Scheme of Work

Cambridge IGCSE™
Co-ordinated Sciences (Double Award) 0654

For examination from 2025

© Cambridge University Press & Assessment 2023
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Contents

Contents ...................................................................................................................................................................................................................................................... 3
Introduction .................................................................................................................................................................................................................................................. 5
B1. Characteristics of living organisms...................................................................................................................................................................................................... 15
B2. Cells .................................................................................................................................................................................................................................................... 16
B3. Movement into and out of cells ........................................................................................................................................................................................................... 19
B4. Biological molecules ............................................................................................................................................................................................................................ 22
B5. Enzymes.............................................................................................................................................................................................................................................. 24
B6. Plant nutrition ...................................................................................................................................................................................................................................... 26
B7. Human nutrition ................................................................................................................................................................................................................................... 29
B8. Transport in plants............................................................................................................................................................................................................................... 33
B9. Transport in animals ............................................................................................................................................................................................................................ 36
B10. Diseases and immunity ..................................................................................................................................................................................................................... 41
B11. Gas exchange in humans ................................................................................................................................................................................................................. 44
B12. Respiration ........................................................................................................................................................................................................................................ 46
B13. Coordination and response ............................................................................................................................................................................................................... 48
B14. Drugs ................................................................................................................................................................................................................................................. 52
B15. Reproduction ..................................................................................................................................................................................................................................... 54
B16. Inheritance......................................................................................................................................................................................................................................... 59
B17. Variation and selection ...................................................................................................................................................................................................................... 63
B18. Organisms and their environment ..................................................................................................................................................................................................... 65
B19. Human influences on ecosystems .................................................................................................................................................................................................... 68
C1. States of matter ................................................................................................................................................................................................................................... 71
C2. Atoms, elements and compounds....................................................................................................................................................................................................... 75
C3. Stoichiometry ...................................................................................................................................................................................................................................... 84
Scheme of Work

C4. Electrochemistry.................................................................................................................................................................................................................................. 90
C5. Chemical energetics............................................................................................................................................................................................................................ 94
C6. Chemical reactions.............................................................................................................................................................................................................................. 97
C7. Acids, bases and salts ...................................................................................................................................................................................................................... 101
C8. The Periodic Table ............................................................................................................................................................................................................................ 106
C9. Metals ................................................................................................................................................................................................................................................ 110
C10. Chemistry of the environment ......................................................................................................................................................................................................... 116
C11. Organic chemistry ........................................................................................................................................................................................................................... 120
C12. Experimental techniques and chemical analysis ............................................................................................................................................................................ 128
P1. Motion, forces and energy ................................................................................................................................................................................................................. 134
P2. Thermal physics ................................................................................................................................................................................................................................ 150
P3. Waves ............................................................................................................................................................................................................................................... 158
P4. Electricity and magnetism ................................................................................................................................................................................................................. 169
P5. Nuclear physics ................................................................................................................................................................................................................................. 185
P6. Space physics ................................................................................................................................................................................................................................... 191

4
 Scheme of Work

Introduction
This scheme of work has been designed to support you in your teaching and lesson planning. Making full use of this scheme of work will help you to improve both
your teaching and your learners’ potential. It is important to have a scheme of work in place in order for you to guarantee that the syllabus is covered fully. You
can choose what approach to take and you know the nature of your institution and the levels of ability of your learners. What follows is just one possible approach
you could take and you should always check the syllabus for the content of your course.
Suggestions for independent study (I) and formative assessment (F) are included. Opportunities for differentiation are indicated as Extension activities; there is the
potential for differentiation by resource, grouping, expected level of outcome, and degree of support by teacher, throughout the scheme of work. Timings for
activities and feedback are left to the judgement of the teacher, according to the level of the learners and size of the class. Length of time allocated to a task is
another possible area for differentiation.

Guided learning hours

Guided learning hours give an indication of the amount of contact time you need to have with your learners to deliver a course. Our syllabuses are designed around
260 hours for Cambridge IGCSE courses. The number of hours may vary depending on local practice and your learners’ previous experience of the subject. The
table below give some guidance about how many hours we recommend you spend on each topic area.

Topic Suggested teaching time (hours / % of the course) Suggested teaching order

B1: Characteristics of It is recommended that this should take about 1 hours / 0.5% of the course. B1.1.1
living organisms

B2: Cells It is recommended that this should take about 3 hours / 1% of the course. B2.1.1, 2.1.2, 2.1.3, 2.1.4,
2.1.5, 2.1.6, 2.1.7
B2.2.1, 2.2.2, 2.2.3

B3: Movement into It is recommended that this should take about 5 hours / 2% of the course. B3.1.1, 3.1.2, 3.1.3, 3.1.4
and out of cells B3.2.1, 3.2.2, 3.2.3, 3.2.4,
3.2.5, 3.2.6
B3.3.1, 3.3.2

B4: Biological It is recommended that this should take about 2 hours / 1% of the course. B4.1.1, 4.1.2, 4.1.3
molecules

B5: Enzymes It is recommended that this should take about 4 hours / 1.5% of the course. B5.1.1, 5.1.2, 5.1.3, 5.1.4,
5.1.5, 5.1.6

5
Scheme of Work
Topic Suggested teaching time (hours / % of the course) Suggested teaching order

B6: Plant nutrition It is recommended that this should take about 4 hours / 1.5% of the course. B6.1.1, 6.1.2, 6.1.5, 6.1.3,
6.1.4, 6.1.6, 6.1.7, 6.1.8, 6.1.9,
6.1.10
B6.2.1, 6.2.2, 6.2.3

B7: Human nutrition It is recommended that this should take about 6 hours / 2.5% of the course. B7.1.1, 7.1.2, 7.1.3
B7.2.1, 7.2.2
B7.3.1, 7.3.2, 7.3.3, 7.3.4,
7.3.5, 7.3.6, 7.3.7, 7.3.8, 7.3.9

B8: Transport in It is recommended that this should take about 5 hours / 2% of the course. B8.1.1, 8.1.2
plants B8.2.1, 8.2.2, 8.2.3
B8.3.1, 8.3.2, 8.3.3, 8.3.4,
8.3.5
B8.4.1, 8.4.2

B9: Transport in It is recommended that this should take about 6 hours / 2.5% of the course. B9.1.1, 9.1.2, 9.1.3, 9.1.4
animals B9.2.1, 9.2.2, 9.2.3, 9.2.4,
9.2.5, 9.2.6, 9.2.7, 9.2.8
B9.3.1, 9.3.2, 9.3.3, 9.3.4,
9.3.5
B9.4.1, 9.4.2, 9.4.3, 9.4.4,
9.4.5, 9.4.6

B10: Diseases and It is recommended that this should take about 4 hours / 1.5% of the course. B10.1.1, 10.1.2, 10.1.3, 10.1.4,
immunity 10.1.5, 10.1.6, 10.1.7, 10.1.8,
10.1.9, 10.1.10, 10.1.11,
10.1.12, 10.1.13, 10.1.14

B11: Gas exchange It is recommended that this should take about 4 hours / 1.5% of the course. B11.1.1, 11.1.2, 11.1.3, 11.1.4,
in humans 11.1.5, 11.1.6, 11.1.7

B12: Respiration It is recommended that this should take about 3 hours / 1% of the course. B12.1.1, 12.1.2, 12.1.3, 12.1.4,
12.1.5, 12.1.6, 12.1.7, 12.1.8,
12.1.9

B13: Coordination It is recommended that this should take about 8 hours / 3% of the course. B13.1.1, 13.1.2, 13.1.3, 13.1.4,
and response 13.1.5, 13.1.6, 13.1.7,
B13.2.1, 13.2.2, 13.2.3, 13.2.4
B13.3.1, 13.3.2, 13.3.3, 13.3.4,

6
 Scheme of Work

Topic Suggested teaching time (hours / % of the course) Suggested teaching order

13.3.5

B14: Drugs It is recommended that this should take about 2 hours / 1% of the course. B14.1.1, 14.1.2, 14.1.3, 14.1.4,
14.1.5

B15: Reproduction It is recommended that this should take about 6 hours / 2.5% of the course. B15.1.1, 15.1.2, 15.1.3
B15.2.1, 15.2.2, 15.2.3, 15.2.4
B15.3.1, 15.3.7, 15.3.2, 15.3.3,
15.3.4, 15.3.5, 15.3.6
B15.4.1, 15.4.2, 15.4.3, 15.4.4,
15.4.5, 15.4.6, 15.4.7, 15.4.8
B15.5.1, 15.5.2, 15.5.3, 15.5.4,
15.5.5

B16: Inheritance It is recommended that this should take about 8 hours / 3% of the course. B16.1.1, 16.1.2, 16.1.3, 16.1.4,
16.1.5, 16.1.6, 16.1.7
B16.2.1, 16.2.2, 16.2.3, 16.2.4,
16.2.5, 16.2.6
B16.3.1, 16.3.2, 16.3.3, 16.3.4,
16.3.5, 16.3.6, 16.3.7, 16.3.8,
16.3.9, 16.3.10, 16.3.11,
16.3.12

B17: Variation and It is recommended that this should take about 6 hours / 2.5% of the course. B17.1.1, 17.1.2, 17.1.3, 17.1.4,
selection 17.1.5
B17.2.1, 17.2.2, 17.2.3, 17.2.4

B18: Organisms and It is recommended that this should take about 4 hours / 1.5% of the course. B18.1.1, 18.1.2
their environment B18.2.1, 18.2.2, 18.2.3, 18.2.4,
18.2.5, 18.2.6, 18.2.7, 18.2.8,
18.2.9, 18.2.10, 18.2.11,
18.2.12, 18.2.13, 18.2.14,
18.2.15
B18.3.1

B19: Human It is recommended that this should take about 4 hours / 1.5% of the course. B19.1.1, 19.1.2, 19.1.3, 19.1.4,
influences on 19.1.5
ecosystems B19.2.1, 19.2.2

7
Scheme of Work
Topic Suggested teaching time (hours / % of the course) Suggested teaching order

C1: States of matter It is recommended that this should take about 4 hours / 1.5% of the course. C1.1.1, 1.1.2, 1.1.3, 1.1.4,
1.1.5, 1.1.6
C1.2.1, 1.2.2

C2: Atoms, elements It is recommended that this should take about 12 hours / 4.5% of the course. C2.1.1
and compounds C.2.2.1, 2.2.2, 2.2.3, 2.2.4,
2.3.2, 2.2.5, 2.2.6
C2.3.1, 2.3.3
C2.4.7, 2.4.2, 2.4.3, 2.4.5,
C2.4.1, 2.4.4, 2.4.6
C2.5.1, 2.5.2, 2.5.4, 2.5.3,
2.5.5
C2.6.1, 2.6.2
C2.7.1, 2.7.2

C3: Stoichiometry It is recommended that this should take about 10 hours / 4% of the course. C3.1.1, 3.1.2, 3.1.3, 3.1.6,
3.1.4, 3.1.5, 3.1.8, 3.1.7
C3.2.1, 3.2.2, 3.2.3
C3.3.1, 3.3.2, 3.3.3, 3.3.4,
3.3.5

C4: Electrochemistry It is recommended that this should take about 6 hours / 2.5% of the course. C4.1.1, 4.1.2, 4.1.4, 4.1.3(a),
4.1.7, 4.1.8
C4.1.3(b and c), 4.1.6, 4.1.5
C4.2.1, 4.2.2

C5: Chemical It is recommended that this should take about 6 hours / 2.5% of the course. C5.1.1, 5.1.2, 5.1.4, 5.1.5,
energetics 5.1.3, 5.1.6, 5.1.7

C6: Chemical It is recommended that this should take about 8 hours / 3% of the course. C6.1.1
reactions C6.2.1, 6.2.2, 6.2.6, 6.2.7,
6.2.3, 6.2.4, 6.2.5
C6.3.2, 6.3.3, 6.3.1, 6.3.4,
6.3.5, 6.3.6

C7: Acids, bases and It is recommended that this should take about 7 hours / 2.5% of the course. C7.1.1, 7.1.4, 7.1.3, 7.1.6,
salts 7.1.7, 7.1.2, 7.1.5
C12.2.1, 12.2.2
C7.2.1, 7.2.2, 7.2.3
C7.3.1, 7.3.2, 7.3.3

8
 Scheme of Work

Topic Suggested teaching time (hours / % of the course) Suggested teaching order

C8: The Periodic It is recommended that this should take about 5 hours / 2% of the course. C8.1.1, 8.1.2, 8.1.3, 8.1.4
Table C8.2.1, 8.2.2
C8.3.1, 8.3.2, 8.3.3, 8.3.4
C8.4.1
C8.5.1

C9: Metals It is recommended that this should take about 7 hours / 2.5% of the course. C9.1.1
C9.2.1
C9.3.1, 9.3.2, 9.3.3, 9.3.4,
9.3.5
C9.1.2, 9.4.2, 9.4.3, 9.4.1,
9.4.4
C9.5.1, 9.5.3, 9.5.2, 9.5.5,
9.5.4
C9.6.1, 9.6.3, 9.6.2, 9.6.4

C10: Chemistry of the It is recommended that this should take about 5 hours / 2% of the course. C10.1.4, 10.2.1, 10.2.2, 10.2.3,
environment 10.2.6, 10.2.4, 10.2.5, 10.2.7

C11: Organic It is recommended that this should take about 8 hours / 3% of the course. C11.1.1, 11.1.4, 11.1.5, 11.2.2
chemistry C11.3.1, 11.3.2, 11.3.3, 11.3.4,
11.3.5, 11.3.6, 11.3.7
C11.4.1, 11.1.2, 11.2.1(a),
11.2.3(a), 11.4.2
C11.5.1, 11.1.3, 11.2.1(b),
11.2.3(b), 11.5.3, 11.5.2,
11.5.4, 11.2.1(c), 11.6.2,
11.6.1
C11.7.1, 11.7.2, 11.7.3, 11.7.4,
11.7.6, 11.7.5

C12: Experimental It is recommended that this should take about 6 hours / 2.5% of the course. C12.1.1, 12.1.2
techniques and C12.3.1, 12.3.2, 12.3.3
chemical analysis C12.4.1, 12.4.2, 12.4.3, 10.1.2,
10.1.3
C12.5.1, 12.5.4, 12.5.2, 12.5.3,
10.1.1

9
Scheme of Work
Topic Suggested teaching time (hours / % of the course) Suggested teaching order

P1: Motion, forces It is recommended that this should take about 18 hours / 7% of the course. P1.1.1, 1.1.2, 1.1.3, 1.1.4,
and energy 1.1.5, 1.1.6
P1.2.1, 1.2.8, 1.2.2, 1.2.4,
1.2.9, 1.2.12, 1.2.3, 1.2.5,
1.2.6, 1.2.7, 1.2.10, 1.2.11
P1.3.1, 1.3.2, 1.3.3, 1.3.4,
1.3.5, 1.2.13
P1.4.1, 1.4.2, 1.4.3
P1.5.1.2, 1.5.1.6, 1.5.1.7,
1.5.1.3, 1.5.1.4, 1.5.1.5,
1.5.1.1,1.5.1.8, 1.5.1.9,
1.5.1.10
P1.5.3.1, 1.5.3.2, 1.5.3.3
P1.5.2.1, 1.5.2.2, 1.5.2.3,
1.5.2.4
P1.6.1.1, 1.6.1.2, 1.6.1.3
P1.6.2.1, 1.6.2.2, 1.6.1.4,
1.6.1.5
P1.6.3.1, 1.6.3.2, 1.6.3.3,
1.6.3.4, 1.6.3.5, 1.6.3.6
P1.6.4.1, 1.6.3.7
P1.7.1, 1.7.2

P2: Thermal physics It is recommended that this should take about 12 hours / 4.5% of the course. P2.1.1.1, 2.1.1.2
P2.1.2.1, 2.1.2.2, 2.1.2.3,
2.1.2.4, 2.1.2.5, 2.1.2.6
P2.2.1.1, 2.2.1.2
P2.1.3.1
P2.2.2.1, 2.2.2.2, 2.2.2.3,
2.2.2.4, 2.2.2.5, 2.2.2.6,
2.2.2.7
P2.3.1.1, 2.3.1.2
P2.3.2.1, 2.3.2.2, 2.3.2.3
P2.3.3.1, 2.3.3.2, 2.3.3.3,
2.3.3.4, 2.3.3.5
P2.3.4.1

P3: Waves It is recommended that this should take about 16 hours / 6% of the course. P3.1.1, 3.1.2, 3.1.3, 3.1.5,
3.1.6, 3.1.7, 3.1.4, 3.1.8, 3.1.9
P3.2.1.1, 3.2.1.2, 3.2.1.3,

10
 Scheme of Work

Topic Suggested teaching time (hours / % of the course) Suggested teaching order

3.2.1.4, 3.2.1.5
P3.2.2.1, 3.2.2.2, 3.2.2.3,
3.2.2.4, 3.2.2.5, 3.2.2.6,
3.2.2.7, 3.2.2.8
P3.2.3.1, 3.2.3.2, 3.2.3.3,
3.2.3.4, 3.2.3.5, 3.2.3.6,
3.2.3.7
P3.2.4.1, 3.2.4.2
P3.3.1, 3.3.2, 3.3.3, 3.3.4,
3.3.5
P3.4.1, 3.4.2, 3.4.3, 3.4.5,
3.4.8, 3.4.9, 3.4.10, 3.4.7,
3.4.4, 3.4.6,

P4: Electricity and It is recommended that this should take about 18 hours / 7% of the course. P4.1.1, 4.1.3, 4.1.7, 4.1.5,
magnetism 4.1.6, 4.1.2, 4.1.4, 4.5.3.1,
4.5.3.2
P4.2.1.1, 4.2.1.2, 4.2.1.3,
4.2.1.4, 4.2.1.6,
4.2.1.7, 4.2.1.8, 4.2.1.5,
4.2.2.6
P4.2.2.1, 4.2.2.2, 4.2.2.3,
4.2.2.4, 4.3.2.1, 4.3.2.5,
4.2.2.5, 4.2.2.7, 4.3.2.7(a)
P4.2.3.1, 4.2.3.2, 4.2.3.3,
4.2.3.4, 4.2.3.5, 4.2.3.6,
4.2.3.7, 4.3.2.7(b and c)
P4.2.4.1, 4.2.4.2, 4.2.4.3,
4.2.4.4, 4.3.2.3, 4.3.2.6,
4.3.2.8
P4.3.1.1, 4.3.1.2, 4.3.2.2,
4.3.2.4
P4.2.5.1, 4.2.5.2, 4.2.5.3,
4.2.5.4
P4.4.1, 4.4.2, 4.4.3, 4.4.4
P4.5.4.1, 4.5.4.2
P4.5.5.1, 4.5.5.2
P4.5.1.1, 4.5.1.2
P4.5.2.1, 4.5.2.2

11
Scheme of Work
Topic Suggested teaching time (hours / % of the course) Suggested teaching order

P4.5.6.1, 4.5.6.2, 4.5.6.3,

4.5.6.5, 4.5.6.4, 4.5.6.6

P5: Nuclear physics It is recommended that this should take about 10 hours / 4% of the course. P5.1.1, 5.1.2, 5.1.3, 5.1.4,
5.1.5, 5.1.6, 5.1.7
P5.2.2.1
P5.2.3.1, 5.2.3.2, 5.2.3.3,
5.2.3.4
P5.2.1.1, 5.2.1.2, 5.2.1.3,
5.2.1.4
P5.2.4.1
P5.2.5.1, 5.2.5.2, 5.2.5.3

P6: Space physics It is recommended that this should take about 10 hours / 4% of the course. P6.1.1
P6.2.1.3, 6.2.1.4, 6.2.1.6,
6.2.1.7, 6.2.1.1, 6.2.1.2,
6.2.1.5, 6.2.1.8
P6.2.2.1, 6.2.2.2, 6.2.2.3,
P6.2.3.1, 6.2.3.2, 6.2.3.3

Resources
You can find the endorsed resources to support Cambridge IGCSE Co-ordinated Sciences on the Published resources tab of the syllabus page on our public
website
Endorsed textbooks have been written to be closely aligned to the syllabus they support and have been through a detailed quality assurance process. All textbooks
endorsed by Cambridge International for this syllabus are the ideal resource to be used alongside this scheme of work as they cover each learning objective. In
addition to reading the syllabus, teachers should refer to the specimen assessment materials.

School Support Hub

School Support Hub is a secure online resource bank and community forum for Cambridge teachers, where you can download specimen and past question papers,
mark schemes and other teaching and learning resources. We also offer online and face-to-face training; details of forthcoming training opportunities are posted online.
This scheme of work is available as PDF and an editable version in Microsoft Word format; both are available on the School Support Hub. If you are unable to use
Microsoft Word you can download Open Office free of charge from www.openoffice.org

12
 Scheme of Work
Websites
This scheme of work includes website links providing direct access to internet resources. Cambridge Assessment International Education is not responsible for the
accuracy or content of information contained in these sites. The inclusion of a link to an external website should not be understood to be an endorsement of that
website or the site's owners (or their products/services).
The website pages referenced in this scheme of work were selected when the scheme of work was produced. Other aspects of the sites were not checked and only the
particular resources are recommended.

13
Scheme of Work
How to get the most out of this scheme of work – integrating syllabus content, skills and teaching strategies
We have written this scheme of work for the Cambridge IGCSE Co-ordinate Sciences (Double Award) 0654 syllabus and it provides some ideas and suggestions of
how to cover the content of the syllabus. We have designed the following features to help guide you through your course.

Learning objectives help your learners by making it Suggested teaching activities give you lots of
clear the knowledge they are trying to build. Pass ideas about how you can present learners with
these on to your learners by expressing them as ‘We new information without teacher talk or videos.
are learning to / about…’. Try more active methods which get your
learners motivated and practising new skills.
Syllabus ref. Learning objectives Suggested teaching activities

B3.3.1 Describe active Write a list of key terms related to the concept of active transport onto the class
Active transport transport as the whiteboard or digital platform. These include terms related to diffusion and osmosis and
movement of their key functions in organisms. As you call out a word, ask for a show of hands Independent
to see
particles through a study
who has heard of it, then ask learners to keep their hand raised if they would like (I) gives
to link
cell membrane from at least two of the words together. (F) your learners
a region of lower the opportunity
concentration to a Explain how active transport involves the movement of molecules or ions and how to develop
it is their
region of higher used by root hair cells. Explain that energy – provided by the mitochondria, whichowncarry
ideas and
concentration (i.e. out aerobic respiration – is required. Learners work in pairs to produce an illustration
understanding
that
against a shows this phenomenon, without using any words. This activity helps learners without
to direct
Extension activities provide your concentration remember the key components of the process of active transport. (I) input from you.
more able learners with further gradient), using
challenge beyond the basic content of from
energy
the course. Innovation and Extension: Stretch and prepare for A level-
respiration Learners write a short guide for a younger learner to explain how active transport works, and why absence of
independent learning are the basis of
these activities.
Past and specimen papers

Past/specimen papers and mark schemes are available to download from the School Support Hub (F) Formative assessment (F) is ongoing assessment
which informs you about the progress of your learners.
Past papers, specimen papers and mark schemes Don’t forget to leave time to review what your learners
are available for you to download from the School have learnt, you could try question and answer, tests,
Support Hub quizzes, ‘mind maps’, or ‘concept maps’. These kinds of
Using these resources with your learners allows you to activities can be found in the scheme of work.
check their progress and give them confidence and
understanding.

14
 Scheme of Work

B1. Characteristics of living organisms

Syllabus ref. Learning objectives Suggested teaching activities

B1.1.1 Describe the characteristics Write the seven characteristics of life and their names on the class whiteboard or digital platform. These will serve
Characterist- of living organisms by as a reminder for learners to refer to as they undertake the subsequent activities.
ics of living defining:
organisms (a) movement as an action Ask learners to consider how items of laboratory equipment or other items such as a moving car, do satisfy some
by an organism or part of an of the characteristics of life. For example, a thermometer is able to sense a change in the environment and the
organism causing a change liquid inside it ‘grows’ in response.
of position or place
(b) respiration as the Challenge learners to design a crossword (either with a pencil and paper or on the computer). The seven words
chemical reactions in cells should be the seven characteristics of life; they must write clues for another learner to find them. (I)
that break down nutrient
molecules and release Ask a carefully chosen series of questions to elicit higher-order thinking skills among learners, for example, ask
energy for metabolism them to compare key terms, to reinforce their knowledge of key definitions. (F)
(c) sensitivity as the ability to
detect and respond to Extension: Stretch and prepare for A level
changes in the internal or Ask learners to think of a mnemonic for the first letter of each of the seven characteristics of life. This is a useful
external environment skill that helps recall. The class could then vote for their favourite. ‘MRS GREN’ is a very common option, but are
(d) growth as a permanent there others?
increase in size and dry
mass
(e) reproduction as the
processes that make more of
the same kind of organism
(f) excretion as the removal
of the waste products of
metabolism and substances
in excess of requirements
(g) nutrition as the taking in
of materials for energy,
growth and development

Past and specimen papers

Past/specimen papers and mark schemes are available to download from the School Support Hub (F)

15
Scheme of Work

B2. Cells

Syllabus ref. Learning objectives Suggested teaching activities

B2.1.1 Describe and compare the Challenge learners to design a crossword (either using digital software or on paper). They should include various
Cell structure structure of a plant cell with terms associated with cell structure, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts,
an animal cell, limited to: cell ribosomes, mitochondria, and vacuoles. They must write clues for another learner to find them. (I)
wall, cell membrane,
nucleus, cytoplasm, Learners make a display to compare the structures of animal cells and plant cells, either by using annotated
chloroplasts, ribosomes, drawings, printed copies of photomicrographs, or electron micrographs, or by constructing a large comparison
mitochondria, vacuoles table or a presentation. (I)

B2.1.2 Describe the structure of a Learners make cells and organelles out of modelling clay. They may use images of cells online to help them,
bacterial cell, limited to: cell including those found in websites such as: https://cellpics.cimr.cam.ac.uk/ and www.cellimagelibrary.org (I)
wall, cell membrane,
cytoplasm, ribosomes, Techniques such as matching words can be useful in this topic. Provide learners with a series of terms in boxes
circular DNA, plasmids (such as structures found in cells or types of specialised cell), that they must match with their descriptions. (I)

B2.1.3 Identify the cell structures Learners play a game called ‘cell charades.’ Ask learners to work in pairs and take it in turns to use hand
listed in 2.1.1 and 2.1.2 in movements only to describe a number of organelles. They must not use any words in their description. For extra
diagrams and images of challenge, ask learners to attempt to illustrate the structure of a bacterial cell, including ribosomes, circular
plant, animal and bacterial deoxyribonucleic acid (DNA) and plasmids, cytoplasm, cell membrane and cell wall. (I)
cells
Learners produce a mini-poster summarising the different types of specialised cell in a multicellular organism such
B2.1.4 Describe the functions of the as a human. Challenge learners to work in groups of 3–4 to prepare a poster that illustrates the structure and
structures listed in 2.1.1 and describes the function of a wide variety of specialised cells, and how they relate to the terms tissue, organ, organ
2.1.2 in plant, animal and system and organism. Learners should keep the poster as small as possible: this encourages them to consider the
bacterial cells content more carefully. (I)

B2.1.5 State that new cells are Encourage thinking among learners by challenging them to ask the question ‘Why?’ For example, ‘Why is a root
produced by division of hair cell adapted to its function?’ rather than ‘how.’ This encourages learners to consider the function of the cell, in
existing cells addition to its visual appearance.

B2.1.6 State that specialised cells Learners work in groups to prepare Venn diagrams to compare different specialised cells, related to their overall
have specific functions, structure and the organelles found within them. Venn diagrams compare and contrast at least two different ideas
limited to: (A and B). The overlapping area represents the characteristics that belong to both A and B, and the two areas
(a) ciliated cells – movement without overlap are unique to those ideas. Differentiate this task by choosing types of cell that are more or less
of mucus in the trachea and easily compared (e.g. comparing a red blood cell and a palisade mesophyll cell would be less demanding than

16
 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

bronchi comparing a neurone and a root hair cell). The display must contain diagrams, photographs and text. Learners can
(b) root hair cells – prepare these on a large piece of paper or card with a range of materials. Ask one member of each group stands
absorption by their poster and offers an explanation to other groups as they circulate around the room. (I)
(c) palisade mesophyll cells –
photosynthesis Extension: Stretch and prepare for A level
(d) neurones – conduction of Learners carry out research into the endosymbiotic theory, which suggests that membrane-bound organelles such
electrical impulses as the mitochondrion and the chloroplast were derived from smaller cells that came to live inside larger cells.
(e) red blood cells – transport
of oxygen
(f) sperm and egg cells
(gametes) – reproduction

B2.1.7 Describe the meaning of the

terms: cell, tissue, organ,
organ system and organism
as illustrated by examples
given in the syllabus

B2.2.1 State and use the formula: Learners explore how to use the magnification formula using a familiar object (a coin from your school’s country).
Size of magnification = image size ÷ Give each learner a low-value coin from your school’s country, a piece of paper on which is an image of the coin
specimens actual size magnified by 5–10 times and a piece of paper on which is an image of the coin magnified by 0.1–0.01 times. Ask
learners to calculate the magnification of the two images of the coin. They compare their answers with those of a
B2.2.2 Calculate magnification and peer. Relate this activity to cells and organelles using animations such as: www.cellsalive.com/howbig_js.htm.
size of biological specimens
using millimetres as units Learners design a ‘step-by-step’ guide, perhaps targeted at learners who have not yet studied the topic, on how to
use the formula: magnification = image size/actual size. The guide could be a flow diagram with statements
B2.2.3 Convert measurements separated by arrows, a short story, or an animation produced on a computer. (F)
between millimetres (mm)
and micrometres (μm) Practical: Host practical activities for learners to use a light microscope and develop their ability to produce
scientific drawings. If you have suitable equipment, project images from a microscope onto a screen to
demonstrate. Specimens may include, for example, a temporary, stained mount of plant tissue stained with iodine
solution, or cells taken from the skin of the wrist (wash the inside of the wrist and place a piece of sticky tape onto
this part of the wrist, before applying the sticky tape to a glass slide with a drop of methylene blue).

Resource Plus
Carry out the Cell structure and organisation experiment referring to the Teaching Pack for lesson plans and
resources.

17
Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

Extension: Stretch and prepare for A level

Refer learners to the nanometre, which is a unit of measurement commonly used to measure viruses and
structures found within cells. Provide a series of mathematical calculations using this unit.

Past and specimen papers

Past/specimen papers and mark schemes are available to download from the School Support Hub (F)

18
 Scheme of Work

B3. Movement into and out of cells

Syllabus ref. Learning objectives Suggested teaching activities

B3.1.1 Describe diffusion as the net Demonstration: Show learners how the coloured particles in a large potassium permanganate crystal will gradually
Diffusion movement of particles from a dissolve and diffuse through a solvent to make a solution. As they watch, ask learners to describe what they see,
region of their higher and suggest explanations for this. More confident learners may be able to begin explaining why changes in factors
concentration to a region of such as temperature and concentration of solute will have an effect. Also use this opportunity to describe the role
their lower concentration (i.e. of water as a solvent in organisms with reference to digestion, excretion and transport.
down a concentration
gradient), as a result of their Demonstration: Investigate the relationship between the surface area to volume ratio and the rate of diffusion.
random movement Carefully use a knife to cut alkaline agar jelly stained with indicator into cubes of varying dimensions, and then
place these into dilute hydrochloric acid while wearing safety glasses. Measure the time taken for the acid to
B3.1.2 State that some substances diffuse through the cubes. Learners plot a graph to show the relationship between these two factors. Some
move into and out of cells by learners may suggest how this method could be adapted to investigate the effect of temperature, concentration
diffusion through the cell gradients and distance on diffusion rate, and how this is important for living organisms. (I)
membrane
Extension: Stretch and prepare for A level
B3.1.3 Describe the importance of Resource Plus
diffusion of gases and Carry out the Investigating the effect of changing surface area-to-volume ratio on diffusion experiment for AS&A
solutes in living organisms Level Biology 9700, referring to the Teaching Pack for lesson plans and resources.

B3.1.4 Investigate the factors that

influence diffusion, limited to:
surface area, temperature,
concentration gradient and
distance

B3.2.1 State that water diffuses Practical: Learners carry out a practical investigation in which they explore the effect of osmosis on plant tissue
Osmosis through partially permeable such as potato, yam or cassava. For example, learners place pieces of plant tissue into different solutions, and
membranes by osmosis measure the effect on their length after a period of incubation.
They can estimate the water potential of potato tuber cells by placing pieces of potato tuber into solutions with
B3.2.2 State that water moves into different water potentials. Learners find the percentage change in mass for a range of solutions of known
and out of cells by osmosis concentration and plot a graph. The concentration at which the potato cells neither gain nor lose water can be read
through the cell membrane from the graph.

B3.2.3 Investigate and describe the Alternative practical opportunities involving osmosis:

19
Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

effects on plant tissues of Using hen’s eggs:

immersing them in solutions https://pbiol.rsb.org.uk/exchange-of-materials/osmosis/investigating-osmosis-in-chickens-eggs
of different concentrations Plasmolysis in onions:
https://pbiol.rsb.org.uk/exchange-of-materials/osmosis/observing-osmosis-plasmolysis-and-turgor-in-plant-cells
B3.2.4 Describe osmosis as the net
movement of water Resource Plus
molecules from a region of Carry out the Investigating the effects of osmosis on plant tissues experiment referring to the Teaching Pack for
higher water potential (dilute lesson plans and resources.
solution) to a region of lower
water potential (concentrated Learners produce a mini-poster summarising the different effects of osmosis on animal and plant cells. Challenge
solution), through a partially them to work in groups of 3–4 to prepare a poster that is divided into two clear sections: 1. Descriptions, and 2.
permeable membrane Explanations. They should show the difference that solutions of high and low water potential have on a red blood
cell and a palisade mesophyll cell. The poster should include the terms turgid, turgor, plasmolysis and flaccid, and
B3.2.5 Explain the effects on plant explain the importance of water potential gradient and osmosis in the uptake and loss of water. (I)
cells of immersing them in
solutions of different Animations of diffusion and osmosis are useful as they illustrate particles as larger shapes to show how the
concentrations by using the process occurs. These can easily be found on video-sharing websites.
terms: turgid, turgor
pressure, plasmolysis, flaccid Present a series of questions on the board. Give learners 5 minutes to write down all the key terms that are
relevant to their answers. Then model how to incorporate relevant key words into clear, exam-style answers. (F)
B3.2.6 Explain the importance of
water potential and osmosis Extension: Stretch and prepare for A level
in the uptake and loss of Encourage learners to carry out research into a range of other cell types whose functions are dependent on
water by organisms osmosis, including flame cells in some species of flatworm, and the midrib cells in Mimosa pudica (the shame
plant) and Dionaea muscipula (the Venus fly trap).

B3.3.1 Describe active transport as Write a list of key terms related to the concept of active transport onto the class whiteboard or digital platform.
Active the movement of particles These include terms related to diffusion and osmosis and their key functions in organisms. As you call out a word,
transport through a cell membrane ask for a show of hands to see who has heard of it, then ask learners to keep their hand raised if they would like to
from a region of lower link at least two of the words together. (F)
concentration to a region of
higher concentration (i.e. Explain how active transport involves the movement of molecules or ions and how it is used by root hair cells.
against a concentration Explain that energy – provided by the mitochondria, which carry out aerobic respiration – is required. Learners
gradient), using energy from work in pairs to produce an illustration that shows this phenomenon, without using any words. This activity helps
respiration learners to remember the key components of the process of active transport. (I)

B3.3.2 Explain the importance of Learners review their knowledge by constructing a table or Venn diagram to compare and contrast diffusion,
active transport as a process osmosis and active transport. (F)

20
 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

for movement of molecules

or ions across membranes, Extension: Stretch and prepare for A level
including ion uptake by root Learners write a short guide for a younger learner to explain how active transport works, and why absence of
hairs energy means it cannot occur.

Past and specimen papers

Past/specimen papers and mark schemes are available to download from the School Support Hub (F)

21
Scheme of Work

B4. Biological molecules

Syllabus ref. Learning objectives Suggested teaching activities

B4.1.1 List the chemical elements Before learners arrive, write the following figures on the board for them to see as they enter, under the title
Biological that make up: carbohydrates, ‘Ingredients’: water – 60%, protein – 16%, lipids (fats and oils) – 16%, carbohydrate – 1%, DNA – 1%. Engage
molecules fats and proteins learners in a ‘think, pair, share’ activity in which they have 10 seconds to consider by themselves what these
ingredients make, and then another 30 seconds to share their ideas with a partner. Then, select a number of
B4.1.2 State that large molecules learners at random from the class to share their ideas and build a common understanding that these figures
are made from smaller represent the substances found in an average adult human body.
molecules, limited to:
(a) starch, glycogen and To help learners understand that large molecules are made from smaller molecules, provide beads that string
cellulose from glucose together, or simple chemical modelling kits. Use these to illustrate how the carbohydrates starch, cellulose and
(b) proteins from amino acids glycogen are made from glucose; proteins from amino acids; lipids from fatty acids and glycerol. (I)
(c) fats and oils from fatty
acids and glycerol Learners work in groups to prepare Venn diagrams or tables on posters that compare the features of the three
different types of biological molecule: carbohydrates, lipids and proteins. The posters should be highly visual,
B4.1.3 Describe the use of: including diagrams, photographs (if a printer is available) and text. These can be prepared on a large piece of
(a) iodine solution test for paper or card with a range of materials. Then hold a ‘marketplace’ activity in which one member of each group
starch stands by their poster and offers an explanation to other groups as they move around the room. (I)
(b) Benedict’s solution test
for reducing sugars Practical: Set up a practical circus for learners, in groups of 2–3, to conduct a series of laboratory tests for
(c) biuret test for proteins biological molecules. Emphasise the safety considerations during these practical activities because learners will
(d) ethanol emulsion test for use a hot water bath and toxic/harmful reagents. Depending on the number of learners in the class, you could
fats and oils arrange the equipment at different desks, at which learners spend 10–15 minutes. Host a class discussion to
compare learners’ observations and conclusions. (I)
Resource Plus
Carry out the Food tests experiment referring to the Teaching Pack for lesson plans and resources.

