Worksheet 7.3A, Variation in finger length (Focus)
Worksheet 7.3B, Variation in finger length (Practice)
Worksheet 7.3C, Variation in finger length
(Challenge)
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LEARNING PLAN

Learning Objectives Learning intentions Success criteria

9Bp.04 Describe the scientific theory • Explain how natural • Contribute constructively
of natural selection and how it relates variation between to the discussions about
to genetic changes over time. individuals in a species can the ‘thought experiment’
SA

lead to natural selection.. relating to the long necks

• Explain how natural of giraffes, and whether
selection can (but does natural selection always
not always) lead to genetic produces change.
changes over time. • Relate results of the
caterpillar experiment
to ideas about natural
selection.

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7 GENES AND INHERITANCE

LANGUAGE SUPPORT
Learners will use the following words:
advantageous feature: a feature of an individual resistant: an adjective describing an organism that
that gives it a better chance of survival than other it is not harmed by a chemical that kills others – for
individuals in the population example, bacteria can be resistant to antibiotics,
natural selection: a process in which only the best weeds can be resistant to herbicides
adapted individuals survive and reproduce, passing
on the genes that produce their advantageous
features to their offspring

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Common misconceptions
Misconception How to identify How to overcome
It is very common for learners
to suggest that organisms
purposefully develop particular
features in order to make
them better adapted for their
environment.
PL This may appear in the
discussions in Activity: Does
natural selection always produce
change?
Careful explanations and
discussions can dispel this
misconception. The way that ideas
are expressed is very important
– avoid saying, for example, that
a population changes to become
better adapted to its environment.
In that expression, the word ‘to’
suggests intention.
You can also ask: ‘Imagine the Earth
became much colder, and was
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covered in snow and ice. Could
you change yourself to grow fur
all over your body to keep warm?’
Use their answers to explain that no
organism can purposefully change
itself to become better adapted to
its environment.
SA

Starter ideas 2 Struggle for existence (5–10 mins)

Resources: At least one picture of an animal that is
1 Getting started (10–15 mins, including different from the others in its species – for example,
sharing ideas) an albino kangaroo or tiger, or a zebra with spots
Resources: Photograph of leaf frogs in the Learner’s instead of stripes.
Book. Description Ask: ‘What do you think has caused
Description: The purpose of this activity is this animal to look different?’ (Answer: probably
to remind learners about adaptations to the its genes.) Ask: ‘Do you think this animal will be
environment, before they begin to think about how able to survive?’ ‘Will it have a good a chance of
small changes in these adaptations might affect the surviving as the rest of the population?’ Use answers
survival chances of individuals in a population. to introduce the idea that variations can affect how
Ask learners to make suggestions about adaptations likely an animal is to survive long enough to be able
of the frogs. Allow two or three minutes thinking to reproduce.
time, then ask for suggestions.

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CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

Main teaching ideas 3 Camouflaged caterpillars (30–40 mins)

Learning intention: To experience how natural
1 How the giraffe (possibly) got its long selection might work within a population.
neck (15–20 mins)
Resources: Per class:
Learning intention: To begin to understand the
theory of natural selection. • cooked pasta shapes (e.g., spirals or short
tubes), coloured by dipping into food dye; half
Resources: Text and illustrations in the Learner’s
of one colour (e.g., green) and half another
Book.
colour (e.g., blue)
Description: Use the text and illustrations in the
• three pieces of card coloured to match one set
Learner’s Book to lead a class discussion about how
of pasta shapes, and three to match the other
giraffes may have come to have such long necks.

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set of pasta shapes; the cards should otherwise
Note: it is very important to stress that this is an
be identical
imaginary example – a ‘thought experiment’ – and
that there is no evidence that the story told here • access to an outside area where birds visit.
actually happened. Description: Carry out this experiment as a whole-
Differentiation ideas: Everyone can take part class activity. Ask learners to put the pieces of card

PL
in this discussion. Some learners may be able to
suggest why it is not possible to find hard evidence
for theories about what has happened in the past.
2 Activity: Does natural selection always
produce change? (10–15 mins)
Learning intention: To appreciate that natural
selection does not produce change if there is
no change in the genes of organisms or in the
environment.
Description: Ask learners to think about the three
outside, on the ground. Then place the pasta shapes
on the cards. If the colours are green and blue, then:
•
•
•

•
•
•
on one of the blue cards place blue pasta
on one of the blue cards place green pasta
on one of the blue cards place a mix of blue
and green pasta
on one of the green cards place blue pasta
on one of the green cards place green pasta
on one of the green cards place a mix of blue
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and green pasta.
questions on their own for a few minutes. Then
ask them to discuss their thoughts with a partner. Learners should then move away from the card, and
When everyone is ready, ask for ideas to share with watch to see how birds react to the shapes. If bird
the class, and discuss the issues with them. The activity is sufficient, then they may be able to count
discussion should conclude that natural selection how many of each colour are pecked by the birds on
does not always produce change in a population, each coloured card.
but that if there is a change in the environment then
SA

Practical guidance: This experimen t is only likely

it may do. to yield interesting results in conditions where
Differentiation ideas: Some learners may find it there is plenty of bird activity. If this is good then
difficult to imagine a population of organisms and learners can count and record the number of pecks
to follow their idea through the three questions on each colour of pasta on each piece of card. This
without help. You could make a suggestion to start can yield very interesting results, which generally
them off, or pair them with another learner who is show that birds have a preference for shapes that
full of ideas. have a colour that contrasts with the background.
Learners who need a further challenge could be However, as with all experiments in a natural
asked: ‘Sometimes, genes change unpredictably, environment, it is not possible to be sure of getting
producing new features in an individual. Could this any results, let alone expected ones, so be prepared
affect natural selection?’ to adapt the plans or to accept that no useful results
have been obtained. It is also strongly recommended
Assessment ideas: Use suggestions, comments
that you try it out first!
and answers from learners to judge how well they
understand the processes of natural selection. Differentiation ideas: Everyone can be involved
in this experiment. Make sure that all learners are

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7 GENES AND INHERITANCE

encouraged to be actively involved. Some learners Settle learners in pairs, or groups of three or four.
may need help in constructing a table in which they Ask them to construct a mind map of everything
can record their results. they have learnt in this unit. They can use the
Learners who would benefit from a further ideas you have written down, or they can use their
challenge could link any results from this own ideas.
experiment to the peppered moth story (described If time allows you can ask each group to explain
in the Learner’s Book). You could also ask them: their mind maps to other groups.
‘Imagine that there is a population of pale green Assessment ideas: Ideas from the class about
caterpillars that live on pale green leaves. A new what they think they have learnt in this unit will
variety of tree appears, which has dark green leaves. help to tell you how well they have understood
Suggest how natural selection could eventually the topics covered.
result in a population of dark green caterpillars.’

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Homework ideas
Plenary ideas
1 Workbook Exercise 7.4A (Focus)
1 Question loop (5–10 mins)
2 Workbook Exercise 7.4B (Practice)
Resources: A set of cards, each with a question

a different question.

their own question.

PL
about a topic covered in this unit, plus an answer to

Description: Give out a card to each learner, pair

or group. Ask a learner to read out their question.
The learner with a card with the answer to that
question reads out the answer, and then reads out

Assessment ideas: Listen for learners wrongly

identifying the correct answer to a question. If a
wrong answer is given, ask: ‘Do the rest of you think
that is the correct answer?’ ‘Why is that answer not
3 Workbook Exercise 7.4C (Challenge)
4 Worksheets 7.4A, 7.4B, 7.4C

Topic worksheets
•

•
Worksheet 7.4A, Development of antibiotic
resistance in bacteria (Focus)
Worksheet 7.4B, Development of antibiotic
resistance in bacteria (Practice)
Worksheet 7.4C, Development of antibiotic
resistance in bacteria (Challenge)
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correct?’ ‘Who thinks they have the correct answer?’
2 Mind map (20–30 mins)
Resources: Large sheets of paper, coloured pens.
Description: Ask the class: ‘What have you learnt
about in this unit?’ Construct a list of their ideas
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on the board.

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CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

PROJECT GUIDANCE

This is a challenging project. By the end of Stage 2001. There are, of course, many other steps that
9 many learners are likely to be ready to take on could be investigated, and you may like to add
this challenge, especially if they have had plenty of others or substitute some of those listed in the
experience of tackling similar projects during their Learner’s Book with your own preferences. You may
science course. be able to find an example of important work done
However, some may need more guidance than by scientists in your own country.
is given in the Learner’s Book. For these learners It is obviously best if different groups work on
you could suggest search terms for them to use, different steps. However, the groups will also
or even provide a list of websites for them to need to talk to each other in order to answer the

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investigate. You will need to do your own research question about how earlier discoveries enabled the
first, to find websites that are easily accessed from step that they are researching to take place. This is
the country in which you are working and that perhaps the most interesting and most challenging
provide information at a level that you think your aspect of this project.
learners will be able to understand. The final reports may vary from very simple to
The project addresses the Science in Context very complex. Encourage brevity – it is far better

PL
learning objective, Discuss how scientific
knowledge is developed through collective
understanding and scrutiny over time. A short list
of five steps is suggested for research, ranging
from Mendel’s discoveries in the 1860s through to
the culmination of the Human Genome Project in
for learners to write a short report that they
understand, rather than a long one that includes
a lot of disconnected information that has been
lifted from the internet with little filtering or
understanding.
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SA

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8 RATES OF REACTION

8 Rates of reaction
Unit plan
Topic Learning hours Learning content Resources

8.1 Measuring 2–3 hours Measuring the rate of Learner’s Book: Questions 1–7

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the rate of reaction; explanation of Activity: What makes a good graph?
reaction why the rate of reaction
Think like a scientist: Measuring the rate of
changes
reaction.
Workbook: Exercise 8.1A, Showing the change
in rate of reaction on a graph

8.2 Surface area 2–3 hours

and the rate of
reaction
PL Investigating the rate
of reaction when the
surface area of one
of the reactants is
Exercise 8.1B, Changes in the rate of reaction
Exercise 8.1C, Explaining observations
Teacher’s Resource: Worksheet 8.1, Interpreting
a graph (with support and extension sheet)
Template 1, Peer-assessment: What makes a
good graph?
Learner’s Book: Think like a scientist:
Burning iron
Activity: Calculating the surface area
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Think like a scientist: Investigating the effect of
changed; finding the
surface area in the rate of reaction
surface area of different
shapes; carrying out a Workbook: Exercise 8.2, Surface area and the
practical investigation rate of reaction
safely Teacher’s Resource: Template 2, Self-
assessment: Investigating the effect of surface
area on the rate of reaction
SA

8.3 2–3 hours Investigating the effect Learner’s Book: Questions 1–2
Temperature of temperature on Think like a scientist: The effect of temperature
and the rate of the rate of reaction; on the rate of reaction – trial run
reaction carrying out a trial
Think like a scientist: The effect of temperature
run and preliminary
on the rate of reaction – preliminary work
practical work to help
plan an investigation; Think like a scientist: The effect of temperature
carrying out an on the rate of reaction – investigation
investigation safely Workbook: Exercise 8.3A, Explaining changes in
the rate of reaction
Exercise 8.3B, Temperature and the rate of
reaction (with extension sheet)
Teacher’s Resource: Worksheets 8.3A, 8.3B,
8.3C, True or false?