Learners review their knowledge by constructing a table to list the biological molecules, test reagent, negative
result and positive result in separate columns. (F)

Ask learners to identify the ‘odd one out’ in a series of terms. For example, the odd one out in the series biuret,
Benedict’s, iodine solution is the iodine solution, because it is not blue in colour. Alternatively, provide learners
with a series of sentences to complete, to reinforce their knowledge. Ask learners to read out their ideas and ask
for comments from other pairs. (F)

22
 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

Extension: Stretch and prepare for A level

Discuss the use of a colorimeter to improve the accuracy of the calibration curves used to estimate the glucose
concentration of a solution of unknown concentration. What other methods are there to quantitatively measure the
concentration of a biological molecule?

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

23
 Scheme of Work

B5. Enzymes

Syllabus ref. Learning objectives Suggested teaching activities

B5.1.1 Describe enzymes as Revise learners’ knowledge of biological molecules using a brief multiple-choice quiz with questions taken from
Enzymes proteins that are involved in Cambridge IGCSETM past papers. Learners can ‘vote’ for their choice of answer by holding up their hand when
all metabolic reactions, you call out ‘A,’ ‘B,’ ‘C’ or ‘D.’ You could use this activity to formatively assess learners before they begin. (F)
where they function as
biological catalysts Demonstration: Carry out a demonstration to show learners that a small mass of pureed potato, when added to
hydrogen peroxide, causes bubbles of oxygen, producing a foam. As the demonstration proceeds, explain that the
B5.1.2 Investigate and describe the potato tissue contains an enzyme, a protein that functions as a biological catalyst in all metabolic reactions, called
effect of changes in catalase. Explain how this protein breaks down hydrogen peroxide, a dangerous by-product of respiration in cells,
temperature and pH on to water and oxygen. Introduce the terms ‘substrate’ and ‘products’ during this discussion.
enzyme activity
Learners make clay models of enzymes and substrates, ensuring that the shape of the substrate is specific and
B5.1.3 Describe and explain complementary to that of the active site of the enzyme. Help learners understand that when these two models
enzyme action with reference attach, an enzyme–substrate complex forms and the substrate is converted to product, but the enzyme is
to: the active site, enzyme- unchanged. Ideally, provide learners with different colours of clay, so that they can show the enzyme and
substrate complex, substrate substrate as distinct structures. (I)
and product
Encourage learners to illustrate the modes of enzyme action as a series of diagrams in a ‘flipbook’ that they can
B5.1.4 Describe and explain the convert into a ‘moving picture’ to illustrate the ‘lock and key’ hypothesis. You could provide them with ready-
specificity of enzymes in stapled booklets of paper and show them how to get started: you may wish to draw the first few images. (I)
terms of the complementary
shape and fit of the active Learners may use animations of enzyme action. These can easily be found on video-sharing websites.
site with the substrate
Learners engage in a think-pair-share activity to consider why temperature and pH have an effect on enzyme
B5.1.5 Explain the effect of changes activity, and why maintaining these factors at nearly constant levels is important in the human body. In the
in temperature on enzyme discussion that follows, make sure that learners have a good understanding of how the terms ‘kinetic energy’,
activity in terms of kinetic ‘effective collisions’ and ‘denature’ relate to this concept.
energy, shape and fit,
frequency of effective Practical: The effect of temperature and pH on the rate of enzyme-catalysed reactions.
collisions and denaturation Practical activity options include those at:
https://pbiol.rsb.org.uk/bio-molecules/factors-affecting-enzyme-activity
B5.1.6 Explain the effect of changes Learners develop and practise skills in drawing tables, diagrams, graphs, in identifying sources of error and in
in pH on enzyme activity in evaluating procedures. If learners have mobile phones, they could use a boss clamp to video the events of the
terms of shape and fit and practical investigation for future reference and to aid with data collection. Emphasise the safety considerations

24
 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

denaturation during these practical activities because learners may use solutions of high or low pH and hot water baths. (I)

Prepare a summary of this topic with 5–10 spelling mistakes and conceptual errors. Learners spot and circle as
many mistakes as possible, and offer corrections. For example, refer to the active site and substrate as having the
‘same shape’ instead of complementary shapes, and refer to the enzyme being ‘killed’ instead of denatured. (F)

Extension: Stretch and prepare for A level

Give more confident learners more independence during practical activities: provide them with a list of equipment,
from which they choose the most relevant items, or encourage them to consider what range/intervals to use. This
can develop higher-order thinking skills in decision-making.

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

25
Scheme of Work

B6. Plant nutrition

Syllabus ref. Learning objectives Suggested teaching activities

B6.1.1 Describe photosynthesis as Throughout this topic, emphasise the importance of photosynthesis in terms of wider context to sustain learners’
Photosynth- the process by which plants interest and motivation to learn. For example, to introduce the topic, use a video clip such as:
esis synthesise carbohydrates www.nasa.gov/content/goddard/seeing-photosynthesis-from-space-nasa-scientists-use-satellites-to-measure-
from raw materials using plant-health/ or debate whether plants can accurately be referred to as chlorophyll-dependent ‘food factories’ given
energy from light their role in making carbohydrates from raw materials using energy from light.

B6.1.2 State the word equation for Ask learners, ‘What could you do if you had chlorophyll in your skin?’ Through this engaging activity, which should
photosynthesis as: carbon lead to some interesting suggestions, ask learners to suggest what chlorophyll does: it is a green pigment found in
dioxide + water → glucose + chloroplasts in plant cells, which transfers energy from light into energy in carbohydrates.
oxygen in the presence of
Practical: How leaves convert some of the glucose that they make in photosynthesis into starch instructions:
light and chlorophyll
https://pbiol.rsb.org.uk/standard-techniques/testing-leaves-for-starch-the-technique and
https://pbiol.rsb.org.uk/energy/photosynthesis/identifying-the-conditions-needed-for-photosynthesis
State the balanced symbol
B6.1.5 Learners boil a leaf in ethanol, to allow starch and iodine to make contact within the leaf and to remove
equation for photosynthesis
chlorophyll, and then test the leaf for starch using iodine solution. The starch test can be used to compare the
as:
ability of two leaves on the same plant – one with carbon dioxide and one without – to make starch. Learners are
6CO2 + 6H2O → C6H12O6 + challenged to deduce a conclusion for the experiment and the necessity of a control. This helps learners
6O2 understand the need for chlorophyll, light and carbon dioxide for photosynthesis.

B6.1.3 State that chlorophyll is a Learners produce a concept map or interactive, digital infographic to demonstrate the subsequent use and storage
green pigment that is found of the carbohydrates made in photosynthesis, including starch as an energy store, cellulose to build cell walls,
in chloroplasts glucose used in respiration to provide energy, and sucrose for transport through the plant. (I)

B6.1.4 Investigate and understand Encourage deeper and more holistic thinking among learners by challenging them to ask questions beginning with
the need for chlorophyll, light the prefix, ‘Why?’ For example, ‘Why are nitrates required for good plant health?’ or ‘Why are only the leaves of
and carbon dioxide for plants lacking magnesium yellow in colour, and not the roots?’ (F)
photosynthesis
Demonstration: Using hydrogen carbonate indicator solution, carry out a demonstration to show the effect of light
and dark conditions on gas exchange of an aquatic plant. Instructions are at:
B6.1.6 State that chlorophyll https://pbiol.rsb.org.uk/energy/photosynthesis/investigating-photosynthesis-using-immobilised-algae
transfers energy from light
into energy in chemicals, for Resource Plus
the synthesis of Carry out the Investigating photosynthesis experiment referring to the Teaching Pack for lesson plans and

26
 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

carbohydrates resources.

B6.1.7 Outline the subsequent use Practical: Building on the investigation described in the Resource Plus platform, in which learners vary light
and storage of the intensity and measure its effect on the rate of photosynthesis, learners plan an investigation into the effect on the
carbohydrates made in rate of photosynthesis of changing either carbon dioxide concentration or temperature, to develop their scientific
photosynthesis: enquiry skills. To change carbon dioxide concentration, they should change the mass of sodium
(a) starch as an energy store hydrogencarbonate. To change temperature, they could use electronic water baths, or ice and hot water. If
(b) cellulose to build cell possible, make sure that different groups in the class plan investigations that consider different variables. An
walls outline structure of the report is provided, including an emphasis on what is meant by independent, dependent,
(c) glucose used in and standardised variables, and how data can be made more reliable.
respiration to provide energy
(d) sucrose for transport in Use a technique called ‘rainbow grouping’ to help learners share their practical experiences. Give learners a
the phloem number or colour. Learners with the same number or colour then join up, making groups of representatives of
(e) nectar to attract insects each original group. In their new group, learners take turns to describe and explain the data they collected, and
for pollination evaluate sources of error in the investigation. (I)

B6.1.8 Explain the importance of: Extension: Stretch and prepare for A level
(a) nitrate ions for making To summarise the topic of plant nutrition, learners design a glasshouse to grow a crop in their country. Inform
amino acids learners that the glasshouse must provide ideal conditions to help the plants to photosynthesise quickly and grow
(b) magnesium ions for fast, so that they will provide a high yield. Learners make a video, slideshow or models of their work.
making chlorophyll

B6.1.9 Understand and describe the

effects of varying light
intensity, carbon dioxide
concentration and
temperature on the rate of
photosynthesis

B6.1.10 Understand and describe the

effect of light and dark
conditions on gas exchange
in an aquatic plant using
hydrogencarbonate indicator
solution

B6.2.1 Leaf State that most leaves have Show learners a whole leaf, tear it in half and tell them that they are looking at the very thin edge. Provide learners
structure a large surface area and are with a sheet of paper with drawings of individual cells from each of the layers, which learners cut out and paste

27
Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

thin, and explain how these onto a sheet of paper to build up a ‘diagram’ of a transverse section through a leaf. To add an artistic element to
features are adaptations for this activity, find and include leaves that have a variety of shapes to represent the different cells. Learners label
photosynthesis their diagrams to show how the structures listed in the syllabus are adaptations for photosynthesis and gas
exchange. (I)
B6.2.2 Identify in diagrams and
images the following Provide learners with a series of photomicrographs showing the cell layers in transverse sections of a
structures in the leaf of a dicotyledonous leaf. They produce a 2-minute sketch; most will draw too much detail, including individual cells.
dicotyledonous plant: Use this as a source of discussion regarding best practice in drawing organs. ‘Tissue maps’ are best practice
chloroplasts, cuticle, guard when drawing specimens like this: only the cuticle, cellular and tissue structures are necessary. (F)
cells and stomata, upper and
lower epidermis, palisade Extension: Stretch and prepare for A level
mesophyll, spongy Learners carry out research online to find the most unusual leaves in the plant kingdom. Examples include leaves
mesophyll, air spaces, of Fittonia, Aizoaceae, and Haworthia. Despite their unusual features, why are these structures still classified as
vascular bundles, xylem and leaves? Elicit the idea that they are structures with a large surface area and are thin.
phloem

B6.2.3 Explain how the structures

listed in 6.2.2 adapt leaves
for photosynthesis

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

28
 Scheme of Work

B7. Human nutrition

Syllabus ref. Learning objectives Suggested teaching activities

B7.1.1 Describe what is meant by a Learners make an illustrated leaflet or digital infographic on the importance of having a balanced diet. The target
Diet balanced diet audience of this work are patients waiting in a doctor’s clinic: learners must therefore aim to keep it simple and
informative. It must describe the diseases and the symptoms resulting from deficiencies. (I)
B7.1.2 State the principal dietary
sources and describe the Show learners foods commonly eaten in your country (sealed or unprepared). Alternatively, cut out and photocopy
importance of: food labels from a variety of foods, and use some of these to discuss with the class their nutrient content.
(a) carbohydrates
(b) fats and oils Learners work in pairs or small groups to put together foods that are commonly eaten in their country, to make up
(c) proteins a balanced diet. They decide which foods are good sources of each kind of nutrient (limited to carbohydrates,
(d) vitamins, limited to C and lipids, proteins, vitamins (C and D only), mineral salts (calcium and iron only), fibre (roughage) and water) and
D write these onto pieces of card. Learners construct a simple menu for the meals someone will eat in a day,
(e) mineral ions, limited to ensuring that all the different nutrients are contained in the food. (I)
calcium and iron
(f) fibre (roughage) Resource Plus
(g) water Carry out the Energy from food experiment referring to the Teaching Pack for lesson plans and resources.

B7.1.3 State the causes of scurvy Extension: Stretch and prepare for A level
and rickets During the Resource Plus activity on energy from food, learners find out how to calculate the energy change using
Q = mc∆T. They will need to look up the specific heat capacity of water, which is 4.2 J/ Kg °C.

B7.2.1 Identify in diagrams and Provide learners with marker pens and ask them to write down on the board as many words that they can think of
Digestive images the main organs of that relate to ‘digestion’. They think this is an easy term to define, but the reality is usually different. Learners then
system the digestive system, limited work in pairs to construct a sentence that defines this term. They may choose to use only some of the words, if
to: they feel some are not relevant. Pairs of learners then join to form groups of four, then eight, and then you elicit a
(a) alimentary canal: mouth, definition that all learners agree on. This could be submitted in the form of a live Google Document or Word Cloud.
oesophagus, stomach, small Learners should be guided to understand that the purpose of digestion is to break down larger molecules before
intestine (duodenum and their constituents can be absorbed.
ileum) and large intestine
(colon, rectum, anus) In pairs, learners take it in turns to lay on the floor of the playground, and their partner draws their outline in chalk
(b) associated organs: around them. Learners then decide where to draw the various organs of the digestive system and include labels.
salivary glands, pancreas, These should include the mouth, salivary glands, oesophagus, stomach, small intestine (duodenum and ileum),
liver and gall bladder pancreas, liver, gall bladder and large intestine (colon, rectum and anus). When all pairs are finished, learners look
at an image of the digestive system. They stand next to the one that they judge is the best representation of the

29
Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

B7.2.2 Describe the functions of the image. Take a photograph of this image and, back in the classroom, quiz learners to find out what they know
organs of the digestive about the functions of named regions of the digestive system. (I)
system listed in 7.2.1, in
relation to: Learners use all of their knowledge of this topic to write an entertaining story of the passage of a meal, typical of
(a) ingestion – the taking of your host country, from the mouth to the anus.
substances, e.g. food and
drink, into the body Extension: Stretch and prepare for A level
(b) digestion – the Learners carry out research to find out how various disorders of the digestive system are treated. This provides an
breakdown of food opportunity for them to apply their knowledge.
(c) absorption – the
movement of nutrients from
the intestines into the blood
(d) assimilation – uptake and
use of nutrients by cells
(e) egestion – the removal of
undigested food from the
body as faeces

B7.3.1 Describe physical digestion Provide each learner with two pieces of blank card. On one card, learners sketch an image that represents an
Digestion as the breakdown of food example of physical digestion: teeth chewing, a tongue, stomach contractions, etc.; or chemical digestion: the
into smaller pieces without pancreas, a schematic diagram of an enzyme showing the active site, etc. On the other card, learners write a
chemical change to the food single sentence describing another process involved in physical or chemical digestion (e.g. ‘amylase is active in
molecules both the mouth and the small intestine’). Give learners 5–10 minutes to do this. Next, take in learners’ cards and
arrange in two piles (one for diagrams, one for statements). Distribute two cards – one from each pile – to each
B7.3.2 State that physical digestion learner at random, and then ask them to produce a sketch on the reverse of the card showing a statement, and a
increases the surface area of statement on the reverse of the card showing a sketch. Review learners’ responses to each other’s work. (F)
food for the action of
enzymes in chemical Use a piece of rubber tubing and a marble to illustrate how muscles cause a bolus of food to move through the
digestion alimentary canal in the process of peristalsis.

B7.3.3 Describe chemical digestion Provide a sheet of 20–25 key terms that learners will encounter in this topic. Learners cut them out and arrange
as the break down of large them into as many groups of 2–3 as they can, with all words in each group similar in some way. Examples could
insoluble molecules into be ‘mouth, saliva, chewing’ (easy) or ‘stomach, hydrochloric acid, protein’ (difficult). (F)
small soluble molecules
Draw a very large diagram of the human digestive system on the whiteboard. Include between five and ten
B7.3.4 State the role of chemical mistakes, both spelling mistakes, and conceptual errors, for example, show the pancreas linked to the large
digestion in producing small intestine. Use the ‘think, pair, share’ technique to help learners identify the errors. (F)
soluble molecules that can

30
 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

be absorbed Resource Plus

Carry out the Digestion: model gut experiment referring to the Teaching Pack for lesson plans and resources.
B7.3.5 Describe the functions of
enzymes as follows: Explore the acidic contents of the stomach by investigating the remedies used to treat acid indigestion.
(a) amylase breaks down Instructions:
starch to simple reducing https://pbiol.rsb.org.uk/health-and-disease/how-medicines-work/no-stomach-for-it-investigating-antacid-
sugars medication.
(b) proteases break down
protein to amino acids Learners write a short guide for a younger learner to explain how a particular enzyme (amylase, lipase or
(c) lipase breaks down fats protease) catalyses the digestion of a substrate. This could be accompanied by some brief sketches in the style of
and oils to fatty acids and a ‘cartoon strip.’ Reducing the level of language used by learners can be challenging for them, but brings benefits
glycerol as it helps them determine the extent to which their knowledge is secure. (I)

B7.3.6 State where, in the digestive Select a range of single-word terms and simple sentences, for which learners construct questions. Examples
system, amylase, protease include: ‘Lipids are broken down into fatty acids and glycerol’ (the question would require learners to know the
and lipase are secreted and function of the enzyme lipase), ‘pH=9–10’ (the question would require learners to know that bile neutralises
where they act stomach acid in the duodenum in order to allow lipase and amylase to act), and ‘Bile’ (the question would require
learners to know the role of bile in emulsifying fats to increase the surface area for the chemical digestion of fat to
B7.3.7 Describe the functions of fatty acids and glycerol by lipase).
hydrochloric acid in gastric
juice, limited to killing harmful Extension: Stretch and prepare for A level
microorganisms in food and Learners carry out research online into unusual examples of digestion in the animal/plant/fungi kingdoms and
providing an acidic pH for contribute their research to a discussion – they may include examples such as the powerful digestive enzymes of
optimum enzyme activity of sharks and snakes, carnivorous plants such as the Venus fly trap and extracellular digestion by saprotrophs.
proteases in the stomach

B7.3.8 Explain that bile is an

alkaline mixture that
neutralises the acidic mixture
of food and gastric juices
entering the duodenum from
the stomach, to provide a
suitable pH for enzyme
action in the small intestine

B7.3.9 Outline the role of bile in

emulsifying fats and oils to
increase the surface area for

31
Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

chemical digestion

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

32
 Scheme of Work

B8. Transport in plants

Syllabus ref. Learning objectives Suggested teaching activities

B8.1.1 State the functions of xylem Provide magnifying glasses for learners to take home. Learners cut a small branch from a tree or small plant and
Xylem and and phloem: take photographs of the section. Challenge them to identify the positions of tissues as seen in transverse sections
phloem (a) xylem – transport of water of non-woody dicotyledonous roots and stems (limited to: xylem, phloem and cortex) and record their observations
and mineral ions, and as scientific drawings. (I)
support
(b) phloem – transport of Show learners four or five exemplar answers to a Paper 5 or 6 question, that include diagrams of plant structures.
sucrose and amino acids Learners rank the diagrams in order of quality and then explain the order they select. This activity is to help
learners understand mark schemes and success criteria. (F)
B8.1.2 Identify in diagrams and
images the position of xylem Encourage learners to produce a ‘crib sheet’ describing some of the common mistakes when drawing diagrams.
and phloem as seen in To support learners’ written descriptions, provide a series of half sentences that they should complete (e.g.
sections of roots, stems and ‘…transport mineral ions.’)
leaves of non-woody
dicotyledonous plants Extend the activity by cutting up the celery into thin sections and providing them to each learner, ideally on a white
tile. Learners use this to practise their drawing skills by sketching a large diagram of a cross-section and repeat
the calculations required for magnification.

B8.2.1 Identify in diagrams and Show Petri dishes containing bean or other seedlings that have roots covered with root hairs. Host a discussion:
Water uptake images root hair cells and What is the purpose of root hairs and how do they achieve this role?
state their functions
Provide a series of cut-out statements that describe the pathway taken by water through the root, stem and leaf.
B8.2.2 State that the large surface Learners arrange the statements in order, starting at the top of the plant and working to the bottom.
area of root hairs increases
the uptake of water and Give learners 15–20 minutes to write a draft of a short story, which should be creative and entertaining, to
mineral ions describe the pathway of a water molecule from the soil to the leaves. They must use as few words as possible, but
outline the pathway through the root, stem and leaf, limited to: root hair cells, root cortex cells, xylem and
B8.2.3 Outline the pathway taken by mesophyll cells. Learners then join into pairs to compare their stories, and decide on a final version that they
water through the root, stem transfer to a sheet of poster paper. If learners have time, they can add diagrams and photographs (if a printer is
and leaf as: root hair cells, available) to illustrate their text, but the focus should be on the information. Then hold a ‘marketplace’ activity in
root cortex cells, xylem, which one member of each group stands by their poster and offers an explanation to other groups as they move
mesophyll cells around the room. (I)

Extension: Stretch and prepare for A level

Learners cut thin sections of root and make slides to view the hairs. They count them and compare the number at

33
Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

different points along the root. Learners draw what they see under a magnification of x40.

B8.3.1 Describe transpiration as the Show a short clip of David Attenborough, high up next to a tree, discussing how water can be brought upwards:
Transpiration loss of water vapour from www.youtube.com/watch?v=Qwb6mVeMpW8.
leaves
Learners suggest ways in which water might move up a plant as a ‘think-pair-share’ activity, which is due to
B8.3.2 State that water evaporates transpiration: the loss of water vapour from leaves. Consider the world’s tallest trees, the coastal redwoods
from the surfaces of the Sequoia sempervirens, that can be found in some parts of California, USA.
mesophyll cells into the air
spaces and then diffuses out Practical: Investigation into the effect of a factor (temperature, humidity or light intensity) on the rate of
of the leaves through the transpiration of a young branch.
stomata as water vapour https://pbiol.rsb.org.uk/exchange-of-materials/transpiration-in-plants
Learners use a long piece of capillary tubing that has a short length of rubber tubing attached at one end. The
B8.3.3 Investigate and describe the whole apparatus can be supported vertically. Learners actually measure the rate water is taken up by a shoot and
effects of variation of make the assumption that all the water that is taken up is lost by the leaves. They investigate the effect of a factor
temperature and wind speed such as humidity, temperature or carbon dioxide concentration on the rate of transpiration of a plant. (I)
on transpiration rate
Challenge learners to take a series of photographs on their phone and merge these into a ‘time-lapse’ video to
B8.3.4 Explain the effects on the show the response of the leaf to humid, windy, sunny and other conditions. (I)
rate of transpiration of
varying the following: Extension: Stretch and prepare for A level
temperature, wind speed and Learners study a graph showing how the rate of transpiration varies during a 24-hour day and interpret the plot
humidity using a word list (for example, stomata, photosynthesis, gas exchange, etc.).

B8.3.5 Explain how and why wilting

occurs

B8.4.1 Describe translocation as the Learners cut out the different organs of a plant and place them into two piles, representing sources and sinks,
Translocation movement of sucrose and when you call out ‘winter,’ ‘summer,’ ‘growth,’ and so on. Move round the room to ensure that learners make the
amino acids in phloem from correct choices. Provide an empty table for learners to fill in, to make a record of this activity; they list the sources
sources to sinks and sinks depending on the scenario. (F)

B8.4.2 Describe: Learners may benefit from describing differences visually. Ask learners working in groups to prepare a poster that
(a) sources as the parts of shows the differences between transpiration and translocation. (I)
plants that release sucrose
or amino acids Extension: Stretch and prepare for A level
(b) sinks as the parts of Learners explore the evidence for translocation and how it was discovered. Experiments included ring barking of
plants that use or store trees, studies with aphids and radioactive tracers. Furthermore, cells surrounding the phloem vessels have many

34
 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

sucrose or amino acids mitochondria, and translocation can be stopped by metabolic poisons such as cyanide, which stops active
transport and hence translocation.

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

35
Scheme of Work

B9. Transport in animals

Syllabus ref. Learning objectives Suggested teaching activities

B9.1.1 Describe the Carry out an initial assessment to find out what learners know. For example, provide an outline of a human body and ask
Circulatory circulatory system as a learners to place an ‘X’ where they think the heart is and sketch a rough diagram of the internal structure of the heart. (F)
systems system of blood
vessels with a pump To review their work and to help learners visualise the circulation of blood, show an animation such as:
and valves to ensure www.abpischools.org.uk/topic/heartandcirculation/1/1
one-way flow of blood
Help learners form a model of a closed, double circulatory system. Provide a large piece of thick string or rope and ask
B9.1.2 Describe the single two learners to each hold one end of the string and place a third learner in the middle holding a pair of scissors. Ask the
circulation of a fish other members of the class to give suggestions and instructions to enable the three learners to use the string to show
how the double circulatory system in humans is arranged. Suggestions may include that the blood flow is represented by
B9.1.3 Describe the double the string, that the first learner and second learner meet and make a loop, and that the third learner represents the heart,
circulation of a and uses scissors to make cuts in the string to allow the blood to pass into the atria (his or her two arms) and out of the
mammal legs (the two ventricles). Make sure that they show how a double circulation is a system in which blood passes through
the heart twice for each complete circuit. Discuss the advantages of a double circulation.
B9.1.4 Explain the
advantages of a Extension: Stretch and prepare for A level
double circulation The discovery of the circulation by William Harvey in the 17th century challenged the theories of Galen over 1500 years
earlier. Learners stage a debate between the two scientists.

B9.2.1 Identify in diagrams Learners can find it very difficult to remember the names of the different structures of the heart, especially the position
Heart and images the and names of the valves. Encourage them to prepare a table or concept map to categorise the structures as much as
structures of the possible.
mammalian heart,
limited to: muscular Resource Plus
wall, septum, left and Carry out the Heart dissection experiment referring to the Teaching Pack for lesson plans and resources.
right ventricles, left
and right atria, one- Learners investigate a virtual heart at:
way valves and www.texasheart.org/ProjectHeart/Kids/Watch/watch.cfm.
coronary arteries They use the resource to produce an information poster as they investigate the internal and external structures of the
heart, including medical treatments such as heart transplants. (I)
B9.2.2 State that blood is
pumped away from the Ask learners to feel their pulse (in the wrist or neck). Learners could listen to each other’s hearts, with a stethoscope if
heart in arteries and you have one, or with an ear placed to the chest of a friend. As a class, talk about what they can hear, and lead into a
returns to the heart in discussion of what happens during one heartbeat: blood is pumped away from the heart in arteries and returns to the
veins heart in veins. Ask them what they can feel, and what they think is causing this. Bring out the idea of the pumping action

36
 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

of the heart and relate this to the contraction of muscle in the heart wall, increasing the pressure of the blood inside the
B9.2.3 State that the activity heart and forcing the blood around the body.
of the heart may be
monitored by: ECG Extend the discussion to inform learners that artificial hearts can now pump blood in a ‘continuous’ fashion, without
(electrocardiagram), beats. This means that a recipient of such an artificial heart would not have a pulse.
pulse rate and
listening to sounds of The cardiac cycle is a very dynamic process, which learners can find difficult to visualise. Challenge them to make a flip-
valves closing book, which consists of a number of similar images that are drawn on 15–20 different pieces of paper. Stapling together
these pieces of paper will allow another person to ‘bring the images to life’ by quickly flicking between them. To support,
B9.2.4 Investigate and provide a series of statements that describe the cardiac cycle that learners need to organise into the correct order.
describe the effect of
physical activity on the Play the ‘cardiac cycle game’. Ask learners to call out structures in the sequence in which blood moves through the heart
heart rate and round the body (right atrium, tricuspid valve, right ventricle, pulmonary artery, lungs, pulmonary vein, left atrium,
bicuspid valve, left ventricle, aorta, arteries, arterioles, capillaries, venules, veins venae cavae). Keep going around the
B9.2.5 Describe coronary room, getting faster. (F)
heart disease in terms
of the blockage of Learners work in teams to produce a digital infographic or poster on the role of diet and exercise in reducing the risk of
coronary arteries and coronary heart disease. As part of their work, they should describe coronary heart disease in terms of the blockage of
state the possible risk coronary arteries and state the possible risk factors including diet, sedentary lifestyle, stress, smoking, genetic
factors including: diet, predisposition, age and gender. They can source histology images from appropriate websites such as:
lack of exercise, https://webpath.med.utah.edu/CVHTML/CVIDX.html (I)
stress, smoking,
genetic predisposition, Experiment: Investigation of the effect of physical activity on heart rate
age and sex Guidance is at:
https://pbiol.rsb.org.uk/control-and-communication/control-of-heart-rate/observing-the-effects-of-exercise-on-the-human-
B9.2.6 Discuss the roles of body
diet and exercise in Ask learners to bring a mobile phone or smart watch. Ask them to place two fingers on their own neck – rest them gently
reducing the risk of close to one of the big tendons and try to feel the beating of their pulse. Help learners to design a results table to provide
coronary heart disease to learners who need it, and graph axes. Learners evaluate their investigation and make suggestions on how to improve
the accuracy of the results. (I)
B9.2.7 Describe the
functioning of the heart Extension: Stretch and prepare for A level
in terms of the Investigating how the heart malfunctions builds a deeper understanding of its function. Learners could explore the issues
contraction of muscles and treatment options for babies born with a ‘hole in the heart,’ for example. They can combine this with researching the
of the atria and activity of the heart as monitored by electrocardiogram (ECG), pulse rate and listening to sounds of valves closing, which
ventricles and the are often abnormal in people with heart defects.
action of the valves

B9.2.8 Explain the effect of

37
Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

physical activity on the

heart rate

B9.3.1 Blood Describe the structure Use microscope slides of sections through an artery and a vein to help learners understand the differences in structure.
vessels of arteries, veins and Alternatively, use images:
capillaries, limited to: www.histology.leeds.ac.uk/circulatory/
relative thickness of
wall, diameter of the Provide modelling clay of various colours, and challenge learners to build three-dimensional models of an artery, a vein
lumen and the and a capillary, paying careful attention to ensure that the relative widths of the layers of the vessels are correct (even
presence of valves in though their relative diameters will not be to scale). To extend the activity, provide modelling knives to learners and ask
veins them to cut their models in half in a transverse section, to display the structures in the wall and the relative lumen
diameters. They can also prepare a longitudinal section to demonstrate how this would appear different. This is a good
B9.3.2 State the functions of opportunity to challenge learners to practise their skills of calculation concerning magnification. (I)
capillaries
Learners draw a table or Venn diagram to compare arteries, veins and capillaries. They could show the three circles of a
B9.3.3 Explain how the Venn diagram as the transverse sections of these three blood vessels (not to scale), and label these to make an
structure of arteries interesting poster. Ask learners to include aspects such as how the structures are related to the pressure of the blood
and veins is related to that they transport. (I)
the pressure of the
blood that they Prepare a crossword containing clues for words related to the content of the lesson. Include the names of the layers of
transport the tissues in the walls of arteries and veins. Learners complete the crossword in pairs, with the pair that finishes first as
the winning team. (F)
B9.3.4 Explain how the
structure of capillaries Extension: Stretch and prepare for A level
is related to their Learners research and contrast the mammalian circulatory system with organisms organised differently, e.g. insect, fish
functions and amphibians.

B9.3.5 Identify in diagrams

and images the main
blood vessels to and
from the:
(a) heart, limited to:
vena cava, aorta,
pulmonary artery and
pulmonary vein
(b) lungs, limited to:
pulmonary artery and
pulmonary vein

38
 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

B9.4.1 List the components of Provide context at the beginning of this topic to help learners appreciate its importance. For example, show a video clip
Blood blood as: red blood of mountaineers using oxygen cylinders. Use this information to revise the reasons why cells need oxygen, and why
cells, white blood cells, carbon dioxide must be removed from tissues. Develop understanding by asking further questions, such as ‘What is the
platelets and plasma purpose of a red blood cell?’ (F)

B9.4.2 Identify red and white Learners, working in groups of three or four, complete a table to compare the components of blood, limited to red blood
blood cells in cells, white blood cells, platelets and plasma. They will need a large sheet of paper, to make an illustrated table that can
photomicrographs and be displayed. In their groups, learners discuss what their table will look like, e.g. they may have three columns – one for
diagrams the component of blood, one for a description or picture of the structure of this component, and a third for a description of
its functions.
B9.4.3 State the functions of
the following Use this opportunity to help learners understand the requirements of good scientific drawings. Challenge them to rank
components of blood: order a series of diagrams of cells found in the blood, in terms of the quality of their scientific drawing. You could take the
(a) red blood cells in diagrams from textbooks, or use learners’ diagrams from previous years.
transporting oxygen,
including the role of Provide learners with a series of words that relate to only one component of blood, e.g. haemoglobin, infection, antibody,
haemoglobin dissolve, and so on. Learners produce a table to show which words relate to which blood component. (F)
(b) white blood cells in
phagocytosis and Hold a quick round of ‘true or false’ questions to review learners’ knowledge of water and blood, for example: ‘Water is
antibody production the main component of blood’ (true) and ‘Red blood cells have no contents’ (false). (F)
(c) platelets in clotting
(details are not Using diagrams will help learners’ understanding of the transfer of substances between blood in capillaries, tissue fluid
required) and body cells. They could work in small groups to prepare a poster with a range of materials, perhaps based on a
(d) plasma in the diagram of a capillary bed. Host a ‘marketplace’ to extend this activity into the next lesson. One member of each group
transport of blood stands by their poster and gives an explanation to other groups as they move around the room. (F)
cells, ions,
nutrients, urea, Prepare a written text that summarises the concepts that learners have studied in this subtopic and those previously.
hormones and carbon Include 5–10 spelling mistakes and conceptual errors such as ‘blood contains haemoglobin dissolved in the blood
dioxide plasma’ and ‘red blood cells are responsible for the clotting of blood after an injury.’ (F)

B9.4.4 Identify lymphocytes Extension: Stretch and prepare for A level

and phagocytes in Show micrographs of blood films from a variety of people with different disorders. Print these (ideally in colour) and place
photomicrographs and around the room. Ask learners to walk from one station to the next and make deductions based on what they see. What
diagrams is different compared to a normal blood smear? What symptoms would be experienced by this person?

B9.4.5 State the functions of:

(a) lymphocytes –
antibody production
(b) phagocytes –

39
Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

engulfing pathogens
by phagocytosis

B9.4.6 State the roles of

blood clotting as
preventing blood loss
and the entry of
pathogens

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

40
 Scheme of Work

B10. Diseases and immunity

Syllabus ref. Learning objectives Suggested teaching activities

B10.1.1 Describe a pathogen as a Learners research what is meant by a ‘pathogen’ and a ‘transmissible disease’.
Diseases disease-causing organism
and immunity Extend the discussion by asking learners to consider epidemics and pandemics in the past decade, such as Ebola
B10.1.2 Describe a transmissible (2013–16), Zika (2015–16) and COVID-19. Distinguish these from diseases such as diabetes and lung cancer,
disease as a disease in which are not transmissible. (F)
which the pathogen can be
passed from one host to Ask learners to think about and make a list of any transmissible diseases that they have had, and some
another information about how they got infected with it. They then compare their ideas with a partner and use internet
research to check the results of their discussions. Use this activity to help distinguish between the terms ‘direct
B10.1.3 State that a pathogen is contact’ and ‘indirect contact’. (I)
transmitted:
(a) by direct contact, Experiment: Investigate the spread of disease
including through blood and Give each learner a paper cup containing distilled water, but ensure that one learner has a paper cup containing
other body fluids dilute sodium hydroxide. All learners should wear eye protection. Use this equipment to demonstrate how an
(b) indirectly, including from infection can spread in the classroom by modelling the technique of contact tracing. Learners move around the
contaminated surfaces, food, room and exchange their ‘body fluid’ with three other people at random. They must remember with whom they
animals and air made contact, and in what order. At the end of the activity the spread of the virus is revealed, by adding an
indicator. The universal indicator will be green for most learners, but will appear blue or purple for those who have
B10.1.4 Describe the body defences been infected. Challenge learners to deduce who was ‘patient zero’, the individual who started the infection. Use
against pathogens, limited to: a data table on a Google Document / shared spreadsheet to aid the collection of information very quickly.
skin, hairs in the nose,
mucus, stomach acid and Learners think of different ways in which pathogens might get inside the body. Use their ideas to construct a
white blood cells simple classification of methods of entry, involving direct and indirect transmission. Learners produce a series of
flash cards that have a picture of a pathogen on one side, and its name on the other. Extend the discussion by
B10.1.5 Explain the importance of the considering whether or not the barriers of the human body would prevent infection. (I)
following in controlling the
spread of disease: Learners prepare short information sheets to list methods used to control the spread of disease, with an emphasis
(a) a clean water supply on the mode of infection. For example, learners might show how drinking water supplies are contaminated with
(b) hygienic food preparation sewage, then consumed, or how malarial parasites make their way from one host, via a mosquito, to another. You
(c) good personal hygiene could photocopy their work and make it into a booklet for future reference. (I)
(d) waste disposal
(e) sewage treatment (details Experiment: Investigating the effectiveness of hand-washing
of the stages of sewage Hygienic practices such as hand-washing are essential for reducing the spread of transmissible diseases. This is
treatment are not required) particularly the case during the safe production of food. Provide a list of equipment that learners could use to grow
and count bacterial colonies, especially if they are unfamiliar with Petri dishes and aseptic techniques, and provide

41
Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

B10.1.6 State that vaccinations are the key terms contamination, sterile and incubate. Suggest that the dependent variable is the number of bacterial
available for some colonies obtained from their hands before and after washing. Challenge learners to produce a poster showing how
pathogens to help control the they would undertake the investigation. Give different members of the groups different roles – for example, a
spread of diseases learner in charge of standardising variables (e.g. time of incubation, including a control experiment), a learner in
charge of safe practice, and a learner in charge of ensuring that data is accurate and reliable.
B10.1.7 State the features of viruses,
limited to a protein coat and Learners play a game called ‘name that pathogen’. List a number of diseases on the board and ask learners to
genetic material pick the right disease for the facts being read. The fewer clues a learner needs to guess the pathogen, the more
points the learner achieves. Clues include the methods of transmission, global distribution, clinical features, and so
B10.1.8 Describe active immunity as on. (I)
defence against a pathogen
by antibody production in the Learners prepare a series of five statements on viruses that can be classified as ‘always true,’ ‘sometimes true’ or
body ‘never true.’ Examples include ‘Viruses have a protein coat’ (always true), ‘Viruses are found inside living cells’
(sometimes true – only when they have infected a cell), and ‘Viruses and prokaryotic cells have membrane-bound
B10.1.9 State that each pathogen has organelles’ (never true). (F)
its own antigens, which have
specific shapes Learners work in pairs to write down all terms that they know associated with the immune system. They may think
of terms such as ‘white blood cell,’ ‘antibody’ and ‘vaccination’. The pairs of learners then join with another pair
B10.1.10 Describe antibodies as and combine their lists of terms in order of the strength of learners’ understanding of the terms, arranged on a
proteins that bind to antigens ladder. The first word on the ladder is the term learners feel most confident about.
leading to direct destruction
of pathogens or marking of Show electron micrographs of different blood cell types to help learners differentiate the role of white blood cells:
pathogens for destruction by https://webpath.med.utah.edu/HISTHTML/EM/EM.html#1
phagocytes
Emphasise the importance of specific, complementary shapes in the role of antigens and antibodies. Provide
B10.1.11 State that specific antibodies modelling clay and challenge learners to prepare three-dimensional models of these structures. (I)
have complementary shapes
which fit specific antigens Use an animation, or photomicrographs or electron micrographs, to show the process of phagocytosis.

B10.1.12 Explain that active immunity Learners prepare a poster to show how phagocytosis occurs, using a sequence of images (like a cartoon strip).
is gained after an infection by Place an emphasis on recognition of the antigen by the phagocyte. The images should be a detailed reproduction
a pathogen or by vaccination of the process, complete with explanatory labels. At the end of the activity, display an example of images showing
phagocytosis. This will help learners to identify what they have missed and learn from their mistakes, but also
B10.1.13 Outline the process of reflect on what they feel their poster illustrates clearly. (F)
vaccination:
(a) weakened pathogens or Show an animation to consolidate understanding of the modes of phagocytosis. Examples can easily be found on
their antigens are put into the video-sharing websites.
body
(b) the antigens stimulate an Show learners the vaccination schedule used in your country, and ask them if they remember having any

42
 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

immune response by vaccinations. Contrast this with the vaccination programme for a country with very different risks to health. If there
lymphocytes which produce is resistance to vaccination in your country, find news reports about this and discuss the reasons behind it. Ask a
antibodies number of questions to extend the class discussion, for example, ‘Do any of the vaccinations need to be given
(c) memory cells are more than once, to provide good immunity?’, ‘At what ages are the vaccinations given?’
produced that give long-term
immunity Provide learners with a diagram of the effect of changes in the number of antibodies and numbers of bacteria after
a first and second infection. Ensure that only one member of each pair of learners can see this image. Ask them to
B10.1.14 Explain the role of decide who will be the describer (the one who can look at the image) and who will be the interpreter (the one who
vaccination in controlling the will convert the description into an image). Give the describers 2–3 minutes to describe the image – they cannot
spread of diseases use hand signals or help the interpreter in any other way. The interpreter tries to reproduce the image from the
verbal description only. As learners work, walk around the room and judge their progress, and then reveal the
image to them on the board (or allow the describer to show the original image to the interpreter). Provide an
opportunity for learners to consider what the missing labels are, before you reveal them. This activity helps
learners to understand the relationship between an infection with a pathogen and the immune response. (I)

Learners construct a table or Venn diagram to compare natural active immunity and artificial active immunity. The
points of comparison must focus on: exposure to antigen, presence or absence of an immune response, clonal
selection, secretion of antibody molecules by plasma cells and memory cells. (F)

Extension: Stretch and prepare for A level

Learners read online sources related to monoclonal antibodies, such as:
www.mayoclinic.org/diseases-conditions/cancer/in-depth/monoclonal-antibody/art-20047808

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

43
Scheme of Work

B11. Gas exchange in humans

Syllabus ref. Learning objectives Suggested teaching activities

B11.1.1 Identify in diagrams and Challenge learners to prepare a glossary of key terms for this topic. As there are several key terms, you could set
Human gas images the following parts of each learner the task of defining just 2–3 words each and linking them very clearly with diagrams. Examples
exchange the breathing system: lungs, include trachea, bronchi and bronchioles. (F)
diaphragm, ribs, intercostal
muscles, larynx, trachea, Show learners a figure that shows the human gas exchange system. Take learners outside and they take it in
bronchi, bronchioles, alveoli turns to draw around each other’s outline while lying on the floor of the playground. Each learner then draws a life-
and associated capillaries sized gas exchange system, with as many organs as they can remember from the discussion. As they work, walk
around and identify any mistakes, providing learners with a stick of chalk of a different colour to make corrections.
B11.1.2 Investigate the differences in Back in class, highlight the most common misconceptions for all learners to discuss and resolve. (I)
composition between
inspired and expired air using Remind learners of the gaseous composition of atmospheric air:
limewater as a test for https://www.bbc.co.uk/bitesize/guides/zysbgk7/revision/2
carbon dioxide
Resource Plus
B11.1.3 Describe the differences in Carry out the Gas exchange in humans: model lung experiment referring to the Teaching Pack for lesson plans
composition between and resources.
inspired and expired air, This comprises two investigations: learners carry out the first, to investigate and explain the differences between
limited to: oxygen, carbon inspired and expired air. (The second is later in this topic.)
dioxide and water vapour
Demonstration: How a pair of actual lungs can be inflated
B11.1.4 Investigate and describe the Use the instructions at:
effects of physical activity on https://pbiol.rsb.org.uk/cells-to-systems/ventilation-systems/dissecting-lungs
the rate and depth of This involves pumping air into lungs (car tyre pump) to observe rise and fall; it reveals some of the fine visible
breathing blood vessels that exist in the lung tissue. Help learners understand that the lungs do not contain muscle; they
cannot inflate by their own actions.
B11.1.5 Describe the features of gas
exchange surfaces in Demonstrate use of spirometer and recording, or use large diagram to show apparatus:
humans, limited to: large https://pbiol.rsb.org.uk/cells-to-systems/ventilation-systems/using-a-spirometer-to-investigate-human-lung-
surface area, thin surface, function.
good blood supply and good A spirometer is the standard equipment used to measure the capacity of the human lungs. There are several
ventilation with air versions of this laboratory apparatus available, but all consist of a chamber.

B11.1.6 Explain the differences in Learners write the story of an oxygen molecule and its journey through the human gas exchange system, from the
composition between trachea and into the red blood cells where it binds to haemoglobin. Encourage learners to use plenty of descriptive
inspired and expired air language to show the route and the membranes that the oxygen molecule crosses. Animations can help to provide

44
 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

further guidance. Examples can easily be found on video-sharing websites. (I)

B11.1.7 Explain the link between
physical activity and the rate Help learners describe how the features of gas exchange surfaces in humans increase the efficiency of gas
and depth of breathing in exchange in humans, limited to: large surface area, thin surface, good blood and air supply. A table or a mind map
terms of: an increased are options.
carbon dioxide concentration
in the blood, which is Learners investigate the effect of physical activity on rate and depth of breathing. Encourage learners to plan their
detected by the brain, own experiment in which they change one variable, measure another and try to keep other important variables the
leading to an increased rate same. Challenge learners to identify the independent variable and how they will change it, and how to best draw a
and greater depth of results table and plot this as a graph to support the ability to describe and explain their results. (I)
breathing

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

45
Scheme of Work

B12. Respiration

Syllabus ref. Learning objectives Suggested teaching activities

B12.1.1 State the uses of energy in Challenge learners to write a short story to explain the function of respiration to a younger learner. They ought to
Respiration living organisms, including: convey the message that it comprises the chemical reactions in all living cells that release energy from glucose.
muscle contraction, protein
synthesis, cell division, Learners make a mind map or map of the human body, complete with labels, that illustrate the uses of energy in
growth, the passage of nerve living organisms including muscle contraction, protein synthesis, cell division, growth, the passage of nerve
impulses and the impulses and the maintenance of a constant body temperature. (I)
maintenance of a constant
body temperature Extension: Stretch and prepare for A level
Learners explore how experiments, using apparatus called respirometers, can be conducted to give accurate
B12.1.2 Describe aerobic respiration readings for values of respiration rate.
as the chemical reactions in
cells that use oxygen to Give learners a strict time limit such as 10–15 seconds, to write out some key facts about aerobic respiration,
break down nutrient working in small groups. This could include the range of uses of energy in cells, or the relationship between
molecules to release energy oxygen, glucose and energy in the word or chemical equation. Next, allow learners to walk around the class and
speak with at least three people, to compare and refine their work. Learners then classify their own errors, to
B12.1.3 State the word equation for identify their strengths and weaknesses. This will allow learners to see that ‘everybody makes mistakes’ and
aerobic respiration as: develop a growth mind-set. This activity will help to build confidence and emphasise the benefits of patiently
glucose + oxygen → carbon learning the material. (I)
dioxide + water
Provide learners with five exemplar responses to an extended-answer question on aerobic respiration that cover a
B12.1.4 State the balanced symbol range of levels. In groups, learners choose whether some are better examples than others. They rank the work in
equation for aerobic terms of quality and then report back. Compare with your own judgement. (F)
respiration as:
C6H12O6 + 6O2 → 6CO2 + Learners can find it difficult to recall the distinctive features of aerobic and anaerobic respiration. Show learners a
6H2O series of images that represent a 100 m race and challenge them to discuss which type of respiration occurs at
each stage, including reasons why. Then discuss what happens after the race to break down the lactic acid that
B12.1.5 Describe anaerobic accumulates in muscles and blood during Excess Post-exercise Oxygen Consumption (EPOC) (‘oxygen debt’).
respiration as the chemical Encourage learners to share their ideas in groups of 2–3 in a 10–15 minute ‘wander and wonder’ activity at the
reactions in cells that break end of the session. Provide display stations for this purpose. (I)
down nutrient molecules to
release energy without using Prepare a crossword containing all the terms used in this lesson, with clear clues. Learners keep their completed
oxygen copies as a sheet of definitions to refer to throughout the topics of aerobic and anaerobic respiration. (I)

B12.1.6 State that anaerobic Encourage a class debate. The ‘motion’ must be a controversial statement, rather than a question, to prompt
respiration releases much deeper thought among learners. For example, ask learners to evaluate a statement such as ‘Aerobic respiration is

46
 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

less energy per glucose more important than anaerobic respiration’ or ‘It is possible to survive without anaerobic respiration’. Use the
molecule than aerobic ‘think, pair, share’ technique as an introduction to help learners form an opinion. (I)
respiration
In terms of anaerobic respiration, challenge learners to write the shortest sentence possible using the following
B12.1.7 State the word equation for key terms: energy, respiration, glucose and activity. This is a good way for learners to focus on developing their
anaerobic respiration in higher-order thinking skills to make sense of the meaning of these terms. To scaffold this activity for some
muscles during vigorous learners, provide the first and final sentences, or reduce the number of terms that they are expected to use. (F)
exercise as: glucose → lactic
acid Show in a series of images that represent a 100 m race the stages at which the two types of respiration occur,
including reasons why, and then discuss what happens after the race to repay the oxygen debt – and why.
B12.1.8 State that lactic acid builds
up in muscles and blood Extension: Stretch and prepare for A level
during vigorous exercise Learners investigate what happens to the lactate produced during anaerobic respiration in animals. Ask more
causing an oxygen debt confident learners to give a brief description, as a five-minute ‘master class,’ to extend the knowledge of the rest of
the class.
B12.1.9 Outline how the oxygen debt
is removed after exercise,
limited to:
(a) continuation of fast heart
rate to transport lactic acid in
the blood from the muscles
to the liver
(b) continuation of deeper
and faster breathing to
supply oxygen for aerobic
respiration of lactic acid
(c) aerobic respiration of
lactic acid in the liver

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

47
Scheme of Work

B13. Coordination and response

Syllabus ref. Learning objectives Suggested teaching activities

B13.1.1 State that electrical impulses Ask learners to stand up and then to sit down. Ask them how and why they did it. Use their answers to discuss the
Coordination travel along neurones roles of receptors (their ears), coordination (the brain, where the response was decided) and the effectors (the
and muscles they used in standing up). Explain that all animal coordination relies on receptors, coordination and
response effectors.

B13.1.2 Describe the mammalian To consolidate key terms, provide each learner with a piece of paper divided in half. On one half, there is a key
nervous system in terms of: term, and on the other, there is a definition. However, the definition is not for that key term. Examples of terms to
(a) the central nervous include are stimulus, receptor, effector, coordination centre, response, and so on. Allow learners to move around
system (CNS) consisting of the room to find the learner who has the definition of their key word, and also another who has the key word for
the brain and the spinal cord their definition. (F)
(b) the peripheral nervous
system (PNS) consisting of Discuss the concept of reaction time in 100 m sprints. Ask questions about whether the difference between
the nerves outside of the hearing the starting pistol and pushing off from the blocks is down to chance, or a very low reaction time.
brain and spinal cord Learners could assess their own reaction time:
https://humanbenchmark.com/
B13.1.3 Describe the role of the
nervous system as Learners draw a Venn diagram showing the similarities between the three types of neurone. (I)
coordination and regulation
of body functions Learners take part in a roleplay activity to illustrate how a reflex action occurs. They arrange themselves into a
circle and follow your instructions: they hold hands and pass the ‘message’ of ‘squeezes’ all round the circle. This
B13.1.4 Identify in diagrams and can be timed on a stopwatch. Learners should keep repeating this, until the squeeze is going around as fast as
images sensory, relay and possible. Record the time taken, and also the number of people in the circle – this allows for a relatively accurate
motor neurones estimation of the speed of the impulse, which takes into account its path from a left hand, to the spinal cord and to
a right hand (multiply by the number of people, and then calculate speed by dividing total distance by total time
B13.1.5 Describe a simple reflex arc taken). Point out to learners that they tend to get faster as they practice – refer to the effect of learning on reaction
in terms of: receptor, sensory time.
neurone, relay neurone,
motor neurone and effector An alternative activity is the ‘ruler drop’ experiment in which learners work in pairs to catch a ruler dropped without
notice, and read off the distance as a measure of the reaction time. Instructions are at:
B13.1.6 Describe a reflex action as a https://pbiol.rsb.org.uk/control-and-communication/reflex-nerves-and-reactions/measuring-reaction-time-of-a-
means of automatically and human-nerve-controlled-reaction.
rapidly integrating and
coordinating stimuli with the Learners explore the process by which a reflex action occurs by collaborating in groups to produce a poster. The
responses of effectors focus should be a sketch of a reflex arc, which could occur when our hand touches a hot object (for example). The
(muscles and glands) posters should be highly visual, including diagrams, photographs (if a printer is available) and text. Then hold a

48
 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

‘marketplace’ activity in which one member of each group stands by their poster and offers an explanation to other
B13.1.7 Describe sense organs as groups as they move around the room. (I)
groups of receptor cells
responding to specific stimuli: Challenge learners to work in pairs to list as many stimuli as they can, that their bodies can detect. This could be a
light, sound, touch, competition, with the pair who have made the longest list of correct stimuli / sense organs declared the winners.
temperature and chemicals
Prepare three or four past paper questions, ideally of a multiple-choice or short-answer nature, which learners
complete and pass to you as they leave the room. This ‘exit card’ technique can provide an opportunity for
formative assessment to inform you whether you need to reinforce the content in the next lesson. (F)

B13.2.1 Describe a hormone as a Provide learners with a large outline of the human body. Ask them to draw the location, and approximate size, of
Hormones chemical substance, all of the glands they have heard of. Choose an endocrine gland and ask learners to tell you what happens in their
produced by a gland and body when this secretes its hormone. For example, imagine that they are very excited or frightened: what are the
carried by the blood, which effects that adrenaline has, and how do these help the body to prepare for action? Review learners’ diagrams and
alters the activity of one or address misconceptions early. These will probably include: drawing the glands too big; not identifying the testes or
more specific target organs ovaries as glands; failing to draw two adrenal glands, and including the salivary gland, which is not an example if
an endocrine gland. (F)
B13.2.2 Identify in diagrams and
images specific endocrine Learners engage in research to become ‘experts’ on one particular hormone listed in the syllabus, before
glands and state the delivering their findings to others in small groups. Use a system of ‘jigsaw’ grouping to focus on independent work
hormones they secrete, and examination technique. Give each small group one past paper question, focusing on one hormone and its
limited to: effects. Then break up into rearranged groups to ‘teach’ how to answer the question to their peers. This means
(a) adrenal glands and that each learner is responsible for another’s learning, and provides them with alternative views and strategies to
adrenaline answer past paper questions. Circulate during the activity to highlight good ideas to encourage and motivate
(b) pancreas and insulin learners. (I)
(c) testes and testosterone
(d) ovaries and oestrogen Extension: Stretch and prepare for A level
Challenge learners to find out how the hormones listed in the syllabus differ in terms of the mechanism by which
B13.2.3 Describe adrenaline as the they act. This should be limited to whether they are able to diffuse across the cell membrane or not.
hormone secreted in ‘fight or
flight’ situations and its
effects, limited to:
(a) increased breathing rate
(b) increased heart rate
(c) increased pupil diameter

B13.2.4 State that glucagon is

secreted by the pancreas

49
Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

B13.3.1 Describe homeostasis as the Host a discussion with learners to identify the physiological factors that are maintained at a set point (e.g.
Homeostasis maintenance of a constant temperature, blood glucose concentration, blood pH / carbon dioxide concentration, water balance / water
internal environment potential, metabolic wastes) and explain the importance of maintaining the balance.

B13.3.2 Explain the concept of Give learners sentence stems to complete when describing steps in the mechanisms that control blood glucose
homeostatic control by concentration and temperature regulation. For example, ‘When _________ decreases, the body responds by
negative feedback with _________.’ Provide more comprehensive writing frames to learners who need further support, to ensure their
reference to a set point notes are complete and to build confidence. (F)

B13.3.3 Describe the control of blood Provide a simple definition of homeostatic control by negative feedback for learners to use and apply to other
glucose concentration by the situations, e.g.:
liver and the roles of insulin • there is a set point – a normal level that the system tries to maintain
and glucagon • there is a 'measuring device' that keeps track of whether the level is within the range of the set point
• if the level goes outside the set point, this triggers events that bring the level back into line again.
B13.3.4 Identify in diagrams and
images of the skin: hairs, hair Introduce this topic using an analogy with an example that learners know. Prompt a discussion on how a
erector muscles, sweat thermostatically controlled water bath operates or by listing others that work in the same way – for example,
glands, receptors, sensory ovens, central heating systems and air-conditioned rooms. Point out the role of the control panel in these
neurones, blood vessels and machines, which is the equivalent of the hypothalamus in the body.
fatty tissue
Print and write on cards the sequence of events that occurs in control of blood glucose concentration. Shuffle the
B13.3.5 Describe the maintenance of cards and ask learners to arrange them in the correct sequence. (I)
a constant internal body
temperature in mammals in By putting together cut-out shapes into diagrams and adding labels, learners explore the role of the skin in
terms of: thermoregulation and the role of the pancreas in the regulation of blood glucose concentration. Provide different
(a) insulation, sweating, pairs of learners with large, photocopied images of the cross-section of the skin, how the hypothalamus controls
shivering, the role of the thermoregulation, or the mechanism of control of blood glucose concentration. Learners display their work as
brain posters, which can be peer assessed. (I)
(b) vasodilation and
vasoconstriction of arterioles Show a short video clip about the extreme conditions that humans can (briefly) cope with. An example would be
supplying skin surface the heat that firefighters are exposed to, or the extreme cold that some people experience when they (choose to)
capillaries swim in ice-cold water. Distinguish between the external and internal environments. Give learners several
sentences to complete related to the video clip e.g. ‘The receptors sensitive to temperature change are found in
the…’ and ‘Enzymes require a relatively stable body temperature because…’ (F)

Write out a set of statements on separate cards that describe an example of a homeostatic mechanism that
contributes to the maintenance of constant internal body temperature in mammals. Give these to learners to put
into a logical sequence. These cards should include sweating, shivering, contraction of hair erector muscles, and
vasodilation and vasoconstriction of arterioles supplying skin surface capillaries. (F)

50
 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

Experiment: Investigating how penguin groups maintain their body temperature

Learners plan or undertake a practical in which they model the effect of penguins ‘huddling’ together in groups on
their body temperature. Test tubes containing warm water can be used as model penguins, and the temperature of
the water in a central test tube can be measured over time, compared to a test tube that is on the outside. (I)

Learners identify analogies to describe the role of homeostasis in the body. Examples include a cooking oven with
a thermostat, a thermostatically controlled water bath, central heating systems, and air-conditioned rooms. Then
discuss homeostasis and link the analogies to key terms that you write on the board, such as stimulus (internal
and external), receptor, coordination centre, effector and response. Learners record a summary of the discussion
in the form of a flow diagram, including these key terms.

Extension: Stretch and prepare for A level

Learners construct Venn diagrams to compare the origin, mode of action, targets and functions of insulin and
glucagon. Draw a circle labelled ‘insulin’ overlapping with another circle labelled ‘glucagon’. Insulin and glucagon
have many things in common (e.g. both are hormones and are released by the pancreas). However, there is much
that is unique to each (e.g. the specific cells in the pancreas that release them, their effects on blood glucose
concentration, and so on).

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

51
Scheme of Work

B14. Drugs

Syllabus ref. Learning objectives Suggested teaching activities

B14.1.1 Describe a drug as any Provide a series of questions on antibiotics, or medicinal drugs in general, for learners to research using textbooks
Drugs substance taken into the and the internet before the lesson. Researching the answers should generate learners’ interest in the subject and
body that modifies or affects enrich the discussion at the start of this lesson.
chemical reactions in the
body Learners produce a series of flash cards that have a key term related to (or an example of) antibiotics on one side,
and a definition or explanation of how that term relates to their use on the other, for example, ‘Penicillin’ on one
B14.1.2 Describe the use of side of the card and ‘can be used to treat bacterial infections’ on the other. It is important to use this activity to help
antibiotics for the treatment learners understand that antibiotics kill bacteria but do not affect viruses. (F)
of bacterial infections
Show this brief video on natural selection ‘in action’: www.youtube.com/watch?v=plVk4NVIUh8 [the natural
B14.1.3 State that some bacteria are selection of bacteria on a very large Petri plate] Ask learners to (a) describe, (b) explain, and (c) suggest a
resistant to antibiotics which question about, what they have seen in 2–3 sentences each. After 2–3 minutes of pair discussion, the pairs join
reduces the effectiveness of together into groups of four and then groups of eight to discuss this further and come up with combined answers.
antibiotics Collect learners’ work and give feedback, including whether they have answered the three questions in the correct
way (according to the command word).
B14.1.4 State that antibiotics kill
bacteria but do not affect Learners work in small groups to produce a pamphlet or digital infographic, aimed at hospital visitors, to warn of
viruses the dangers of emerging antibiotic resistance in bacteria such as MRSA. Challenge learners to prepare a brief
folded document or animated presentation, listing how the circumstances in which bacteria develop resistance to
B14.1.5 Explain how using antibiotics antibiotics could be avoided. These should include: dosage; length of treatment; use of narrow-spectrum
only when essential can limit antibiotics; identify correctly the causative organism; hygiene and aseptic conditions in areas such as hospitals;
the development of resistant measures to reduce the impact of antibiotic therapy with farm animals. (I)
bacteria such as MRSA
Challenge learners to use the basis of this lesson to plan an investigation involving the equipment they have seen,
in order to help develop their scientific enquiry skills. Examples may include ‘Do bacteria develop resistance to
antibody X more rapidly than antibody Y?’ and ‘What is the effect of temperature on the development of antibiotic
resistance in bacteria?’ Ask learners to consider which variables should be standardised, and how their data could
be made more reliable; what results would they predict, and why. (I)

Extension: Stretch and prepare for A level

Learners investigate how testing needs to be carried out for a drug to be approved for use. Refer learners to the
work of the scientists Florey and Chain in the 1940s on understanding the safe dose of penicillin.

52
 Scheme of Work

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

53
Scheme of Work

B15. Reproduction

Syllabus ref. Learning objectives Suggested teaching activities

B15.1.1 Describe asexual Learners construct a dichotomous key that helps them differentiate between asexual and sexual reproduction.
Asexual reproduction as a process This should conform to the definitions listed in the syllabus. (I)
reproduction resulting in the production of
genetically identical offspring Learners explore the differences between sexual and asexual reproduction through a debate. Arrange learners in
from one parent pairs, and ask them to spend 5–10 minutes researching the roles and processes involved in asexual and sexual
reproduction. After this time, identify learners to either represent ‘the case for sexual reproduction’ or ‘the case for
B15.1.2 Identify examples of asexual asexual reproduction’ and clarify their arguments. Group pairs of learners together to arrange teams of four. Allow
reproduction in diagrams, each team of four to give their arguments, and then the other team of four should provide their counter-argument.
images and information
provided Host a discussion at the end of the debate to identify the characteristics of each type of reproduction, and the
relative advantages and disadvantages of each method, in the two different contexts listed in the syllabus. (I)
B15.1.3 Discuss the advantages and
disadvantages of asexual Experiment: Investigating asexual reproduction:
reproduction to a population https://pbiol.rsb.org.uk/genetics/introducing-gene-technologies/cloning-a-living-organism.
of a species in the wild This requires learners to clone a plant by taking cuttings, as an illustration of asexual reproduction. It can be done
as an extended project.

Extension: Stretch and prepare for A level

Learners carry out research online to explore how horticulturists exploit asexual reproduction in bulbs and
rhizomes, e.g. daffodils, orchids.

B15.2.1 Describe sexual reproduction Provide learners with marker pens and ask them to come to the class board to write down as many words that
Sexual as a process involving the they can think of that relate to ‘species.’ Learners then work in pairs to construct a sentence that defines this term.
reproduction fusion of the nuclei of two They may choose to use only some of the words, if they feel some are not relevant. Pairs of learners then join to
gametes to form a zygote form groups of four, then eight, and then you elicit a definition that all learners agree on – that it is a group of
and the production of organisms that can reproduce to produce fertile offspring.
offspring that are genetically
different from each other Challenge learners to write the shortest sentence possible using key terms (gamete, fusion, haploid, diploid,
zygote) and numerical values relevant to this topic. This is a good way to focus learners on developing their
B15.2.2 Describe a species as a higher-order thinking skills, rather than simply expecting them to recall key terms.
group of organisms that can
reproduce to produce fertile Learners carry out research to find the number of chromosomes in diploid cells and gametes of a range of
offspring organisms, including those with very few (e.g. mosquito = 3) to very many (e.g. polar bear = 78).

B15.2.3 State that nuclei of gametes Learners undertake research and prepare, in groups of 2–3, a short ‘TED Talk’ on the subject, ‘Sexual

54
 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

are haploid and that the reproduction: a more advanced method than asexual reproduction’. During the project, provide roles to learners to
nucleus of a zygote is diploid ensure that all members are engaged. Roles could include the decision maker, the scribe and the internet
researcher. This can also be used to differentiate learning: provide a more challenging role for more confident
B15.2.4 Discuss the advantages and learners. (I)
disadvantages of sexual
reproduction to a population Extension: Stretch and prepare for A level
of a species in the wild In their attempts to model meiosis, more confident learners could show, with guidance, how different alleles of the
same genes on some of the homologous pairs can be represented by tying little pieces of different-coloured cotton to
the chromosomes and showing how these can end up in different combinations in the daughter cells.

B15.3.1 Identify in diagrams and Provide learners with mini-whiteboards. Inform learners that they will take part in a 30-second competition.
Sexual images and draw the Learners draw and label a flower in as much detail as they can. Use this activity as an opportunity to correct some
reproduction following parts of an insect- misconceptions, e.g. if a learner draws a whole plant, point out that the flower is the reproductive organ only. (F)
in plants pollinated flower: sepals,
petals, stamens, filaments, Learners collect or draw examples of flowers that are native to your country of residence. Help learners construct
anthers, carpels, style, a definition of ‘flower’ and label the different parts, including the sepals, petals, stamens (anthers and filaments)
stigma, ovary and ovules and carpels (stigmas, styles, ovaries and ovules).

B15.3.2 State the functions of the Instructions to help learners ‘dissect’ their flower(s):
structures listed in 15.3.1 https://pbiol.rsb.org.uk/cells-to-systems/reproductive-systems/comparing-the-flower-structure-of-different-
angiosperms
B15.3.7 Identify in diagrams and
images and describe the Learners make a model of a flower using a variety of resources including coloured paper, pipe cleaners and paper
anthers and stigmas of a cups. Challenge learners to use the knowledge they have developed during this unit to construct a model of a
wind-pollinated flower wind- or insect-pollinated flower. (I)

B15.3.3 Describe pollination as the Provide learners with several sets of seeds, such as beans, with different combinations of germination conditions.
transfer of pollen grains from This experiment will enable learners to work out which conditions the seeds need before they will germinate and
an anther to a stigma reveal the cotyledons – the plumule and radicle. Set up five large test tubes, as shown in the diagram. If there is
no suitable dark place to leave tubes B and C, you can cover the tubes with black paper instead. Make sure that
B15.3.4 State that fertilisation occurs you put the same number of seeds into each tube. Check the tubes each day. Count how many seeds have
when a pollen nucleus fuses germinated, and record this as a percentage. Learners use their results to decide which conditions these seeds
with a nucleus in an ovule require, in order to germinate. (I)

B15.3.5 Describe the structural Learners work in pairs for an activity on the structures involved in plant reproduction. Provide each learner with an
adaptations of insect- image showing one of the structures important in the process. Also provide each learner with a piece of blank
pollinated and wind- paper. Each learner takes it in turn to describe the image to their partner using only spoken words (they cannot
pollinated flowers sketch or use hand signals). Their partner has to reproduce the diagram during the description and then both
learners discuss what it shows. (I)

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Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

B15.3.6 Investigate and describe the

environmental conditions that Learners prepare a factsheet on the topic of reproduction in plants. The audience for this work is next year’s
affect germination of seeds, learners, and its purpose is to give them an overview of the information they will learn. (F)
limited to the requirement for:
water, oxygen and a suitable Resource Plus
temperature Carry out the Environmental factors affecting germination experiment referring to the Teaching Pack for lesson
plans and resources.

B15.4.1 Identify on diagrams and Ask learners to engage in a ‘think, pair, share’ activity to decide why humans, like all organisms, need to
Sexual state the functions of the reproduce.
reproduction following parts of the male
in humans reproductive system: testes, Provide learners with paper, balloons and sticky tape. Learners make a model sperm and egg using balloons.
scrotum, sperm ducts, Their models must show relative sizes of the gametes, and the number of chromosomes it carries, and what
prostate gland, urethra and happens to this number when it fuses with another gamete. The relative size, structure, numbers and motility of
penis the gametes should be reflected: the egg should be much larger than the sperm, for example. This could be
achieved by inflating the balloon to a much greater size. The adaptations of the cell that enable it to engage in
B15.4.2 Identify on diagrams and fertilisation should also be identified: for sperm, the tail could be formed by rolling paper into a tube, which is then
state the functions of the attached to the balloon using sticky tape.
following parts of the female
reproductive system: ovaries, Challenge learners to produce a model that shows the genetic makeup of the haploid cells (possibly 23 small
oviducts, uterus, cervix and pieces of paper could be inserted into the balloon before it is inflated). Close the activity by asking learners to
vagina attach their models to the wall or place them in an open space.

B15.4.3 Describe fertilisation as the Use this activity as the basis of a discussion on how fertilisation occurs. How could the gametes be shown to
fusion of the nuclei from a fertilise each other? Warning: this could result in some of the balloons being burst! (I)
male gamete (sperm) and a
female gamete (egg cell) Provide learners with diagrams showing the male and female reproductive systems, that have unlabelled label
lines. Ask learners to try to add labels to as many of the label lines as possible for 5 minutes, then move around
B15.4.4 Describe the roles of the room to find labels that they don’t have. This is not a competition, so instruct learners to be open to sharing. At
testosterone and oestrogen the end of the activity, ask whether any of the label lines remain blank. Share them with the learners. Discuss
in the development and which ones they found easiest to identify, and why some could not be identified by any learner. (I)
regulation of secondary
sexual characteristics during Print and write on cards the sequence of events that occurs in the menstrual cycle. Shuffle the cards and ask
puberty learners to arrange them in the correct sequence. (I)

B15.4.5 Describe the menstrual cycle Learners design a reproductive system crossword. The clues they provide should be unambiguous definitions for
in terms of changes in the the key terms that they have encountered during this topic. They should include the roles of testosterone and
ovaries and in the lining of oestrogen in the development and regulation of secondary sexual characteristics during puberty. (F)
the uterus (knowledge of sex

56
 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

hormones is not Prepare 2–3 past paper questions, ideally multiple-choice or short-answer questions, on the subject of sexual
required) reproduction in humans. Learners complete these and pass to you as they leave the room. This ‘exit card’
technique provides an opportunity for formative assessment, enabling you to judge if reinforcement of the content
B15.4.6 Explain the adaptive features of this lesson is necessary in the next lesson. (F)
of sperm, limited to:
flagellum, mitochondria and Extension: Stretch and prepare for A level
enzymes in the acrosome Challenge learners to produce a presentation or display about the similarities and differences between
reproduction in flowering plants and in humans.
B15.4.7 Explain the adaptive features
of egg cells, limited to:
energy stores and the jelly
coat that changes at
fertilisation

B15.4.8 Compare male and female

gametes in terms of: size,
structure, motility and
numbers

B15.5.1 Describe a sexually List a careful choice of HIV positive people (e.g. Arthur Ashe the tennis player, and Isaac Asimov the writer), and
Sexually transmitted infection (STI) as show a carefully-chosen video clip, such as the television adverts warning of HIV from the 1980s:
transmitted an infection that is www.youtube.com/watch?v=9SqRNUUOk7s
infections transmitted through sexual
contact Give learners 2–3 minutes, working in pairs, to research and write a list of everything they know about HIV/AIDS.
This could include key words, or more thorough ideas. Then ask a number of questions, including ‘What type of
B15.5.2 State that human pathogen is HIV?’ How is HIV transmitted?’ and ‘What is the relationship between HIV and AIDS?’ Learners share
immunodeficiency virus (HIV) ideas in groups of four. Select learners to provide contributions to a whole-class discussion.
is a pathogen that causes an
STI Learners produce a short movie, the target audience for which is patients in a doctor’s waiting room, to inform the
public about HIV/AIDS. Their work should cover what the HIV particle is, how it transmits between people, and
B15.5.3 State that HIV infection may what the virus does in the body. Discuss how health authorities have tried to combat the spread of HIV.
lead to AIDS
Extension: Stretch and prepare for A level
B15.5.4 Describe the methods of Challenge learners to research the mechanisms by which HIV affects the immune system, including the role of
transmission of HIV antigenic concealment to evade phagocytosis.

B15.5.5 Explain how the spread of

STIs is controlled

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Scheme of Work

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

58
 Scheme of Work

B16. Inheritance

Syllabus ref. Learning objectives Suggested teaching activities

B16.1.1 State that chromosomes are Tell learners that DNA is probably the most famous molecule in biology. But why? Challenge them to come up with
Chromosome made of DNA, which an explanation. Suggestions may include: its link with inheritance, its link with disease, its association with a
s and genes contains genetic information contemporary and controversial story of scientific detective work. Discuss learners’ explanations, and introduce
in the form of genes the idea that DNA is a molecule that carries information from one generation to the next in the form of genes.
Refer to the link between DNA and protein. (F)
B16.1.2 Define a gene as a length of
DNA that codes for a protein Provide learners with a series of unfinished sentences or parts of sentences that are written to summarise their
learning. Initiate a ‘think, pair, share’ activity and then ask them to construct an ending, middle or beginning. Ask
B16.1.3 Define an allele as an for learners to read out their ideas and ask for comments from other pairs. Examples would include:
alternative form of a gene • … is a length of DNA that codes for a protein (low demand)

B16.1.4 Describe the inheritance of Discuss electron micrographs of karyotypes, which can be found online, to help learners understand the structure
sex in humans with reference of chromosomes as comprising DNA, which carries genetic information in the form of genes. Ask learners to
to X and Y chromosomes consider how they think the numbers written underneath each pair of chromosomes has been decided. Extend
learning by considering abnormal human karyotypes that show trisomy (e.g. trisomy 21) that causes Down’s
B16.1.5 Describe a haploid nucleus Syndrome. Extend by describing the inheritance of sex in humans with reference to X and Y chromosomes.
as a nucleus containing a
single set of chromosomes Learners carry out research to find the number of chromosomes in diploid cells and gametes of a range of
organisms, including those with very few (e.g. mosquito = 3) to very many (e.g. polar bear = 78). Reflect on their
B16.1.6 Describe a diploid nucleus as research to ensure that learners can distinguish between the terms ‘diploid’ and ‘haploid.’ (I)
a nucleus containing two sets
of chromosomes Prepare three or four past paper questions, ideally of multiple-choice or short-answer questions, which learners
complete and pass to you as they leave the room. This ‘exit card’ technique enables you to judge whether you
B16.1.7 State that in a diploid cell, need to reinforce the content of this lesson in the next lesson. (F)
there is a pair of each type of
chromosome and in a human Extension: Stretch and prepare for A level
diploid cell there are 23 pairs Challenge learners to think in greater depth about chromosomes. For instance, ask whether all organisms have
the same number of chromosomes, and which chromosomes are likely to have the most genes. Encourage
learners to consider what they know to make suggestions.