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127to publication.
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CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

Topic Learning hours Learning content Resources

8.4 2–3 hours The effect of Learner’s Book: Questions 1–5

Concentration concentration on Think like a scientist: Investigating the effect of
and the rate of the rate of reaction; concentration on the rate of reaction – planning
reaction planning an
Think like a scientist: Investigating the effect
investigation; using
of concentration on the rate of reaction –
particle theory to
investigation
explain the results of an
investigation; catalysts Think like a scientist: Using a catalyst to speed
up a reaction

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Workbook: Exercise 8.4A, Concentration and
the rate of reaction
Exercise 8.4B ,Which results are which?
Exercise 8.4C, As fast as possible.
Teacher’s Resource: Worksheets 8.4A,

Cross-unit
resources PL 8.4B, 8.4C Catalysts
Template 3, Group discussion: Investigating the
effect of concentration on the rate of reaction
Learner's Book:
Check your Progress
Project: Gas for sale
Teacher's Resource:
Template 4, Project price list
Language development worksheets
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1 Matching words and meanings
2 Correcting statements

BACKGROUND KNOWLEDGE

This unit focuses on the rate of reaction and the tasks in a logical and accurate manner. Some of the
SA

factors that affect this rate. It brings together practicals and the way in which they are carried out
many reactions that learners have met before. The will be familiar and some not. Learners will need to
practical work is the main focus of each topic and use most of thinking and working scientifically skills
it gives learners a chance to practise the skills they in this unit.
have acquired over the whole course. Learners will There is an opportunity to assess the various
need to plan investigations, choose equipment, practical skills in class and a lot of opportunity for
carry out risk assessments and carry out practical group work.

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8 RATES OF REACTION

TEACHING SKILLS FOCUS

Peer- and self-assessment
Learners who do not undertake peer- or self- You could draw names at random. You could split
assessment tend to have little idea as to how good the class into groups of about six or eight and
or otherwise their work is, especially if they see ask them to choose who they will assess and then
their grades as OK. If you have tried the various ask them to swap with another person and assess
suggestions given in the previous units the next their work; that way they will each get two sets of
step would be to look at who is assessing the comments to think about their work. Before you
learner’s work. attempt this, you would need to remind the learners
• Are they always assessing/being assessed why peer-assessment is helpful, both to the learner
whose work is being assessed and to the assessor.

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by the same person?
You would also need to remind them that they
• Are they friends?
need to be helpful and kind. You need to stress the
• Have they become used to this same level advantages of working with someone else.
of work and think it acceptable?
It would also be helpful if during this unit you
• Have they got different ideas about how the discuss with learners how they have found the
assessed learner could improve their work?

PL
Even when work is peer-assessed by just one
person every time, the assessment tends to be a
secret between the two learners and they become
used to that quality of work.
During this unit aim to vary the pairs of learners
who assess one another. Your class may have
taken a while to adjust to peer-assessment but
now feel relatively comfortable with working with
one particular person, which is great to build their
confidence with the whole idea of peer-assessment
peer-assessment process.
• Did they find it helpful?
• Did they find it stressful?
• Was it easy to spot where someone
could improve their work or to spot a
misunderstanding?
• Did it give them an insight into how others
approach a task?
• Did peer-assessment help them to move
towards self-assessment and a critical, fair
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but now is the time to take it forward. assessment of their own work??
You could decide who will assess whom based on You could do this as an exit plenary task but
your knowledge of the class, keeping in mind the it would probably need to have more than 10
levels of confidence, ability and general quality minutes allocated to it. The results of this feedback
of the work. Bear in mind that some learners need to you would be very helpful to help you think
to see a higher quality of work to understand about how you will use self- and peer-assessment
what they should be aiming for, but you need in the future.
to make sure they will not be overwhelmed or
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become disheartened.

Topic 8.1 Measuring rates of reaction

LEARNING PLAN

Learning Objectives Learning intentions Success criteria

9Cc.01 Use word equations and • What is meant by the rate • Be able to state how the
symbol equations to describe of reaction and how it rate of reaction changes.
reactions (balancing symbol equations changes.
is not required).

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129to publication.
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CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

CONTINUED

Learning Objectives Learning intentions Success criteria

9Cc.04 Describe the effects of • How to measure the rate of • Carry out an investigation
concentration, surface area and reaction. safely.
temperature on the rate of reaction, • Use graphs to calculate • Measure the rate of
and explain them using the particle the rates of reaction and reaction.
model. compare them at various • Use graphs to discuss
9TWSm.03 Use symbols and formulae points. and measure the rate of
to represent scientific ideas. • Explain why the rate of reaction.

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9TWSp.05 Make risk assessments for reaction changes. • Explain why the rate of
practical work to identify and control reaction changes.
risks.
9TWSc.02 Decide what equipment
is required to carry out an

appropriately.
9TWSc.04 Take appropriately

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investigation or experiment and use it

accurate and precise measurements,

explaining why accuracy and precision
are important.
9TWSc.05 Carry out practical work
safely, supported by risk assessments
where appropriate.
9TWSc.07 Collect, record and
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summarise sufficient observations and
measurements in an appropriate form.
9TWSa.02 Describe trends and
patterns in results, identifying any
anomalous results and suggesting
why results are anomalous.
9TSWa.05 Present and interpret
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results, and predict results between

the data points collected.

LANGUAGE SUPPORT
Learners will use the following words:
anomalous result: a measurement or reading that collecting a gas over water: a way of collecting a
does not fit in with the pattern of the other results; gas given off in a reaction
such a result is not necessarily wrong, but it should collisions: bumping into something
be checked
gradient: the steepness of a slope, in this case on
the graph

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8 RATES OF REACTION

Common misconceptions
Misconception How to identify How to overcome
Some learners find it hard to Ask directly and look closely at The use of the model behaviour of
understand the changes in the their written answers to questions particles should help.
rate of reaction. about the rates of reaction.

Some learners find the Learners will not be able to answer This needs to be practiced and
interpretation of graphs very tricky. questions and will find the use of individual help given. The use
graphs very hard. of Worksheet 8.1, Interpreting
graphs could help.

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Starter ideas Graph 3 Graph 2
Graph 3 Graph 2
1 Getting started (10 mins) 50 20
50
Learning intention: To revise the ways in which you 20
can tell that an experiment has taken place.
40

PL of water
40
15
Temperature of water

Description: Ask learners to list as many examples

Mass of water
15

Mass of water
as they can of the ways they can tell that a reaction 30

Temperature
has taken 30
place. This should be done with a partner. 10
10
Ask them to suggest ways that they could measure 20
20 a reaction takes place. Share their ideas
how quickly
5
with the class. 10
5
10
2 What do these graphs show you?
0 0
(10 mins)0 0 Time in s
Learning intention: To focus
Time the
in s learners on the Time in days
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information they can get from graphs.
Resources: Three or four graphs sketched on the Graph 3
board.Graph
Such3as:
• Water temperature after being heated for a 50
Volume of acid to neutralise alkali

50
number of minutes.
Volume of acid to neutralise alkali

• Mass of water when left to evaporate over time. 40

40
SA

• The volume of acid needed to neutralise

30
increasing
30
volumes of alkali.
Graph 3 Graph 2
20
20
50 20
10
10
40
Temperature of water

15 0
0 10 20 30 40 50
Mass of water

0
30 0 10 20 30 40 50
Volume of alkali used
Volume of alkali used 10
20 Description: Ask learners to decide what these
graphs tell them and to discuss it with a partner and
5
10 then have a class discussion. This could be a good
introduction to the graph work in this section.
0 0
Time in s Time in days

Graph 3

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131to publication.
e alkali

ISBN_9781108785228.
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CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

Main teaching ideas You could follow the suggestion in the Learner’s
Book and ask learners to discuss with a partner
1 The rate of reaction (30–40 mins) why they may need to plot a graph of their results
Learning intention: To introduce the ideas about when they carry out an investigation. You could
what the rate of reaction is and how to measure it. prompt them to also discuss the things that make
a good graph using the suggestions from the
Resources: Safety glasses, magnesium ribbon, dilute
Learner’s Book.
sulfuric acid, conical flask fitted with a bung and
delivery tube, gas syringe, clamp stand, calcium Once the presentations have been completed
carbonate, dilute hydrochloric acid, top pan learners could do their presentations to another
balance, graph paper. pair and do a peer-assessment using Template 1,
or you could choose to have the whole class do
Description: You could introduce the ideas of what
peer-assessments.

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the rate of reaction is and ways to measure it by
following the information given in the Learner’s Practical guidance: Set fixed times for discussion
book. You may decide to carry out demonstrations and for the production of the presentation.
of the way to measure the rate of reaction using the Differentiation ideas: Think about how you pair the
two methods shown in the Learner’s Book. If you learners so that everyone makes a contribution. You
do this it is always a good idea to get learners to be

PL
your assistants and to follow instructions, and as
you go through the practical discuss various aspects
of safety, organisation and accuracy. You could
spend some time looking closely at the results and
graphs. This may be a good opportunity to look at
how much support the class need with graph work.
Practical guidance: Try to involve the learners as
much as possible.
Differentiation ideas: You could use the least-
confident learners as your assistants and give them
could help those who find graphs difficult by asking
prompt questions such as: ‘What is important about
the way you mark the points on your graph?’
Assessment ideas: The peer assessments as detailed
above could be used.
3 Think like a scientist: Measuring the rate
of reaction (50 mins)
Learning intention: To carry out an investigation
safely to measure the rate of reaction.
Resources: This will depend on what you have
M
as much praise and support as possible. available and the method you or the learners choose.
Give those learners who need a challenge results These are likely to include some of the following:
from similar investigations and ask them to plot a safety glasses, calcium carbonate, hydrochloric acid,
graph and comment on the rate of reaction. stopwatch, conical flask fitted with delivery tube,
thistle funnel and bung, beehive shelf, measuring
Assessment ideas: You could use the questions
cylinder, glass trough or very large beaker, conical
in the Learner’s Book to assess knowledge, and to
flask fitted with bung and delivery tube to a gas
SA

inform you how much support the class will need.

syringe, clamp stand, top pan balance, conical flask.
2 What makes a good graph? (20–30mins) Description: The learners are asked to measure the
Learning intention: To revise the finer points of rate of reaction for the reaction between calcium
plotting graphs. carbonate and hydrochloric acid. There are three
Resources: Poster materials and/or computer access. common methods and the choice depends on what
equipment you have available. Learners are asked
Description: This is a good opportunity to think to make their own list of equipment, do a risk
about the reason why graphs are used and what assessment and draw up a results table before they
they can be used for. You can tailor this discussion begin the practical task. You may need to discuss
to your learners and any difficulties they have with the need to repeat the experiment; if you plan to do
graphs. this it is necessary to use the same mass of calcium
You may choose to have the initial discussion carbonate and the same volume of the same acid.
as a whole-class activity and you could lead the Practical guidance: Plan how you will provide
discussion by asking questions such as: ‘How do the equipment so that there is no crowding at
you know which variable goes on which axis?’ collection points.
‘What are your top tips for graph plotting?’