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Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

B16.2.1 Describe mitosis as nuclear Learners work together in pairs to list what they know about the roles of cell division. Then ask the pairs to join
Cell division division giving rise to together into groups of four and then eight to discuss this further and come up with an agreed list of points – which
genetically identical cells one or two learners from each group then write on the board as a ‘mind map.’
(details of the stages of
mitosis are not required) Learners make models of cells to illustrate how chromosomes are shared out in mitosis. They can use long pieces
of coloured string, wire or other material to represent chromosomes. They should use a small number: 4–6 pieces,
B16.2.2 State the role of mitosis in making up 2–3 pairs. Ask learners to place them on the table, and surround them by two concentric circles of
growth, repair of damaged string to represent the nuclear envelope and cell membrane. Produce an identical partner for each ‘chromosome’,
tissues, replacement of cells and wrap them round each other once to form a ‘centromere’ linking the two ‘chromatids’. Remove the nuclear
and asexual reproduction envelope. Move the chromosomes so they line up at the centre of the cell, then pull the chromatids apart and take
them to each end of the cell. Place string around each one to represent a new nuclear envelope. Learners do not
B16.2.3 State that the exact need to know any details of the stages of this process, so keep this very simple, concentrating on the production of
replication of chromosomes two new daughter cells with exactly the same number and type of chromosomes as the original cell.
occurs before mitosis
Learners model the reduction division of meiosis in a similar way; focus on the production of haploid cells from diploid.
B16.2.4 State that during mitosis, the Learners could use digital cameras to capture these ‘animations’ for future reference. (I)
copies of chromosomes
separate, maintaining the For a cell with a small number of chromosomes, ask learners to draw several stages of meiosis to show the
chromosome number in each position of the chromosomes, and/or identify the number of chromosomes in the gametes. (F)
daughter cell
Learners prepare a piece of paper that has ‘mitosis’ on one side and ‘meiosis’ on the other. They hold the correct
B16.2.5 State that meiosis is involved side up when you call out a question, for example:
in the production of gametes
• The new cells produced have the same number of chromosomes as the parent cell.
B16.2.5 Describe meiosis as • The new cells produced are genetically identical.
reduction division in which • It is used to produce gametes.
the chromosome number is • It is involved in growth, repair of damaged tissues, replacement of worn out cells and asexual
halved from diploid to haploid reproduction.
resulting in genetically • In humans, it occurs only in the ovaries and testes.
different cells (details of the • It can happen in diploid or haploid cells.
stages of meiosis are not • It forms cells with 23 chromosome pairs in humans. (F)
required)
Extension: Stretch and prepare for A level
Encourage learners to carry out research into cancer – a condition that results when cell division by mitosis is not
controlled appropriately. Perhaps they could produce a factsheet aimed at younger learners about the disease.

B16.3.1 Describe inheritance as the Ask learners to sketch their family tree, or the family tree of a famous person (they may need to undertake internet
Monohybrid transmission of genetic research). Use this opportunity to emphasise that this is one of three types of image that can be used in the study
inheritance information from generation of inheritance – display a Punnett square and a genetic diagram. Use this activity to help define the term

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 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

to generation ‘inheritance.’ (I)

B16.3.2 Describe genotype as the Learners use a card sort activity to match key genetics terms to their meaning and examples:
genetic make-up of an www.nlm.nih.gov/exhibition/sciencemagicmedicine/pdf/teachersgeneticterms.pdf [includes gene, allele, dominant,
organism and in terms of the recessive, phenotype, genotype, homozygous and heterozygous, but also terms to extend learners’ thinking to
alleles present consider subsequent learning, such as pure-breeding, pedigree and phenotypic ratios]

B16.3.3 Describe phenotype as the Help learners to work through a monohybrid cross involving dominant and recessive alleles. These could include
observable features of an the inheritance of Huntington’s disease or albinism, building up a genetic diagram and explaining the terms used.
organism Challenge learners to attempt another similar example without guidance and then host a peer assessment
exercise to identify areas of improvement. Based on their work, ask learners two or three key questions to identify
B16.3.4 Describe homozygous as whether learners have successfully recalled the key terms relevant to this topic. This will not take long but it is a
having two identical alleles of good diagnostic tool in assessing how well they understand the relationships between the numbers. (F)
a particular gene
Learners work in groups to model inheritance, demonstrate the process of monohybrid crosses and calculate
B16.3.5 State that two identical phenotypic ratios, limited to 1:1 and 3:1 ratios. Provide learners with a container of beads or other small, coloured
homozygous individuals that objects, which represents a parent. The colour of a bead represents the genotype of the gamete. Beads represent
breed together will be pure- gametes containing different alleles, and randomly selecting pairs of beads to create diploid genotypes illustrates
breeding the results of different genetic crosses. This is useful because it helps learners appreciate that alleles are separate
entities that do not combine. For example, a red bead might represent a gamete with genotype A, for ‘long tail’. A
B16.3.6 Describe heterozygous as yellow bead might represent a gamete with the genotype a, for ‘short tail’. Use this activity to help learners explain
having two different alleles of why observed ratios often differ from expected ratios, especially when there are small numbers of offspring. (I)
a particular gene
Give each learner in a pair a different completed worked example of a genetic diagram (e.g. showing dominance
B16.3.7 State that a heterozygous for cystic fibrosis). Give their partner a blank genetic diagram. Each learner should take it in turns to describe the
individual will not be pure- worked example to their partner using only spoken words (they cannot sketch or use hand signals). Their partner
breeding should reproduce the genetic diagram during the description. (I)

B16.3.8 Describe a dominant allele Extension: Stretch and prepare for A level
as an allele that is expressed This topic represents a good opportunity for learners to research and present an item that interests them. With
if it is present in the genotype careful planning, you can provide an opportunity to ‘flip’ the classroom; ask learners to pre-read the relevant
section of the Coursebook, do some further research, and present mini-summaries of the concepts in a later
B16.3.9 Describe a recessive allele lesson. They may wish to investigate the inheritance of an inherited disorder common to people in your
as an allele that is only community, for example.
expressed when there is no
dominant allele of the gene
present in the genotype

61
Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

B16.3.10 Interpret pedigree diagrams

for the inheritance of a given
characteristic

B16.3.11 Use genetic diagrams to

predict the results of
monohybrid crosses and
calculate phenotypic ratios,
limited to 1 : 1 and 3 : 1
ratios

B16.3.12 Use Punnett squares in

crosses which result in more
than one genotype to work
out and show the possible
different genotypes

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

62
 Scheme of Work

B17. Variation and selection

Syllabus ref. Learning objectives Suggested teaching activities

B17.1.1 Describe variation as Challenge learners to work in pairs to define the term ‘variation.’ Ask pairs of learners for two or three suggestions
Variation differences between and lead them to the definition as differences between individuals of the same species.
individuals of the same
species Learners survey themselves and others to identify types of continuous and discontinuous variation. (I)

B17.1.2 State that continuous Prepare learners for the remainder of this topic by providing a series of questions for them to research in advance
variation results in a range of using internet sources. Questions include ‘What is the importance of variation between members of a species?’
phenotypes between two and revise previous work by asking, ‘what are the benefits of producing sexually rather than asexually?’ (I)
extremes; examples include
body length

B17.1.3 State that discontinuous

variation results
in a limited number of
phenotypes with no
intermediates; examples
include ABO blood groups

B17.1.4 Describe mutation as genetic

change

B17.1.5 State that mutation is the

way in which new alleles are
formed

B17.2.1 Describe natural selection Using an example, introduce the idea that individuals best adapted to their environmental conditions succeed in
Selection with reference to: the ‘struggle for existence’. Provide learners with a series of unfinished sentences to refresh their knowledge of
(a) genetic variation within this concept. Use a ‘think, pair, share’ activity and then ask learners for the ending or beginning of the sentence.
populations
(b) production of many To help learners appreciate the context of the theory of natural selection, a number of short films are available at:
offspring www.hhmi.org/biointeractive/origin-species
(c) struggle for survival, www.hhmi.org/biointeractive/animated-life-ar-wallace
including competition for
resources Provide an activity in which learners have to find green pipe cleaners or orange pipe cleaners (large paper clips
(d) a greater chance of can also be used) on the school field or similar. Elicit the idea that because they (predators) are able to see the

63
Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

reproduction by individuals orange pipe cleaners more easily, they are more likely to be found (eaten) and hence less likely to ‘survive’ in their
that are better adapted to the environment to pass on their alleles. Challenge learners to explain how this could result in the inherited features of
environment than others a population evolving over time as a result of natural selection. Similar modelling activities are at:
(e) these individuals passing https://pbiol.rsb.org.uk/evolution/modelling-natural-selection. (I)
on their alleles to the next
generation Work through the interactive activity:
https://phet.colorado.edu/en/simulation/legacy/natural-selection
B17.2.2 Describe selective breeding
with reference to: Learners record a step-by-step guide to explain how natural selection occurs, as a series of diagrams, a flow chart
(a) selection by humans of with statements separated by arrows or a short story. Examples of case studies include: warfarin resistance in
individuals with desirable rats; melanism in peppered moths; antibiotic resistance in bacteria; resistance in insects to insecticides. (I)
features
(b) crossing these individuals Challenge learners to work in pairs to brainstorm species of animals and plants that have been changed by
to produce the next selective breeding. Depending on the size of the class, learners work in small groups to prepare a
generation 5–10-minute presentation on a case study of selective breeding in the production of economically important plants
(c) selection of offspring and animals found in your local environment. Good examples include the introduction of disease resistance to
showing the desirable varieties of maize, wheat and rice, and improving the milk yield of dairy cattle. (F)
features
Extension: Stretch and prepare for A level
B17.2.3 Outline how selective Show the Tree of Life, a short animated video showing how the process of evolution is thought to have occurred:
breeding by artificial www.youtube.com/watch?v=H6IrUUDboZo Inspired by this, learners work in pairs to construct a one-sentence
selection is carried out over definition for the term ‘evolution’. They submit their work as sticky notes on the board, or on a shared electronic
many generations to improve document or word cloud. Highlight key terms that are common to many learners’ submissions (expected: ‘change,’
crop plants and domesticated ‘selection’ and ‘extinction’); and examples (some learners may write ‘Darwin’s finches’, ‘peppered moth’, and
animals and apply this to ‘antibiotic resistance’).
given contexts

B17.2.4 Describe the development of

strains of antibiotic resistant
bacteria as an example of
natural selection

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

64
 Scheme of Work

B18. Organisms and their environment

Syllabus ref. Learning objectives Suggested teaching activities

B18.1.1 State that the Sun is the Write down on the class whiteboard or digital platform the words that will be used during the teaching of these
Energy flow principal source of energy syllabus points. Leave these words on the board for the duration of the lesson. Can learners define most, if not all,
input to biological systems of these terms at the end of this sub-section? (F)

B18.1.2 Describe the flow of energy Ask learners to work in groups of three to discuss a controversial statement, e.g. ‘the Sun is the source of all the
through living organisms, energy through living organisms,’ and ‘producers are always plants’. Give learners the opportunity to reflect on
including light energy from their experiences during this discussion to identify ‘what went well (WWW)’ and ‘even better if (EBI).’
the Sun and chemical energy
in organisms, and its
eventual transfer to the
environment

B18.2.1 Describe a food chain as Show learners some unusual food chains, for example, those involving dinosaurs or organisms that inhabit
Food chains showing the transfer of Antarctica or a deep ocean trench. Ask learners to infer the feeding relationships (energy flow) between different
and food energy from one organism to organisms in the picture and add annotations. You should write down the most common words on the board,
webs the next, beginning with a including: producer, consumer, herbivore, carnivore and decomposer. Some learners may have used the term
producer ‘niche.’ Leave these words on the board for the duration of the lesson. Can learners use all of these words in their
annotations? Walk around the room and listen to learners as they talk. Reinforce the idea that, whatever the food
B18.2.2 Construct and interpret chain, the Sun is the principal source of energy input to most biological systems. (F)
simple food chains
Learners work in small groups to produce a visual display of the flow of energy through food chains and webs in a
B18.2.3 Describe a food web as a local ecosystem. They should decide which part of the poster each member of the group is responsible for
network of interconnected producing, and should illustrate all key terms listed in the syllabus. After this preparation time, give learners just 2
food chains and interpret minutes to draw their poster. When this time is up, learners mount their work on the wall and you score them out of
food webs 10, providing formative assessment to inform learners of how they could improve. (F)

B18.2.4 Describe a producer as an Learners work with a partner (on an electronic device, if available) to show a food web, ideally with animations. To
organism that makes its own help them with this task, provide success criteria very clearly at the start, including labelling each organism to
organic nutrients, usually show which trophic level it is at, or whether it is a producer or a primary, secondary or tertiary consumer. (I)
using energy from sunlight,
through photosynthesis Ask learners to work in groups of three to discuss a controversial statement, e.g. ‘All food chains have three
organisms’, ‘Producers are always plants’. (F)
B18.2.5 Describe a consumer as an
organism that gets its energy Host a competitive learning game called ‘bingo’. Divide the class into two groups and identify a volunteer in each
by feeding on other group who will call out definitions. Inform learners that there will be two games of ‘bingo’ on either side of the

65
Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

organisms class. Within each, there is a competition to identify who can cross out their words the soonest. But also, there is a
competition between the two groups – how many bingo ‘rounds’ can happen within the time permitted? Provide
B18.2.6 State that consumers may be each learner with a grid of nine squares. Then provide 20 key terms on the board, taken from the topics listed in
classed as primary, the syllabus (foodweb, foodchain, secondary consumer, producer, and so on). Learners select nine words at
secondary and tertiary random to fill in the grid. The volunteers then call out definitions of each of the 20 key terms – in random order –
according to their position in and the first learner to tick off their nine words and call ‘bingo’ wins that round. (F)
a food chain
In a technique called ‘jigsaw grouping,’ learners engage in research to become ‘experts’ on one particular part of
B18.2.7 Describe a herbivore as an their learning about food chains and food webs. They then deliver their findings to others in small groups.
animal that gets its energy by Organise learners into small groups in which they carry out research to become experts on one part of their
eating plants learning, such as the classification of consumers, or energy efficiency in farming. Learners then break up into
rearranged groups to ‘teach’ how this occurs to their peers. This means that each learner is responsible for
B18.2.8 Describe a carnivore as an another’s learning, and provides them with alternative views and strategies. (I)
animal that gets its energy by
eating other animals Challenge learners to draw a diagram to show all of the ways in which energy is lost in a food chain – but without
using words. Indicate to learners that the best diagrams will be used in a subsequent formative test in which they
B18.2.9 Describe a decomposer as will need to describe how energy losses occur in a food chain. (I)
an organism that gets its
energy from dead or waste Extension: Stretch and prepare for A level
organic material Challenge learners to consider the disproportionate effect of keystone species loss on an ecosystem. Ask learners
to consider which types of fish and plants can be considered keystone species – and why.
B18.2.10 Use food chains and food
webs to describe the impact
humans have through
overharvesting of food
species and through
introducing foreign species to
a habitat

B18.2.11 Describe a trophic level as

the position of an organism in
a food chain and food web

B18.2.12 Identify the following as the

trophic levels in food webs
and food chains: producers,
primary consumers,
secondary consumers,
tertiary consumers and

66
 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

quaternary consumers

B18.2.13 Explain why the transfer of

energy from one trophic level
to another is often not
efficient

B18.2.14 Explain, in terms of energy

loss, why food chains usually
have fewer than five trophic
levels

B18.2.15 Explain why it is more energy

efficient for humans to eat
crop plants than to eat
livestock that have been fed
on crop plants

B18.3.1 Describe the carbon cycle, Challenge learners to define the term ‘cycle.’ Prompt discussion between learners by providing other examples
Carbon cycle limited to: photosynthesis, from the Syllabus, including the cardiac cycle and menstrual cycle. Help learners understand what they all have in
respiration, feeding, common: the final stage leads into what was the first stage of a series of interdependent events.
decomposition, formation of
fossil fuels and combustion Host a roleplay that requires learners to act as carbon atoms in a demonstration of the carbon cycle. Choose and
label 4–5 areas in the room to represent the difference places that a carbon atom can be at any one time – e.g.
fossil fuel deposit, the air, a plant, a fungus, and an animal. Instruct learners to move between the different groups
until the atoms are circulating between the different places. Ask the ‘carbon atom’ what it thinks it is doing or what
is happening to it; highlight any instances of incorrect movements. Ask learners to critique this exercise, to identify
aspects of the roleplay that did not represent the actual cycle. Can they suggest improvements? (I)

Animations of the carbon cycle are available online:

www.sumanasinc.com/webcontent/animations/content/globalcarboncycle.html is a good example.

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

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B19. Human influences on ecosystems

Syllabus ref. Learning objectives Suggested teaching activities

B19.1.1 Describe an ecosystem as a Provide a sheet of 10–15 key terms that you predict learners will have heard of before beginning this topic:
Habitat unit containing the ‘biodiversity,’ ‘pollution,’ ‘extinction’ and so on. Learners cut them out and arrange them into as many groups of 2-3
destruction community of organisms and as they can, with all words in each group similar in some way. Examples could be ‘habitat,’ ‘marine’ and
their environment, interacting ‘freshwater’, or ‘extinction,’ ‘deforestation’ and ‘biodiversity’.
together
Use local examples to illustrate the causes and effects of habitat destruction. Try to take learners to visit places
B19.1.2 Describe biodiversity as the where habitat has clearly been lost, and encourage them to think about how this affects wildlife. You may be able
number of different species to arrange a visit from an expert who can talk about the particular problems of habitat loss in the local area, and
that live in an area what is being done to try to mitigate these problems. Otherwise, there are many excellent videos on the internet.

B19.1.3 Describe the reasons for Learners produce a very short (1–2 minute) video to appeal to others about a topic that focuses on habitat
habitat destruction, including: destruction. The focus can be on anything they like from this topic in the syllabus.
(a) increased area for
housing, crop plant Learners create a very short, highly-visual video that focuses on the harmful effects of deforestation, such as
production and livestock reducing biodiversity, extinction, loss of soil, flooding and increase of carbon dioxide in the atmosphere. It should
production be in the style of a video appeal to the public and/or international governments. (I)
(b) extraction of natural
resources Extension: Stretch and prepare for A level
(c) freshwater and marine Learners consider how their country or region will be affected by habitat destruction.
pollution (a
detailed description of
eutrophication is
not required)

B19.1.4 State the undesirable effects

of deforestation as an
example of habitat
destruction, to include:
reducing biodiversity,
extinction, loss of soil,
flooding and increase of
carbon dioxide in the
atmosphere

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B19.1.5 Explain the undesirable

effects of deforestation as an
example of habitat
destruction, to include:
reducing biodiversity,
extinction, loss of soil,
flooding and increase of
carbon dioxide in the
atmosphere

B19.2.1 Explain why organisms During this topic, it is best to consider at least two specific examples of threatened species; one local, and one
Conservation become endangered or from another part of the world. Examples include tigers in India, elephants in Africa, sun bears from Cambodia or
extinct, including: climate orang-utans in Borneo. Other species on
change, habitat destruction, www.worldwildlife.org/species/directory?direction=desc&sort=extinction_status
hunting, overharvesting, www.iucnredlist.org/
pollution and introduced
species Engage learners with a documentary focusing on the threats to biodiversity. This could be set as homework in
advance of this lesson, with a series of questions to answer as they watch the production. Good examples include
B19.2.2 Describe how endangered David Attenborough’s State of the Planet (2004), The Truth About Climate Change (2008) and relevant episodes
species can be conserved, from the Blue Planet 2 series (2016).
limited to:
(a) monitoring and protecting Project a world map onto the board. Encourage learners to put sticky notes onto the regions that they feel host key
species and habitats threats to biodiversity. These could be the same ones identified in previous lessons, but they could carry out
(b) education further textbook or internet research to add further examples. Encourage learners to consider the patterns that are
(c) captive breeding visible on the map, e.g. regions of the planet that are around the equator (coral reefs and rainforest) and have a
programmes high human population density. Ask questions to engage learners in discussions in small groups, e.g. ‘Why are
(d) seed banks resources not being used sustainably here?’ (F)

Ask learners to identify a plant that is threatened by deforestation. Learners read and summarise how various
approaches can be used to conserve this plant, including seed banks. (I)

Provide an opportunity for each learner to research one animal species that is considered endangered. Direct
learners to the websites for the International Union for the Conservation of Nature (IUCN) and the Convention on
International Trade in Endangered Species of Wild Fauna and Flora (CITES) (www.iucnredlist.org and
https://www.cites.org/). Each learner prepares a one-page summary that lists its key features. On the reverse of
their sheet, learners should determine what has been done in an attempt to conserve it.

Extension: Stretch and prepare for A level

Challenge learners to carry out research to investigate how biotechnology and genetic modification have or may in

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the future help species conservation.

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

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 Scheme of Work

C1. States of matter

Syllabus ref. Learning objectives Suggested teaching activities

C1.1.1 State the Learners will have met this topic earlier. At this level however, the precise use of scientific vocabulary is very important.
Solids, distinguishing
liquids and properties of solids, Show learners a solid substance (such as a piece of metal) and a liquid (such as water), and wave your hand through
gases liquids and gases the air to indicate the gases around us.
In pairs, learners discuss and note down what they think these defining properties are. Emphasise that you want them
to initially think of their general macroscopic properties and not worry about particles at this stage. If they need
prompting, you could ask the following questions:
Does it flow? Does it change shape to fill the container it is in? Can it be compressed? Does it always occupy the
same volume in space (at a certain temperature)?

C1.1.2 Describe the structure Explain that scientists often use the particle model of matter to explain the observable macroscopic properties in 1.1.1.
of solids, liquids and Present learners with three empty boxes in which they have to draw how they think the particle arrangement is
gases in terms of structured.
particle separation, Learners could also go out onto the playground and pretend to be solids then gases then liquids. This is a nice team-
arrangement and building activity at the start of the course. Encourage them to use the key vocabulary accurately to describe the
motion separation between particles, their arrangement and their movement.

This page summarises both the macroscopic and microscopic properties of matter:
www.bbc.co.uk/bitesize/guides/zthyj6f/revision/1
Once learners have grasped the main ideas and are using the correct terms, give them a blank table to complete, to
consolidate the above ideas.

C1.1.3 Describe changes of First discuss how water exists in different physical states at different temperatures. Ask learners at what temperatures
state in terms of melting and freezing and boiling and condensing occur. Emphasise that other substances, not just water, have unique
melting, boiling, change of state data associated with them. Give a few examples.
evaporating, freezing
and condensing Show learners a range of substances (physically and using images and/or videos) to show that different substances exist
as solids, liquids or gases at room temperature. Example substances to discuss and show: iodine, sulfur, glucose,
C1.1.4 Describe the effects of ethanol, propanone, bromine, nitrogen dioxide, chlorine, nitrogen.
temperature and Ask learners questions such as, How would sulfur become liquid? [heating it gently].
pressure on the Ask related questions such as, What would happen if you had some nitrogen gas and cooled it? [It would liquefy] Do you
volume of a gas think solid nitrogen exists? and if yes, Where might solid nitrogen exist?
Develop further to show how pressure can compress a gas e.g. use air in a sealed syringe and press the plunger to
C1.1.5 Explain changes of compress the air into a smaller volume. Also demonstrate with a gas syringe how warming a gas causes the volume to
state in terms of kinetic increase.

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particle theory,
including the
interpretation of Demonstrate some state changes: for example, melting some sugar gently, sublimation of iodine, evaporation of a drop
heating and cooling of acetone on the bench.
curves
Images/videos for inspiration (I):
C1.1.6 Explain, in terms of https://planetaria.ca/2018/06/09/dunes-on-pluto-yes-but-made-of-methane-ice/ (methane or possibly solid nitrogen on
kinetic particle theory, Pluto)
the effects of www.bbc.com/news/magazine-29376436 (shows liquid and bromine vapour)
temperature and www.sciencesource.com/archive/Iodine-Sublimation-and-Condensation-SS21318336.html (sublimation of iodine)
pressure on the www.wikiwand.com/simple/Condensation (condensing of water)
volume of a gas http://cosmobiologist.blogspot.com/2016/02/sulfur-in-yellows-reds-and-blues-oh-my.html (molten and solid sulfur)

Learners should be able to explain each change of state in terms of the kinetic theory as in this link:
www.chemguide.co.uk/physical/kt/basic.html

Learners can explore and explain changes of state using this simulation:
https://phet.colorado.edu/sims/html/states-of-matter-basics/latest/states-of-matter-basics_en.html
They should choose ‘states’ from the bottom tab and explore the changes of state for neon, argon and oxygen first.
Afterwards, they can check it for water and if they are able, they should attempt the following activity.

Extension activity: Stretch and prepare for A Level

Learners research why water has the unusual arrangement it does as a solid, and they compare this to the more
compact structure of liquid water. Challenge learners to explain what implications these water structures have for life on
our planet and what kind of bonding exists between water molecules. Key terms to research and understand are:
density, arrangement, hydrogen bonding.

Experiment: The heating and/or cooling curve of stearic acid

Leaners plot a graph of temperature against time and identify the melting and freezing point of stearic acid from it. In
terms of particles, they also explain what process is happening in each region of the graph. The data in this experiment
may be collected using data loggers or traditionally, using a thermometer.
https://edu.rsc.org/resources/melting-and-freezing-stearic-acid/1747.article

Extension activity: Stretch and prepare for A Level

Learners investigate why Oobleck does not obey the usual rules when considering states of matter.

Common misconceptions in this topic:

• Solids, liquids and gases expand when heated. The particles which make up the materials do not expand. They
merely move more therefore occupy a larger volume.

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Syllabus ref. Learning objectives Suggested teaching activities

• Some learners think that particles are something inside matter, instead of particles being the matter itself.
• Sometimes learners think that matter is continuous rather than being formed of discrete particles.
• Space between particles is filled with air.
• Forces are responsible for particle movement instead of the fact that the particles themselves are moving.
• Particles themselves change state rather than the substance changing state due to the change in energy and
position of the particles relative to each other.
A number of these misconceptions are explained in more detail in the following article:
https://edu.rsc.org/cpd/states-of-matter-and-particle-theory/3010239.article

C1.2.1 Describe and explain Make sure learners are aware, that there are contextual differences with biology when defining diffusion. Present
Diffusion diffusion in terms of learners with the definition used in chemistry (which they have probably already seen): ‘Diffusion is the movement of
kinetic particle theory particles from a higher to a lower concentration’.
Ask them, in pairs, to explain what it means, quoting examples of substances they have seen diffuse.
C1.2.2 Describe and explain
the effect of relative Learners then research examples of diffusion in everyday life. A long list of examples is at:
molecular mass on the https://examples.yourdictionary.com/examples-of-diffusion.html
rate of diffusion of
gases Experiment: Diffusion in gases
• Use a deodorant spray. Spray it into the air at the front of the classroom. Learners put their hands up as soon as
they can smell it.
• Diffusion of nitrogen dioxide gas. It is a toxic and corrosive gas, but safer than using bromine. Preparation and
demonstration are at:
https://edu.rsc.org/resources/diffusion-of-gases-a-safer-alternative-to-bromine/684.article
• Demonstrate this classic experiment to learners:
https://edu.rsc.org/resources/diffusion-of-gases-ammonia-and-hydrogen-chloride/682.article
Learners can see that ammonia travels faster than hydrogen chloride. Discuss and explain the result of this
experiment in terms of the relative molecular masses of ammonia and hydrogen chloride.
A common misconception made in this experiment is that the liquids diffuse. Carefully explain that the liquids
placed onto the cotton wool balls give off gases which then diffuse through the tube.
Also stress that hydrochloric acid produces hydrogen chloride gas.

Experiment: Diffusion in liquids

• Learners place a crystal of lead nitrate at one side of a petri dish and a crystal of potassium iodide at the other.
Diffusion occurs and a new colourful yellow product is formed.
https://edu.rsc.org/resources/diffusion-in-liquids/685.article
• Learners can also perform the classic experiment in which a crystal of potassium permanganate or a coloured
dye, is introduced carefully into the bottom of a beaker of water using a straw. After removing the straw, the
intense colour of the potassium permanganate or dye, diffuses throughout the water until it is of uniform colour
throughout.

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Syllabus ref. Learning objectives Suggested teaching activities

Diffusion simulation:
https://phet.colorado.edu/sims/html/diffusion/latest/diffusion_en.html

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

74
 Scheme of Work

C2. Atoms, elements and compounds

Syllabus ref. Learning objectives Suggested teaching activities

C2.1.1 Describe the Learners can independently research the definitions of each and compare their findings in a class discussion.
Elements, differences between Ask learners to quote examples of each type ready for a class discussion.
compounds elements, compounds
and mixtures and mixtures Have samples of the following ready to promote discussion:
• Elements: sulfur, iron, copper, carbon. Link this discussion to the Periodic Table so that learners start to use it
from the start of the course.
• Compounds: show learners a mixture of organic and inorganic compounds such as sodium chloride, paraffin
wax, stearic acid and copper (II) sulfate
• Mixtures: rock salt and iron/sulfur mixture (+ magnifying glasses to see the components of the mixture clearly).

C2.2.1 Describe the structure Before learners start a formal study of the atom they could try to appreciate the size of an atom using the ‘Scale of the
Atomic of the atom as a Universe’ model: (I)
structure and central nucleus https://scaleofuniverse.com/
the Periodic containing neutrons Start at 100 at the centre of the presentation and scroll to the left
Table and protons, An appreciation of the size of an atom gained from exploring this presentation should help learners understand why for
surrounded by such a long time the notion of the atom was theoretical.
electrons in shells
Learners could make posters or prepare short presentations on the history of atomic structure. Alternatively you could
C2.2.2 State the relative give small groups of learners a short time to research notable scientists and philosophers, e.g. Democritus, Galileo,
charges and relative Newton, Boyle, Lavoisier, Dalton, J.J. Thompson, Bohr and share finding in a class discussion.
masses of a proton, a Confirm with an example drawing on the board (for example a carbon atom) how an atom should be represented at this
neutron and an level.
electron
Point learners to a table of relative masses and charges of the proton, electron and neutron. Emphasise the significance
of the word relative and how the values in the table have no units.

C2.2.3 Define proton number / Define proton number / atomic number, and mass number / nucleon number for learners.
atomic number as the
number of protons in Give learners a copy of the Periodic Table as displayed in the back of the syllabus. They should get used to using this
the nucleus of an atom version as well as viewing colourful wall charts and interactive versions on the internet.
Ask learners to write down a representation of the atom using the AZX formula and explain the meaning of the symbols.
C2.2.4 Define mass number /
nucleon number as the Point out that in whichever version of the Periodic Table is used, the largest number represents the mass number and
total number of that in the Cambridge version, this number is the number at the bottom, not the top as in some Periodic Tables.
protons and neutrons
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Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

in the nucleus of an After giving learners some examples of how to calculate the number of particles for example atoms, give them tables to
atom fill in so that they can practise calculating the number of particles for different atoms.

C2.3.2 Interpret and use

Isotopes symbols for atoms,
e.g. 126C and ions, e.g.
35 –
17Cl

C2.2.5 Determine the Explain the rules of electron filling in the Bohr model of the atom:
electronic 1st shell = max. 2 electrons, 2nd shell = max. 8 electrons, 3rd shell = max. 8 electrons
configuration of For the 4th shell, only elements with Z=19 and 20 are required for Cambridge IGCSE Chemistry.
elements with proton Learners often ask what happens after this. You can simply tell them that the situation gets more complex at A Level and
number 1 to some shells split into sub-shells.
20, e.g. 2,8,3
After explaining ‘the rules’ above, give learners a blank/template Periodic Table for the elements Z = 1 to 20 only. The
C2.2.6 State that: table you give them should have just the name of the element and empty shells for each atom. Learners simply complete
(a) Group VIII noble each atom with the correct number of electrons. The advantage of doing this is that they straightaway begin to see
gases have a full outer patterns in the Periodic Table. A correctly completed table will look something like the one here:
shell www.docbrown.info/page04/4_71atom.htm
(b) the number of Scroll down to ‘The first 20 elements in the Periodic Table
outer-shell electrons is
equal to the group Highlight the following important points using their completed tables:
number in Groups I to • Elements with full shells, that is, complete electronic configurations which are the noble gases have stable outer
VII shells
(c) the number of • The number of outer shells of electrons equals the number in Groups 1 to VII
occupied electron • The number of occupied electron shells is equal to the period number
shells is equal to the
period number Simulation: Build an atom:
https://phet.colorado.edu/sims/html/build-an-atom/latest/build-an-atom_en.html
Start by choosing the ‘Atom’ tab at the bottom.
1. At first, encourage learners to build neutral atoms, inspecting the mass number and noting that the net charge is
zero (explain the term net charge).
• They should always start by adding protons to define the element.
• Next add neutrons to the nucleus.
• Finally add the electrons noting that for example, the simulation does not allow you to add more than 2 electrons
to the first shell (since 2 electrons is the maximum number allowed).
Suggest that they concentrate on the elements with proton numbers 1–20 as specified in the syllabus.

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Syllabus ref. Learning objectives Suggested teaching activities

2. Next they repeat the above exercise relating the particles to the AZX azX formula.
3. Finally learners can play a range of games in pairs by selecting the ‘Game’ tab.

Making 3D atomic models

Learners can be creative and build 3D atoms from any materials they choose. Emphasise that every atom has unique
properties and uses. Once they have built their chosen atom ask them to find out something about their atom, its
properties and uses etc.
Here are some example models to make:
www.ehow.com/how_7711317_make-3d-atom.html
https://sciencing.com/make-3d-model-atom-5887341.html

After building and displaying, learners could give a short presentation about their atom and the element’s properties and
uses and any other information illustrating the uniqueness of their chosen element.

Extension activity: Stretch and prepare for A Level

In this topic, interested learners will ask many questions about other elements in the Periodic Table and how their
electron shells are filled. Explain to them briefly that in the A level description of electron filling, some of the electron
shells are split into sub-shells. You could encourage these learners to investigate the electronic structures of rubidium,
strontium, selenium, bromine and krypton. They should notice that the outermost still corresponds to the group number.

C2.3.1 Define isotopes as Present the following species with symbol ‘X’:
Isotopes different atoms of the 35 37
17X and 17X
same element that
have the same number Ask learners: Which particles are the same in number? (protons and electrons).
of protons but different Point to the Periodic Table and ask: Which element is Z = 16 (sulfur) and Z = 18 (argon)? Ask: Therefore, what must Z =
numbers of neutrons 17 be? (chlorine).
Move learners towards the idea that there must be two ‘versions’ of chlorine and these are called isotopes.
C2.3.3 State that isotopes of
the same element Next ask learners: How are the two isotopes different from each other? (different numbers of neutrons)
have the same Ask learners to try to define isotopes in their own words, saying which particles are the same and which are different in a
chemical properties single sentence.
because they have the Finally reveal the definition of an isotope according to the learning objective.
same number of
electrons and Next ask learners to calculate the number of particles in the following isotopes:
therefore the same Hydrogen, deuterium and tritium: (hydrogen-1, hydrogen-2 and hydrogen-3)
electronic Isotopes of carbon: (carbon-12, carbon-13 and carbon-14)
configuration
Give learners tables where they should complete the number of electrons, protons and electrons. From this they can
identify which are isotopes.

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Syllabus ref. Learning objectives Suggested teaching activities

Plan an experiment
The syllabus tells us that ‘isotopes of the same element have the same chemical properties because they have the same
number of electrons and therefore the same electronic configuration’
Ask learners to plan an experiment to verify this statement.
If they need clues, you could mention the squeaky pop test (for hydrogen), or bleaching (for chlorine), etc.

Extension activity: Stretch and prepare for A Level

Learners research why physical properties of the isotopes of the same element would be different. Then they find out
which physical properties are different, e.g. density, mass, melting and boiling points, rate of diffusion.

C2.4.7 Describe the giant Discuss briefly the idea of chemical bonding in chemistry. Refer learners back to C2.1.1 at the start of this topic, where a
Ions and lattice structure of ionic range of substances were discussed. Point out that most materials have some kind of chemical bonding (with the
ionic bonds compounds as a exception of noble gases, such as monoatomic helium atoms). You could write the broad classifications of bonding at
regular arrangement of this level (ionic, metallic, simple covalent molecules and giant covalent) for learners, giving a few examples of
alternating positive substances which fall into each category. This would provide a basic ‘road map’ for learners.
and negative ions,
exemplified by sodium Start by showing learners the lattice structure of sodium chloride. If you don’t have a model of this, show the following
chloride image:
https://openstax.org/books/university-physics-volume-3/pages/9-3-bonding-in-crystalline-solids [scroll to figure 9.8]
C2.4.2 State that an ionic At this stage learners may not know what an ion is but they can see there is a 3-dimensional array of particles of two
bond is a strong different types (chloride ions and sodium ions).
electrostatic attraction
between oppositely Ask learners: What is the ratio of sodium to chloride particles? (1:1) Ask: Therefore what is the formula of sodium
charged ions chloride? (NaCl).

C2.4.3 Describe the formation Learners could try to build their own 3-D models of lattice structures. Here is one example built from marshmallows and
of ionic bonds between toothpicks:
elements from Group I www.youtube.com/watch?v=dTlanwEpLFY
and Group VII,
including the use of Ask learners to suggest how the particles stay together in reality (obviously not with sticks joining them). They may come
dot-and-cross up with the correct term, or you will need to elicit the word ‘attraction’. Have a discussion about opposite charges
diagrams attracting (an idea they may know from static electricity, or you could use the analogy of North and South poles of
magnets).
C2.4.5 Describe the formation Finally explain that sodium ions and chloride ions are versions of their atoms which are charged and attract each other in
of ionic bonds between a regular 3-D lattice. Ensure that learners are able to use the term ‘electrostatic attraction’ to explain how the ions attract
metallic and non- each other in this way.
metallic elements,
including the use of To help learners understand the size of the particles involved they could read this article about the world’s largest lattice

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Syllabus ref. Learning objectives Suggested teaching activities

dot-and-cross structure of NaCl ever built. Learners should note that even though the model is over 3m high it represents a crystal only
diagrams 0.0000096mm across:
www.bbc.com/news/science-environment-34796501

Extension activity: Stretch and prepare for A Level

Like all models used in science they are never perfect. Learners could try to explain what the limitations of the model are.
[for example: not to scale, the sticks may be easily interpreted as the ionic bonds but each ion attracts every other ion in
the lattice structure, ions are not to scale]

C2.4.1 Describe the formation Using the example above of sodium chloride explain to learners that they are going to see how the ions are formed from
of positive ions, known atoms – in this case the oppositely charged ions in NaCl.
as cations and
negative ions, known 1. Ask learners to draw atom diagrams and electron configurations of sodium and chlorine atoms.
as anions 2. Show the transfer of the outermost electron from sodium to chlorine.
3. Write down the new electron configurations for the resulting ions and write down their charges. (Na+ and Cl-)
4. Explain that each ion has now attained a noble gas structure. (Na+ 2, 8 is isoelectronic with neon and Cl- 2,8, 8 is
isoelectronic with argon)

Points to look out for:

1. Often learners understand that when chlorine gains an electron it forms a negative ion, but they do not always
understand why sodium forms a positive ion. If this is the case, make sure learners compare the total number of
charged particles (protons and electrons) in the sodium atom and sodium ion before and after transfer.
2. Learners frequently forget to show that they have formed ions – they omit the charges on the ions.
3. Sometimes learners think electrons are different from each other because we represent them as dots and
crosses. Stress that all electrons are the same.
4. Ionic compounds are formed between metals and non-metals.

Show learners one or two further examples of how ionic substances are formed in the same way as above, paying close
attention to the points to look out for.

As a gentle progression, learners try forming the following substances:

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

Interactive activity for learning about ionic bonding:

https://pbslm-contrib.s3.amazonaws.com/WGBH/arct15/SimBucket/Simulations/chemthink-

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ionicbonding/content/index.html

C2.4.4 Describe the This could be a mini research activity for learners.
Ions and properties of ionic They will find that ionic compounds have high melting/boiling points, are good conductors of electricity as aqueous
ionic bonds compounds: solutions or when molten and are generally soluble in water. Evidence these ideas by doing the following:
(a) high melting points • Heat some sodium chloride in an ignition tube over a roaring Bunsen flame. Learners will observe the glass start
and boiling points to melt, but not the sodium chloride.
(b) good electrical • Take some sodium chloride and dissolve it in water. Explain that many, but not all ionic compounds are soluble
conductivity when in water, so this method only works if the compound is soluble. Ask learners how its electrical conductivity could
aqueous or be tested. After discussion, set up a circuit and test it.
molten and poor when • As sodium chloride has such a high melting point, it cannot be performed in the lab. Show learners a video of
solid molten sodium chloride conducting electricity:
(c). generally soluble www.youtube.com/watch?v=NfNIn4R8tg4
in water • You can also demonstrate that solid sodium chloride does not conduct electricity.
Ask learners why conduction does not occur.
C2.4.6 Explain in terms of
Ions and structure and bonding During their research, learners may also write down that ionic compounds are brittle and hard which are both correct.
ionic bonds the properties of ionic
compounds:
(a) high melting points
and boiling points
(b) good electrical
conductivity when
aqueous or molten and
poor when solid

C2.5.1 State that a covalent Show learners a bottle of hexane (or another simple covalently bonded compound).
Simple bond is formed when a Write down its chemical structure as: C6H12
molecules pair of electrons is Ask learners to explain why it cannot be an ionic compound. (It does not contain a metal). Other good answers might
and covalent shared between two include that it is not solid at room temperature.
bonds atoms leading to noble
gas electronic Molecules with single covalent bonds
configurations Explain how the molecules H2, Cl2, CH4, NH3, HCl and CH3OH are formed.
Guide learners though the key ideas that for hydrogen, a full outer shell means two electrons sharing, and for all other
C2.5.2 Describe the formation atoms at IGCSE, eight electrons sharing.
of covalent bonds in
simple molecules, Simulations and interactives to aid understanding:
including H2, Cl2, H2O, https://javalab.org/en/covalent_bond_en/ (H2 and H2O only)
CH4, NH3 and HCl. www.bbc.co.uk/bitesize/guides/zxxn82p/revision/1 (HCl only)

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Use dot-and-cross
diagrams to show the Stress that at this level the 3-D layout of the atoms relative to each other is not important though learners often enjoy
electronic being able to appreciate these molecules more if they build molecular models (such as Molymods).
configurations in these Example of methane:
molecules. www.sciencephoto.com/media/75166/view/methane-molecular-model

C2.5.4 Describe the formation Molecules with double and triple covalent bonds
of covalent bonds in When learners understand the basic concept that the octet rule is always fulfilled (for all elements except hydrogen), they
simple molecules, should be able to try examples with multiple bonds.
including CH3OH, Work through an example with them, for example oxygen.
C2H4, O2, CO2 and N2. Allow them to build oxygen with a single bond first and see that both oxygen atoms only have seven electrons sharing.
Use dot-and-cross Then persuade learners to draw a dot-and-cross structure with a double bond, thus fulfilling the stable octet for each
diagrams to show oxygen atom.
the electronic Allow learners to draw the molecules of ethene, carbon dioxide and nitrogen and build them from molecular models if
configurations in these available.
molecules Learners can check their drawings against this page (I):
www.bbc.co.uk/bitesize/guides/zxxn82p/revision/2

Extension activity: Stretch and prepare for A Level

For a deeper understanding of covalent bonding:
https://pbslm-contrib.s3.amazonaws.com/WGBH/arct15/SimBucket/Simulations/chemthink-
covalentbonding/content/index.html

Another extension activity: Learners who are interested in the 3-D shapes of the molecules could try building their own
molecules using this desktop app:
http://molview.org/
Learners draw the structures in 2-D and they are converted to rotatable 3-D models.

2.5.3 Describe in terms of Challenge learners to explain the properties of simple molecular compounds. You could present learners with the
structure and bonding following statements which they have to interpret and explain in pairs:
the properties of
simple molecular ‘Covalent bonds holding individual molecules together are usually strong. Despite this they have low melting
compounds: points and low boiling points. Many simple covalent substances are gases at room temperature.’
(a) low melting points
and boiling points The key to being able to comment accurately on the first statement is to understand the term ‘intermolecular forces’ and
(b) poor electrical to know that these are weak forces operating between individual molecules.
conductivity
This page presents a nice analogy of intermolecular bonds and their strengths compared to the bonds holding the
2.5.5 Explain in terms of individual molecules together (Note: here they use the term ‘intramolecular’ which some learners find confusing):

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Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

structure and bonding www.khanacademy.org/test-prep/mcat/chemical-processes/covalent-bonds/a/intramolecular-and-intermolecular-forces

the properties of
simple molecular 1. ‘In the liquid form or even when covalent compounds dissolve in water they do not conduct electricity.’
compounds:
(a) low melting points To interpret this statement correctly, learners must appreciate that there are no ions present and so charge cannot be
and boiling points in carried through the substance. Also, unlike in metals, there are no free electrons present.
terms of weak
intermolecular forces Simulation to build covalent molecules:
(specific types of https://phet.colorado.edu/en/simulation/build-a-molecule
intermolecular forces Java will need to be installed on your computer
are not required)
(b) poor electrical Common misconceptions:
conductivity Learners often get confused about when to consider the forces between molecules and the actual covalent bonds
themselves.

C2.6.1 Describe the giant Use physical models if possible to show, and to enable learners to appreciate, the difference between these two
Giant covalent structures of structures. There are many commercial models available.
covalent graphite and diamond
structures Alternatively, groups of learners could build them from simple materials:
www.ehow.com/how_4487799_build-model-molecular-structure-diamond.html [made from toothpicks and candies]
C2.6.2 Relate the structures www.rainbowresource.com/pdfs/products/prod032392_smpl1.pdf
and bonding of
graphite and diamond Or learners could compare the following images:
to their uses, limited www.chemguide.co.uk/atoms/structures/giantcov.html [diamond]
to: www.researchgate.net/figure/The-atomic-structure-of-graphite-The-dashed-lines-indicate-the-weak-connection-
(a) graphite as a between_fig1_3811818 [graphite]
lubricant and as an
electrode Or pause the following video with the volume turned down initially:
(b) diamond in cutting www.youtube.com/watch?v=swssg7Mz-i8 (pause the video at 0.32 for diamond and at 1.23 for graphite).
tools
Whichever method you choose for your learners, ask them first to discuss and state the number of bonds each carbon
atom has to it (make sure learners choose a central atom in each case).
Learners draw a dot-and-cross diagram for a central carbon atom for carbon and graphite. They will see the major
difference between the two structures is that the carbon atom for diamond has four shared pairs of electrons (four single
covalent bonds) whereas graphite only has three shared pairs (three covalent bonds).

Explain to learners how the four strong covalent bonds in diamond extending in 3-D makes it very hard and it therefore
has a use in cutting tools. It has no free electrons so does not conduct electricity.

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When discussing graphite, emphasise its layered structure and that there are free electrons (one for each carbon) which
are free to move and conduct electricity when a voltage is applied. Demonstrate this using a graphite pencil. Also talk
about the softness of graphite by writing and leaving layers of graphite on the page. Explain its use as a lubricant.

Extension activity: Stretch and prepare for A Level

Learners could investigate the nature of the intermolecular forces holding the layers of graphite together.
They could research the uses of graphene, Bucky balls and nanotubes and give a presentation about them.

C2.7.1 Describe metallic Ask learners, in pairs, to make a list of the properties of typical metals. This should be revision from previous courses.
Metallic bonding as the For electrical conductivity, guide learners to the idea of free electrons / sea of delocalised electrons.
bonding electrostatic attraction
between the positive Allow learners time to copy a diagram of metallic bonding:
ions in a giant metallic www.chemistrygcse.co.uk/4-2%20Bonding/7%20-%20Metallic%20Bonding%20&%20Properties.html
lattice and a ‘sea’ of
delocalised electrons This video helps explain how metallic bonds are formed:
www.youtube.com/watch?v=Bi0rUNV8mEw&t=207s [start at 2.54]
C2.7.2 Explain in terms of
structure and bonding Emphasise that the outermost electrons in metals are loosely held by their nuclei, allowing them to become delocalised
the properties of throughout the piece of metal. In contrast, the electrons of non-metals are tightly held and so this situation cannot occur.
metals:
(a) good electrical You can easily demonstrate malleability by hitting copper, a soft metal, hard with a hammer.
conductivity
(b) malleability Watch the video that demonstrates malleability:
www.youtube.com/watch?v=yawQP474RF0 (raising a copper bowl – malleability)

Animations which show at an atomic level why metals conduct electricity and are malleable:
www.ausetute.com.au/metallic.html

Extension activity: Stretch and prepare for A Level

Learners who want to find out more about metals and their properties can research why metals conduct heat, have
metallic lustres and are generally strong with high melting points and boiling points.

Revision This provides a good revision opportunity for covalent and ionic bonding (I):
https://teachchemistry.org/classroom-resources/ionic-covalent-bonding-simulation

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

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Scheme of Work

C3. Stoichiometry

Syllabus ref. Learning objectives Suggested teaching activities

C3.1.1 State the formulas of Using the air as the basis for discussion, ask learners to note down the components in air from previous learning/ general
Formulas the elements and knowledge. They should write the names as well as their formulas. Learners should write N2 and O2 for the elements if
compounds named in they exist as diatomic molecules, not ‘N’ and ‘O’.
the subject content
Between them, learners should come up with: N2, O2, CO2, H2O and you may need to remind them that about 1% of the air
C3.1.2 Define the molecular is Ar.
formula of a compound
as the number and Elicit from learners that N2 and O2 are element molecules and CO2 and H2O are molecules but also compounds because
type of different atoms they consist of more than one element bonded together. Also elicit from learners that the bonding is simple covalent.
in one molecule Finally, highlight Argon as ‘the odd one out’ and ask why it is monoatomic.

C3.1.3 Deduce the formula of Working in pairs, learners use their textbooks and/or internet to research the names and formulas of five covalently
a simple molecular bonded substances and five ionically bonded substances. Alternatively, display a range of ionic and covalent substances.
compound from the
relative numbers of Compare and share learners’ findings, noting that many of the covalently bonded substances are organic and that
atoms present in a organic chemistry is a significant topic in Cambridge IGCSE Chemistry.
model or a
diagrammatic Next formally define ‘molecular formula’ and explain that this term should strictly not be used for ionic compounds.
representation Explain this by quoting examples.

C3.1.6 Deduce the formula of Work through the process for deducing the formula from a diagram:
an ionic compound • decide if the bonding in the substance is ionic or covalent
from the relative • if it is covalent, then all that needs to be done is to count the numbers of atoms and write them down (in the right
numbers of the ions order)
present in a model or a • if it is ionic, look for the simplest ratio of ions present, as explained here:
diagrammatic www.youtube.com/watch?v=o7KGUUlycP0
representation or from
the charges on the ions Learners practise making the formulas of ionic compounds using these games and quizzes:
https://archive.learner.org/interactives/periodic/bonding/
www.acs.org › dam › acsorg › education › outreach › kidschemistry
www.rsc.org/learn-chemistry/resources/gridlocks/puzzles/level-1/NamingCompounds.html
www.bbc.co.uk/bitesize/guides/z8d2bk7/test

C3.1.4 Construct word Word equations

equations to show how To remind learners about word equations, ask them to work in pairs for 5 minutes and write down any chemical reactions

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reactants form they can think of as word equations.

products Some example reactions that learners have probably come across before:
carbon + oxygen ⟶ carbon dioxide
C3.1.5 Balance and interpret sulfur + iron ⟶ iron sulfide
simple symbol hydrochloric acid + sodium hydroxide ⟶ sodium chloride + water
equations, including
state symbols Notes:
• Use the terms ‘reactants’ and ‘products’ when discussing each side of the equations.
C3.1.8 Deduce the symbol • Encourage learners to read the reaction from left to right for example ‘Sulfur reacts with iron to produce iron
equation with state sulfide’. Ask learners to avoid saying ‘equals’ and not to use an ‘=’ sign instead of an arrow.
symbols for a chemical
reaction, given relevant Ask learners why word equations, although sometimes very useful, are not enough to fully describe chemical processes.
information
Explain that sometimes word equations are the best option for describing complex chemical reactions so are definitely
C3.1.7 Construct symbol useful.
equations with state
symbols, including Practice sheets:
ionic equations https://www.rsc.org/education/teachers/resources/aflchem/resources/46/index.htm
This page contains several worksheets with answers. There are extensive examples and ideas for lessons on this topic.

Symbol equations
Introduce this topic, assuming no prior knowledge (although most learners will have probably written or at least seen
simple symbol equations before). Start by discussing a simple, familiar chemical reaction:
carbon + oxygen ⟶ carbon dioxide

Ask learners to replace the words with symbols. Allow them access to a Periodic Table.
Some learners will write the correct answer:
C + O2 ⟶ CO2
Others may write: C + O ⟶ CO2 (It is important at this early stage to point out that the chemical symbol for oxygen
is ‘O’ in the Periodic Table, but it exists as a diatomic molecule ‘O2’)

Introduce state symbols (s), (l), (g) and (aq) and explain what each of them mean. Ask learners which ones to add to the
equation, giving:
C(s) + O2(g) ⟶ CO2(g)

Although not specifically mentioned in the syllabus, mention the law of conservation of mass as in this page:
www.my-gcsescience.com/balancing-chemical-equations/
After displaying the first part of this page, emphasise that the number of atoms on the left-hand side must equal the
number of atoms on the right-hand side of any chemical equation (otherwise, mass is not conserved).

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Lead learners through an atom count for the above equation explaining that in this case it is balanced and complete.

Next display this PhET simulation, starting with the introduction tab:
https://phet.colorado.edu/sims/html/balancing-chemical-equations/latest/balancing-chemical-equations_en.html
Start with separating water:
Ask learners to try writing down the symbol reaction for the splitting of water into its elements before starting this
simulation.

H2O(l) ⟶ H2(g) + O2(g)

Explain how to use balancing coefficients for equations and ask learners to write down the complete equation (with state
symbols). Encourage an atom count/tally at this early stage of learning.

Next, learners work independently solving and writing down the other reactions. (I)
Then they can play the game, each time writing down the equation in their notebooks. There are three different levels
which learners may progress through.

An alternative to using the PhET simulation above is to use models. You could use purpose-made molecular models
such as ‘Molymod’ kits, or use, for example, common objects such as coloured sweets and toothpicks:
https://ashleysciencespot.weebly.com/uploads/4/6/3/8/46388125/balancing_equations_lab_activity.pdf or
https://betterlesson.com/lesson/631007/balancing-chemical-reaction-equations-using-models or
www.npsd.k12.nj.us/cms/lib/NJ01001216/Centricity/Domain/472/Balancing%20Chemical%20Equations%20Using%20Mo
dels.pdf

Ionic equations (sometimes called net ionic equations)

Emphasise to learners that ionic equations are only applicable to ionic compounds, specifically those that are soluble in
water to form solutions of ions.

1. Start this topic by asking learners to write down the balanced symbol equation, including state symbols, for the reaction
between hydrochloric acid and sodium hydroxide:
HCl(aq) + NaOH(aq) ⟶ NaCl(aq) + H2O(l)

Then ask them to write similar equations for combinations of other mineral acids (sulfuric and nitric acids) reacting with
lithium hydroxide and potassium hydroxide.

2. Next, split the species with (aq) (species soluble in water) into their component ions (so not water). This will give:
H+(aq) + Cl-(aq) + Na+(aq) + OH- (aq) ⟶ Na+(aq) + Cl- (aq) + H2O(l)
3. Identify the spectator ions (define this), and cross them out.
4. Write the ionic equation: H+(aq) + OH- (aq) ⟶ H2O(l)

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Syllabus ref. Learning objectives Suggested teaching activities

Ask learners to reflect on all of the reactions they wrote in 1) asking them what they all have in common. They all contain
‘H’ and ‘OH’ on the left-hand side and the products are always water and a salt – learners may recall learning
‘acid + base ⟶ salt + water’.

This page explains the process in detail:

www.onlinemathlearning.com/ionic-equation.html There are several examples which learners could try or be guided
through.

Note that ionic equations must also be balanced in the same way as ordinary symbol equations.

Practice examples:
www.bbc.co.uk/bitesize/guides/zsm2k2p/revision/6

C3.2.1 Describe relative Ask learners where they have met the idea of relative mass before in chemistry. They should be able to explain that it
Relative atomic mass, Ar, as the was when the relative masses of protons, electrons and neutrons were considered in C2.2.2.
masses of average mass of the Explain that every atom has its unique relative atomic mass. As this comparison is relative, you will need to explain
atoms and isotopes of an element relative to what – and the answer to this is, to the carbon-12 isotope. Learners should recall that C-13 and C -14 also
molecules compared to 1/12th of exist.
the mass of an atom of
12
C Learners research and write down the textbook definition for Ar.

C3.2.2 Define relative Next go to the Periodic Table and learners write down a few examples of relative atomic masses, noting that hydrogen
molecular mass, Mr, as has the smallest Ar = 1.
the sum of the relative
atomic masses. Bring learners’ attention (if they don’t notice) to the Ar value for chlorine which is 35.5. Explain to them that it is derived
Relative formula mass, from the fact that two isotopes of chlorine exist in different proportions.
Mr, will be used for
ionic compounds. Extension activity: Stretch and prepare for A Level
Challenge learners to research and mathematically explain exactly why chlorine has an Ar = 35.5.
C3.2.3 Calculate reacting Useful link: www.bbc.co.uk/bitesize/guides/zwn8b82/revision/6
masses in simple
proportions. Define relative molecular mass (Mr) / relative formula mass and explain the subtle difference in use to learners.
Calculations will not
involve the mole Work through example Mr and formula mass calculations with simple covalently bonded molecules and ionic substances.
concept
Give learners plenty of practice, increasing in complexity to larger molecules/particles. Ensure that learners understand
how to treat substances containing brackets in their formulas.

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Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

Webpages with examples including solutions:

www.docbrown.info/page04/4_73calcs02rfm.htm
www.bbc.co.uk/bitesize/guides/z84wfrd/revision/1
www.onlinemathlearning.com/molecular-mass.html

Reacting masses
At this point, it will be useful for learners to perform simple calculations involving reacting masses. It should be noted that
use of the mole concept is not needed in solving these problems involving simple proportional relationships.
There are some simple examples to solve here:
https://www.bbc.co.uk/bitesize/guides/zmgj2nb/revision/2

C3.3.1 State that concentration The most important aspect of this topic is that learners understand that the mole is a unit for the amount of substance.
The mole and can be measured in Learners often think that mass is the same thing so it is important to establish what a mole actually is.
the Avogadro g / dm3 It is straightforward to define a mole in terms of the number of elementary particles in a substance – the value of the
constant Avogadro constant – but harder for learners to understand its magnitude.
This song has several analogies to help learners appreciate the size of a mole:
C3.3.2 State that the mole, www.youtube.com/watch?v=1R7NiIum2TI (A mole is a unit)
mol, is the unit of
amount of substance This simulation will also help learners appreciate the magnitude of the mole:
and that one mole https://interactives.ck12.org/simulations/chemistry.html?referrer=simulation&simulationName=decomposition-reaction
contains 6.02 × 1023 (search for ‘Mole Carnival’)
particles, e.g. atoms,
ions, molecules: this By definition one mole of a substance is the mass equal to the relative atomic mass or molecular or formula mass of the
number is the Avogadro substance.
constant
Show learners what one mole of a range of substances looks like by weighing them out and placing them on a table:
18g water, 58.5g NaCl, 180g glucose, 12g carbon, 56g iron
C3.3.3 Use the relationship
amount of substance (mol) Learners practise calculating the mass of one mole of any substance using the equation given.
= mass (g) / molar mass Here are some pages with worked examples:
(g/mol) www.docbrown.info/page04/4_73calcs07mam.htm
to calculate: www.bbc.co.uk/bitesize/guides/z24xcj6/revision/1
(a) amount of www.gcsescience.com/imoles.htm
substance
(b) mass
(c) molar mass
(d) relative atomic mass
or relative
molecular / formula

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mass

C3.3.4 Use the molar gas Discuss that gases can be measured in grams but it is inconvenient. Explain to learners that there is a relationship
volume, taken as equating the mole to volume: I mole of any gas occupies a volume of 24dm3 at room temperature and pressure (r.t.p.).
24 dm3 at room
temperature and Learners practise calculations involving molar gas volume using the following:
pressure, r.t.p. in www.gcsescience.com/m20.htm
calculations involving www.docbrown.info/page04/4_73calcs09mvg.htm
gases www.onlinemathlearning.com/molar-volume.html

C3.3.5 Calculate Before introducing learners to problems on limiting reactants make sure they are able to balance chemical equations and
The mole and stoichiometric reacting convert between the amount of substance and the volume of gases.
the Avogadro masses, limiting
constant reactants, volumes of Discuss test tube reactions learners may have done in the past. Ask them for example: What happened when you put
gases at r.t.p., pieces of reactive metals such as magnesium or zinc into dilute hydrochloric acid – which reagent got used up? Which
including conversion reagent sometimes remains?
between cm3 and dm3
After this discussion, tell learners that, in fact, chemists don’t use guesswork; they perform calculations to decide which
reagent is going to be limiting and which is going to be in excess. It is possible to combine reactants in stoichiometric
amounts so that neither reactant is left over.
Point out that the method for calculating the limiting reagent depends on whether it is a solid, liquid or gas.

This activity could be used to help learners grasp the idea of limiting reagents:
https://wisc.pb.unizin.org/chemactivities/chapter/limiting-reagents/

Similar to the previous activity but using computer simulation:

https://phet.colorado.edu/sims/html/reactants-products-and-leftovers/latest/reactants-products-and-leftovers_en.html

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

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Scheme of Work

C4. Electrochemistry

Syllabus ref. Learning objectives Suggested teaching activities

C4.1.1 Define electrolysis as Define electrolysis and highlight the fact that it is a process which requires an input of energy in order to break down
Electrolysis the decomposition of ionic substances. Ask learners for reasons why ionic substances in the solid state do not conduct electricity. Ions are
an ionic compound, tightly held in a lattice structure.
when molten or in Lead learners to the idea that in molten compounds the ions are free to move and electrolysis can occur.
aqueous solution, by
the passage of an Demonstration: The electrolysis of molten zinc chloride
electric current Set up the following demonstration for the electrolysis of molten zinc chloride.
This solid has a relatively low melting point for an ionic solid (732oC) and can be melted with a Bunsen burner flame.
C4.1.2 Identify in simple It is preferable to use this instead of lead bromide which is toxic and tends to decompose only with heating, but it must
electrolytic cells: still be performed in a fume cupboard as chlorine is evolved.
(a) the anode as the
positive electrode While learners are gathered around the fume cupboard and the crucible is being heated explain the following to learners:
(b) the cathode as the • The terms anode, cathode – which is positive and which is negative.
negative electrode • What the electrolyte is.
(c) the electrolyte as • That in the external circuit, electrons flow, and in the electrolyte, ions carry the current.
the molten or aqueous • That the graphite electrodes are part of the external circuit. Connect with 2.6 giant covalent structures and ask
substance that them how graphite conducts electricity.
undergoes electrolysis
When electrolysis begins and the bulb lights up discuss/ask:
C4.1.4 Describe the transfer • Which ions zinc chloride contains. (Zn2+ and Cl-)
of charge during • What they think the bubbles are forming at the anode. (then test the gas)
electrolysis: • Why they can’t see anything happening at the cathode.
(a) the movement of
electrons in the If you cannot perform the experiment learners can watch this video:
external circuit https://edu.rsc.org/resources/electrolysis-of-molten-zinc-chloride/826.article
(b) the loss or gain of
electrons at the
Resource Plus
electrodes
Carry out Electrolysis of molten zinc chloride experiment referring to the Teaching Pack for lesson plans and
(c) the movement of
resources.
ions in the electrolyte
Show the following video for the electrolysis of molten lead bromide:
C4.1.3 (part) Identify the products
www.youtube.com/watch?v=Cf8zjla8euQ
formed at the
Turn off the sound and ask learners to make predictions and explain observations about the process.
electrodes and
describe the

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Syllabus ref. Learning objectives Suggested teaching activities

observations made Ionic half-equations

during the electrolysis Learners may have already come across net ionic equations during this course (3.1.6). If so, it is important to emphasise
of: that ionic half-equations always involve electrons.
(a) molten lead(II) Here is a link to how they are constructed for the lead bromide electrolysis mentioned above:
bromide www.chemguide.co.uk/inorganic/electrolysis/melts.html#top. This page contains downloadable question and answer
using inert electrodes sheets.
made of platinum or The above link also provides helpful analogies to help learners appreciate how and why current flows in the external
carbon/graphite circuit.

C4.1.7 Predict the identity of Note: It is helpful if learners have already covered 6.4 Redox before attempting these equations.
the products at each Learners can use ‘OIL RIG’ to remember at which electrode oxidation and reduction are occurring.
electrode for the
electrolysis of a binary
compound in the
molten state

C4.1.8 Construct ionic half-

equations for reactions
at the cathode
(showing gain of
electrons as a
reduction reaction)

C4.1.3 (part) Identify the products The electrolysis of ionic solutions is best understood if learners have studied the reactivity series of metals (9.4) although
formed at the they should already have some background of this topic from previous courses.
electrodes and Explain why the electrolysis of ionic solutions is more complex than for molten substances.
describe the
observations made Next discuss how pure water is actually a very poor conductor of electricity but that a very small amount of ions are
during the electrolysis generated due to the auto-ionisation of water:
of: H2O(l) H+(aq) + OH–(aq)
(b) concentrated
aqueous sodium Then explain to learners that if water contains ionic salt impurities it can conduct electricity.
chloride Show learners the following simulation:
(c) dilute sulfuric acid https://sepuplhs.org/high/hydrogen/electrolysis_sim.html
using inert electrodes Explain to them that this is similar to electrolysing a dilute acid solution as in the following example.
made of platinum or
carbon/graphite Experiment: The electrolysis of dilute sulfuric acid
There are several methods to do this depending on the availability of equipment. If a dedicated apparatus such as a
Hoffman apparatus is not available then there are several ways to improvise as detailed in the pages below:

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Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

C4.1.6 State that metals or http://chemed.chem.purdue.edu/demos/main_pages/20.2.html [Hoffman apparatus]

hydrogen are formed www.academicstar.us/UploadFile/Picture/2014-3/2014319215114816.pdf [several alternatives]
at the cathode and that www.digipac.ca/chemical/mtom/contents/chapter3/electrolysis.htm [using pencils]
non-metals (other than
hydrogen) are formed Extension activity: Stretch and prepare for A Level:
at the anode Resource Plus
Carry out The electrolysis of acidified water using a Hofmann voltameter experiment in Resource Plus for AS&A Level
Chemistry 9701, referring to the Teaching Pack for lesson plans and resources.

Rules for the discharge of ions in aqueous electrolyses

As the electrolysis of aqueous solutions is complicated by the additional H+ and OH- ions due to the presence of water,
there are some rules which help chemists predict the products that will be formed at the electrodes.
These rules are summarised here:
www.docbrown.info/page01/ExIndChem/electrochemistry01.htm
and the products of a number of aqueous electrolyses detailed here:
www.docbrown.info/page01/ExIndChem/electrochemistry08.htm

When learners understand the above rules, they can perform further electrolysis experiments.

Experiment: The electrolysis of concentrated sodium chloride (also called brine)

The following page contains instructions:
https://edu.rsc.org/resources/colourful-electrolysis/735.article
If a U-tube is not available, a petri dish can be used as shown in the following video:
www.youtube.com/watch?v=CMW9r_L-CQA

Use half-equations to explain how the products of the electrolysis are formed and refer to the rules for discharge as
explained above.
Note that this is also a very important industrial process yielding the useful products hydrogen, chlorine and sodium
hydroxide.

C4.1.5 Identify the products Experiment: The electrolysis of copper(II) sulfate solution
Electrolysis formed at the Learners can use this page that details the experiment:
electrodes and https://edu.rsc.org/resources/electrolysis-of-copperii-sulfate-solution/476.article
describe the Learners should try to:
observations made • explain the observations at each electrode and any changes in the electrolyte
during the electrolysis • write half-equations for the reactions at each electrode.
of aqueous copper(II)
sulfate using inert Extension activity: Stretch and prepare for A Level
carbon/graphite Learners find out why the anode starts to break down during the electrolysis. [oxygen produced reacts with the carbon

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Syllabus ref. Learning objectives Suggested teaching activities

electrodes and when anode to produce carbon dioxide]

using copper
electrodes

C4.2.1 State that a hydrogen– The most important point to bring out here (especially if you are teaching this sub-topic directly after electrolysis), is that
Hydrogen oxygen fuel cell uses an input of energy is needed to drive electrolysis reactions whereas in fuel cells, electrical energy is produced from
fuel cells hydrogen and oxygen spontaneous chemical reactions.
to produce electricity
with water as the only Display the following images from the NASA space program:
chemical product www.nasa.gov/content/liquid-hydrogen-the-fuel-of-choice-for-space-exploration (image of hydrogen storage tank)
https://blogs.nasa.gov/groundsystems/2017/10/03/liquid-oxygen-tanking-operations-begin-at-launch-pad-39b/ (oxygen
C4.2.2 Describe the storage tanks)
advantages and Explain to learners that for decades NASA has used these substances to fuel space missions. Ask learners to suggest
disadvantages of using how the liquid oxygen and hydrogen were used.
hydrogen–oxygen fuel
cells in comparison This page explains ‘Fuel cells essentially a device to release the chemical potential energy of combustible fuels as
with gasoline/petrol electrical energy at a much lower temperature and without the flame!’:
engines in vehicles www.docbrown.info/page01/ExIndChem/electrochemistry11.htm

Ask learners to write down the two half-equations and the overall cell reaction. These are in the page above.

Learners work in pairs to research the advantages and disadvantages of using these fuel cells in cars compared to using
gasoline/petrol. They could present their findings as a poster and/or give a short presentation.
Useful reference:
https://getrevising.co.uk/grids/hydrogen_fuel_cells_2
Learners could also include current information about hydrogen vehicles in terms of cost, how widespread their use is
and what the future looks like for this industry.

Extension activity: Stretch and prepare for A Level

Learners build their own fuel cell. There are many videos and pages describing this. Here are a couple of examples:
https://sci-toys.com/scitoys/scitoys/echem/fuel_cell/fuel_cell.html
www.wikihow.com/Build-a-Fuel-Cell

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

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Scheme of Work

C5. Chemical energetics

Syllabus ref. Learning objectives Suggested teaching activities

C5.1.1 State that an Ask learners to think of any chemical reactions where heat is given out. Write some examples down.
Exothermic exothermic reaction Collectively they may come up with reactions such as the following. If not you can write them down as examples:
and transfers thermal 1. Mg + O2 ⟶ 2MgO
endothermic energy to the 2. Zn + HCl ⟶ ZnCl2 + H2
reactions surroundings leading 3. CH4 + 2O2 ⟶ CO2 + 2H2O
to an increase in the
temperature of the Discuss with learners how they observe that heat is given out in the above cases: 1. produces a hot white flame, 2. the
surroundings test tube gets warm and 3. a hot blue flame is produced. The common thing is that heat is given out.
Explain to learners that this is called exothermic and that if for example a thermometer were put into reaction 2. it would
C5.1.2 State that an show a temperature increase.
endothermic reaction
takes in thermal Ask them to do the same for chemical reactions where heat energy is taken in.
energy from the Learners may not be able to think of any examples. You could give this as a research task, or give examples:
surroundings leading 1. 6CO2 + 6H2O ⟶ C6H12O6 + 6O2
to a decrease in the 2. CuSO4.5H2O(s) ⇌ CuSO4(s) + H2O(l)
temperature of the
surroundings Both these reactions require energy for them to occur. Mention to learners that endothermic reactions such as these are
much less common than exothermic reactions.
C5.1.4 State that the transfer
of thermal energy Define the term ‘enthalpy change’ as H and explain that it is negative for exothermic reactions and positive for
during a reaction is endothermic reactions.
called the enthalpy
change, H, of the Learners create a poster comparing several examples of endothermic and exothermic reactions.
reaction. H is
negative for You could demonstrate some highly exothermic and endothermic reactions to learners. An example of a highly
exothermic reactions endothermic reaction is barium hydroxide + ammonium chloride:
and positive for https://chemistry.ucsd.edu/undergraduate/teaching-labs/demos/demo45.html (quantities and prep details)
endothermic reactions If you cannot do the reaction, here is a video of it being performed:
www.youtube.com/watch?v=IZaGmUGBdC0

An example of a highly exothermic reaction is the thermite reaction. Note: It should only be performed outside and very
carefully as if these precautions are not taken, it is dangerous.
https://edu.rsc.org/resources/the-thermite-reaction/724.article
Video:
www.youtube.com/watch?v=EDUwc953GOA

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 Scheme of Work

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Learners might enjoy watching the thermite reaction put to good use:
www.youtube.com/watch?v=5uxsFglz2ig (used to weld railway tracks)

Experiment: Learners can safely carry out a series of test tube reactions to find out if they are endothermic or
exothermic:
https://edu.rsc.org/resources/exothermic-or-endothermic/406.article

Experiment: Hot packs and cold packs

Give learners several safe substances; some cause endothermic reactions and some exothermic reactions. Learners
perform reactions on these substances and decide if they would make good hot packs or cold packs. Discuss with
learners when each are needed in everyday life.
http://nobel.scas.bcit.ca/debeck_pt/science/hotColdPack/pack_p1.htm

C5.1.5 Define activation Discuss that activation energy can be thought of as the energy needed to initiate a chemical reaction and once started
energy, Ea, as the the reaction continues.
minimum energy that
colliding particles must Ask learners if they can think of any reactions that need initiating. Hopefully they will think of the thermite reaction above.
have to react Also ask them how it was started.
You could mix a small quantity of thermite mixture (iron oxide and aluminium powder). It is perfectly safe to carry around
C5.1.3 Interpret reaction mixed together. It requires not just a little heat, but the intense heat provided by a wick of magnesium burning to initiate
pathway diagrams the reaction.
showing exothermic Another example of high activation energy in reactions is combustion.
and endothermic
reactions Ask learners for reactions where the activation energy is low, that is, the reaction occurs without needing to encourage it.
(e.g. magnesium + hydrochloric acid) Demonstrate this.
C5.1.6 Draw and label
reaction pathway Show and explain pathway diagrams for exothermic and endothermic reactions:
diagrams for www.bbc.co.uk/bitesize/guides/z2gccdm/revision/6
exothermic and Then, provide learners with blank axes and a keyword bank, and ask them to fully label their pathway diagrams.
endothermic reactions Extend this to requiring them to draw diagrams with high and low EA.
using information
provided, to include:
(a) reactants
(b) products
(c) overall energy
change of the reaction,
H
(d) activation energy,
Ea

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Syllabus ref. Learning objectives Suggested teaching activities

C5.1.7 State that bond Learners frequently get confused as to whether bond making or bond breaking requires an input of energy. To illustrate
breaking is an this, take an old pencil and pretend it is a bond between two atoms. Break the pencil and ask if bond breaking requires
endothermic process energy or produces energy. It is endothermic because it needs energy.
and bond making is an
exothermic process

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

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 Scheme of Work

C6. Chemical reactions

Syllabus ref. Learning objectives Suggested teaching activities

C6.1.1 Identify physical and As learners will probably have covered this topic in previous courses it would be a good subject for a revision poster or
Physical and chemical changes, and presentation.
chemical understand the
changes differences between
them

C6.2.1 Describe the effect on Establish what the rate of reaction means and that rate is the preferred word instead of ‘speed’.
Rate of the rate of reaction of: In pairs, learners think of two fast and two slow reactions. Discuss the examples as a class.
reaction (a) changing the
concentration of Ask learners to suggest ways in which the rate of a reaction can be increased (or decreased). Lead learners to all the
solutions following factors that influence the rate of a reaction:
(b) changing the a) concentration of solutions
pressure of gases b) pressure of gases
(c) changing the c) surface area of solids
surface area of solids d) temperature
(d) changing the e) using catalysts
temperature
(e) adding or removing Explain to learners that a very important aspect of this unit is being able to describe and evaluate practical methods for
a catalyst investigating the rate of reaction. Learners need to draw and interpret graphs in order to visualise, calculate and compare
rates of reaction, therefore practical work is a vital aspect of this topic.
C6.2.2 State that a catalyst
increases the rate of a Link the effect of a catalyst on Ea back to 5.1.4 and 5.1.5 Exothermic and endothermic reactions
reaction and is Ask learners to sketch energy diagrams for exothermic and endothermic reactions and label Ea on both diagrams.
unchanged at the end
of a reaction Learners can explore the collision theory using the following simulation:
https://phet.colorado.edu/sims/cheerpj/reactions-and-rates/latest/reactions-and-rates.html?simulation=reactions-and-
C6.2.6 State that a catalyst rates
decreases the This website explains the factors affecting the rate of reaction in terms of collision theory:
activation energy, Ea, http://www.docbrown.info/page03/3_31rates2.htm
of a reaction
Practical Investigations
C6.2.7 Describe collision Plotting and interpreting graphs are very important in this topic, so give learners several opportunities to practise these
theory in terms of: skills. They should calculate average rates of reaction from graphs.
(a) number of particles
per unit volume Effect of changing a) the concentration of solutions, b) pressure of gases

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Syllabus ref. Learning objectives Suggested teaching activities

(b) frequency of Experiment: Reacting magnesium ribbon with different concentrations of hydrochloric acid solution
collisions between https://edu.rsc.org/resources/the-rate-of-reaction-of-magnesium-with-hydrochloric-acid/1916.article (collection over water
particles method)
(c) kinetic energy of
particles Experiment: Reacting marble chips (calcium carbonate) with hydrochloric acid of varying concentrations
(d) activation energy, www.bbc.co.uk/bitesize/guides/z3nbqhv/revision/6 (gas syringe method)
Ea
Resource Plus
C6.2.3 Describe practical Carry out The effect of changing the concentration of hydrochloric acid on the rate of reaction with calcium carbonate
methods for experiment referring to the Teaching Pack for lesson plans and resources.
investigating the
rate of a reaction Experiment: The effect of concentration on the rate of reaction between sodium thiosulfate and hydrochloric acid.
including change in https://edu.rsc.org/resources/the-effect-of-concentration-on-reaction-rate/743.article [disappearing cross experiment]
mass of a reactant or www.york.ac.uk/org/seg/salters/ChemistryArchive/ResourceSheets/thiosulphate_acid.PDF (alternative to above)
product and the
formation of a gas Experiment: The loss in mass method for measuring rate of reaction
www.youtube.com/watch?v=Ui_74hXRugI
C6.2.4 Interpret data,
including graphs, from It is not necessary to perform all these experiments and for whichever one or more you choose for your learners, make
rate of reaction sure that they consider why the rate of reaction increases with increasing concentration of the solutions in terms of
experiments 6.2.5(a) and (b).