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8 RATES OF REACTION

Differentiation ideas: As you circulate you need to Reflection ideas: How can I make my explanations
keep a look out for those who have organisational clear?
problems, especially when starting the reaction as
the learners need to do a number of things at the 2 Making practical work accurate (10 mins)
same time. You will need to offer practical help and Description: Ask learners to think for 1 minute
practical suggestions to some learners. Ask learners about how they made their practical work as
to consider how they are avoiding risks and are accurate as possible. Then spend 3 minutes
trying to make their results as accurate as possible. discussing this with a partner and writing a list of
For those learners who need to be stretched, ask points. Feed back to the class.
them how they can ensure their results are reliable Assessment ideas: You could use the questions in
and to consider how they could do this if they the Learner’s Book.
repeated the result, for example, using the same

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Reflection ideas: Ask learners to think about what
mass of calcium carbonate, etc.
they could do in the future to improve the accuracy
Assessment ideas: You could use this task to assess of their practical work.
practical skills. You could use their graphs to assess
their skills and/or the quality of the results they Homework ideas
obtained.
1 Workbook Exercise 8.1A
Plenary ideas

PL
1 Explaining the changes in the rate of
reaction (10 mins)
Description: Ask learners to write an explanation
for why the rate of reaction changes over time, using
particle theory. Ask them to swap with a partner
and see how they can improve their answers. Feed
back to the class.
2 Workbook Exercise 8.1B
3 Workbook Exercise 8.1C

Topic worksheet
• Worksheet 8.1, Interpreting a graph (with support
and extension sheets)
M
Topic 8.2 Surface area and the rate of reaction
LEARNING PLAN
SA

Learning Objectives Learning intentions Success criteria

9Cc.04 Describe the effects of • Investigate the rate of • Safely investigate the
concentration, surface area and reaction when the surface rate of reaction when the
temperature on the rate of reaction, area of one of the reactants surface area of one of the
and explain them using the particle is changed. reactants is changed.
model. • Carry out an investigation • Carry out an investigation
9TWSp.05 Make risk assessments using the reaction between using the reaction between
for practical work to identify and calcium carbonate and calcium carbonate and
control risks. dilute hydrochloric acid. dilute hydrochloric acid.
9TWSc.02 Decide what equipment is • Consider how changing • Explain how changing the
required to carry out an investigation the shape of a material can shape of a material can
or experiment and use affect the surface area. affect the surface area.
it appropriately.

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133to publication.
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CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

CONTINUED

Learning Objectives Learning intentions Success criteria

9TWSc.07 Collect, record and

summarise sufficient observations and
measurements in an appropriate form.
9TWSa.01 Evaluate the strength of
the evidence collected and how it
supports, or refutes, the prediction.
9TWSa.02 Describe trends and

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patterns in results, identifying any
anomalous results and suggesting
why results are anomalous.

LANGUAGE SUPPORT

PL
Learners will use the following words:
surface area: the total area of the surface of an object

There is very little new vocabulary in this topic. You could use this as an opportunity to review more general
scientific vocabulary.

Common misconceptions
M
Misconception How to identify How to overcome
Some learners find it difficult to Ask direct questions. The ‘hands on’ Activity: Calculating
understand the differences in the surface area will help.
surface area and how this relates You could also try giving the
to the rate of reaction. learners a piece of modelling clay
SA

and asking them to make different

shapes and see the effect on the
surface area.

Starter ideas should record the surface area for each face and
then calculate the total surface area.
1 Getting started (10 mins) With a partner ask them to arrange their two books
Learning intention: To explore the idea of surface (or construction blocks) so that they are touching
area and how the surface area can be changed by and have the least possible total surface area. What
rearranging material. is this total surface area? Then ask them to arrange
Resources: Learner’s Book or children’s construction the books so that they are touching but have the
blocks largest possible total surface area. What is this total
surface area? How does changing the arrangement
Description: Ask learners to find the surface area
of the books affect the surface area?
of each different face of the Learner’s Book or any
suitable construction blocks you may have. They

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8 RATES OF REACTION

2 Variables (10 mins) assess the observation skills and or understanding

Learning intention: To revise the three types of the safety aspects.
of variables. 2 Activity: Calculating the surface area
Description: Ask the learners in pairs to explain (20 mins)
what independent, dependent and control variables Learning intention: To ensure learners understand
are. Ask them to give examples from suggested the issue of measuring the surface area and how
practical work they have done in the past. that can be changed by the change in arrangement
of the components.
Main teaching ideas
Resources: 27 simple child’s construction blocks per
1 Think like a scientist: Burning iron group, ruler.
(20–30 mins)

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Description: Follow the instructions and diagrams in
Learning intention: To demonstration the effect the Learner’s Book to arrange the blocks in various
of surface area on the reaction rate when iron is ways and to measure the surface area.
burnt in air.
You may choose to do this activity as a paper and
Resources: Safety glasses, tongs, Bunsen burner, pen exercise by telling the learners that each block
heat-proof mat, spatula, iron nail, iron wool,
iron filings.

PL
Description: The learners are going to burn an iron
nail, iron wool and iron filings. The point is to see
how the reaction is different due to the difference
in surface area. You may want to demonstrate
this first, at least the way to attempt it rather than
actually doing it, and make the safety points.
You may want to go through the surface area theory
points from the Learner’s Book before they do this
task or you could go through those as a summing-
shown in the illustrations is 1 cm × 1 cm × 1 cm
(a 1 cm cube) They can then do all the calculations
based on this measurement.
Differentiation ideas: For those learners who need
support it is often worth spending time doing this
task in a practical way, as they can then really
understand the idea of changing the shape and
changing the surface area by being ‘hands on’.
You could use blocks that are rectangular for those
learners who need a challenge. The way in which
these are arranged may well show a much bigger
M
up of the task. impact on the surface area.
Practical guidance: Safety glasses must be worn. Assessment ideas: You could use activity questions
Make sure the learners are aware that the iron wool 1–9.
and iron filings can spark, and lighted iron can drift
off from their workstation, so make sure they only 3 Think like a scientist: Investigating the
use small amounts and are careful with the task. effect of surface area on the rate of
SA

Differentiation ideas: If you are carrying this out reaction (30 mins (first part), 40–50 mins
as a demonstration only use the least-confident (practical))
learners as your assistants and question them and Learning intention: To carry out a practical task
the class as they carry out the task. If you do this as safely and with care and precision.
a whole-class experiment you will need to offer help
Resources: This will depend on the method chosen
and guidance especially about the safety aspects to
or available in your setting. The glassware options
those learners who are less dextrous or organised.
are shown in the Learner’s Book. If you are able,
Those learners who need a challenge should be able learners could use different methods.
to carry this out with little supervision as long as you
You will also need safety glasses, dilute hydrochloric
are sure they are working safely. Ask these learners to
acid and calcium carbonate chips in two different
think of other examples of where surface area has an
sizes.
impact on the rate of reaction, for example, cutting
up onions or apples so that they cook more quickly. Description: This task could be done in two
separate lessons, the first part where the method is
Assessment ideas: You could use Think like
chosen, and questions 1–6 are answered could be
a scientist questions 1–3. You could also ask
done together and then the practical task, results
questions as you circulate during the practical, to

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 We are working with Cambridge Assessment International Education towards endorsement of this title.
CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

collecting and graph drawing in a second lesson. important point to make and one that is often
It is essential that the learners answer questions 1–6 misunderstood by learners who mistake speed for
before the practical task. more gas.
Practical guidance: You will need to circulate and Reflection ideas: If you use the same mass of
give help and support to learners as they do this task. large calcium carbonate chips and small calcium
Differentiation ideas: Some learners may find it carbonate chips and the same volume and type of
difficult to take accurate readings every 30 seconds, acid each time do you make more carbon dioxide
so you may need to give more help and support to when the reaction is quicker?
them. Those who work faster and need a challenge 2 Pyramid ideas (10 mins)
may have time to repeat their experiments or to
Resources: Triangles drawn on paper as shown.
try the experiment with 5 g of powdered calcium

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carbonate.
Assessment ideas: You could use Think like a 1
scientist questions 1–11. You could also assess thing
the practical skills such as organisation, safety, I need to
ask about
accuracy, etc. by watching the various groups
undertake the practical task.

Plenary ideas
1 Making more or just being faster?
(10 mins)
PL
You could ask the learners to undertake a self-
assessment of the way they carried out the
investigation using Template 2.

Resources: Graphs from the experiments.

Description: Ask learners, in pairs, to look closely
2 things I could
improve in the practical work

3 things I did well in the practical work

Description: Ask learners to complete the questions

and hand in the pyramids as they leave.
Reflection ideas: This is a self-assessment task that
will help learners to reflect on their practical work
skills.

Homework idea
M
at the graphs from the Think like a scientist activity.
What evidence do they have that tells them the 1 Workbook Exercise 8.2
reaction has happened more quickly? What evidence
is there that the same volume of gas is produced
when they have used 5 g of large chips or 5 g of
small chips? Feed back to the class. This is a very
SA

Topic 8.3 Temperature and the rate of reaction

LEARNING PLAN

Learning Objectives Learning intentions Success criteria

9Cc.04 Describe the effects of • Investigate the effect of • Investigation carried out
concentration, surface area and temperature on the rate safely and accurately.
temperature on the rate of reaction, of reaction.
and explain them using the particle
model.

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ISBN_9781108785228.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
8 RATES OF REACTION

CONTINUED

Learning Objectives Learning intentions Success criteria

9TWSp.04 Plan a range of • Use a trial run and • Plan of investigation

investigations of different types to preliminary work to informed by the use of the
obtain appropriate evidence when inform the planning of an trial run and preliminary
testing hypotheses. investigation. work.
9TWSp.05 Make risk assessments for • Explain the effect of • Particle theory used to
practical work to identify and control temperature on the rate explain the effect of
risks. of reaction using particle temperature on the rate of

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9TWSc.02 Decide what equipment theory. reaction.
is required to carry out an
investigation or experiment and use it
appropriately.
9TWSc.03 Decide when to increase
the range of observations and
measurements, and increase

9TWSc.04 Take appropriately

PL
the extent of repetition, to give
sufficiently reliable data.

accurate and precise measurements,

explaining why accuracy and precision
are important.
9TWSc.05 Carry out practical work
safely, supported by risk assessments
M
where appropriate.
9TWSc.07 Collect, record and
summarise sufficient observations and
measurements in an appropriate form.
9TWSa.02 Describe trends and
patterns in results, identifying any
anomalous results and suggesting
SA

why results are anomalous.