C6.2.5 Explain the effect on Extension activity: Stretch and prepare for A Level
the rate of reaction of: This is a more in-depth explanation of how concentration affects the rate of chemical reactions:
(a) changing the https://www.chemguide.co.uk/physical/basicrates/concentration.html
concentration of
solutions If you have no access to chemicals and equipment use resources that teach practical and ideas such as the following
(b) changing the simulations:
pressure of gases https://teachchemistry.org/classroom-resources/reaction-rates-simulation
(c) changing the https://phet.colorado.edu/en/simulation/reactions-and-rates
surface area of solids Ensure you have Java installed on your computer.
(d) changing the
temperature Extension activity: Stretch and prepare for A Level
(e) adding or removing These simulations might interest learners who wish to learn more:
a catalyst https://chemdemos.uoregon.edu/Topics/Rates-of-Reaction
using collision theory
c) Effect of changing surface area
Experiment: How surface area affects the rate of reaction
https://makezine.com/laboratory-122-determine-the-effect/

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 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

Information and diagrams to explain the surface area effect:

www.chemguide.co.uk/physical/basicrates/surfacearea.html#top

d) Effect of changing the temperature

Experiment: The effect of temperature on the rate of reaction between sodium thiosulfate and hydrochloric acid
https://edu.rsc.org/resources/the-effect-of-temperature-on-reaction-rate/448.article

Experiment: Investigate if temperature affects the glow stick / light stick reaction
https://chemdemos.uoregon.edu/demos/Lightstick-Reaction-Rates-versus-Temperature

Other possible experiments. This link suggests other reaction systems to investigate how temperature affects the rate of
reaction, including the decomposition of hydrogen peroxide and calcium carbonate reacting with hydrochloric acid:
www.docbrown.info/page03/3_31rates3d.htm

Basic ideas concerning collision theory and activation to explain the increase in rate of reaction when the temperature
increases:
www.chemguide.co.uk/physical/basicrates/temperature.html

e) Effect of adding a catalyst

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

Catalyst theory is discussed here:

www.docbrown.info/page03/3_31rates3e.htm

C6.3.2 Define oxidation as There are several definitions of oxidation and reduction reactions which are used in different circumstances. This often
Redox gain of oxygen and causes problems for learners.
reduction as loss of The oldest of these is the gain of oxygen by a substance.
oxygen Ask learners to think of a metal they know that becomes oxidised. They will probably think of iron rusting, or a more
reactive metal such as magnesium or zinc which oxidises more quickly:
C6.3.3 Identify redox Mg + O2 ⟶ 2MgO
reactions as involving
gain and loss of Contrast this reaction by defining reduction as oxygen loss.
oxygen If oxygen atoms are lost from a substance then it is reduction:
2CuO + C ⟶ 2Cu + CO2
Define redox reactions
C6.3.1 as involving However, many more reactions than these are redox reactions and so the definitions were expanded/modified.

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Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

simultaneous Emphasise that oxidation and reduction occur simultaneously in redox reactions. Once learners become familiar with
reduction and identifying oxidation and reduction, they should be able to show that this is the case using equations.
oxidation
Definition by loss or gain of electrons
C6.3.4 Identify oxidation and In electrochemistry (Electrolysis 4.1) learners write ionic half-equations for the reactions occurring at the anode and
reduction in redox cathode.
reactions (Oxidation For example:
number limited to its Cu2+(aq) + 2e- ⟶ Cu(s) At the cathode. Ask learners if this is gain or loss of electrons? [gain, so it is reduction]
use to name ions, e.g. Mg(s) ⟶ Mg2+(aq) + 2e- At the anode. Ask learners if this is gain or loss of electrons? [magnesium is losing electrons
iron(II), iron(III), so this is oxidation]
copper(II).) Learners can use ‘OIL RIG’ to remember that Oxidation Is Loss, Reduction is Gain.

6.3.5 Define oxidation in This page helps learners to identify the oxidation and reduction by linking pairs of species:
Redox terms of: www.chemguide.co.uk/inorganic/redox/definitions.html
(a) loss of electrons
(b) an increase in There are plenty of examples to show and discuss with learners here:
oxidation number www.docbrown.info/page03/Reactivitya.htm

6.3.6 Define reduction in Questions and answers to check this knowledge:

Redox terms of: www.bbc.co.uk/bitesize/guides/zy3xcj6/revision/1
(a) gain of electrons
(b) a decrease in Definition by an increase or decrease in oxidation number
oxidation number For example, in the reaction between acidified potassium manganate (VII) and iron (II) sulfate,explain that ‘manganate
(determination of (VII)’ means that the manganese ion is in an oxidation state [has an oxidation number] of (VII) = +7 and changes to
oxidation numbers is manganese in an oxidation state of (II) = +2, so it is reduced. Iron (II) is in an oxidation state [has an oxidation number]
not required) of (II) = +2 and changes to an oxidation state of (III) = +3, so has been oxidised.

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

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 Scheme of Work

C7. Acids, bases and salts

Syllabus ref. Learning objectives Suggested teaching activities

C7.1.1 Describe the Experiment: explore as a series of test-tube reactions. Learners at this stage should have met some or all of the
The characteristic reactions. This practical is a good opportunity for them to practise observation skills, testing gases and equation writing.
characteristic properties of acids in
properties of terms of their reactions These pages summarise the reactions:
acids and with: www.docbrown.info/page03/AcidsBasesSalts05.htm
bases (a) metals
(b) bases
(c) carbonates

C7.1.4 Describe the

characteristic
properties of bases in
terms of their reactions
with acids

C7.1.3 State that bases are It is important that learners can distinguish between the meanings of these two terms. As a visual way of doing this,
oxides or hydroxides encourage learners to draw a Venn diagram similar to this:
of metals and that https://intellectwrite.com/2018/12/22/difference-between-alkali-and-base/
alkalis are soluble
bases Take two test tubes, one containing solid CuO and the other solid NaOH.
Add water to each and shake. The base copper (II) oxide does not dissolve but the alkali sodium hydroxide does.
Emphasise that in fact both substances are bases and that later their reactions will be explored.

C7.1.6 Describe how to Ask learners for ideas on how acids, alkalis and neutral solutions can be compared using various indicators.
compare neutrality, Ask learners to draw a vertical pH scale and label the names of a weak and a strong acid and a weak and a strong alkali
relative acidity and indicating approximately what they think their pH values are.
relative alkalinity in
terms of colour and pH Learners research the names of common substances and their pH value and produce an infographic for display similar
using universal this:
indicator www.onlinemathlearning.com/acids-alkalis.html
Alternatively, give them the names of various substances to research and learners find out the pH values.

Experiment: Set out around the lab various laboratory chemicals. Learners test the pH of each using universal indicator
solution and complete a table. Then they have to decide whether the substances are weak/strong acids or alkalis or

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Syllabus ref. Learning objectives Suggested teaching activities

neutral substances. Learners should also test the solutions with red and blue litmus paper and include a column for this
in their tables.
In the conclusion to their experiment ask learners to compare the effectiveness of litmus to universal indicator.

If learners have not made the red cabbage indicator before, they could do this as part of the experiment and compare the
effectiveness of the red cabbage indicator to the universal indicator.

C7.1.7 Describe the Give learners a series of reactions of acids + alkalis and acids + bases.
neutralisation reaction Some example reactions:
between an acid and www.bbc.co.uk/bitesize/guides/zgpc3k7/revision/3
an alkali to produce a Learners then try to identify what the reactions have in common with each other.
salt and water (the
ionic equation for this State/restate the general equation:
reaction is not acid + base → salt + water
required)
Link this exercise to Stoichiometry: ionic equations C3.1.7 and the Preparation of salts: C7.3.1
C7.1.2 Describe acids in
Learners should then formally define neutralisation.
terms of their effects
on:
Other indicators
(a) litmus
Mention that there are many types of indicators used in titration experiments depending on the strength of the acid or
(b) methyl orange
alkali used. Explain the colour changes for methyl orange indicator.
C7.1.5 Describe alkalis in
terms of their effect on:
(a) litmus
(b) methyl orange

C12.2.1 Describe an acid–base Learners may have seen burettes and pipettes before but may not have used them to perform accurate titrations.
Acid-base titration to include the
titrations use of a: Experiment: A simple acid-base titration:
(a) burette A step-by-step guide:
(b) volumetric pipette http://dept.harpercollege.edu/chemistry/chm/100/dgodambe/thedisk/labtech/titrate2.htm
(c) suitable indicator Discussion of suitable indicators is in Unit 7 Acids, bases and salts

C12.2.2 Describe how to Experiment: Titration of sodium hydroxide with hydrochloric acid
identify the end-point of This practical can be linked to the formation and isolation of a salt in Unit 7 Acids, bases and salts
a titration using an https://edu.rsc.org/resources/titrating-sodium-hydroxide-with-hydrochloric-acid/697.article
indicator

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 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

For those not able to perform the experiment, this simulation allows you to conduct a titration virtually:
https://edu.rsc.org/resources/titration-screen-experiment/2077.article

Extension activity: Stretch and prepare for A Level

Learners research the typical shape of a pH curve during titration. They could find out about the typical pH range in which
the indicators in 7.1.8 work, and decide the best combination of strong/weak acid | strong/weak alkali the indicators would
be most useful for.
The ranges of typical indicators are listed here:
www.uq.edu.au/_School_Science_Lessons/Acid-base.html

C7.2.1 Classify oxides as Experiment: Testing the pH of oxides

Oxides acidic, including SO2 https://edu.rsc.org/resources/testing-the-ph-of-oxides/405.article
and CO2, or basic, Learners test the pH of the oxides of nitrogen, phosphorus, sulfur, potassium, sodium and calcium using universal
including CuO and indicator solution. They look for patterns in the colour of the solutions produced.
CaO, related to Carbon dioxide can also be tested by bubbling carbon dioxide with a straw into limewater.
metallic and non-
metallic character Resource Plus
Carry out the Types of oxide: reactions with acids and bases experiment referring to the Teaching Pack for lesson
plans and resources.

C7.2.2 Describe amphoteric Amphoteric oxides: Define the term amphoteric as in 7.2.2
oxides as oxides that
react with acids and Zinc and aluminium, being metals, react with acids in the usual manner to produce a salt and water.
with bases to produce However, they also react with bases. Give learners the word equations. The important point to note is that a
a salt and water salt + water is produced, as with acids:

C7.2.3 Classify Al 2O3 and zinc oxide + sodium hydroxide → sodium zincate + water
ZnO as amphoteric
[a salt]
oxides
aluminium oxide + sodium hydroxide → sodium aluminate + water
[a salt]

C7.3.1 Describe the Start by looking at the definitions of a salt:

Preparation preparation, • an ionic compound that can be formed by replacing one or more of the hydrogen ions of an acid with another
of salts separation and positive ion
purification of soluble • an ionic compound which is made up of two groups of oppositely charged ions.
salts by reaction of an
acid with: Discuss both versions of the definition with learners to show that they are both correct.

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Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

(a) an alkali by titration

(b) excess metal Experiment: Preparation of soluble salts
(c) excess insoluble (a) Acid + alkali by titration: Link to discussion of titration in neutralisation reactions (7.1.6) and to practical work using
base titration (3.3.6 concentration of solutions).
(d) excess insoluble
carbonate (b) Acid + excess metal:
(the general solubility https://edu.rsc.org/resources/metals-and-acids-experiment/446.article (see Lesson 2 for preparation of zinc sulfate from
rules for salts are not zinc and sulfuric acid)
required)
(c) Acid + excess insoluble base:
C7.3.2 Define a hydrated https://edu.rsc.org/resources/preparing-salts-by-neutralisation-of-oxides-and-carbonates/1762.article
substance as a (see preparation 1: preparation of copper (II) sulfate from copper oxide and sulfuric acid)
substance that is
chemically combined (d) Acid + excess insoluble carbonate
with water and an https://edu.rsc.org/resources/preparing-salts-by-neutralisation-of-oxides-and-carbonates/1762.article
anhydrous substance (see preparation 2: preparation of magnesium sulfate from magnesium carbonate and sulfuric acid)
as a substance
containing no water It is important that learners can do the following related to the above practical work:
• make and accurately describe observations during the experiments
• name each process used (filtration, evaporation, crystallisation)
• name the equipment used
• be able to draw labelled diagrams
• write word and balanced symbol equations for the reactions
• be able to explain hazards and safety issues in the experiment.

Explain the terms hydrated and anhydrous.

Extension activity: Stretch and prepare for A Level

Link practical work above to stoichiometry. The instructions give quantities of reagents for the preparations. In each case
one reagent is in excess and the other is the limiting reagent. Learners could verify that the quantities given correspond
to excess reagent and limiting reagent.
As a further step in the practical work, learners could isolate and dry the products and calculate a percentage yield.

C7.3.3 Describe the Experiment: Preparation of insoluble salts by precipitation

preparation of https://edu.rsc.org/resources/preparing-an-insoluble-salt/1761.article (the preparation of lead chloride from lead nitrate
insoluble salts by and sodium chloride)
precipitation (the Make sure that learners know the meaning of the word precipitation in the chemistry sense.
general solubility rules
for salts are not All of the comments for the preparation of soluble salts in the above activity apply to this learning objective.

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 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

required)

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

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Scheme of Work

C8. The Periodic Table

Syllabus ref. Learning objectives Suggested teaching activities

C8.1.1 Describe the Periodic Print off and give learners a copy of the Periodic Table from the 0654 syllabus.
Table as an Learners stick it in the middle of an A3 sheet of paper or double page of a notebook so that there is plenty of room to
arrangement of annotate around the outside.
elements in periods
and groups and in Learners:
order of increasing • Highlight the word ‘group’ and indicate where periods 1, 2, 3 and 4 are.
proton / atomic number • Colour the metallic elements, non-metallic and metalloids different colours lightly in coloured pencils.
• For groups I, II, III, VI and VII indicate using a label example charges on the ions. Learners could include atom
C8.1.2 Describe the change diagrams and electron configurations to help them.
from metallic to non-
metallic character Using their annotated Periodic Table, learners answer the following questions (based on the first 20 elements only):
across a period a. How is electron configuration related to the position of an element in the Periodic Table?
b. What is the relationship between atomic number and the position of an element?
C8.1.3 Explain similarities in c. What are the similarities in the chemical properties of the elements in the same group in terms of electron
the chemical configuration?
properties of elements
in the same group of Interactive Periodic Tables:
the Periodic Table in www.webelements.com/
terms of their www.rsc.org/periodic-table
electronic
configuration

C8.1.4 Identify trends in

groups, given
information about the
elements

C8.2.1 Describe the Group I Demonstration: Reaction of the alkali metals with water
Group I alkali metals, lithium, Ask learners which of melting point, density and reactivity are physical properties and which are chemical properties.
properties sodium and Revise what the difference is between these two terms.
potassium, as Next demonstrate the reactions of each metal with water making sure to highlight the necessary trends to learners:
relatively soft metals https://edu.rsc.org/resources/reactivity-trends-of-the-alkali-metals/731.article
with general trends
down the group, Additional things to do:
limited to: • mention the trend in hardness

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 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

(a) decreasing melting • show learners that the alkali metals are typical metals in some respects: they conduct electricity (you can test
point with a simple one-bulb circuit) and they are shiny when freshly cut
(b) increasing density • add some universal indicator to the water the metals react with and elicit from learners why they are named
(c) increasing reactivity ‘alkali metals’.
with water
If you do not have access to the metals, this video shows the reactions with water:
C8.2.2 Predict the properties www.youtube.com/watch?v=y0hrqLTubDM
of other elements in
Group I, given To show learners more about the chemical reactivity of these elements, this video shows the increasing reactivity of the
information about the metals, i) heating in oxygen, ii) reacting with chlorine:
elements www.youtube.com/watch?v=0KonBvfnzdo
Both these reactions provide evidence that the reactivity of the elements increases going down the group.

Ask learners to make predictions about the physical and chemical properties of the other Group I elements. There are
plenty of videos available showing the reactions of the lower members of the group.

Extension activity: Stretch and prepare for A Level

Learners try to explain why the lower members of the group are more reactive. They write balanced equations for the
reactions with water, oxygen and chlorine.

C8.3.1 Describe the Group VII If you do not have access to samples of each of the three halogens to show learners, show the following video
Group VII halogens, chlorine, comparing their properties:
properties bromine and iodine, as www.youtube.com/watch?v=u2ogMUDBaf4&t=102s
diatomic non-metals The video shows:
with general trends i) their trend in colour and their physical state at room temperature (ask learners what the trend in their densities must
down the group, be)
limited to: ii) reaction with hydrogen
(a) increasing density iii) reaction with aluminium
(b) decreasing
reactivity This video shows the halogens’ reactions with sodium:
www.youtube.com/watch?v=saLvwX3_p1s
C8.3.2 State the appearance
of the halogens at The properties and reactions of the Group VII elements:
room temperature and www.bbc.co.uk/bitesize/guides/ztjy6yc/revision/2 [discusses the reactions with sodium and hydrogen]
pressure, r.t.p. as:
(a) chlorine, a pale Note: make sure that learners are not confused that the halogens get less reactive going down the group (whereas
yellow-green gas Group I elements get more reactive going down the group).
(b) bromine, a red-
brown liquid Extension activity: Stretch and prepare for A Level

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Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

(c) iodine, a grey-black Learners can find out, in terms of their electronic structures, why the halogens get less reactive going down the group.
solid They could use this page to help their understanding:
www.docbrown.info/page03/The_Halogens.htm

C8.3.3 Describe and explain Experiment: Reactions of halogens as aqueous solutions

the displacement https://edu.rsc.org/resources/reactions-of-halogens-as-aqueous-solutions/733.article
reactions of halogens This experiment can be done with very small quantities of materials on a spotting tile.
with other halide ions
Learners write balanced chemical equations and ionic equations for the changes that occur.

Afterwards they try to identify whether the halogen is an oxidising agent or reducing agent and justify this by looking at
the changes in oxidation state (number). Halogens are oxidising agents which become reduced, and the halide ion is a
reducing agent, which becomes oxidised.
Link to the ‘elephants’ toothpaste’ demonstration in 6.4.6 Redox in which iodide ions act as a reducing agent.
The reactions are detailed in this page:
www.docbrown.info/page07/ASA2group7a.htm

Common misconception:
• Potassium grabs the chlorine because it is very reactive.

C8.3.4 Predict the properties Based on the above pattern, that the reactivity of the halogens decreases going down the group, ask learners to predict:
of other elements in • the most reactive element (fluorine)
Group VII, given • the reactivity of elements below iodine (less reactive)
information about the
elements

C8.4.1 Describe the transition Ask learners to search for images of the first row of transition elements, Ti, V, Cr, Mn, Fe, Co, Ni and Cu, noting that they
Transition elements as metals are in an area of the Periodic Table called the ‘d-block’.
elements that:
(a) have high densities Ask them to stick the images (or paste if doing on the computer) in atomic number order, as in the Periodic Table.
(b) have high melting They research and find the following information:
points • densities
(c) form coloured • melting points
compounds • the range of colours displayed in their compounds
(d) often act as • if the metal itself, or compounds of it, have catalytic activity.
catalysts as elements
and in compounds From this collected information, elicit from learners the properties of transition elements in the learning objective.

Common misconception:

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 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

• Learners often believe that transition metals are coloured rather than their compounds. Looking at the pictures of
the metals, they will see that most of them are silvery, typical metallic-looking substances. However, in contrast,
their compounds are often brightly coloured.

Experiment: Properties of the transition metals and their compounds

Learners test metal samples for: hardness; ability to bend without breaking; if they are magnetic; if they react with water;
and observe coloured compounds.
https://edu.rsc.org/resources/properties-of-the-transition-metals-and-their-compounds/472.article (Classic chemistry
experiments: properties of the transition metals and their compounds)

Extension activity: Stretch and prepare for A Level

Learners could find out:
• Why transition elements often act as catalysts
• The reason why transition metal compounds are often coloured
• Why they have variable oxidation states

Quizzes:
www.educationquizzes.com/gcse/chemistry/periodic-table-transition-elements/
https://quizlet.com/ [create your own quiz]

C8.5.1 Describe the Group Ask learners to write down the electronic configurations of He, Ne, Ar and comment on them.
Noble gases VIII noble gases as They should then be able to explain why they are monoatomic gases.
unreactive, monatomic
gases and explain this Learners predict the trend in densities of the gases descending Group VIII:
in terms of electronic www.youtube.com/watch?v=QLrofyj6a2s
configuration
Learners could find about some of the uses of the noble gases:
www.youtube.com/watch?v=Lid8BsbqTDQ

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

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Scheme of Work

C9. Metals

Syllabus ref. Learning objectives Suggested teaching activities

C9.1.1 Compare the general Learners could carry this out as a research activity.
Properties of physical properties of The most important word to emphasise to learners in this objective is ‘general’, in other words, the typical or usual
metals metals and non- properties that most metals have compared to non-metals.
metals, including: (a) Learners should be able to explain how they know metals are thermal conductors from everyday life such as metal
(a) thermal saucepans. There are several different apparatus for finding out which metal, from a range, is a better conductor.
conductivity Non-metals generally do not conduct heat well but diamond is an exception.
(b) electrical (b) Learners should recall (from 2.7.1 metallic bonding) that metals are electrical conductors – you could discuss which
conductivity metals are found in wires and power cables.
(c) malleability and The general properties of non-metals are that they are non-conductors but graphite is an exception.
ductility (c) Learners often get confused or find it difficult to recall these words. Therefore, demonstrating the difference is
(d) melting and boiling necessary (see 2.7.2).
points Solid non-metals are brittle but most non-metals are gases at room temperature.
(d) Metals usually have high melting points and therefore boiling points, in contrast to most non-metals.

C9.2.1 Describe the uses of You could cover this objective as a series of questions for learners to answer.
Uses of metals in terms of their Examples:
metals physical properties, i) Why is aluminium used in the manufacture of aircraft, overhead cables and aluminium food containers?
including: ii) For which reason(s) is copper used in electrical wiring?
(a) aluminium in the
manufacture of aircraft Extension activity: Stretch and prepare for A Level
because of its low Poster opportunity: learners extend their study of metals to include the first row of transition metals and their physical
density properties and uses.
(b) aluminium in the
manufacture of
overhead electrical
cables because of its
low density and good
electrical conductivity
(c) aluminium in food
containers because of
its resistance to
corrosion
(d) copper in electrical
wiring because of its
good electrical

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 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

conductivity

C9.3.1 Describe alloys as This whole sub-unit could be completed by learners doing independent research and producing a poster and/or a
Alloys and mixtures of a metal presentation in any form they prefer. If this is done, prepare a marking rubric to ensure that learners comprehensively
their with other elements, cover all key points.
properties including:
(a) brass as a mixture Bring in a range of alloys to show learners: steel, stainless steel, brass, bronze, pewter, solder, nichrome. If possible,
of copper and zinc bring actual objects to stimulate learners’ interest, not flat pieces of metal. If not available, display images of objects
(b) stainless steel as a produced on the basis of the alloys’ properties.
mixture of iron and
other elements such The first thing learners need to know is that alloys are a mixture, which consists of a main metal and other metals and/or
as chromium, nickel non-metals:
and carbon www.gcsescience.com/ex29.htm (simple diagrammatic representation)
www.explainthatstuff.com/alloys.html (more advanced diagrammatic representations)
C9.3.2 State that alloys can
be harder and stronger The diagram in this video shows how alloys can be harder or stronger than the pure metals:
than the pure metals www.youtube.com/watch?v=xqiqVDZfWAs (1:52 diagram showing how the presence of different atoms stops the layers
and are more useful slipping over each other as in the parent metal)

C9.3.3 Describe the use of In the exam learners may need to be able to recognise alloys from diagrams of structure such as:
alloys in terms of their https://igcseaid.wordpress.com/notes/coordinated-science-0654/c10-1-properties-of-metals/
physical properties,
including stainless Experiment: Making an alloy
steel in cutlery https://edu.rsc.org/resources/making-an-alloy-solder/1742.article (making solder from lead and tin)
because of its In this experiment lead and tin are heated together to form the alloy, solder. Then the hardness, melting point and
hardness and density of the alloy are compared to that of lead.
resistance to rusting

C9.3.4 Identify
representations of
alloys from diagrams
of structure

C9.3.5 Explain in terms of

structure how alloys
can be harder and
stronger than the pure
metals because the
different sized atoms

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Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

in alloys mean the

layers can no longer
slide over each other

C9.1.2 Describe the general Experiment: Learners do a series of test tube reactions, adding small pieces of metal – Mg, Al, Zn, Fe, Cu – to water
Properties of chemical properties of and observing if any reaction occurs.
metals metals, limited to their Next, they pour off the water and replace with dilute hydrochloric acid. Record observations.
reactions with: To conclude, based on the observed reactivity of the metals, they place the metals in order of reactivity.
(a) dilute acids
(b) cold water and Use discussion, videos and learner research to find out how these metals react with steam.
steam Steam: magnesium reacts with steam (but not with cold water):
https://mammothmemory.net/chemistry/the-metal-reactivity-series/potassium-sodium-lithium-and-calcium-reactions-with-
C9.4.2 Describe the reactions, steam/potassium-sodium-lithium-and-calcium-reactions-with-steam/magnesium-and-steam.html
Reactivity if any, of:
series (a) potassium, sodium Experiment: The reactions of Na, K, Ca with cold water.
and calcium with cold Learners compare these reactions using small pieces of each metal in cold water.
water
(b) magnesium with Based on all the above reactions, learners write a reactivity series from most reactive to least reactive metal.
steam
(c) magnesium, zinc, Inclusion of carbon and hydrogen into the reactivity series
iron, copper, silver and On the basis of metal reactions with acids, learners should be able to place hydrogen into the series.
gold with dilute Carbon may also be placed, but depends if learners have covered the extraction of metals or not.
hydrochloric acid Learners can finally compare their reactivity series with the one in their textbooks. The reactivity series including carbon
and explain these and hydrogen is at:
reactions in terms of www.gcsescience.com/r1-reactivity-series-metals.htm
the position of the
metals and hydrogen This poster summarises the reactivity series, common reactions and extraction methods:
in the reactivity series https://www.compoundchem.com/2015/03/10/reactivity-series/

C9.4.3 Deduce an order of

reactivity from a given
set of experimental
results

C9.4.1 State the order of the

reactivity series as:
potassium, sodium,
calcium, magnesium,
aluminium, carbon,

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 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

zinc, iron, hydrogen,

copper, silver, gold

C9.4.4 Describe the relative Experiment: Displacement reactions of metals

reactivities of metals in Learners use small quantities of chemicals on a spotting tile as described at:
terms of their tendency www.creative-chemistry.org.uk/documents/N-m05-03.pdf [metals used: Mg, Zn, Fe, Cu]
to form positive ions, This experiment encourages accurate observation and prediction skills.
by displacement Learners write balanced equations and ionic equations for these displacement reactions.
reactions, if any, with Ask learners to compare their results to the reactivity series of metals and comment on their predictions and practical
the aqueous ions of outcomes.
magnesium, zinc, iron,
copper and silver Displacement reaction snap: a simple card game for revision:
https://edu.rsc.org/download?ac=503117 [cards are printable]

A demonstration reaction with silver nitrate and copper metal:

https://edu.rsc.org/exhibition-chemistry/displacement-reaction-of-silver-nitrate-and-copper-metal/2020046.article
Watch silver crystals grow.

C9.5.1 State the conditions First, ask learners, in pairs, to discuss their ideas about the word ‘corrosion’ and give some examples. They will probably
Corrosion of required for the rusting know iron as an example, but encourage them to search ‘corrosion of ……….’, for a variety of metals such as copper,
metals of iron (presence of silver and lead, to see the scope of corrosion.
oxygen and water)
Next, learners listen to this podcast about rusting to find out why it is not just a simple oxidation reaction:
C9.5.3 Describe how barrier www.chemistryworld.com/podcasts/rust/3005931.article (podcast called ‘Rust’)
methods prevent After listening to the podcast ask learners what the two ingredients of rust are. (water and oxygen)
rusting by excluding This is an opportunity to discuss many aspects of a process which occurs on an enormous scale on Earth.
oxygen or water
Next, show learners the equations for how rust is formed:
C9.5.2 State some common www.thoughtco.com/how-rust-works-608461 (How rust and corrosion work)
barrier methods,
including painting, Experiment: Preventing rusting
greasing and coating In this experiment, learners protect iron nails using the barrier methods of painting and greasing and also sacrificial
with plastic protection:
https://edu.rsc.org/resources/preventing-rusting/1763.article (Preventing rusting experiment)
C9.5.5 Explain sacrificial Emphasise that in the experiment zinc was used as a sacrificial protector but that it could also be used to coat iron and
protection in terms of steel as a combined barrier protector and sacrificial protector.
the reactivity series
and in terms of Show learners a piece of corrugated galvanised sheet or a galvanised bucket either in the classroom, or show them the
electron loss images on this page:

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Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

www.wisegeek.com/what-is-galvanized-steel.htm#didyouknowout
C9.5.4 Describe the use of
zinc in galvanising as Extension activity: Stretch and prepare for A Level
an example of a Learners find out about galvanic cells to see where the term galvanising originates from. They can learn how a
barrier method and galvanic/voltaic cell works and the reactions which occur. They could give a short presentation to the rest of the class
sacrificial protection about this.

C9.6.1 Describe the ease in Start by asking learners to look up a definition of an ore (a mineral which has a metal inside it).
Extraction of obtaining metals from Explain that extracting ores from rocks ranges from easy to difficult depending on the position of the metal in the
metals their ores, related to reactivity series.
the position of the
metal in the reactivity This poster summarises the method of extraction used to obtain common metals from their ores:
series www.compoundchem.com/2015/03/10/reactivity-series/
It can be seen that metals above zinc can only be obtained by the highly energetic process, electrolysis.
C9.6.3 State that the main ore Iron and zinc are obtained by reduction with carbon.
of aluminium is bauxite
and that aluminium is Show learners a sample of bauxite or display the following image:
extracted by https://geology.com/minerals/bauxite.shtml
electrolysis
Ask learners why aluminium may not be obtained by reduction with carbon. (higher than carbon)

C9.6.2 State that iron from Show learners a piece of hematite if you have it or display this image:
hematite is extracted https://geology.com/minerals/hematite.shtml
by reduction of iron(III)
oxide in the blast This is the step-wise process:
furnace https://secondaryscience4all.wordpress.com/2014/07/21/iron-extraction-blast-furnace/ Click on the image for a full-
screen image
C9.6.4 Describe the extraction
of iron from hematite in Encourage learners to focus on the reduction of hematite with carbon monoxide ensuring that they notice that the
the blast furnace, reducing agent is carbon monoxide not carbon.
limited to:
(a) the burning of For all the chemical reactions occurring give learners word equations from which they try to write balanced symbol
carbon (coke) to equations. You will need to provide them with the formula for calcium silicate.
provide heat and
produce carbon This video shows an animation of the process:
dioxide C + O2 → CO2 www.youtube.com/watch?v=8sPYEClAb80
(b) the reduction of
carbon dioxide to
carbon monoxide

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C + CO2 → 2CO
(c) the reduction of
iron(III) oxide by
carbon monoxide
Fe2O3 + 3CO → 2Fe +
3CO2
(d) the thermal
decomposition of
calcium
carbonate / limestone
to produce calcium
oxide
CaCO3 → CaO + CO2
(e) the formation of
slag
CaO + SiO2 → CaSiO3

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

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Scheme of Work

C10. Chemistry of the environment

Syllabus ref. Learning objectives Suggested teaching activities

C10.1.4 Describe the treatment This article discusses the processes mentioned in the learning objective and provides practical activities for learners to
Water of the domestic water design, build and test the best water filter:
supply in terms of: www.wpi.edu/sites/default/files/inline-image/Academic-Resources/STEM-Education-Center/Water%20Treatment-
(a) sedimentation and Safe%20Water%20Science%20(AweSTEM).pdf
filtration to remove The activity uses simple and cheap materials (plastic water bottle, cotton, sand, activated charcoal).
solids There are printable question sheets to conclude.
(b) use of carbon to
remove tastes and Experiment: Water remediation lab for chlorine-contaminated water
odours www.teachengineering.org/activities/view/wst_environmental_lesson02_activity2
(c) chlorination to kill In this activity learners measure the effectiveness of water filters in purifying contaminated water. They prepare test
microbes water contaminated with chlorine, filter it and test the purified water with chlorine test strips.

Extension activity: Stretch and prepare for A Level

Learners reflect on why ice floats on water and why this is important for life and the environment of the Earth. They can
discover why ice has a lower density than liquid water in this article:
www.zmescience.com/other/science-abc/reason-ice-floats/

C10.2.1 State the composition Ask learners to draw a pie chart, labelling what they think is the composition of dry air in percentages.
Air quality of clean, dry air as Then display the actual composition:
and climate approximately 78% www.uihere.com/free-cliparts/air-separation-atmosphere-of-earth-gas-nitrogen-chemical-composition-others-6995070
nitrogen, N2, 21% Learners often think hydrogen is a major component.
oxygen, O2 and the
remainder as a mixture
of noble gases and
carbon dioxide, CO2

C10.2.2 State the source of Learners carry out a research project for these learning objectives. They could make presentations of their work and/or
each of these air display their work.
pollutants, limited to:
(a) carbon dioxide You could carry out this project to coincide with World Environment Day which occurs every year on 5th June. This
from the complete project could be part of a larger awareness in your school.
combustion of carbon-
containing fuels
(b) carbon monoxide
and particulates from

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 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

the incomplete
combustion of carbon-
containing fuels
(c) methane from the
decomposition of
vegetation and waste
gases from digestion
in animals
(d) oxides of nitrogen
from car engines
(e) sulfur dioxide from
the combustion of
fossil fuels which
contain sulfur
compounds

C10.2.3 State the adverse

effect of these air
pollutants, limited to:
(a) carbon dioxide:
higher levels of carbon
dioxide leading to
increased global
warming, which leads
to climate change
(b) carbon monoxide:
toxic gas
(c) particulates:
increased risk of
respiratory problems
and cancer
(d) methane: higher
levels of methane
leading to increased
global warming, which
leads to climate
change
(e) oxides of nitrogen:
acid rain and

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Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

respiratory problems
(f) sulfur dioxide: acid
rain

C10.2.6 Describe how the You could study this and the following topic to coincide with Earth Day which is celebrated on 22nd April each year. If not,
greenhouse gases learners should check the site to find out what activities are happening. (I)
carbon dioxide and www.earthday.org/
methane cause global The NASA website contains a section on global warming and the causes, including a short animation describing the
warming, limited to: process of global warming.
(a) the absorption, https://climate.nasa.gov/causes/
reflection and emission
of thermal energy Learners can perform graph plotting / spreadsheet activities on global warming trends using Google sheets or Excel, and
(b) reducing thermal download, display and analyse complex data:
energy loss to space www.jpl.nasa.gov/edu/teach/activity/graphing-global-temperature-trends/

There are many graph matching exercises here:

https://scied.ucar.edu/activity/climate-impacts-graph-matching
and more general ones here:
https://scied.ucar.edu/learning-zone/activities?field_learning_zone_category_tid=5

Learners interpret a variety of graphs of actual data from the IPCC:

https://serc.carleton.edu/teachearth/activities/50192.html

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

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 Scheme of Work

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C10.2.5 State and explain

strategies to reduce
the effects of acid rain:
reducing emissions of
sulfur dioxide by using
low-sulfur fuels and
flue gas desulfurisation
with calcium oxide

C10.2.7 Explain how oxides of Write the word equation and the symbol equation as in the learning objective.
Air quality nitrogen form in car Compare related reactant–product pairs and ask learners to find out about each gas.
and climate engines and describe
their removal by Although CO2 is a greenhouse gas, it is much less harmful than CO.
catalytic converters, Nitrogen oxide is a harmful gas compared to N2, the major component of the Earth’s atmosphere.
limited to:
2CO + 2NO → 2CO2 + Details of the catalytic converter are at:
N2 www.explainthatstuff.com/catalyticconverters.html

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

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Scheme of Work

C11. Organic chemistry

Syllabus ref. Learning objectives Suggested teaching activities

Ask learners to locate carbon in the Periodic Table and write down its electron configuration.
Next, discuss which type of bonding carbon has. (It is covalent).
Discuss that carbon is unique in that carbon can bond with itself, forming very long chains of carbon atoms.