9TWSa.04 Evaluate experiments and
investigations, including those by
others, and suggest improvements,
explaining any proposed changes.
9TSWa.05 Present and interpret
results, and predict results between
the data points collected.

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137to publication.
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 We are working with Cambridge Assessment International Education towards endorsement of this title.
CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

LANGUAGE SUPPORT
Learners will use the following words:
precipitate: an insoluble solid formed when two preliminary work: some practical work you do
soluble substances react before an investigation to find out how you will
trial run: a test run of an investigation to check that carry it out. For example, you might find out the
you can carry it out correctly range or interval of the independent variable.

Use the terms repeatedly as you speak to learners. Encourage learners to use them as they respond to your questions,

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and as they talk to each other. Use them in written and oral questions. 

Common misconceptions
Misconception How to identify How to overcome

PL
Some learners will find it difficult to Learners will probably say ‘What’s
see the need for the trial run or any the point of this’” or treat the task
preliminary work. less than seriously.
Directly ask them to say which
range and interval temperatures
they will use and then ask how
do they know these will work.
The practical does take a long
time if the steps are followed but
the learners need to understand
and appreciate that this is the
way in which scientists carry out
their work.
M
Starter ideas Description: Ask the learners, in pairs, to identify
the different ways of measuring the rate of reaction.
1 Getting started (10 mins) They could do this by drawing a quick sketch of the
Learning intention: To recap what learners equipment used and / or a brief description.
understand by the rate of reaction and how and why Feed back to the class.
it changes as the reaction proceeds.
Main teaching ideas
SA

Description: Ask learners to write down what they

mean by the phrase rate of reaction. This should 1 Think like a scientist: The effect of
be done in silence and be time limited (perhaps 1 temperature on the rate of reaction –
minute). They should then compare their statement
with a partner and discuss their answers, forming
Trial run (20 mins)
one statement. The two learners should then be Learning intention: To set the scene for the practical
asked to discuss how the rate of reaction changes work and to introduce the reaction and safety
as the reaction progresses and write an explanation procedures.
of why this happens. Some of the statements should Resources: Safety glasses, test tube with stopper,
then be shared with the class. clamp stand, white card with a cross marked on it,
timer or stop clock, sodium thiosulfate solution
2 Ways of measuring the rate of reaction
(0.1 mol/dm3), dilute hydrochloric acid (1 mol/dm3
(10 mins) or less), access to a large beaker containing solid
Learning intention: To review the various ways to sodium hydrogen carbonate.
measure the rate of reaction that learners have met
Description: You may want to introduce this
so far.
reaction to the class using the method with beakers

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ISBN_9781108785228.
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8 RATES OF REACTION

shown in the Learner’s Book. If you demonstrate (0.1 mol/dm3), dilute hydrochloric acid (1 mol/dm3 or
this and / or the method for the trial run you could less), access to a large beaker containing solid sodium
spend some time dealing with the experimental hydrogen carbonate, thermometer, water bath, access
issues and the safety issues, as indicated below. to hot water and / or means of heating water.
Learners need to understand the reason for Description: Learners could carry this out at a
undertaking a trial run (to allow them to practise few different temperatures to establish the interval
carrying out the procedure) and what it will help needed. The students could try temperatures above
them to do better in the investigation that will follow. 55 °C. You would need to get them to avoid doing
this in the full investigation as the reaction is so fast
Follow the instructions in the Learner’s Book. the timings may be unreliable. If you are short of
Practical guidance: At this concentration time you could set specific temperatures for groups
hydrochloric acid is an irritant. In this reaction to try and feed back to the class. You could do this

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sulfur dioxide is produced, so care must be taken. as an assisted demonstration if you are really short
Sulfur dioxide is a corrosive and toxic gas. The of time, but take the opportunity to use learners as
investigation should take place in a well-ventilated assistants and keep up a discussion and questions
room. Particular care is required if you have about what is being done and why. Stress the safety
learners with asthma or other respiratory issues. The aspects of this reaction. At the end of the practical
session you will need to have a class discussion

PL
reacted solution should be disposed of into a plastic
container with a solution of sodium hydrogen
carbonate. The solution must be alkaline (universal
indicator solution can be used to check this – add
more sodium hydrogen carbonate if necessary). This
can then be poured down the drain.
Differentiation ideas: You could support those
learners who are less confident with practical skills
and reassure them that the whole point of this trial
run is to help them practise the method so that it will
help them in the investigation. While you circulate
about what you have found out and how you will
use this in the full investigation.
Practical guidance: You may need to help learners
to understand that the temperatures need to be
accurate and to be maintained during the test.
At this concentration hydrochloric acid is an irritant.
In this reaction sulfur dioxide is produce, so care
must be taken. Sulfur dioxide is a corrosive and
toxic gas. The investigation should take place in a
well-ventilated room. Particular care is required if
M
ask questions such as: ‘Why are you doing that?’ you have learners with asthma or other respiratory
‘Explain to me about disposing of the used solution?’ issues. The reacted solution should be disposed of
into a plastic container with a solution of sodium
Those learners who need a challenge can be left
hydrogen carbonate. The solution must be alkaline
to attempt this with little guidance as long as you
(universal indicator solution can be used to check
are sure they are working safely. To stretch them, this, add more sodium hydrogen carbonate if
use questions such as: ‘Explain to me how this will necessary). This can then be poured down the drain.
improve how precise your readings are?’ ‘What is the
SA

advantage of doing it this way?’ What improvement Differentiation ideas: You could support those
can you suggest?’ (in this case ask them to try it out). learners who are less confident with practical
skills and reassure them that the whole point of
Assessment ideas: Think like a scientist questions this preliminary work is to help them identify
1–2 could be used for assessment. the range and interval of temperatures needed
in the investigation. You could allocate specific
2 Think like a scientist: The effect of temperatures to various groups to try, perhaps the
temperature on the rate of reaction – higher temperatures to those groups who work more
Preliminary work (30–40 mins) quickly and accurately. You could restrict those
Learning intention: To show that preliminary work who are less confident with practical skills to a few
can be useful to find a suitable range and interval for specific temperatures.
the temperatures to use in the investigation. While you circulate ask questions such as: ‘Why are
Resources: Safety glasses, test tube with stopper, you doing that?’ ‘Explain to me about disposing of
the used solution?’ Those who work more quickly
clamp stand, white card with a cross marked on
could be asked to try a larger range of temperatures.
it, timer or stopwatch, sodium thiosulfate solution

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139to publication.
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 We are working with Cambridge Assessment International Education towards endorsement of this title.
CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

During feedback make sure you include information questions but in a smaller group they may have the
from all groups of learners. confidence to answer.
Assessment ideas: Think like a scientist questions Most learners carrying out this task should need
3–8 could be used for assessment. little or no support and guidance as long as they
are working safely. You could suggest that they take
3 Think like a scientist: The effect of readings at closer intervals and ask them how this
temperature on the rate of reaction – will impact their results.
Investigation (60 minutes) Assessment ideas: Think like a scientist questions
Learning intention: Plan and carry out an 9-12 could be used for assessment.
investigation safely.
Resources: Safety glasses, test tube with stopper, Plenary ideas

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clamp stand, white card with a cross marked on 1 Explaining why increasing the
it, timer or stopwatch, sodium thiosulfate solution
temperature increases the rate of
(0.1 mol/dm3), dilute hydrochloric acid (1 mol/dm3
or less), access to a large beaker containing solid reaction (10 mins)
sodium hydrogen carbonate, thermometer, water Resources: Learner’s Book.
bath, access to hot water and / or means of heating
water.

PL
Description: It would be helpful if the detailed plans
could be done as homework and checked before
the lesson. You could issue a class method and
set of temperatures to be used if you are short of
time. You will need to circulate and keep a careful
watch on all aspects of safety with the investigation.
Feedback on the results the learners have obtained
may take some time and you may choose to do this
in a subsequent lesson.
Description: This topic is very full with practical
work and you may find it difficult to allow time for
a normal plenary. You could ask learners to read
through the section ‘Looking at typical results’ in
the Learner’s Book and to answer the questions
1 and 2. They could do this as a pair. You could
also ask them to read through the section about
explaining the effect of temperature and to explain
in their own words. This could be also be done as
pairs. Feed back to the class.
2 How did it help me? (10 mins)
M
Practical guidance: At this concentration Description: Ask learners to write down how
hydrochloric acid is an irritant. doing the trial run helped them to carry out their
In this reaction sulfur dioxide is produced, so care investigation.
must be taken. Sulfur dioxide is a corrosive and Ask them to write down how doing the preliminary
toxic gas. The investigation should take place in a work helped them carry out their investigation.
well-ventilated room. Particular care is required if
Ask them to leave their notes as exit cards so that
SA

you have learners with asthma or other respiratory

issues. The reacted solution should be disposed of you can assess how well they have understood
into a plastic container with a solution of sodium the ideas.
hydrogen carbonate. The solution must be alkaline
(universal indicator solution can be used to check
Homework ideas
this, add more sodium hydrogen carbonate if 1 Workbook Exercise 8.3A
necessary). This can then be poured down the drain.
2 Workbook Exercise 8.3B
Differentiation ideas: You could support those
learners who are less confident with practical Topic worksheets
skills and reassure them. While you circulate
• Worksheet 8.3A, True or false? (Focus)
ask questions such as: ‘Why are you doing that?’
‘Explain to me about disposing of the used • Worksheet 8.3B, True or false? (Practice)
solution.’ ‘What have you found out?’ ‘How reliable • Worksheet 8.3C, True or false? (Challenge)
do you think your results are?’ Some learners may
need more hints and support in answering these

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ISBN_9781108785228.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
8 RATES OF REACTION

Topic 8.4 Concentration and the rate of reaction

LEARNING PLAN

Learning Objectives Learning intentions Success criteria

9Cc.04 Describe the effects of • Investigate the effect of • Be able to plan an

concentration, surface area and concentration on the rate investigation.
temperature on the rate of reaction, of reaction. • Carry out an investigation
and explain them using the particle • Plan and carry out an into the effect of

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model. investigation safely. concentration on the rate
9TWSp.03 Make predictions of likely • Explain the findings in of reaction, safely.
outcomes for a scientific enquiry terms of particle theory. • Explain the effect of
based on scientific knowledge and concentration on the rate
• Learn about the use of
understanding. of reaction using particle
catalysts.
9TWSp.04 Plan a range of

testing hypotheses.

PL
investigations of different types to
obtain appropriate evidence when

9TWSp.05 Make risk assessments for

practical work to identify and control
risks.
9TWSc.02 Decide what equipment
is required to carry out an
investigation or experiment and use it
appropriately.
theory.
• Give examples of the use
of catalysts.
M
9TWSc.03 Decide when to increase
the range of observations and
measurements, and increase
the extent of repetition, to give
sufficiently reliable data.
9TWSc.04 Take appropriately
SA

accurate and precise measurements,

explaining why accuracy and precision
are important.
9TWSc.05 Carry out practical work
safely, supported by risk assessments
where appropriate.
9TWSc.07 Collect, record and
summarise sufficient observations and
measurements in an appropriate form.
9TWSa.02 Describe trends and
patterns in results, identifying any
anomalous results and suggesting
why results are anomalous.

Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior
141to publication.
ISBN_9781108785228.
 We are working with Cambridge Assessment International Education towards endorsement of this title.
CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

LANGUAGE SUPPORT
Learners will use the following words:
catalyst: a substance that speeds up a reaction but biological catalysts: another term for enzymes
remains unchanged by the reaction catalase: an enzyme found in living cells that
decompose: to break down speeds up the breakdown of hydrogen peroxide
enzymes: biological catalysts that speed up a
reaction in a living system

Explain each of the terms clearly to learners when you use them for the first time. You can also get learners to say the

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terms with you a few times. Encourage learners at all times to use the new terms, including when they are talking during
activities or describing differences between elements, compounds and mixtures. The three ideas described in the ‘Main
teaching ideas’ for this topic give opportunities for learners to practice using the key words correctly. The language
development worksheets give opportunity to match terms with their meanings. The Words that begin with task described
in the Getting started section of this topic will help to reinforce the key words and their definitions for learners.

Common misconceptions
Misconception

understand that the catalyst doesPL

Some learners find it difficult to

not take part in the reaction and is

not ‘used up’.
How to identify
Ask the direct question: What
happens to the catalyst?
How to overcome
Carry out the practical task as
described in Think like a scientist:
Using a catalyst to speed up a
reaction, with particular reference
to point 5 and to question 9.
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Starter ideas Allow a fixed time (5 minutes or less) and ask for
ideas from learners. Check that they have an idea
1 Getting started (10 mins) what the word means. You can award points for
Learning intention: To set the scene for the practical a correct word and extra points if no one else has
work. this word.
Description: Ask the learners to discuss with a Make sure learners do not just go for difficult
partner, what they think would happen if they words they do not know the meaning of, although
SA

carried out an experiment with marble chips some learners love to find the hardest words they
(calcium carbonate) using the same mass of can. This can be a real boost to their scientific
chips, the same temperature but with different vocabulary, especially if this technique is used
concentrations of acid. Ask them to explain the regularly.
reasons behind their ideas. Share ideas with the class.
Main teaching ideas
2 Words that begin with (10 mins)
1 Think like a scientist: Think like a
Learning intention: To improve scientific vocabulary.
scientist: Investigating the effect of
Resources: Learner’s Book concentration on the rate of reaction –
Description: Write the word concentration vertically Planning (30–40 mins)
on the board. Challenge learners to find scientific
Learning intention: To plan an investigation and to
words starting with those letters. You could restrict
use group discussion to help the learners to do this.
learners to words connected with this particular
topic or give them a wider choice of vocabulary. Resources: Learner’s Book, Template 3.
You could allow access to the Learner’s Book or not.

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8 RATES OF REACTION

Description: Put the class into groups of no more book will help them but the practical aspect may
than three. Explain the idea of the investigation, need support from you. You could provide them
using the diagram as a starting point. Talk thought with ready-made dilutions of acid to save time,
the suggestions for things to be discussed given in but it is a good idea for them to realise how those
the Learner’s Book. dilutions are done. It would be sensible if you
While learners are discussing this, circulate and have limited time to do this as a class exercise and
ask them to explain the points they are making. use learners as assistants to do this; use the least-
Ask groups if there is anything else they can think confident learners and use this as an occasion to try
of that needs to be mentioned to improve their to build their confidence.
plan. You could use Template 3 so that learners There may not be time for the results to be repeated.
can record the outcomes of their discussion. This Practical guidance: You will need to be very careful
may be especially useful for those learners who find

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with the dilutions of acid and ensure that these have
investigation planning a challenge. been correctly labelled.
It would be a good idea to think carefully about Differentiation ideas: The level of practical support
how you will group the learners, perhaps use some you provide will vary with the practical skills of
of the ideas from the teaching focus on group work the learners. You may need to provide the different
in Stage 7.

similar-ability groups.

PL
Practical guidance: See advice above regarding
groups; you could have mixed-ability groups or

Differentiation ideas: See above regarding the use

of Template 3; some learners may not need to use
this at all. The level of support and questioning you
give while circulating during their discussion will
depend on the different groups you have in the class.
Assessment ideas: You could use Think like a
scientist question 1, writing the plan to assess
dilutions of acid for some groups. You could do the
dilutions as suggested above.
Most learners carrying out this task should need
little or no support and guidance as long as they
are working safely. You could suggest that they take
readings using dilutions at closer intervals and ask
them how this will impact their results.
Assessment ideas: You could use Think like a
scientist question 2–7 to assess their progress. You
could also use the practical as an opportunity to
assess their practical skills.
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their progress. The plan could easily be used as a You could also ask the learners to explain why they
homework task and done as individuals or as groups. obtained these results and to use particle theory to
2 Think like a scientist: Think like a explain their findings.
scientist: Investigating the effect of 3 Think like a scientist: Using a catalyst to
concentration on the rate of reaction – speed up a reaction (30 mins)
Investigation (40–60 mins)
SA

Learning intention: To show that there is another

Learning intention: To carry out an investigation way of speeding up a reaction.
safely. Resources: Learner’s Book, safety glasses, test tubes,
Resources: Safety glasses, marble chips, dilute test tube rack, spatula, solution of dilute hydrogen
hydrochloric acid, water, measuring cylinders peroxide, measuring cylinder and/or pipette,
(to collect the gas and to measure the volume of manganese oxide powder, selection of fruit or
acid used), beakers and marking pen to label the vegetables and/or meat.
different concentrations of acid, conical flask fitted Description: Work thorough the ideas about
with a bung and delivery tube, large container for catalysts as in the Learner’s Book and then
collecting the gas over water, top pan balance, timer. demonstrate the outline of the practical, perhaps
Description: You could allow the learners to follow just the effect of the manganese oxide. Allow the
their own plans for the investigation. You may learners to try out various fruits and perhaps meat
choose to allow them to follow the instructions in and ask them to record their findings. Most are
the Learner’s Book. Learners will probably need surprised that food has the same effect.
help to ensure that they make up the different Practical guidance: Any vegetables or fruit
concentrations of acid accurately; the table in the available locally will work.

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CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

Differentiation ideas: If short of time do the 2 Increase /decrease (10 mins)

practical as a demonstration asking the least- Resources: Dice, cards with the following words
confident learners to carry out the tasks under written on them:
direction to build their confidence.
• catalyst
Assessment ideas: You could use Think like
a scientist questions 8 and 9 to assess learners. • concentration
Also Worksheets 8.4A/B and C could be used for • temperature
assessment.
• surface area
Plenary ideas Description Draw a card to give you the variable.
Throw the dice: even numbers mean that variable
1 Lucky dip words (10 mins) increases, odd numbers that variable decreases. Ask

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Resources: Cards with all the key words from this learners to do thumbs up for speeding up a reaction
unit written on them. and thumbs down for slowing down a reaction.
Description: You draw a word out and each
group (of no more than three) has to discuss the
Homework ideas
definition. Learners should write on a mini-white 1 Workbook Exercise 8.4A

Discuss with the class.

PL
board or piece of paper and hold up for you to see.

This could be done as a revision activity.

Reflection ideas: How does a good scientific
vocabulary help me to make more progress?
2 Workbook Exercise 8.4B
3 Workbook Exercise 8.4C

Topic worksheets
•
•
•
Worksheet 8.4A Catalysts (Focus)
Worksheet 8.4B Catalysts (Practice)
Worksheet 8.4C Catalysts (Challenge
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SA

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8 RATES OF REACTION

PROJECT GUIDANCE

This project is designed to allow learners to put You could ask each group to assign one person to
into practice the ideas about speeding up the rate be in charge of each aspect, such as: the budget
of reaction and to put themselves in the place of and accounts; the manufacturing; risk assessment;
chemical manufactures. the report. Each task should not be done
This project could be introduced by demonstrating exclusively by this person however.
the manufacturing process and asking learners It will be important that you circulate and observe
to highlight the points where they may be able what each group is doing and watch for any
to increase the rate of reaction and to reduce the excellent or poor technique.
loss of the carbon dioxide gas so that profits can Some learners or groups may be tempted to

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be maximised. Stress the fixed time allowed for present you with test tubes full of air and expect
this task and make sure all groups are aware of the payment so be prepared to test each tube before
time as the task proceeds. You can choose the time you allow ‘payment’. You could test random tubes
allowed depending on the time you have available. if you prefer, just as a purchaser might do with
Arrange the learners into small groups of three or items they have bought.

currency by modifying Template 4.

PL
four. You can use the price list as in the Learner’s
Book or give them a price list based on your local

You could give them ‘money’ made from paper or

card if that helps to keep track of how much they
have ‘spent’ and ‘earned’.
At the end of the task you need to spend some
time on a feedback session so that the various
groups can present their reports and their
accounts.
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SA

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9 ELECTRICITY

9 Electricity
Unit plan
Topic Learning hours Learning content Resources

9.1 Parallel - The difference between Learner’s Book: Questions 1–5

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circuits series and parallel Activity: Measuring current in parallel circuits
circuits; how current
Think like a scientist: Making predictions about
flows in a parallel
current
circuit
Workbook: Exercise 9.1A, Current flow in
parallel circuits

9.2 Current
and voltage in
parallel circuits
-
PL Compare current and
voltage in series and
parallel circuits; the
Exercise 9.1B, Facts about parallel circuits
Exercise 9.1C, Understanding current in parallel
circuits
Teacher’s Resource: Worksheets 9.1A, 9.1B,
9.1C, Mistakes in circuits
Template 1, Results table and graph axes for
Measuring current in parallel circuits
Learner’s Book: Questions 1–6
Activity: Measuring voltage in a series circuit
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Think like a scientist: Measuring current in a
effects of adding cells
parallel circuit
and lamps to current
and voltage in circuits Workbook: Exercise 9.2A, Voltage
Exercise 9.2B, Current and voltage
Exercise 9.2C, Changes in current and voltage
Think like a scientist:Worksheets 9.2A, 9.2B,
9.2C, Measuring current and voltage
SA

Worksheets 9.2D, 9.2E, 9.2E, Current and

voltage in parallel circuits
Template 2, Results table and graph axes for
Measuring voltage in a series circuit

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CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

Topic Learning hours Learning content Resources

9.3 Resistance - How resistance affects Learner’s Book: Questions 1–4

current in a circuit; Activity: Working out resistance
calculate resistance
Think like a scientist: Current and voltage in a
from voltage and
resistor
current
Workbook: Exercise 9.3A, Describing resistance
Exercise 9.3B, Calculating resistance, voltage
and current
Exercise 9.3C, Ohm’s law

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Teacher’s Resource: Worksheets 9.4A, 9.4B,
9.4C, Resistance
Template 3, Results table and graph axes for
Working out resistance
Learner’s Book: Questions 1–4
9.4 Practical
circuits

Cross-unit
resources
-

PL Draw circuit diagrams

that include symbols
for cells, switches,
resistors, variable
resistors, ammeters,
voltmeters, lamps and
buzzers; make circuits
that include some or all
of these components
Think like a scientist: Designing and building
circuits
Workbook: Exercise 9.4A, Variable resistors
Exercise 9.4B, Uses of variable resistors
Exercise 9.4C, Comparing circuits

Check your Progress

Project: Circuits for schools and houses
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Teacher's Resource:
Language development worksheets
1 Electricity vocabulary
2 Correcting the statements
SA

BACKGROUND KNOWLEDGE

Learners should recall the circuit symbols for a cell, Recalling that current is the flow of electrons will
lamp, buzzer, ammeter, switch and wire. Learners help in understanding how current splits and comes
should also recall how to draw series circuits with together again in parallel circuits.
these components and the functions of each of Understanding changes in energy will be useful for
these components. considering voltage.