This article explains why organic compounds are so widespread:

https://science.jrank.org/pages/1202/Carbon-Why-carbon-special.html
Learners identify and discuss the other reasons discussed in the article which make carbon so special.

Finally explain that organic compounds always contain the element hydrogen in their molecules and that other elements
such as oxygen, nitrogen and sulfur are sometimes present.

C11.1.1 Draw and interpret the Check that learners recall how to represent single, double and triple bonds from the topic of covalent bonding, and that
Formulas and displayed formula of a each bond represents two electrons being shared.
terminology molecule to show all
the atoms and all the Show learners a bottle of ethanol and write down its molecular formula as: C2H6O
bonds Learners could draw the molecule using a dot-and-cross diagram to practise covalent bonding. Learners will see that all
of the bonds in the molecule are single covalent bonds.
C11.1.4 State that a The following way of drawing the molecule is the displayed (skeletal) formula:
homologous series is a
family of similar
compounds with similar
chemical properties

C11.1.5 Describe the general

Challenge learners to draw or build using molecular models, a different molecule. Ask them to draw the displayed
characteristics of a
structure:
homologous series as:
(a) having the same
general formula
(b) displaying a trend in
physical properties

Explain that each homologous series has the same general formula. Given that the formula is the same for each
homologous series, ask learners if they would expect the chemical properties to be similar or very different. These points
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will be detailed below.

C11.2.2 State the type of Most aspects of naming organic compounds will be discussed under alkanes, alkenes and alcohols individually. For now,
Naming compound present you can just mention that the name endings determine the type of compound present as stated in learning objective
organic given a chemical name 11.2.2.
compounds ending in -ane, -ene or
-ol, or from a molecular
formula or displayed
formula

C11.3.1 Name the fossil fuels: Check that learners recall the names of the fossil fuels from previous study and briefly discuss their origins. They may not
Fuels coal, natural gas and know that methane is the main constituent of natural gas however.
petroleum
Introduce the term ‘hydrocarbons’ and draw a couple of examples on the board.
C11.3.2 Name methane as the
main constituent of Discuss with learners that petroleum is a rich source of hydrocarbons not only as fuel but is a starting point for many
natural gas chemical industries.

C11.3.3 State that

hydrocarbons are
compounds that
contain hydrogen and
carbon only

C11.3.4 State that petroleum is

a mixture of
hydrocarbons

C11.3.5 Describe the If possible show learners a sample of crude oil explaining that in this state it is not useful but that after processing, many
separation of useful products can be obtained.
petroleum into useful This video explains what crude oil is like:
fractions by fractional www.youtube.com/watch?v=L99EybPORKk [Will a gas engine run on crude oil?]
distillation
Experiment: Small scale fractional distillation in the lab
C11.3.6 Name the uses of the https://edu.rsc.org/resources/fractional-distillation/2248.article [this article contains instructions, an apparatus guide, an
fractions as: animation and downloadable video]
(a) refinery gas fraction
for gas used in heating Animations/simulations of fractional distillation:
and cooking www.footprints-science.co.uk/index.php?type=Fractional%20distillation&section=Section1&info=6 [drag and drop the

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Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

(b) gasoline/petrol correct fractions]

fraction for fuel used in
cars A detailed look at what happens inside the fractionating tower:
(c) naphtha fraction as http://resources.schoolscience.co.uk/Exxonmobil/infobank/4/flash/distillation.htm
a chemical feedstock
(d) diesel oil / gas oil Ask learners to research the uses of the various fractions. If samples are available show them to learners.
for fuel used in diesel Learners will probably easily understand many of the fuel uses, but the use of naphtha in the chemical industry may be
engines more difficult for them. This article explains the uses of naphtha:
(e) bitumen for making https://energyeducation.ca/encyclopedia/Naphtha
roads
Extension activity: Stretch and prepare for A Level
C11.3.7 Describe how the Learners try to find out why the boiling points of the hydrocarbons increase with increasing chain length in terms of
properties of fractions intermolecular bonding.
obtained from
petroleum change from
the bottom to the top of
the fractionating
column, limited to:
(a) decreasing chain
length
(b) lower boiling points

C11.4.1 State that the bonding The alkanes

Alkanes in alkanes is single Link this discussion with crude oil and fractional distillation explaining that a large percentage of this black, viscous
covalent and that substance contains a mixture of alkanes.
alkanes are saturated Draw the first member of the series, methane and make a molecular model of it. Learners should be able to draw a dot-
hydrocarbons and-cross diagram for it and explain why the bonding is single covalent. Define the term saturated hydrocarbons during
this discussion.
C11.1.2 State that a saturated
Formulas and compound has Molecular model-building activity:
terminology molecules in which all If you have access to plenty of molecular modelling kits, learners in pairs, build and name the first 4 or 5 members of the
carbon–carbon bonds homologous series. If fewer kits are available, then each group could build one model and hold it up once finished. They
are single bonds may build longer-chain alkanes, but emphasise that learners only need to be able to name homologues as long as 4
carbon atoms.
C11.2.1 (part) Name and draw the
Naming displayed formulas of: Discuss with learners the differences in the way the molecules look as models compared to the way they are usually
organic (a) methane and drawn in textbooks.
compounds ethane
If molecular model kits are not available then learners could use this virtual molecule-building app:

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C11.2.3 (part) Name and draw the http://molview.org/

structural formulas and First you construct a model in 2-D which is then converted into a 3-D rotatable model.
displayed formulas of
unbranched: When they have constructed and drawn several members of the series, challenge learners to determine the general
(a) alkanes formula for the alkane homologous series and then predict the formula of some longer-chain alkanes.
containing up to four
carbon atoms per Reactivity of the alkanes
molecule Once you have taught learners about the alkenes and alcohols, they may be able to suggest why the alkanes are
relatively unreactive molecules. However, at this stage, it is probably best to explain that C-C and C-H bonds are strong
C11.4.2 Describe the properties bonds and there is no particular weakness or site for attack in alkane molecules.
Alkanes of alkanes as being
generally unreactive, Extension activity: Stretch and prepare for A Level
except in terms of Learners justify the shapes of the molecules in terms of their bond angles and research the shape of methane.
combustion
If you have not discussed the increase in boiling point with increase in chain length / molecular mass already, this would
be an appropriate time to do so. Also, if you have samples of alkanes, it would be helpful for learners to see them.
Even pointing to a liquefied/pressurised canister, lighter etc. of the shorter alkanes and showing a bottle of pentane or
hexane would be helpful to learners.

C11.5.1 State that the bonding The alkenes

Alkenes in alkenes includes a Check that learners recall how to draw a dot-and-cross diagram for the first member of the homologous series, ethene.
double carbon–carbon Explain that the C=C double bond is reactive and that the molecule is termed ‘unsaturated’ because of its presence in the
covalent bond and that molecule. Add that carbon-carbon triple bonds also exist.
alkenes are
unsaturated Molecular model-building activity:
hydrocarbons If you have access to plenty of molecular modelling kits, learners in pairs, build and name the first 4 or 5 members of the
homologous series. If fewer kits are available, then each group could build one model and hold it up when finished.
C11.1.3 State that an Learners should name each member of the series.
Formulas and unsaturated compound As with the alkanes, learners should inspect the shape of the molecule in 3-D space and compare to the standard
terminology has molecules in which representation in school textbooks.
one or more carbon–
carbon bonds are not If molecular model kits are not available then learners could use this virtual molecule-building app:
single bonds http://molview.org
First you construct a model in 2-D which is then converted into a 3-D rotatable model.
C11.2.1 (part) Name and draw the
Naming displayed formulas of: Learners try to write a general formula for the alkenes homologous series and test it to write the formulas of higher
organic (b) ethene members of the series.
compounds
C11.2.3 (part) Name and draw the Learners could read this article about ethene (old name, ethylene) in the ripening of bananas:

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Naming structural formulas and www.nationalgeographic.com/environment/urban-expeditions/food/food-journeys-graphic/

organic displayed formulas of
compounds unbranched:
(b) alkenes, including
but-1-ene and but-2-
ene (not cis/trans)
containing up to four
carbon atoms per
molecule

C11.5.3 Describe the Cracking

Alkenes manufacture of alkenes Learners research why cracking continues to be a major industrial process worldwide. Discuss that there is an excess of
and hydrogen by the large hydrocarbons produced during the fractional distillation of crude oil. Large hydrocarbons are cracked to produce
cracking of larger smaller alkanes that can be converted into petrol. Short chain length alkenes are also produced during this process which
alkane molecules using are very useful intermediates in industry.
a high temperature and
a catalyst Experiment: Cracking hydrocarbons in liquid paraffin with a catalyst:
https://edu.rsc.org/resources/cracking-hydrocarbons/681.article
C11.5.2 Describe the test to Perform the experiment and/or watch the video within the link. In the experiment,
distinguish between liquid paraffin (containing alkanes of chain length 5-15 carbon atoms), is cracked producing short chain length alkenes.
saturated and These are tested with bromine water (which becomes decolourised).
unsaturated
hydrocarbons by their Experiment: Testing for unsaturation
reaction with aqueous This video shows how to do the test for unsaturated hydrocarbons using bromine water:
bromine www.youtube.com/watch?v=ZXcS3oY9wQo

C11.5.4 Describe the properties a) With bromine

Alkenes of alkenes in terms of Illustrate the addition reaction with bromine and ethene first. Since the reaction, mechanistically, is complex for this level,
addition reactions with: the explanation and equation shown in the following page is sufficient:
(a) bromine www.bbc.co.uk/bitesize/guides/z3v4xfr/revision/2 (go to ‘Reactions of alkenes’)
(b) hydrogen in the Learners could use molecular models to help them remember this reaction.
presence of a nickel
catalyst Emphasise that this reaction occurs because the double bond is the reactive part of the molecule and that alkanes cannot
(c) steam in the undergo this reaction.
presence of an acid As in the page above, ask learners to predict the structure of the products formed when propene and but-1-ene react with
catalyst aqueous bromine.

b) Hydrogenation
This reaction cannot easily be performed in the laboratory. Learners need to know that an alkene, in the presence of a

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Syllabus ref. Learning objectives Suggested teaching activities

nickel catalyst, undergoes an addition reaction with hydrogen, producing the saturated analogue:
www.bbc.co.uk/bitesize/guides/z3v4xfr/revision/2 (go to ‘Reactions of alkenes’)

c) Hydration
This is the name given to the reaction of an alkene with steam at 300oC and a catalyst. This reaction cannot easily be
performed in the laboratory:
www.bbc.co.uk/bitesize/guides/z3v4xfr/revision/2 (go to ‘Reactions of alkenes’)

Extension: Stretch and prepare for A level

Learners investigate the reaction of propene with HCl. They find out why there are two possible products and why one is
the major product and one is produced in much lesser quantities.
www.chemguide.co.uk/organicprops/alkenes/hhal.html (go to ‘Addition to unsymmetrical alkenes)

C11.2.1 (part) Name and draw the The alcohols

Naming displayed formulas of: Molecular model-building activity:
organic (c) ethanol Using kits or virtually, learners build the first few members of the series. You can either provide them with the formula for
compounds the homologous series or they can determine it afterwards. Guide learners on how to name the alcohols.

C11.6.2 State the uses of Ethanol

Alcohols ethanol as: Explain the significance of ethanol industrially and that it has many uses, for example as a solvent and a fuel. Details in
(a) a solvent this page:
(b) a fuel www.essentialchemicalindustry.org/chemicals/ethanol.html

You could ask learners to research the uses of ethanol as a solvent for a short assignment (for example: cosmetics, food
colourings and flavourings, medicinal preparations, cleaning agents and as an industrial solvent).

Extension activity: Stretch and prepare for A Level

Learners investigate what type of process this is. (a dynamic equilibrium)
They make predictions about changing the effects of pressure and temperature:
www.chemguide.co.uk/physical/equilibria/ethanol.html

C11.6.1 Describe the complete Complete combustion

combustion of ethanol If possible, perform the experiment below to determine the products of complete combustion.

Experiment: Determination of the products of combustion

Limewater is used to detect CO2(g) and cobalt chloride paper is used to detect H2O:
https://edu.rsc.org/resources/identifying-the-products-of-combustion/707.article (Identifying the products of combustion)

Experiment: Calculating the energy produced per gram of fuel for a range of alcohols

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Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

Methanol, ethanol, propanol and butanol are burned and the heat produced used to raise the temperature of a known
mass of water:
www.bbc.co.uk/bitesize/guides/z2jndxs/revision/4

Learners write and balance equations for a range of different alcohols:

www.passmyexams.co.uk/GCSE/chemistry/combustion-of-alcohols.html [equations for burning methanol, ethanol,
propanol and butanol]

For learners who find balancing equations difficult this reference is useful:
www.open.edu/openlearn/ocw/mod/oucontent/view.php?id=83424&section=2.2.1

C11.7.1 Define polymers as Addition polymers

Polymers large molecules built Provide an example of a polymer, such as the polymerisation of ethene to give polythene, and use this to give the
up from many smaller definition.
molecules called
monomers Mention that ethene is produced in large quantities via the cracking of alkanes discussed in section 11.5.2 Alkenes.

C11.7.2 Describe the formation Polyethene: draw several ethene monomer units and then the resulting polymer, pointing out that the unsaturated
of poly(ethene) as an momomer starting material becomes a saturated product with an extremely long chain.
example of addition
polymerisation using Next, give learners plenty of practice drawing the formation of polymer molecules using, for example: chloroethene,
ethene monomers propene, chloroethene and phenylethene (styrene).

C11.7.3 Identify the repeat units After this, provide learners with polymer molecule structures where they have to work in reverse to identify the monomer
in addition polymers which was used to produce the polymer.
and in condensation
polymers This page highlights how the repeating unit in polychloroethene is identified:
www.bbc.co.uk/bitesize/guides/zyfgmnb/revision/1
C11.7.4 Deduce the structure or
repeat unit of an
addition polymer from a
given alkene and vice
versa

C11.7.6 Describe and draw the Polyamides

structure of nylon, a Demonstration: The nylon rope trick
polyamide Nylon can be made in the laboratory as a demonstration experiment using the starting materials, 1,6-diaminohexane and
decanedioyl dichloride:
https://edu.rsc.org/resources/making-nylon-the-nylon-rope-trick/755.article

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Syllabus ref. Learning objectives Suggested teaching activities

C11.7.5 Describe the Resource Plus

differences between Carry out the Making nylon experiment referring to the Teaching Pack for lesson plans and resources.
addition and
condensation If the experiment cannot be performed in the classroom, learners can watch the synthesis in this video:
polymerisation www.youtube.com/watch?v=lNWc6xUf6U4 (nylon synthesis)

When drawing the structures of the reactants and products of these type of reactions, only the reactive parts of the
molecule need be drawn. The rest of the molecule can be represented by a ‘block’ as shown in the learning objective.
It is important to highlight the fact that a small molecule is lost or ‘condensed’ during the process of condensation
polymerisation as shown in this page:
www.chemguide.uk/organicprops/amides/polyamides.html (nylon and Kevlar)

Resource Plus
Carry out the Natural polymers - The hydrolysis of starch by acid and enzyme experiment referring to the Teaching
Pack for lesson plans and resources.

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

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Scheme of Work

C12. Experimental techniques and chemical analysis

Syllabus ref. Learning objectives Suggested teaching activities

C12.1.1 Name appropriate Cover this objective as part of learners’ experimental work.
Experimental apparatus for the
design measurement of time, Make sure that learners are aware of the following points:
temperature, mass • The unit of measurement associated with each instrument.
and volume, including: • That there are several instruments which can be used to measure volume (volumetric pipettes, burettes,
(a) stop-watches measuring cylinders and gas syringes). Each are used in different situations depending on the precision needed.
(b) thermometers • That stop-watches and balances have analogue and digital versions.
(c) balances
(d) burettes
(e) volumetric pipettes
(f) measuring cylinders
(g) gas syringes

C12.1.2 Describe a: These are very important terms in practical chemistry. Learners often confuse them, so use them frequently in
(a) solvent as a discussions and assess learners’ understanding of them often.
substance that
dissolves a solute
(b) solute as a
substance that is
dissolved in a solvent
(c) solution as a
mixture of one or more
solutes dissolved in a
solvent
(d) saturated solution
as a solution
containing the
maximum
concentration of a
solute dissolved in the
solvent at a specific
temperature
(e) residue as a solid
substance that
remains after

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evaporation,
distillation, filtration or
any similar process
(f) filtrate as a liquid or
solution that has
passed through a filter

C12.3.1 Describe how paper Make sure that learners appreciate that chromatography is a widely used separation technique in industry and is not just
Chromato- chromatography is about separating pen inks on coffee filters.
graphy used to separate
mixtures of soluble Experiment: Learners can carry out many investigations, including:
coloured substances, • Separating food colourings
using a suitable • Highly coloured sweets
solvent • Leaf pigments – green leaves or autumn leaves – this is a more challenging investigation
• Pen inks

C12.3.2 Interpret simple You can use chromatography paper or cut filter papers to the size you need for the investigations – both work well.
chromatograms to
identify: Resource Plus
(a) unknown Carry out the Chromatography: pigments in leaves experiment referring to the Teaching Pack for lesson plans and
substances by resources.
comparison with
known substances Learners should always use pencil to mark their baseline and also to indicate their solvent front at the end of the
(b) pure and impure experiment. Make sure they know why pencil has to be used for the baseline.
substances
Learners should demonstrate that they have made measurements on their chromatograms and calculated Rf values for
C12.3.3 State and use the separated components. Make sure they understand why the Rf value has no units.
equation for Rf: If possible, give learners ‘unknown’ substances to spot on their chromatograms so that they can compare Rf values with
Rf = distance travelled known samples.
by substance /
distance travelled by Solvents
solvent Make learners aware that solvents other than water are frequently used in chromatography. If possible, let them
experiment with using ethanol and/or acetone and aqueous mixtures of these.

C12.4.1 Describe and explain Separation of mixtures

Separation methods of separation Ask learners what they understand by the term ‘mixture’. Make sure that they realise that a mixture can consist of solid,
and and purification using: liquid and gaseous components. Discuss that mixtures can be separated to give one or more pure substance. If the
purification (a) a suitable solvent substance is a solid its melting point can be determined and compared to another known pure sample of that substance.
(b) filtration A sharp melting point indicates a high degree of purity. With liquids, boiling point can be found.

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Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

(c) crystallisation
(d) simple distillation The melting points of inorganic substances tends to be too high to measure in the laboratory. However, if you have a
(e) fractional distillation melting point apparatus, you can test some available organic solids from the prep room to witness that pure solids have
sharp melting points.
C12.4.2 Suggest suitable
separation and If you do not have a melting point apparatus, it can be seen in operation here:
purification techniques, https://www.youtube.com/watch?v=sh-96_KfqgY
given information
about the substances Filtration and crystallisation
involved Experiment: Separating insoluble sand from soluble sodium chloride
This is a good experiment to start with which many learners will already have knowledge of. It illustrates several key
C12.4.3 Identify substances aspects of working safely in a laboratory with Bunsen burners and hot solutions.
and assess their purity https://edu.rsc.org/resources/separating-sand-and-salt/386.article [Separating sand and salt]
using melting point The sand/salt mixture can be substituted with rock salt if available.
and boiling point Learners should answer the key questions in the link given.
information
Experiment: Separating sodium chloride from rock salt and crystallising the product
C10.1.2 Describe how to test This experiment is similar to the one above but this time the sodium chloride solution is not evaporated to dryness. Only
for the purity of water some of the water is evaporated to the point of crystallisation and allowed to crystallise slowly. Learners compare the
using melting point shape of the cubic crystals formed to those of a sample of pure salt. Ask learners why they would not test the melting
and boiling point point to verify the identity of the substance.

C10.1.3 State that distilled Experiment: Obtaining pure crystals of copper (II) sulfate
water is used in Learners may have already performed this experiment related to the Acids, bases and salts topic. It yields nice, pure
practical chemistry copper (II) sulfate crystals:
rather than tap water https://edu.rsc.org/resources/reacting-copperii-oxide-with-sulfuric-acid/1917.article (Reacting copper(II) oxide with
because it contains sulfuric acid)
fewer chemical
impurities Distillation
It is really important that learners know when it is appropriate to use simple distillation and when it is preferable or
essential to use fractional distillation. Focus on whether the materials to be separated are solids or liquids and talk about
boiling point as a unique property of matter.

Experiments:
• Simple distillation of coloured ink/water mixture:
www.flinnsci.com/api/library/Download/224aed85de4d4fa287d0eceef9a40adc
• Simple distillation of a salt water mixture.
www.education.com/science-fair/article/salt-water-distillation/ (distillation of salty water)
• This can lead to an interesting discussion about desalination. Learners might like to research where this is

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 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

performed in the world and how.

The fractional distillation of ethanol from a fermentation mixture:
http://home.miracosta.edu/dlr/210exp5.htm
• The fractional distillation of crude oil (theory discussed in the organic chemistry section):
https://edu.rsc.org/resources/the-fractional-distillation-of-crude-oil/754.article

Resource Plus
Carry out The distillation of a carbonated drink experiment referring to the Teaching Pack for lesson plans and
resources.

Background information on many aspects of distillation for teachers:

https://edu.rsc.org/cpd/practical-distillation/3008222.article

C12.5.1 Describe tests to Please use the ‘Notes for use in qualitative analysis’ in the syllabus to help your learners with this section.
Identification identify the anions: Stress that qualitative analysis in this course is mainly the testing of inorganic substances.
of ions and (a) carbonate, CO32–,
gases by reaction with dilute Steps to help learners feel confident and understand qualitative analysis:
acid and then testing 1. Before performing any qualitative analysis tests, ensure that learners can verify practically what the following terms
for carbon dioxide gas mean: solution, soluble, insoluble, precipitate and in excess. Explain each of these terms using practical examples.
(b) chloride, Cl–, 2. Next, allow learners to perform each test with known substances, so that they become familiar with all of the
bromide, Br–, and qualitative analysis tests in this section for anions, for cations [including flame tests] and gases.
iodide, I–, by acidifying 3. After this, you can give unknown substances to learners to identify. When learners have gained more experience in
with dilute nitric acid performing qualitative analysis, you can give them some Paper 3 exercises and also Paper 4 Alternative to Practical
then adding aqueous questions to work through.
silver nitrate
(c) nitrate, NO3–, by Encourage learners to develop careful observation in this section. They should not rely on visual observation alone, but
reduction with also use their sense of smell (carefully), touch (if a test tube gets warm or not) and hearing (for example, effervescence).
aluminium foil and
aqueous sodium For the initial practical work to familiarise learners with each test, these links contain sheets for the teacher and learner
hydroxide and then with tables to complete of observations:
testing for ammonia https://edu.rsc.org/resources/testing-for-negative-ions/758.article (testing for negative ions)
gas https://edu.rsc.org/resources/testing-salts-for-anions-and-cations/464.article (testing salts for anions and cations).
(d) sulfate, SO42–, by
acidifying with dilute Flame Tests
nitric acid then adding
aqueous barium nitrate Resource Plus
Carry out the The identification of unknown compounds C and D, L and M and X and Y experiments referring to the
C12.5.4 Describe the use of a Teaching Packs for lesson plans and resources.
flame test to identify

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Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

the cations:
(a) lithium, Li+ Aids to remembering all of the tests
(b) sodium, Na+ There are a lot of tests to remember for the exam. Here are some suggested activities to help learners:
(c) potassium, K+ • Learners create a quiz to test themselves / in pairs
(d) copper(II), Cu2+ https://quizlet.com/en-gb
• Create a mind-map of all of the tests as a poster
C12.5.2 Describe tests using • Create a set of flashcards (physical or virtual)
aqueous sodium
hydroxide and Some links explaining each test:
aqueous ammonia to www.docbrown.info/page13/ChemicalTests/ChemicalTestsc.htm
identify the aqueous www.bbc.co.uk/bitesize/guides/z8fgmnb/revision/1
cations:
(a) ammonium, NH4+
(b) calcium, Ca2+
(c) copper(II), Cu2+
(d) iron(II), Fe2+
(e) iron(III), Fe3+
(f) zinc, Zn2+
(formulas of complex
ions are not required)

12.5.3 Describe tests to

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

C10.1.1 Describe chemical

Water tests for the presence
of water using
anhydrous cobalt(II)

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 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

chloride and
anhydrous copper(II)
sulfate

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

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Scheme of Work

P1. Motion, forces and energy

Syllabus ref. Learning objectives Suggested teaching activities

P1.1.1 Describe the use of Discuss the importance of measurements. Why do we take measurements? How do we ensure measurements are
Physical rulers and measuring accurate and precise?
quantities and cylinders to find a
measurement length or a volume Set up stations around the laboratory with different measuring instruments, as well as items for measurement, for
techniques learners to move around in small groups or pairs. Learners can take measurements of the following: width of a book,
Describe how to area of laboratory floor, thickness of a piece of paper (they should consider measuring multiples), volume of a small rock,
P1.1.2 measure a variety of time to get your attention, time to walk across the laboratory, time of one pendulum swing (measuring multiples), etc.
time intervals using
clocks and digital Make sure learners understand the importance of taking multiple readings and calculating a mean. For a value of a small
timers distance or a short interval of time, learners should measure multiples and calculate a mean (including the period of a
pendulum).
P1.1.3 Determine an average
value for a small Interactive websites showing the scale of the real world:
distance and for a www.nikon.com/about/sp/universcale/scale.htm
short interval of time https://scaleofuniverse.com
by measuring multiples
(including the period of Extension: Stretch and prepare for A level
oscillation of a Introduce precision, accuracy and error in measurements. The bull’s-eye analogy may help you explain the difference
pendulum) between them. Discuss systematic errors and random errors.

Bull’s-eye analogy of precision and accuracy:

https://www.mathsisfun.com/accuracy-precision.html

P1.1.4 Understand that a Introduce the definitions of scalars and vectors. Using quantities learners have come across before for them to identify
scalar quantity has which are scalars and which are vectors. Add more examples of scalars to include: distance, speed, time, mass, energy,
magnitude (size) only temperature and pressure. Add more examples of vectors to include: displacement, force, weight, velocity, acceleration,
and that a vector electric field strength and gravitational field strength.
quantity has
magnitude and Use a ball to explain the difference between distance and displacement, relating back to the difference between scalars
direction and vectors. Throw the ball to a learner and ask the class to estimate the distance the ball has travelled. What is the
displacement? Learners should note that in this case the distance is the same as the displacement. The learner with the
P1.1.5 Know that the ball can then throw the ball back to you and the learners can estimate the distance and the displacement. Learners
following quantities are should now note that the distance and displacement have different values.
scalars: distance,
speed, time, mass, Emphasise that any quantity that links with a direction word is a vector. Both a force of 3.0 N upwards and a

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energy and displacement of 0.45 m west make sense; but a temperature of 47 °C sideways does not.
temperature
Explain that scalars always add to create a larger value. Discuss the example of going for a rambling walk. The walker
P1.1.6 Know that the might walk 1km north, 2km east and 5km north. In total the walker has travelled a distance of 8km and this is a scalar
following quantities are value.
vectors: force, weight,
velocity, acceleration Explain that vectors have direction and this changes how they add. Introduce simple examples of multiple forces acting
and gravitational field on a block in the left and right direction. Include up and down. Highlight how they can cancel out in some cases. What
strength can we do when they do not cancel out and are perpendicular to each other?

A simple plenary task is sorting quantities into scalars and vectors. Do this either as a group activity on the board or in
small groups with the quantities printed onto cards to sort.

P1.2.1 Define speed as Ask learners for a definition of speed. They may be able to explain that it depends on how far is travelled in a certain
Motion distance travelled per amount of time.
unit time; recall and
s Introduce the equation for speed and demonstrate a calculation. This is useful for calculating the speed at a specific
use the equation v =
t point in time or over a small time interval e.g. how fast a car is travelling when caught by a speed camera. Explain that
P1.2.8 speed and velocity may have the same value, but velocity can have a negative symbol to show direction.
Define velocity as
speed in a given Consider average speed for journeys where the speed changes: a train making stops at stations, a car slowing down due
direction to traffic, an athlete accelerating to reach their maximum speed in a sprint, etc. Explain that average speed can be
P1.2.2 calculated from knowing the total distance travelled and the time taken.
Recall and use the
equation Introduce the equation for average speed and demonstrate a calculation.
average speed =
total distance travelled Learners take measurements of distance and time and use these to calculate speed. They can set up a course of a set
total time taken distance (measured out with a trundle wheel or metre rules) and measure the time it takes for them to walk/run/travel the
distance. Alternatively they can use a long corridor and measure the time it takes for other learners/teachers/visitors to
P1.2.4 Know that an object travel the measured distance.
moving with increasing
speed is accelerating, Set learners questions to practise calculation of speed, distance and time. (F)
and that an object
moving with Speed and velocity:
decreasing speed is www.physicsclassroom.com/class/1DKin/Lesson-1/Speed-and-Velocity
decelerating
Ask learners to give an example of acceleration. They may suggest a racing car accelerating very quickly off a start line.
P1.2.9 Define acceleration as Clarify that all objects have to accelerate or decelerate to change speed. Clarify that deceleration causes the speed to
change in velocity per decrease.
unit time; recall and

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Δv Extended assessment: 1.2.9 and 1.2.12

use the equation a =
Δt
Recap the difference between distance and displacement, and link to speed and velocity. Remind learners of the ball
Know that deceleration demonstration where learners estimate the distance and displacement of the ball as it is passed around the class.
P1.2.12 is a negative Remind learners that distance and displacement may have different values.
acceleration and use
this in calculations Ask learners to define deceleration. Clarify that deceleration is negative acceleration and causes the velocity to
decrease.

Learners use ticker tape timers to investigate constant velocity, acceleration and deceleration. They measure the
distance between dots, or the distance between a set number of dots and, using the frequency of the ticker tape timer,
calculate values of velocity and acceleration.

Learners use light gates and datalogger set-ups to measure the initial and final velocities of an interrupt card attached to
a moving trolley or toy car and the time between those measurements. Learners then calculate the acceleration.
Constant acceleration can be achieved by using a ramp or a mass on a pulley.

Set learners questions to practise calculation of acceleration, change in velocity and time. (F)

Extension: Stretch and prepare for A level

Use the definition of acceleration to explain the units for acceleration. Show learners how they can be written as ms-2
rather than m/s2 and explain this mathematically.

P1.2.3 Sketch, plot and Learners, in pairs, each sketch a distance–time graph, act the motion shown to their partner, interpret the motion of their
interpret distance–time partner and draw the distance–time graph for the observed motion of their partner.
and speed–time
graphs Ask learners what the gradient of a distance–time graph represents. Learners may be able to link their understanding of
how to calculate the gradient to the definition of speed. Show learners how to find the gradient, and thus the speed or
P1.2.5 Determine, velocity, of a distance–time graph.
qualitatively, from the
shape of a Give learners distance–time graphs to match up with the appropriate description. Examples can include an object
distance–time graph or moving at constant velocity, an object that is accelerating, a stationary object, etc.
speed-time graph
when an object is: Give learners descriptions to draw as distance-time graphs. This works particularly well on miniature whiteboards as a
group interactive task so that learners can compare and discuss what they’ve drawn. Examples can include someone
(a) at rest walking to the bus stop, someone walking backwards, someone sprinting from standstill, etc.
(b) moving with
constant speed Learners use motion sensor and datalogger set-ups to investigate the relationship between motion and distance–time
(c) accelerating graphs. Set learners the challenge of recreating distance–time graphs you give to them – they have to interpret a
(d) decelerating distance–time graph and act out the motion. Learners investigate how constant speed, acceleration and deceleration

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appear on the distance–time graph created by a datalogger connected to a motion sensor.

P1.2.6 Calculate speed from
the gradient of a Learners use ticker tape timers to investigate motion. They measure the distance between dots and, using the time
straight-line section of between each dot, plot distance–time graphs.
a distance–time graph
Learners plot simple distance– or speed–time graphs for their journey to school. They can add more detail by labelling
P1.2.7 Calculate the area the events that take place on the journey e.g. the school bus stops at traffic lights.
under a speed–time
graph to work out the Set learners questions that involve interpreting and plotting speed–time graphs, to include using the area to calculate
distance travelled for distance travelled. (F)
motion with:
Learners can investigate motion and motion graphs further using The Moving Man simulation that plots motion: (I)
(a) constant speed
https://phet.colorado.edu/en/simulation/legacy/moving-man
(b) constant
acceleration

P1.2.10 Determine from given Extended assessment: 1.2.10–11

data or the shape of a
speed-time graph To recap their understanding, give learners distance–time graphs for various types of motion such as constant speed,
when an object is constant acceleration and changing acceleration. Learners match the descriptions to the graphs. Learners draw speed–
moving with: time graphs from descriptions you give.
(a) constant
acceleration Ask learners what the gradient of a speed–time graph represents. Learners may be able to link their understanding of
(b) changing how to calculate the gradient to the definition of acceleration.
acceleration
Set learners questions that involve interpreting and plotting speed–time graphs, as well as calculating acceleration from
P1.2.11 Calculate acceleration the gradient. (F)
from the gradient of a
Give learners distance–time graphs and speed–time graphs for various types of motions such as constant speed,
speed-time graph
acceleration and deceleration. Learners match up the graphs to reinforce their understanding of these two types of
graph. (F)

Resource Plus
Carry out the Speed–time graphs experiment referring to Teaching Pack for lesson plans and resources.

Extension: Stretch and prepare for A level

1
Introduce the equation of motion 𝑠 = 𝑢𝑡 + 𝑎𝑡 2 . Use a velocity–time graph showing an object starting at an initial velocity,
2
u, and undergoing a constant acceleration, a, for period of time, t, until reaching a final velocity, v. The area under the
line is equal to the displacement, s. Demonstrate how to apply this equation of motion to simple examples.

Introduce how the tangent of a curved graph can be used to find the acceleration at that point in time.
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P1.3.1 Mass State that mass is a Start the lesson by showing learners an apple and asking learners how much it weighs. Learners estimate the mass of
and weight measure of the the apple. Allow learners to make guesses without saying whether they are right or wrong. A learner may correctly give
quantity of matter in an the unit of Newtons, rather than grams or kilograms. Introduce the idea that mass and weight are different quantities that
object are often confused.

P1.3.2 State that weight is the Learners investigate the relationship between mass and weight. They use an electronic balance to measure the mass of
gravitational force on various objects or they can use slotted masses of 100g each. Learners use a force meter to measure the weight. They
an object that has plot a graph of weight against mass and calculate the gradient. Introduce the value of the gradient as the gravitational
mass field strength.

P1.3.3 Define gravitational Relate weight, mass and gravitational field strength together with the equation.
field strength g as the
gravitational force per Set learners simple questions for practice. (F)
unit mass; recall and
w Stick pictures of the planets and the Sun in our solar system on the walls of the classroom, with values of their
use the equation g = gravitational field strength. Learners hunt to find the different planets and their values of g and use these to calculate
m
and know that near to their weight on these planets. Learners may need to first measure their mass using bathroom scales. Some learners may
the surface of the be sensitive about their mass so you may offer to share your mass with the class for use in calculations.
Earth, g is
approximately 9.8 N / Learners discuss how Olympic records might change if competitions were held on the surface of Mars one day.
kg Assuming athletes had sufficient air and pressure, learners estimate how records for weightlifting, javelin, high jump,
sprints, etc., would change with a different value of gravitational field strength.
P1.3.4 Describe, and use the
concept of, weight as Set learners more questions for practice. (F)
the effect of a
gravitational field on a Extended assessment: 1.3.4–5
mass
Clarify that a gravitational field is a region in which a mass experiences a force due to gravitational attraction and this
Know that gravitational value changes depending on the size of the mass creating the field and the distance away from this mass.
P1.3.5
field strength is
Link gravitational field strength to the acceleration of free-fall for an object near to the surface of the Earth. Highlight that
equivalent to the this value is constant. Explain to learners that all objects experience the same acceleration due to free-fall, but often it
acceleration of free fall does not appear this way due to the presence of air resistance.

P1.2.13 Know that the Extension: Stretch and prepare for A level
Motion acceleration of free fall Introduce Newton’s law of gravitation as an equation. Introduce the gravitational constant and highlight its small scale.
g for an object near to This helps to explain why only very large masses produce significant forces.
the surface of the
Earth is approximately Ask learners to calculate their gravitational attraction to any other person in the room. Discuss with learners why these
constant and is forces go unnoticed.
approximately

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9.8 m/s2 Learners can investigate attractive force between masses further using the Gravity Force Lab simulation: (I)
https://phet.colorado.edu/en/simulation/gravity-force-lab-basics

P1.4.1 Define density as Ask learners to define density. They may describe it in terms of how closely packed a substance’s particles are or use
Density mass per unit volume; the equation.
recall and use the
equation Learners consider how heating a substance affects its density. Highlight water as an exception to the general rule that
m solids are denser than liquids.
=
V Highlight the correct process for converting between g/cm3 and kg/m3. Learners may feel confident converting between g
and kg, but they may get confused with cm3 and m3. Use multiple metre rules to make a physical metre cubed, to help
P1.4.2 Describe how to them to visualise and understand how squaring and cubing 1m also squares and cubes 100cm, producing a much larger
determine the density number than they might expect.
of a liquid, of a
regularly shaped solid Set learners more questions for practice. (F)
and of an irregularly
shaped solid which Learners investigate how density relates to floating, how to compare density data and how to find the volume of an object
sinks in a liquid using Archimedes’ principle with the Buoyancy simulation: (I)
(volume by https://phet.colorado.edu/en/simulation/legacy/buoyancy
displacement),
including appropriate Resource Plus
calculations. Carry out the Determining the density of solids and liquids experiments referring to Teaching Pack for lesson
plans and resources.
P1.4.3 Determine whether an
object floats or sinks
based on density data

P1.5.1.2 Determine the Ask learners to name as many different types of force as possible. Reinforce that all forces are measured in Newtons.
Effects of resultant of two or
forces more forces acting Ask learners to sort the list of forces they have compiled into contact and non-contact forces. They may get confused
along the same with air resistance because air is invisible, but it does make contact at all times. Learners wave their hands around
straight line quickly to feel the ‘wind’ they produce as they move through the air and experience air resistance.