TEACHING SKILLS FOCUS

Giving feedback
Many teachers say that giving feedback to every school leaders may wish to see written evidence
learner during every lesson is very time-consuming that feedback has been given, which is even more
and so is not possible. In addition, parents or time-consuming to do during the lesson.

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9 ELECTRICITY

CONTINUED

Some strategies are suggested here that will school then learners can use these from home.
facilitate the process of giving feedback and also Direct contact details of learners should not
provide recorded evidence that the feedback has be used and social media should not be used.
been given. Only ever make contact with learners through
• In group-work situations, such as during the educational or assessment apps.
experiments or when collaboratively working • Where written evidence needs to be shown
on work sheets, feedback can be given to for feedback to every learner try introducing a
groups, but the individuals within the group stamp or sticker system. The stamp or sticker
are addressed. For example, a group of should be quite small so it can be placed onto

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learners has come up with a good strategy for a learner’s page and be seen to apply to one
collecting results. ‘I like your method of doing part of their work. An example of a phrase
X (making eye contact with each learner in the on a stamps or sticker could be ‘Feedback
group briefly). That works well because Y.’ By was given here.’ This example can be used to
making eye contact with each member of the show where feedback was given, but it puts
group, each learner feels they have received responsibility on the learner to remember
individual feedback.

PL
• In individual work situations where the teacher’s
time is taken with tasks other than giving
feedback, ensuring that learners can receive
feedback in the next lesson may still be effective.
• If possible, use digital assessment tools and
apps, many of which are now free. Use a search
engine to look for ‘free digital assessment
tools’. Learners really engage well with these
and many are very quick and easy to use
what that feedback was. Having one quite
generic stamp or sticker is much simpler to use
than having more, but some teachers may be
comfortable with more.
Try a combination of strategies for giving feedback.
Remember, one piece of effective feedback will
have far more learning impact than the fifteen
corrections that you would really like to give!
Other teaching skills focus ideas are given in other
units of this Teacher’s Resource.
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effectively. If smart phones are not allowed in

Topic 9.1 Parallel circuits

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LEARNING PLAN

Learning Objectives Learning intentions Success criteria

9Pe.01 Describe how current divides • The difference between • Recognise and draw circuit
in parallel circuits. series and parallel circuits. diagrams for parallel
9TWSm.03 Use symbols and formulae • How current flows in a circuits.
to represent scientific ideas. parallel circuit. • Describe how current
9TWSp.03 Make predictions of likely divides at a branch of a
outcomes for a scientific enquiry parallel circuit.
based on scientific knowledge and • Predict values of current
understanding. before or after branches in
a parallel circuit.

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CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

CONTINUED

Learning Objectives Learning intentions Success criteria

9TWSp.04 Plan a range of

investigations of different types to
obtain appropriate evidence when
testing hypotheses.
9TWSc.01 Sort, group and classify
phenomena, objects, materials and
organisms through testing, observation,

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using secondary information, and
making and using keys.
9TWSc.03 Decide when to increase
the range of observations and
measurements, and increase

sufficiently reliable data.

9TWSc.04 Take appropriately

PL
the extent of repetition, to give

accurate and precise measurements,

explaining why accuracy and precision
are important.
9TWSc.05 Carry out practical work
safely, supported by risk assessments
where appropriate.
9TWSc.07 Collect, record and
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summarise sufficient observations and
measurements in an appropriate form.
9TWSa.01 Evaluate the strength of
the evidence collected and how it
supports, or refutes, the prediction.
9TWSa.02 Describe trends and
patterns in results, identifying any
SA

anomalous results and suggesting

why results are anomalous.
9TWSa.03 Make conclusions by
interpreting results, explain the
limitations of the conclusions and
describe how the conclusions can be
further investigated.

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9 ELECTRICITY

LANGUAGE SUPPORT
Learners will use the following words:
connected in series: components that are attached branches: parts of a parallel circuit where the
in a circuit end-to-end with no branches so that the current divides
same current flows through every component that connected in parallel: components that are
is connected this way attached across each other, so that both terminals
parallel circuit: circuit with branches where current of one component are connected to both terminals
can flow through more than one route of the other

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Common misconceptions
Misconception How to elicit How to overcome
Current is the same in all parts of a After learning about current in Learners may have had difficulty
parallel circuit. parallel circuits, ask learners to grasping that current is the same in

Starter ideas
1 Getting started (5 mins)
PL comment on the current through
the cell and through the branches
of a simple parallel circuit.
all parts of a series circuit. This may
now be committed to memory,
so dealing with the difference
in parallel circuits could be
challenging. Main teaching idea 3
should help to overcome this.

The correct answer is not required at this stage,

as the idea is to start learners thinking that there
is another way to connect components other
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Learning intention: To recall information about than series.
circuits from Stage 7. Some learners may think that series is the only
Description: At Stage 7, the word ‘series’ may not possible way to connect components.
have been used because the distinction with parallel
circuits was not needed. At this stage, learners can Main teaching ideas
just be told to draw circuit diagrams just as they
did before. 1 Activity: Measuring current in parallel
SA

The answer to part c may show that learners think

circuits (15–30 mins, depending on
current decreases around a series circuit. number of circuits)
Learning intention: To allow learners to connect
2 Turn the lights on (5 mins) ammeters in various positions in parallel circuits
Learning intention: To show learners a practical and determine how current divides.
application of a parallel circuit. Resources: See Learner’s Book.
Resources: Room with a light switch that controls Description: See Learner’s Book.
more than one lamp.
Differentiation ideas: Learners needing support can
Description: Show learners that the light switch be asked to describe the pattern in the results.
operates more than one lamp. Remind learners that
Learners needing challenge could be asked to
sometimes one of the lamps is not working, yet the
suggest reasons for the differences in current based
others continue to work. Ask how the lamps may be
on the numbers of electrons flowing through each
connected to allow this to happen. If a series circuit
part of the circuit in a given time.
is suggested, then learners should be asked what will
happen if one lamp fails.

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CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

Assessment ideas: Learners can work in groups to Differentiation ideas: Learners can volunteer to be
compose a summary or general rule that applies to ‘ammeters’ where they stand in one place and count
current in parallel circuits. the number of other learners passing their position.
2 Think like a scientist: Making predictions For learners needing support the teacher can tell
them when to start and stop counting; the time
about current (15–30 mins, depending
interval itself is not important but is equal for all
on number of circuits) counters. Learners needing challenge can use a
Learning intention: See Learner’s Book. This should timer to record their own time interval. These can
be done after Measuring current in parallel circuits. then be standardised to number of learners passing
Differentiation ideas: Learners needing more per minute.
support could work with parallel circuits that Assessment ideas: Learners can be asked to

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have identical branches, so each branch has the comment on the current in the branched and
same current. unbranched parts of the circuit.
Learners needing more challenge could move on
to work with circuits that have different numbers Plenary ideas
of lamps in each branch. How would the current 1 Top tips for parallel circuits (5 mins)
through a branch with two lamps compare to a

PL
branch with one lamp (it will be lower, or half). The
focus should still be on the current dividing between
the branches and adding together again.
Assessment ideas: Learners can be observed while
working and asked about their predictions during
the investigation.
3 Modelling electron flow (10+ mins)
Learning intention: For learners to act the role of
electrons in a parallel circuit.
Resources: Paper and pencils.
Description: Learners work in pairs to devise a
series of ‘top tips’ to advise others when learning
this topic. This should be more than a list of facts,
but rather suggestions of how to remember or
understand.
Assessment ideas: Learners can share their top tips
with the class.
2 What I learned today (1–5 mins,
depending on number of statements)
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Resources: Method for marking the path of a
‘circuit’ on the floor. Resources: Paper and pens.

Description: Learners will be ‘electrons’ in a ‘circuit’ Description: Learners to list a minimum of four
that follows a path around the room. Start with a things they the learned in the lesson.
series circuit, which can just be a circular or square Assessment ideas: This activity can be done in
path. Learners walk around in single file, all at the notebooks for assessment at the same time as the
same speed and with no passing. This shows current next homework or as exit slips.
SA

(number of learners passing one point in a given

time) is the same all the way around. Homework ideas
Next introduce a branch, so learners walk around 1 Questions from the Learner’s Book.
in single file, then at the branch learners alternately
2 Workbook Exercises 9.1A, 9.1B and 9.1C
go left or right, then merge in turn at the end of
the branch. 3 Worksheets 9.1A, 9.1B and 9.1C
In each branch, the number of learners passing one
point in a given time will be less than that in the
Topic worksheets
part of the circuit that is not branched. • Worksheet 9.1A, Mistakes in circuits (Focus)
Health and Safety: There must be a clear path with • Worksheet 9.1B, Mistakes in circuits (Practice)
no tripping hazards; learners must not walk around • Worksheet 9.1C, Mistakes in circuits (Challenge)
in a circle until they become dizzy.

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9 ELECTRICITY

Topic 9.2 Current and voltage in parallel circuits

LEARNING PLAN

Learning Objectives Learning intentions Success criteria

9Pe.02 Know how to measure current • Compare current and • Describe and draw circuit
and voltage in series and parallel voltage in series and diagrams to show how
circuits, and describe the effect of parallel circuits. ammeters and voltmeters
adding cells and lamps. • The effects of adding cells are connected in circuits.

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9TWSm.03 Use symbols and formulae and lamps to current and • State that the voltage
to represent scientific ideas. voltage in circuits. across the cell in a series
9TWSp.01 Suggest a testable circuit is the same as the
hypothesis based on scientific total of the voltages across
understanding. each of the components.

PL
9TWSp.03 Make predictions of likely
outcomes for a scientific enquiry
based on scientific knowledge and
understanding.
9TWSp.05 Make risk assessments for
practical work to identify and control
risks.
9TWSc.02 Decide what equipment
is required to carry out an
investigation or experiment and use it
• State that the voltage
across the cell in a parallel
circuit is the same as the
voltage across each of the
branches.
• Make correct predictions
about the effects on
current and voltage of
adding cells and lamps to
both series and parallel
circuits.
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appropriately.
9TWSc.03 Decide when to increase
the range of observations and
measurements, and increase
the extent of repetition, to give
sufficiently reliable data.
9TWSc.04 Take appropriately
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accurate and precise measurements,

explaining why accuracy and precision
are important.
9TWSc.05 Carry out practical work
safely, supported by risk assessments
where appropriate.
9TWSc.07 Collect, record and
summarise sufficient observations
and measurements, in an appropriate
form.
9TWSa.01 Evaluate the strength of
the evidence collected and how it
supports, or refutes, the prediction.

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151to publication.
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CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

CONTINUED

Learning Objectives Learning intentions Success criteria

9TWSa.02 Describe trends and

patterns in results, identifying any
anomalous results and suggesting
why results are anomalous.
9TWSa.03 Make conclusions by
interpreting results, explain the
limitations of the conclusions and

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describe how the conclusions can be
further investigated.
9TWSa.04 Evaluate experiments and
investigations, including those by
others, and suggest improvements,

PL
explaining any proposed changes.
9TSWa.05 Present and interpret
results, and predict results between
the data points collected.

LANGUAGE SUPPORT
Learners will use the following words:
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voltage: a quantity that is related to either the safely used without damaging a component
energy supplied by a power supply or the energy voltmeter: a meter that is connected in parallel
changed by a component with a component in order to measure the voltage
volts: the unit of voltage, V across that component
rating: the maximum current or voltage that can be
SA

Common misconceptions
Misconception How to elicit How to overcome
Voltmeters are After learning about Learners have used, and drawn circuit diagrams for,
connected in series voltage, ask learners ammeters that are connected in series with components.
with components. to draw a circuit They will naturally think that voltmeters are connected
diagram to show how a the same way. Take care to always use the phrases ‘The
voltmeter can be used current through…’ and ‘The voltage across…’
to measure the voltage Allow learners to see the effect of connecting a voltmeter
across a cell. in series with a component such as a lamp. The voltmeter
will read zero and the lamp will not light.
Health and safety: Learners should not connect
ammeters in parallel with components, and especially not
across cells or batteries.

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9 ELECTRICITY

Starter ideas Resources: See Learner’s Book.

Description: See Learner’s Book.
1 Getting started (5 mins)
Differentiation ideas: Learners needing support
Learning intention: To allow learners to recall ideas
can be reminded that the voltage across each of the
about current from Stage 7.
components in series adds up to the voltage across
Resources: Paper and pens. the cell. Learners can then be asked to make simple
Description: Learners can work in groups, pairs or predictions about voltage values either across the
individually to answer the questions. cell or across one of the components.
Learners may have forgotten the word electron. Learners needing challenge can be reminded that
While the charge of the electron is not mentioned voltage is a quantity related to energy and then
here, many learners incorrectly think that positive asked to explain the observations in terms of energy.

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charges move when current flows. Assessment ideas: Learners can be asked to write
an equation to summarise their results. (The voltage
2 Why does the lamp get dimmer?
across each of the components in series adds up to
(5–10 mins) the voltage across the cell.)
Learning intention: To remind learners of the effect
2 Think like a scientist: Measuring current
of adding lamps in series.

another identical lamp.

PL
Resources: A simple circuit with a cell and a lamp,

Description: Show learners that the lamp lights

from the cell. Questions can be asked to assess prior
understanding of current. Ask learners to predict
the effect of adding the second lamp in series with
the first. Demonstrate that the lamp becomes
dimmer. Ask why this happens.
Learners may (correctly) say that the current though
in a parallel circuit (20+ mins)
Learning intention: To measure current at different
positions in a parallel circuit and to discover the
relationships between the current values.
Resources: See Learner’s Book.
Description: See Learner’s Book.
Differentiation ideas: Learners who need support
can be asked the describe what happens to the
current as it flows from the unbranched part of the
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two lamps is less than through one lamp. They may circuit to a branch.
also (correctly) make reference to the energy from
Learners who need challenge can be asked to make
the cell being shared between two lamps rather than
predictions about current values in various parts of
all given to one lamp.
the circuit.
The correct answer is a combination of both,
Assessment ideas: Learners can be asked to
although beyond the scope of the curriculum. As the
write an equation to summarise their results. (The
current decreases, energy from the cell is delivered
SA

current through each of the parallel branches adds

more slowly to the lamps (the voltage across each
up to the current through the cell / through the
lamp also decreases). This is the concept of electrical
unbranched part.)
power and should not be introduced at at this stage.
The misconception of current being ‘used up’ in 3 Explaining the difference between
a series circuit is very common, so learners think current and voltage (15–20 mins)
that the current decreases in a stepwise manner as it Learning intention: To help learners understand the
passes through each lamp. difference between current and voltage.
Main teaching ideas Resources: Small identical objects (for example,
beads, counters or balls of scrap paper), path for
1 Activity: Measuring voltage in a series learners to walk around the room.
circuit (20+ mins) Description: Current and voltage are abstract
Learning intention: To show learners how to connect concepts, so modelling can help some learners to
voltmeters and that the voltage across each of the understand the difference. Care must be taken, as
components in series adds up to the voltage across no model is perfect and often breaks down when
the cell. applied to another situation.

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CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

Allocate one learner, possibly seated at a desk, to Description: Learners work in pairs and each tells
be the ‘cell’. This learner will hand out the small the other what they learned in the lesson or topic.
objects to those that pass. An equal number is Each learner then summarises, in bullet points, what
given to each person. The small objects represent their partner told them.
electrical energy. Only the ‘cell’ can give these Assessment ideas: Read the statements to see what
objects. has been learned. If anything is missing, recap next
Allocate another learner, possibly seated at another lesson.
desk, to be a ‘component’ such as a lamp. Learners
walk in a circuit, collecting ‘energy’ at the cell and 2 Current and voltage true or false
giving this energy to the ‘lamp’. Learners must (5 mins)
return to the ‘cell’ carrying no ‘energy’. This can be Resources: Small pieces of paper.
extended to two lamps in series where each passing

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Description: Each learner writes one or more
learner gives half their ‘energy’ to the first ‘lamp’ statements of their choice about current or voltage
and half to the second ‘lamp’. that can be true or false. The statements are
More ‘cells’ can be added each giving the same swapped for others to decide, true or false. The
quantity of energy to each passing learner. answered statements are then swapped back again
for checking or discussion.

this stage.
PL
Care must be taken in this analogy not to imply
that voltage is the same as energy. In this analogy,
voltage is the number of ‘energy’ objects given to,
or given up by, each walking learner. The definition
of voltage is beyond the scope of the curriculum at

Differentiation ideas: Learners who need support

can be asked what the model shows about current in
a series circuit. Is it the same all the way around, or
does it decrease to zero after the last lamp?
Learners who need challenge can be asked to
Assessment ideas: The teacher should randomly
check some of the statements and their intended
answers before they are swapped.

Homework ideas
1 Questions from the Learner’s Book
2 Workbook Exercises 9.2A. 9.2B and 9.2C
3 Worksheets 9.2A, 9.2B and 9.2C
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describe how this model can be extended to parallel Topic worksheets
circuits. For example, two lamps in parallel with • Worksheet 9.2A, Measuring current and voltage
the cell. (Focus)
Assessment ideas: Ask learners: • Worksheet 9.2B, Current and voltage in series
• What do the walking learners represent? circuits (Practice)
(electrons) • Worksheet 9.2C, Current and voltage in series
SA

• What does the speed of walking represent? circuits (Challenge)

(current) • Worksheet 9.2D, Current and voltage in parallel
• What does the number of objects gained or (Focus)
given up represent? (voltage) • Worksheet 9.2E, Current and voltage in parallel
• How, in this model, can a battery eventually (Practice)
stop working? (all the ‘energy’ objects have been • Worksheet 9.2F, Current and voltage in parallel
given out) (Challenge)

Plenary ideas
1 What did my partner learn? (3–5 mins)
Resources: Small pieces of paper, approximately
10 cm by 5 cm.

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9 ELECTRICITY

Topic 9.3 Resistance

LEARNING PLAN

Learning Objectives Learning intentions Success criteria

9Pe.03 Calculate resistance • Discover how resistance • State what happens to

(resistance = voltage / current) and affects current in a circuit. current in a circuit when
describe how resistance affects • Calculate resistance from resistance increases or
current. voltage and current. decreases.

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9TWSm.03 Use symbols and formulae • Recall the unit of
to represent scientific ideas. resistance.
9TWSp.01 Suggest a testable • Recall and use the
hypothesis based on scientific equation resistance =
understanding. voltage ÷ current.

PL
9TWSp.03 Make predictions of likely
outcomes for a scientific enquiry
based on scientific knowledge and
understanding.
9TWSc.01 Sort, group and classify
phenomena, objects, materials
and organisms through testing,
observation, using secondary
information, and making and
using keys.
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9TWSc.04 Take appropriately
accurate and precise measurements,
explaining why accuracy and precision
are important.
9TWSc.07 Collect, record and
summarise sufficient observations and
measurements, in an appropriate form.
SA

9TWSa.02 Describe trends and

patterns in results, identifying any
anomalous results and suggesting
why results are anomalous.
9TWSa.03 Make conclusions by
interpreting results, explain the
limitations of the conclusions and
describe how the conclusions can be
further investigated.
9TSWa.05 Present and interpret
results, and predict results between
the data points collected.

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CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

LANGUAGE SUPPORT
Learners will use the following words:
resistance: in an electrical circuit, anything that Ohm’s law: the relationship expressed here as
tends to slow the flow of current resistance = voltage ÷ current
ohms: the unit of resistance, symbo Ω resistor: an electrical component designed to have
filament: the high resistance wire used in some a particular resistance value that is higher than an
lamps and in some radiant heaters equivalent length of copper wire

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Common misconceptions
Misconception How to elicit How to overcome
Increasing resistance makes After learning about resistance, The Think like a scientist
current increase is a misconception ask learners about the effect of investigation should overcome
held by some learners.

Starter ideas
1 Getting started (5 mins)
PL increasing resistance on current. this. Alternatively, set up a simple
series circuit with a cell, a resistor
and an ammeter. Replace the
resistor with another resistor of
either higher or lower value and
observe the change in current.

Main teaching ideas

1 Activity: Working out resistance
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Learning intention: To allow learners to recall the (20–30 mins)
difference between conductors and insulators and Learning intention: For learners to measure current
remind them that current does not flow equally through and voltage across resistors and then
easily in all materials. calculate resistance.
Description: Learners can work individually or Resources: See Learner’s Book.
in pairs.
Description: See Learner’s Book for instructions.
SA

2 Adding lamps in series (5 mins) Learners should be aware that resistance cannot be
Learning intention: To assess prior understanding of measured directly, but must be derived from these
the effect of adding more lamps on the current in a two quantities. (Some multi-meters can measure
series circuit. resistance, but these also use current and voltage.)

Description: Draw a circuit with one lamp and one Differentiation ideas: Learners needing support
cell. Ask learners the effect on the current when can be reminded the order in which to divide the
another cell is added in series (current decreases). quantities: always voltage divided by current, and
Ask learners why they think this happens. not always the larger number divided by the smaller.

The correct answer about resistance is not required, Learners needing more challenge can choose other
as this will be covered in the topic. Learners may components and calculate the resistance of those.
express ideas about it being more difficult for Assessment ideas: Learners can check each other’s
current to flow, or maybe have the idea that the calculations of resistance.
job of the cell in pushing electrons is made more
difficult. These are correct concepts.

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9 ELECTRICITY

2 Think like a scientist: Current and Give learners one other analogy, such as riding a
voltage in a resistor (10–20 mins) bicycle on hard ground and then in soft sand. Then
ask learners to make their own analogies.
Learning intention: For learners to investigate
the relationship between current and voltage in Differentiation ideas: This activity will differentiate
a resistor. by outcome. Learners can be divided into mixed-
ability groups, but ensure all members of a group
Resources: See Learner’s Book. A variable resistor
have a role assigned to them.
can be used instead of adding more cells; variable
resistors are introduced in the next topic. Learners who need challenge may not be given the
one additional analogy.
Description: See Learner’s Book. The investigation
can be introduced as one similar to that done by Assessment ideas: Learner groups can compare
Ohm, leading to the development of Ohm’s law. analogies.

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Differentiation ideas: Learners needing support Plenary ideas
could be asked to read intermediate values from
their graph. For example, if 1.5 V cells have been 1 Remembering the equation (2–5 mins)
used, what would be the current when the voltage Description: Learners work in pairs to think of a
is 2.0 V? mnemonic to help remember the equation relating

explain their choices of lines.

PL
Learners needing challenge can attempt Think like
a scientist question 4 in the Learner’s Book and

Assessment ideas: Learners can discuss the answers

to the Learner’s Book questions in groups or
individuals can volunteer answers to the class.
3 Analogies for resistance (10–20 mins)
Learning intention: To help learners understand the
concept of resistance.
resistance, voltage and current.
Assessment ideas: Assessment is part of the
activity.
2 Was it easy or difficult? (2–3 mins)
Resources: Paper and pens.
Description: Learners recall three ideas or concepts
from the lesson and rank each as easy, medium or
difficult to understand or remember.
Assessment ideas: Learners can compare each
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Description: Resistance, current and voltage are other’s output from this activity and discuss.
quite abstract concepts and can be difficult for many
learners to understand. Analogies can be used to Homework ideas
make the concepts more concrete. 1 Questions from the Learner’s Book
Ask learners to recall the way current was modelled
with them walking around a ‘circuit’ in the class. If 2 Workbook Exercises 9.3A, 9.3B and 9.3C
this has not been done before it can now be done for
SA

3 Worksheets 9.3A, 9.3B, 9.3C

the first time. Remind learners that they represent
electrons and their speed is the current. The energy, Topic worksheets
or effort, for walking is voltage.
• Worksheet 9.3A, Resistance (Focus)
Now ask learners to imagine doing the same activity • Worksheet 9.3B, Resistance (Practice)
while walking in the shallow end of a swimming • Worksheet 9.3C, Resistance (Challenge)
pool. How would it be different? The analogy
here is that the water provides resistance to their
movement, so slows the current. In order to keep
the current the same as on land, more effort (higher
voltage) would be needed.

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CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

Topic 9.4 Practical circuits

LEARNING PLAN

Learning Objectives Learning intentions Success criteria

9Pe.04 Use diagrams and • Draw circuit diagrams that • Draw circuit diagrams that
conventional symbols to represent, include symbols for cells, include symbols for cells,
make and compare circuits that switches, resistors, variable switches, resistors, variable
include cells, switches, resistors (fixed resistors, ammeters, resistors, ammeters,

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and variable), ammeters, voltmeters, voltmeters, lamps and voltmeters, lamps and
lamps and buzzers. buzzers. buzzers.
9TWSm.03 Use symbols and formulae • Make circuits that include • Build circuits that include
to represent scientific ideas. some or all of these some or all of these
9TWSc.01 Sort, group and classify components. components, using circuit
diagrams.
phenomena, objects, materials
and organisms through testing,
observation, using secondary

9TWSc.02 Decide what equipment

is required to carry out an
PL
information, and making and using
keys.

investigation or experiment and use it

appropriately.
9TWSc.03 Decide when to increase
the range of observations and
M
measurements, and increase
the extent of repetition, to give
sufficiently reliable data.
9TWSc.07 Collect, record and
summarise sufficient observations and
measurements in an appropriate form.
SA

9TWSa.04 Evaluate experiments and

investigations, including those by
others, and suggest improvements,
explaining any proposed changes.

LANGUAGE SUPPORT
Learners will use the following words:
dimmer: a control used to adjust the brightness of variable resistor: a component whose resistance
a lamp can be controlled and changed
volume: a control used in audio equipment for fixed resistor: a component whose resistance
adjusting the output sound level should be constant under specified conditions

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9 ELECTRICITY

Common misconceptions
Misconception How to elicit How to overcome
Voltmeters are shown in series Learners draw circuits with Always refer to the voltage across
with a component and not in voltmeters in series. a component and the current
parallel with that component. through a component, drawing
attention to the use of across and
through, as these refer to where
the quantities are being measured.

Starter ideas more challenge can design their own circuits and

E
describe the purpose for which these circuits could
1 Getting started (5 mins) be used.
Learning intention: To allow learners to recall how Assessment ideas: Learners can be asked to
to draw circuit diagrams correctly. describe how their circuit works.
Description: Learners should work individually, but

PL
can swap answers for peer-assessment.
2 Quick-fire circuit symbols (5 mins)
Learning intention: To allow learners to recall the
circuit symbols they have learned so far.
Resources: Prepared slides or cards with circuit
symbols drawn for: cell, lamp, buzzer, ammeter,
voltmeter, resistor, open switch, closed switch.
Description: Each slide or card is shown to the class
for a very short time. Learners are then allowed
2 Variable resistors (10–20 mins)
Learning intention: To show learners how a variable
resistor works.
Resources: For teacher demonstration:
•
•
•
•
variable resistor
power supply
ammeter
lamp.
For learner activity:
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to write the name for the component. The next is
• resistance wire
shown and so on.
• crocodile clips
As an alternative, learners can work in pairs, make
their own cards and show them quickly to each other. • access to other lab equipment.
Some learners may use the term ‘battery’ when the Description: Many school components that
word ‘cell’ is required. can be used as variable resistors are actually
SA

potentiometers. These have three terminals and

Main teaching ideas can be used as variable resistors, usually by
connecting the middle terminal and one of the
1 Think like a scientist: Designing and end terminals. Many school variable resistors are
building circuits (20+ mins) also called rheostats.
Learning intention: To allow learners to draw circuit
These work by having a strip of resistance material
diagrams and then build circuits for specified
or a coil of resistance wire along which an electrical
purposes.
contact can be moved. Moving the contact changes
Resources: See Learner’s Book. the length of resistance material in a circuit: the
Description See Learner’s Book. longer the length, the greater the resistance.
Differentiation ideas: The activity will differentiate This should be shown and explained to learners,
by outcome. Learners needing support can be given then the effect demonstrated in a simple circuit.
help to draw the circuit diagrams for the circuits As the resistance is increased the brightness of the
specified in the Learner’s Book. Learners needing lamp decreases and the current also decreases.

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CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

The potentiometer and varying the voltage in a temporary scale in ohms for their meter, or make a
circuit is beyond the scope of the curriculum at conversion chart.
this stage. Differentiation ideas: Learners needing support
Differentiation ideas: For an activity that can be helped with either the design of the circuit or
differentiates by outcome, learners could work with the current to resistance conversion, or both.
in groups to design and make their own variable Learners needing challenge should be asked to
resistor using resistance wire, crocodile clips and design the circuit and calculate the current to
their own choice of other equipment with varying resistance conversion themselves.
levels of support. Groups can then demonstrate
their variable resistor working. Assessment ideas: Learners could be asked to
explain how their ohm meter works, or to calibrate
Assessment ideas: Learners can be asked questions the scale for a different voltage of battery.

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such as: ‘What will happen to the resistance when
the length of the wire is doubled?’ Plenary ideas
3 Making an ohm meter (20+ mins) 1 One minute each (3–5 mins)
Learning intention: To build circuits and understand Description: Learners work in pairs. Each has 1
how meters can be calibrated to do different jobs. minute to tell the other what they learned in the

PL
Resources: Cells or batteries, wires and connectors,
ammeters (preferably analogue), selection of
resistors of values known to the teacher.
Description: An ohm meter, or resistance meter,
uses an ammeter to measure the current through an
unknown resistor with a known voltage. The cell or
battery is connected in series with the ammeter and
the unknown resistance. As resistance = voltage ÷
current, then the ammeter can be re-calibrated in
ohms. The ammeter is still measuring current but
lesson or topic. The teacher should time this so all
learners in the class are working to the same times
at once.
Assessment ideas: Individuals can volunteer to tell
the class what their partner told them. The teacher
should confirm with the other partner that this was
relayed correctly.
2 Two plus two (5 mins)
Resources: Paper and pens
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as voltage is constant, then resistance is inversely Description: Learners work individually and write
proportional to current. For example, with a 1.5 V two things they enjoyed about the lesson or topic
cell, a current of 0.5 A means the resistance is 3 W and the two things they found most challenging.
(1.5 ÷ 0.5). That means the ammeter reading of Assessment ideas: This can be done as an exit slip
0.5 A in this case can be changed to 3 W to make an activity or in books to be seen next time books are
ohm meter. taken in.
Health and safety: Learners’ designs should be
SA

checked to ensure that the ammeter is not to be Homework ideas

connected in parallel with the cell or battery. 1 Questions from the Learner’s Book
Learners can therefore make their own ohm meter
2 Workbook Exercises 9.4A, 9.4B and 9.4C
and use this to measure the values of some resistors.
Learners could use tape and pens to make a new 3 Worksheet 9.4C

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9 ELECTRICITY

PROJECT GUIDANCE

The aim of the project is to allow learners to put Learners should be encouraged not to think that an
electrical circuits into everyday context and to allow original idea was ‘wrong’ and should be discarded.
creativity and encourage logical planning. When presenting their project they can make
Learners should start by collecting resources for reference to the development stages and how new
their model building and then planning what is to ideas were incorporated.
be designed. How many rooms will there be? What Learners can decorate their rooms to make the
will be the purpose of the building – house, school, model more realistic, but this should not become
etc.? a distraction from the main focus, which should be
Before putting the electrical components into the the electrical circuit.

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building, the circuit should be planned and drawn The final stage of the project should have a fully
using a circuit diagram. Once the components are working model that the learners can demonstrate
in place, this can be modified and adapted. All and should have a complete circuit diagram for the
circuit diagrams should be kept so that a record final construction.
of the development of the project is available.

PL
M
SA

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ISBN_9781108785228.