P1.5.1.6 Know that an object Introduce free-body diagrams as a simple and clear way of showing the size and direction of forces acting on a body.
either remains at rest
or continues in a Learners investigate the effect of multiple forces by making a simple ball from scrap paper and using straws to apply
straight line at similar forces from various angles. Working in small groups they observe what happens when a single force is applied by
constant speed unless blowing through the straw at the paper ball, two forces from different angles and multiple forces in varied combinations.
there is a resultant Learners make predictions before testing each scenario. They may note that in reality it is very difficult to each provide
force on the object the same force and apply them at the correct angles. Learners may conclude that forces can ‘cancel each other out’ or

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add together depending on their values and direction.

P1.5.1.7 Recall and use the
equation F = ma and Introduce Newton’s first law and the term ‘resultant force’ to explain how forces produce changes to motion or speed.
know that the resultant
force and the Ask learners to consider what would happen if a tennis ball was thrown in space. They may be able to explain that, as
acceleration are in the long as the ball does not hit anything, it will travel forever as there are no forces to change its motion.
same direction
Show learners simple free-body diagrams for them to quickly work out the resultant force. Learners can answer by using
miniature whiteboards. (F)

Learners carry out a ‘tug of war’ to demonstrate addition of forces as vectors. Different numbers of learners on either
side should result in a clear win for the side with the most force.

Set learners practice questions on finding the resultant force. (F)

Learners investigate forces and motion further using the following simulations that investigate forces and motion: (I)
https://phet.colorado.edu/en/simulation/forces-and-motion-basics
https://phet.colorado.edu/en/simulation/legacy/forces-and-motion

Extended assessment: 1.5.1.7

Recap the idea that forces can cause changes in motion or speed, as well as shape. Link Newton’s first law to the
second by highlighting that changes in motion or speed means there must be acceleration.

Introduce the equation F = ma

Set learners simple questions for practice. (F)

P1.5.1.3 Describe friction as the Show learners a video of a spacecraft re-entering Earth’s atmosphere and landing safely in the ocean. Ask learners to
force between two explain why the spacecraft does not accelerate forever and why it gets so hot. Learners should link the force of friction to
surfaces that may the idea of the spacecraft not traveling too fast and its increase in heat.
impede relative motion
and produce heating Remind learners that friction is present for all objects in motion on Earth due to our atmosphere. Ask learners to suggest
other sources of friction and a scenario where friction is important e.g. brakes to control the motion of a car. Learners can
P1.5.1.4 Know that friction feel how friction produces heating by quickly rubbing their hands together.
(drag) acts on an
object moving through Ask learners to explain the motion of objects acted on by constant forces.
a liquid
Remind learners that all objects experience the same acceleration due to free-fall, but often it does not appear this way
P1.5.1.5 Know that friction due to the presence of air resistance. Demonstrate the guinea and feather drop:
(drag) acts on an https://spark.iop.org/guinea-and-feather

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object moving through

a gas (e.g. air Show the Apollo 15 hammer-feather drop:
resistance) https://moon.nasa.gov/resources/331/the-apollo-15-hammer-feather-drop/

Extension: Stretch and prepare for A level

Learners can research factors that affect the value of drag and qualitatively design an aerodynamic vehicle. (I)

Learners can investigate space travel using constant acceleration, building on the idea of a constant driving force with no
drag, and explain why a spacecraft cannot accelerate forever. (I)

P1.5.1.1 Know that forces may Recap the idea that forces can cause changes in motion or speed, as well as shape.
produce changes in
the size, shape and Extended assessment: 1.5.1.8–10
motion of an object
Learners investigate Hooke’s law using a helical spring and masses. Clarify the difference between length and
P1.5.1.8 Sketch, plot and extension. Learners plot a load–extension graph of their results.
interpret load–
extension graphs for Learners write out the experimental procedure for collecting the results needed to produce a load–extension graph.
an elastic solid and Learners then swap procedures with each other and attempt to carry them out explicitly to highlight any errors or missing
describe the instructions.
associated
Introduce the equation F = kx and link to the graph plotted. Define the spring constant and show the rearranged
experimental
equation.
procedures
Learners find the spring constant by finding the gradient of their graph. They use the spring constant to make predictions
P1.5.1.9 Define the spring for the extension produced by values of force that they did not test.
constant as force per
unit extension; recall Set learners quantitative and qualitative questions for practice. (F)
and use the equation
F Use the load–extension graph to identify the limit of proportionality and link to Hooke’s law (an understanding of the
k= elastic limit is not required).
x

P1.5.1.10 Define and use the Learners investigate Hooke’s law further with the Hooke’s law simulation. They can use the simulation to collect, plot and
term ‘limit of analyse results: (I)
proportionality’ for a https://phet.colorado.edu/en/simulation/hookes-law
load–extension graph
and identify this point Learners find the value of weight for the various mystery masses using the Masses and Springs: Basics simulation (I):
on the graph (an https://phet.colorado.edu/en/simulation/masses-and-springs-basics
understanding of the
elastic limit is not Extension: Stretch and prepare for A level

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required) Learners consider the energy stored by a spring and investigate this, amongst other activities, using the Masses and
Springs simulation: (I)
https://phet.colorado.edu/en/simulation/masses-and-springs

P1.5.3.1 Understand what is Ask learners to find the centre of gravity for a ruler or pen from their pencil case. Learners will begin by balancing them
Centre of meant by centre of on their fingers. Ask learners to define the centre of gravity.
gravity gravity and know its
position for regularly Learners investigate their own centre of gravity. Without bending at the knees or waist, they tip forwards while standing
shaped objects (limited up until they feel they are about to fall. When does this occur? Learners may identify that when their centre of gravity is
to rectangular blocks, no longer supported by their base (their feet), they become unstable and fall. How can the learners be more stable?
spheres and cylinders) They may take up a sumo wrestler position with a wide stance and a lowered centre of gravity with bent knees.

P1.5.3.2 Describe an Learners try various tasks that are made much more difficult when they are not allowed to shift their centre of gravity:
experiment to picking up a pen from the floor in front of them with their back and feet flat against a wall, lifting one leg while they stand
determine the position sideways to the wall, etc. Learners should notice how they constantly shift their centre of gravity as they move.
of the centre of gravity
of an irregularly Demonstrate ‘tricks’ that seem to defy gravity, but are simply utilising a non-central centre of gravity:
shaped plane lamina
• Make a metre ruler balance on the edge of a desk using some string and a hammer
www.education.com/science-fair/article/hammer-ruler-trick/
P1.5.3.3 Describe, qualitatively,
(a) Make a matchbox overhang a desk by more than half of its length by placing some coins to one side and holding
the effect of the
them in place in the box with adhesive putty
position of the centre
of gravity on the • Stack some books in a seemingly impossible arc as long as the centre of gravity remains over the table.
stability of simple
Learners find the centre of gravity of an irregular 2-D cardboard shape by suspending it from an optical pin and hanging
objects
a plumb line from the same point. The centre of gravity of the shape will lie beneath the suspension point and the plumb
line will permit learners to mark a line where this must be. Changing the suspension point should allow them to find
another line and where these lines cross is the centre of gravity.

Learners investigate the centre of gravity of other objects. When do they tip over? How does adding mass to an object
change its stability? e.g. liquid in a wine glass or adding modelling clay to a ruler.

Set learners qualitative questions to test understanding. (F)

Learners list objects that are unstable and pick one to redesign e.g. a wine glass or a filing cabinet can be designed to be
wider and lower. (I)

P1.5.2.1 Describe the moment Set up a balance beam with two items of different mass either side. Use objects that learners will recognise and engage
Turning of a force as a with. Ask learners how the beam balances with the objects at different locations, but tips when one is moved.
effect of measure of its turning

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forces effect and give Ask for two volunteers. Learners may want to declare themselves as the ‘strongest’ and ‘weakest’ in the class. Set the
everyday examples ‘strongest’ learner outside the door and explain that they must open the door but can only place their hands on the door
close to the hinge. The ‘weakest’ learner should try to stop them from coming in, but may use the handle, far away from
P1.5.2.2 Define the moment of the hinge. The ‘strongest’ learner will struggle to open the door because, despite their large force, the small distance
a force as moment = from the hinge will decrease the turning effect and their ability to open the door.
force × perpendicular
distance from the Define the moment and introduce the equation.
pivot; recall and use
this equation Learners identify the pivot, the location where the force is applied and the perpendicular distance on pictures of objects
that use moments: water taps, a door, a spanner, a wheelbarrow, etc.
P1.5.2.3 State that, when there
is no resultant Learners investigate the amount of force required to tip a clamp stand over by using a force meter and measuring the
moment, an object is force required at different heights (measured with a metre rule) from the base. Learners should find that the moment is
in equilibrium roughly the same each time, but more force is required the shorter the distance is from the base (which acts as the
pivot).
P1.5.2.4 Apply the principle of
Extended assessment: 1.5.2.4
moments to situations
with one force each Direct learners to set up their own balance beam to investigate. Set learners specific values of force (the weight of the
side of the pivot, masses) and distance and direct them to find the missing value that allows the beam to balance. Ask them what
including balancing of relationship links their results. Identify the point when the beam balances as equilibrium.
a beam
Set learners qualitative and quantitative questions for practice. (F)

Resource Plus
Carry out the Determining the principle of moments experiment referring to Teaching Pack for lesson plans and
resources.

Learners can investigate moments further with the simulations: (I)

https://phet.colorado.edu/en/simulation/balancing-act
https://phet.colorado.edu/en/simulation/legacy/torque

P1.6.1.1 State that energy may Ask learners to suggest energy stores. Show pictures as prompts to help learners identify them all e.g. fire for thermal,
Energy be stored as kinetic, magnets for magnetic, a runner for kinetic, etc.
gravitational potential,
chemical, elastic Ask learners if energy is ever lost. They may identify that energy can be wasted, or transferred to forms that are not
(strain), nuclear, useful, but it is never lost or destroyed.
electrostatic and
internal (thermal) Introduce the principle of the conservation of energy. Provide some examples to show how energy can be transferred
between stores during events and processes.

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P1.6.1.2 Describe how energy Set up various demonstrations around the classroom with which learners can interact. Learners identify the energy
is transferred between stores and the events or processes that allow the energy to be transferred. These demonstrations can include: a
stores during events dynamo, a spring-loaded toy, a pendulum, a cell-powered lamp, a microphone and oscilloscope, a mass on a spring, a
and processes, tennis ball to be dropped, etc.
including examples of
transfer by forces Set learners qualitative questions for practice. (F)
(mechanical work
done), electrical Learners can investigate the conservation of energy further using the Energy Skate Park simulations: (I)
currents (electrical https://phet.colorado.edu/en/simulation/energy-skate-park-basics
work done), heating https://phet.colorado.edu/en/simulation/legacy/energy-skate-park
and by
electromagnetic,
sound and other
waves

P1.6.1.3 Know the principle of

conservation of energy
and apply this principle
to simple examples
including the
interpretation of simple
flow diagrams

P1.6.2.1 Understand that Ask learners if ‘work’ is done when a bag is carried upstairs. What if the bag is carried along a corridor? What if the bag
Work mechanical or is dragged along the floor?
electrical work done is
equal to the energy Introduce work done and clarify the relationship between force and distance. Work is only done when some component
transferred of force is applied in the same direction as the distance moved. Work done is the same as energy transferred.

P1.6.2.2 Recall and use the Consider examples of doing work, e.g. when a bag is carried upstairs, chemical energy (of the person carrying the bag)
equation for is converted into gravitational potential energy through the process of mechanical working.
mechanical working
W = Fd = ΔE Introduce the equation and demonstrate simple calculations.

Learners investigate the work done by using a force meter to move objects a measured distance: opening a door, lifting
an object onto a table, pulling an object along the floor, etc. They then calculate the work done using their measurements
of force and distance.

Set learners questions for practice. (F)

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P1.6.1.4 Recall and use the Extended assessment: 1.6.1.4–5

Energy equation for kinetic
1 Recap the definition of gravitational potential energy. Ask learners what they think the equation depends on. They may
energy Ek = mv2
2 identify mass, height and gravitational field strength as important variables.
Recall and use the Derive gravitational potential energy using the definition of work done and weight.
P1.6.1.5
equation for the
change in gravitational Set learners simple questions for practice. (F)
potential energy
Learners investigate the gravitational potential energy of various objects by taking measurements of mass and height. (I)
ΔEp = mgΔh
Recap the definition of kinetic energy. Ask learners what they think the equation depends on. They may identify mass
and velocity as important variables.

Introduce the equation and demonstrate a calculation to highlight the mistakes that learners often make with the ½ and
the square of the velocity.

Highlight how doubling the velocity quadruples the kinetic energy. Relate to learners’ understanding of car safety and
speed limits.

Show learners how the conservation of energy can be used to find the final velocity for a falling object by equating
gravitational potential energy and kinetic energy.

Set learners more questions for practice. (F)

Learners can use a falling ball to investigate energy transfer and efficiency by measuring initial and rebound heights.

Using a curved track, ask learners to consider a marble (or ball bearing) rolling down a track that is shallow and then
steep versus a track that is steep and then shallow. Is the kinetic energy at the end the same for both balls? Necessarily,
because the initial gravitational potential energy will be the same if they are released from the same height. Is the final
velocity the same? Necessarily, because the kinetic energy is the same. Does the ball take the same amount of time to
travel down the track in both cases? No, because although the ball reaches the same final velocity in both cases, the one
with the steeper track at the beginning will experience a larger acceleration earlier on, therefore having a higher average
velocity and a shorter time.

Extension: Stretch and prepare for A level

Derive kinetic energy using the definition of work done and the equation of motion 𝑣 2 = 𝑢2 + 2𝑎𝑠. Explain the equation of
motion first, if learners have not seen it before.

P1.6.3.1 Describe how useful Ask learners the difference between renewable and non-renewable energy sources. They may be able to explain this
Energy energy may be

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resources obtained, or electrical simply. Clarify any misconceptions and see if learners can give any examples for either category.
power generated,
from: Assign the different energy sources, as listed in the syllabus, to learners such that they work in small groups to carry out
(a) fossil fuels research. They can then prepare and present their findings to the rest of the class. Learners should explain how these
(b) biofuels sources can be used to obtain useful energy and their advantages/disadvantages. Learners mark each other’s
(c) water, including presentations and handouts. It will be worth recapping the key points when learners finish their presentations.
waves, tides, and
hydroelectric Identify the key energy stores and processes or events in each of the sources to aid understanding.
dams
(d) geothermal Explain the key elements of an electrical power station, including a boiler, turbine and generator, as they are used with
resources many of the sources.
(e) nuclear fission
Set learners qualitative questions to consolidate their learning. (F)
(f) light from the Sun
(solar cells) Learners can investigate simplified energy sources further using the Energy forms and changes simulation: (I)
(g) infrared and other https://phet.colorado.edu/sims/html/energy-forms-and-changes/latest/energy-forms-and-changes_en.html
electromagnetic
waves from the Solar cell animation:
Sun to heat water https://animagraffs.com/solar-cell-module/
(solar thermal
collectors) Ask learners what it means for something to be considered ‘efficient’. Define efficiency qualitatively and provide
(h) wind (wind examples of efficient and inefficient devices e.g. an incandescent light bulb is very inefficient, with an efficiency as low as
turbines) 2%, whilst a transformer is very efficient, with an efficiency of more than 95%.
including references to
a boiler, turbine and Extended assessment: 1.6.3.4–6
generator where they
are used Ask learners to trace the energy obtained from various resources back to their source e.g. water stored behind
hydroelectric dams was put there by the precipitation cycle through evaporation thanks to heat from the Sun, chemical
P1.6.3.2 Give advantages and energy in biofuels is captured through photosynthesis, etc. Most of these can be linked to the Sun as the main source of
disadvantages of each energy (exceptions: geothermal, nuclear and tidal).
method in terms of
renewability, Discuss qualitatively how the Sun as well as how nuclear reactors release energy. The processes of fusion and fission
availability, reliability, will be covered in more detail in Topic 5 Nuclear physics.
scale and
environmental impact

P1.6.3.3 Understand,
qualitatively, the
concept of efficiency of
energy transfer

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P1.6.3.4 Know that radiation

from the Sun is the
main source of energy
for all our energy
resources except
geothermal, nuclear
and tidal

P1.6.3.5 Know that energy is

released by nuclear
fusion in the Sun

P1.6.3.6 Know that energy is

released by nuclear
fission in nuclear
reactors

P1.6.4.1 Define power as work Ask learners what it means when a light bulb is labelled as 60W. What is the difference between a 40W light bulb and a
Power done per unit time and 60W light bulb? Learners may explain that this is a power rating, that the W stands for Watts or that it denotes the energy
also as energy used by the bulb per second.
transferred per unit
time; recall and use Define power and introduce the equation. Clarify that 1 Watt is equal to 1 Joule per second.
the equations
W Set learners simple questions calculating power, work done and time for practice. (F)
(a) P =
t
ΔE
(b) P = Learners investigate their own power through a number of experiments with learners working in pairs or small groups.
t One option is one learner can do work by lifting masses from the ground to the table and another learner can time how
P1.6.3.7 long this takes. They should take measurements of the height travelled by the masses. Another option is one learner can
Define efficiency as:
Energy do work by climbing stairs and another learner can time how long this takes. They should take measurements of the
resources (a) efficiency = height of the stairs climbed by the learner. For both experiments, learners calculate force (weight), work done (force x
(useful energy output) height travelled) and power.
x100%
(total energy input)
(b) efficiency = Learners consider what it means for something to be more ‘powerful’. They research different cars, planes, etc, and
(useful power output) compare their powers. (I)
x100%
(total power input)

recall and use the Extended assessment: 1.6.3.7

equation6
Learners consider what it means for something to be considered ‘efficient’. Define efficiency and introduce the equations.
Clarify that efficiency calculations can be made using energy, work done or power and that efficiency is written as a

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percentage.

Learners investigate the efficiency of a kettle. They measure the mass of water added to the kettle, the time that they
have it switched on for and the temperature change of the water. There is no need to boil the water. Learners calculate
the input energy by using the power rating on the kettle and the time measured. Learners then use the specific heat
capacity of water to calculate the energy the water gains from its temperature rise (E=mcΔθ), which is the useful energy
output. They then calculate the efficiency of the kettle and consider any sources of error in the experiment.

Set learners more questions on work done, power and efficiency for practice. (F)

Learners investigate the efficiency of other common household items by considering the energy transfers. (I)

Extension: Stretch and prepare for A level

Derive P = Fv and link to understanding of P=W/t, F=ma and v=s/t.

P1.7.1 Describe how pressure Introduce the concept of pressure through a simple experiment all learners can carry out. They will each need a drawing
Pressure varies with force and pin and a 100g mass. They place the drawing pin in the centre of their palm, point up. Placing the mass on top of the
area in the context of point, they should feel the force of the mass pressing into their palm. Now they flip the pin over and repeat the process.
everyday examples Cupping their palm will allow learners to balance the mass and gradually increase the amount of force on the pin point.
Note: They should stop if it begins to hurt. This simple demonstration involves the same amount of force, but different
P1.7.2 Define pressure as values of surface area. Can the learners explain this properly?
force per unit area;
recall and use the Define pressure and introduce the equation.
F
equation p =
A Learners find their own pressure by using their weight as the force and drawing around their feet on graph paper and
counting the centimetre squares to find the surface area.

Set learners simple questions for practice. (F)

Introduce varied examples of pressure: a camel’s feet, a tractor’s tyres, a stiletto heel, a bed of nails, etc. Ask learners to
explain how varying the force or the surface area affects the resultant pressure.

Demonstrating a ‘bed of nails’ works well using a piece of wood with multiple nails hammered in place such that a
balloon can be pressed onto them by another piece of wood. It takes a large amount of force to the burst the balloon as
the multiple nails have a cumulatively large surface area, reducing the pressure on the balloon.

Learners can investigate the comparative pressure of a stiletto heel to a flat shoe by measuring the surface area as
previously described or by using a tray of sand to produce an imprint for depth comparison.

Extension: Stretch and prepare for A level

Demonstrate examples of atmospheric pressure: a ruler largely covered by a piece of newspaper is hard to displace,

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suction cups can support significant force, a boiled egg can be sucked into conical flask with a fire starter, a heated can
implodes when cooled suddenly, Magdeburg hemispheres support significant force, etc. These all help learners to
understand the presence and strength of air pressure around us.

Resource Plus
Carry out the Pressure and the imploding can experiment referring to Teaching Pack for lesson plans and
resources.

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

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Scheme of Work

P2. Thermal physics

Syllabus ref. Learning objectives Suggested teaching activities

P2.1.1.1 State the Ask learners to describe the main properties of solids, liquids and gases. Alternatively, split the class into three groups
States of distinguishing and assign each group a state of matter. Direct the learners to work together in their group to model the behaviour of the
matter properties of solids, states of matter, where each learner acts as a molecule or atom within the material. Each group then performs their
liquids and gases demonstration and the other groups guess which state they were trying to represent, before offering improvements or
changes to better represent the state.
P2.1.1.2 Know the terms for the
changes in state Learners match up statements about the different states of matter to the correct state of matter. This can be done on the
between solids, liquids whiteboard, on the projector screen, using a simple card sort or on a worksheet.
and gases (gas to
solid and solid to gas Learners investigate the heating curve by starting with ice water and heating it over a Bunsen burner until boiling, taking
changes are not regular measurements of temperature. Learners plot a temperature-time graph. They may be able to identify the point at
required) which the change of state takes place.

P2.1.2.1 Describe the structure Learners investigate the cooling curve using a substance that is solid at room temperature e.g. cetyl alcohol. Heat the
Particle of solids, liquids and substance in a test tube by placing in a warm water bath. Remove the test tube from the bath and observe the drop of
model gases in terms of the temperature over time as the substance solidifies. Learners plot a temperature–time graph. They may be able to identify
arrangement, the point at which the change of state takes place.
separation and motion
Learners need to know the terms for the changes in state between solids, liquids and gases. They can add these to a
of the particles and
heating or cooling curve graph or draw them out as arrows between the names of the states.
represent these states
using simple particle Set learners qualitative questions to test understanding. (F)
diagrams
Learners can investigate changes of state further by using the simulation: (I)
P2.1.2.2 Describe the https://phet.colorado.edu/sims/html/states-of-matter-basics/latest/states-of-matter-basics_en.html
relationship between
the motion of particles Learners can research the hottest and coldest places on our planet and in the universe. (I)
and temperature

P2.1.2.3 Know that the random Learners investigate the random motion of particles in a suspension. This can be done by trapping smoke from burning
motion of particles paper in a smoke cell and placing it under a microscope. This provides evidence for the kinetic particle model of matter
(e.g. smoke particles and is sometimes known as Brownian motion. It can also be shown using polystyrene spheres in deionised water:
or pollen grains, that https://www.stem.org.uk/resources/elibrary/resource/28836/brownian-motion.
can be viewed with a
light microscope) in a Extended assessment: 2.1.2.4–6
suspension is

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evidence for the kinetic Ask learners to recap the main properties of solids, liquids and gases. Ask learners to explain how pressure can be
particle model of described in terms of the motion of the particles in gas and the collisions with a surface.
matter
Make use of simulations to show the arrangement and motion of the particles in the different states of matter:
P2.1.2.4 Know that the forces https://phet.colorado.edu/sims/html/states-of-matter-basics/latest/states-of-matter-basics_en.html.
and distances between
particles and the Return to the properties of solids, liquids and gases and ask learners to explain how the forces and distances between
motion of the particles the particles are important.
affect the properties of
solids, liquids and Remind learners of the definition of pressure as force per unit area and ask them to describe the pressure of a gas in
gases terms of the forces exerted by particles colliding with surfaces.

Reiterate that what is observed in Brownian motion are particles, not atoms or molecules. These particles may be moved
P2.1.2.5 Describe and explain
by collisions with light fast-moving molecules (or atoms). As much larger objects, we are also continually bombarded by
this motion
light fast-moving molecules (or atoms) but over such a large area these forces are negligible.
(sometimes known as
Brownian motion) in
terms of random
collisions between
particles in the
suspension and the
much smaller, fast-
moving particles of a
gas or liquid

P2.1.2.6 Describe the pressure

of a gas in terms of the
forces exerted by
particles colliding with
surfaces, creating a
force per unit area

P2.2.1.1 Describe, qualitatively, Ask learners what they think will happen to the particles inside a substance when the substance is heated. They may
Thermal the thermal expansion suggest it changes state or that the particles move around more. Direct the learners to consider how the increasing
expansion of of solids, liquids and kinetic energy of the particles results in them spreading out and taking up more room. Alternatively, introduce this idea by
solids, liquids gases at constant asking learners to arrange themselves as if they were the particles inside a solid. Direct them to move as if the solid was
and gases pressure being heated. They may need some discussion time as a group to plan this. Without much instruction, it is likely that
learners will move around more and begin to take up more space than previously.
P2.2.1.2 Explain some of the
everyday applications Learners investigate the expansion of a gas using a small conical flask and a beaker of water. Learners should upend
the beaker so that the mouth is just submerged in the water in the beaker. One learner can wrap their hands around the
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and consequences of conical flask so that the heat from their hands begins to warm the air inside the flask. With some patience, they can
thermal expansion observe that the meniscus will begin to move down and bulge outwards into the water. A bubble of air may even escape.
This is due to the expansion of the air inside of the flask.

Learners investigate the expansion of a liquid using a flask filled with coloured water with a long thin glass tube coming
out of a bung seal. If the flask is full of coloured water at room temperature and is placed inside a container such that it
can be surrounded by boiling water, the thermal energy from the boiling water will cause the liquid in the flask to expand
up and out of the long thin glass tube. Coloured water is used so that it is more visible. Learners may make the link to
thermometers, as they work using the same principle.

Learners investigate the expansion of a solid using a ball-and-ring setup. The ball should fit through the ring initially, but
when heated it expands and no longer fits. Ask learners how to get the ball inside the ring again. They may suggest
cooling it or they may suggest heating the ring. This is a good demonstration of how solids expand but it is not noticeable
to our eyes.
www.physics.purdue.edu/demos/display_page.php?item=3A-02

Learners investigate the differing rates of expansion of materials through the heating and observation of a bimetallic
strip. Learners research its use in thermostats.

Learners consider what happens when a material is cooled. They should conclude that the process works in reverse and
the material may shrink or contract.

Set learners qualitative questions to test understanding. (F)

Extended assessment: 2.2.1.2

Learners investigate various applications where the expansion of materials has been considered in the design process:
leaving gaps between paving slabs to avoid cracking in heat, providing loops in hot water pipes to allow expansion,
allowing slack in telephone wires in case of cooling and contraction in winter, etc. (I)

P2.1.3.1 Describe qualitatively, Extended assessment: 2.1.3.1

Pressure in terms of particles,
changes the effect on the Ask learners to consider how increasing the temperature of a gas might affect its pressure, assuming the mass and
pressure of a fixed volume are kept constant. Learners may explain that increasing the temperature will increase the kinetic energy of the
mass of gas of: particles in the gas, thereby leading to an increased number of collisions between them and the container walls. This
increased force leads to an increased pressure.
(a) a change of
temperature at Recap the definition of pressure as force per unit area. This is important for understanding how temperature (and
constant volume volume) affects pressure.
(b) a change of
volume at constant Learners qualitatively investigate the relationship between temperature and pressure using a sealed conical flask with a
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temperature thermometer and pressure gauge attached to its bung. By placing the flask in different-temperature water baths, there
should be a noticeable change in pressure. Volume and mass are kept constant.

Ask learners to consider how decreasing the volume of a gas might affect its pressure, assuming the mass and
temperature are kept constant. Learners may explain that decreasing the volume will increase the pressure, as there will
be an increased number of collisions between the molecules or atoms and the container walls. This increased force
leads to an increased pressure.

Learners investigate the relationship between volume and pressure qualitatively with a plastic syringe. If the end is
sealed or blocked with a finger, it becomes increasingly difficult to press the plunger as the volume decreases.

Learners investigate the relationship between temperature and pressure using simulations. (I)

Set learners qualitative questions to test understanding. (F)

P2.2.2.1 Know the melting and Return to the cooling curve (or heating curve) covered previously. Ask learners to identify when the changes of state
Melting, boiling temperatures happen. Ask learners to identify the different states shown on the graph. Explain that throughout the experiment, energy
boiling and for water at standard is being provided or is being lost. What is happening to the particles when the temperature is rising? Learners may
evaporation atmospheric pressure. explain that a rise in temperature increases the kinetic energy of the particles in the object. Clarify that melting,
(limited to Celsius solidification, boiling and condensation can be achieved without a change in temperature. This is difficult to reproduce in
only) the laboratory. Show clear graphs to highlight these changes of state.

P2.2.2.2 Describe condensation Show the heating curve for water. At what temperature does ice melt and water boil? How do these values change at
and solidification different altitudes? Learners may be able to explain that when climbing a mountain there is lower atmospheric pressure
(freezing) in terms of and this means that water boils at a lower temperature. Learners could watch the BBC Earth Lab (boiling water on
particles Everest) video clip showing this effect:
https://www.youtube.com/watch?v=8lyqFkFsH28
P2.2.2.3 Describe evaporation
in terms of the escape Ask learners what happens to a glass water when left out over several days. They may identify that the water
of the more energetic evaporates. How can the water evaporate when there is no heat source to increase the temperature? Learners can
particles from the explain that the particles that escape from the surface are more energetic.
surface of a liquid
Ask learners how evaporation affects the temperature of a liquid. They may deduce that it causes liquids to cool as the
P2.2.2.4 Know that evaporation most energetic particles escape.
causes cooling of a
liquid Set learners qualitative questions to test understanding. (F)

P2.2.2.5 Describe melting and Learners investigate states of matter further using simulations: (I)
boiling in terms of https://phet.colorado.edu/sims/html/states-of-matter-basics/latest/states-of-matter-basics_en.html
energy input without a https://phet.colorado.edu/en/simulation/states-of-matter

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change in temperature
P2.2.2.6 Describe the Extended assessment: 2.2.3.6--7
differences between
boiling and Return to the idea of evaporation causing cooling. Ask learners to identify the differences between evaporation and
evaporation boiling.

P2.2.2.7 Describe how Learners investigate evaporation. This can be done in the laboratory or as a homework task. In the laboratory learners
temperature, surface work in pairs, each pair starting with a known mass and temperature of water. Challenge them to evaporate as much of it
area and air as possible in a set time or give them different variables to investigate. Learners should note that the liquid cools as the
movement over a more-energetic molecules escape from the surface of the liquid. At home, learners can set up various containers of the
surface affect same mass and temperature of water and place them in varied positions. Learners should vary the size of the container
evaporation and the location in terms of air movement and temperature. In both versions of the experiment, learners investigate how
temperature, surface area and air movement affect evaporation. (I)

P2.3.1.1 Identify and give Learners investigate conduction using rods made of different materials: glass, aluminium, copper, iron, brass, etc.
Conduction examples of typical Learners place one end in the roaring flame of a Bunsen burner while they hold the other end. Learners should place
good thermal their rod carefully on a heat mat once they feel the warmth reach their hand. This will give (a rather subjective)
conductors and bad introduction to the concept of materials being better or worse at conducting.
thermal conductors
(thermal insulators) Resource Plus
Carry out the Heat conduction in metal rods experiment referring to Teaching Pack for lesson plans and
P2.3.1.2 Describe thermal resources.
conduction in solids in
terms of atomic or Learners investigate uses of conductors and insulators e.g. saucepans are made from metal but their handles are made
molecular lattice from plastic or wood.
vibrations and also in
terms of the movement Extended assessment: 2.3.1.2
of delocalised (mobile)
electrons in metallic An analogy can be used to explain why metals are generally much better conductors than other materials. Direct the
conductors learners to stand shoulder-to-shoulder facing the same direction, such that they represent a row of molecules or atoms in
a solid. When one end of the row is ‘heated’, the learner on the end will vibrate on the spot and bump into their
neighbour, who then bumps into their neighbour, passing the ‘energy’ down the row. Use one learner and a ball to
demonstrate that the delocalised electrons in a metal speed up this process of passing on energy. Throw the ball to the
learner at the end of the row, while the row transfers the ‘energy’ through bumping their neighbours. The ball should
easily win the race, confirming that delocalised electrons speed up conduction.

Learners consider examples of materials being the same temperature as their surroundings but feeling colder e.g. a steel
bench versus a wooden bench. Explain that metals conduct our heat energy away from us, giving us the sensation of

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coldness.

Set learners qualitative questions to test understanding. (F)

P2.3.2.1 Know that convection Learners can observe convection when two containers of coloured water are brought together and are allowed to mix.
Convection is an important method One container should be full of hot water and one should be full of cool or room temperature water. If the hot water is
of energy transfer in placed on top, it remains on top and takes a long time to mix with the cool water. If the hot water is placed underneath, it
liquids and gases very quickly moves upwards and mixes with the cool water.
www.stevespanglerscience.com/lab/experiments/colorful-convection-currents/
P2.3.2.2 Describe convection in
liquids and gases Learners observe a convection current in a convection tube. A Bunsen burner heats the water in one of the bottom
corners and the potassium permanganate that colours the water can be seen to move around in a loop.
P2.3.2.3 Explain convection in
liquids and gases in Resource Plus
terms of density Carry out the Convection currents experiment referring to Teaching Pack for lesson plans and resources.
changes
Learners observe convection using a glass-fronted box with two chimneys. Placing a lit candle below one of the
chimneys produces an upward draft of warm air heated by the candle. Placing a source of smoke, such as a burning
straw, above the second chimney will allow learners to see how the second chimney draws in air before it is heated by
the candle and rises out of the chimney above.

Convection (including convection tube and double chimney glass-fronted box) :

www.schoolphysics.co.uk/age11-14/Heat%20energy/Transfer%20of%20heat%20energy/text/Convection_/index.htmlD

Learners investigate some real-life applications of convection currents: sea and land breezes, a house’s hot water
system, fires used in tin mines to ventilate the shafts, hot air balloons, etc. (I)

Extended assessment: 2.3.2.3

Ask learners how a convection heater is able to heat the whole room. Link suggestions to their understanding of
expansion and density.

Set learners qualitative questions to test understanding. Ensure learners understand why convection cannot take place
in solids. (F)

P2.3.3.1 Know that thermal Introduce radiation as the third and final type of thermal energy transfer and clarify that this type of radiation is unrelated
Radiation energy transfer by to radioactivity. Highlight that it does not require a medium to travel; the Sun heats the Earth through the vacuum of
thermal radiation does space.
not require a medium
and is mainly due to Learners observe radiation from different surfaces using Leslie’s cube. They judge the relative temperatures of the

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infrared radiation surfaces by placing their hand 1cm away from the surface. They should not touch the surface. They use a thermometer
to measure the temperature of the water inside, and an infrared thermometer to measure the surface temperatures.
P2.3.3.2 Describe the effect of Learners draw conclusions as to which surfaces radiate thermal energy best.
surface colour (black or
white) and texture (dull Use an infrared camera to observe various objects in the room as well as the learners themselves, and/or find images
or shiny) on the online. Learners may link these images to the idea of night vision equipment used by the military and often depicted in
emission, absorption action movies.
and reflection of
thermal radiation Extended assessment: 2.3.3.3–5

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

P2.3.3.5 Describe experiments

to distinguish between
good and bad
absorbers of thermal
radiation

P2.3.4.1 Identify and explain Recap concepts introduced in previous lessons to improve understanding of heating objects such as kitchen pans
Consequen- some of the basic (conduction) and heating a room (convection).
ces of everyday applications
thermal and consequences of Learners feel the warming effect of having their own body heat reflected back to them by using a space blanket (also
energy conduction, convection known as emergency or survival blankets). Learners investigate their properties and how the blankets were designed
transfer and radiation and used by NASA.

Learners investigate methods of insulation. They insulate identical test tubes in a variety of ways, as well as having a
control, and place freshly boiled water inside the tubes. They should measure the initial temperature of the water and the
final temperature after a set time. Learners draw conclusions as to which materials and methods produce the best
insulation.

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Learners research and investigate the elements of a vacuum flask that make it such an efficient insulator of heat. (I)

Learners research the methods used to insulate homes: cavity wall insulation, double glazed windows, loft insulation,
etc. (I)

Learners research other examples of using our understanding of heat transfer methods for insulation: reflective fireman
suits, ironing boards covered in silver material, layered clothing for warmth, etc. (I)

Set learners qualitative questions to test understanding. (F)

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

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Scheme of Work

P3. Waves

Syllabus ref. Learning objectives Suggested teaching activities

P3.1.1 Know that waves Ask learners to name as many waves as they can. They may suggest light, sound, ocean waves, some types of
General transfer energy without electromagnetic waves, etc. Add them as a list or mind map to the board.
properties of transferring matter
waves Introduce the concept that waves transfer energy without transferring matter. A good example of this is a ripple on a
P3.1.2 Describe what is pond or a wave on the open ocean. These water waves can cause boats or ducks to bob up and down, but they do not
meant by wave motion transport them to shore. Clarify that ocean waves come in and out of shore due to tides and rear up due to the reducing
as illustrated by depth.
vibration (oscillation) in
ropes and springs and Learners investigate water waves, individually or in pairs, with the use of trays of water and rulers. They dip a ruler in the
by experiments using water at one end to produce straight wavefronts that travel down the length of the tray.
water waves
Define wavelength, frequency, amplitude and wavespeed. Use the waves introduction simulation to aid these
P3.1.3 Describe the features explanations:
of a wave in terms of https://phet.colorado.edu/en/simulation/waves-intro
wavelength,
Label the crest and trough on appropriate diagrams of waves. Label wavelength and amplitude on appropriate diagrams
frequency, crest
of a waveform.
(peak), trough,
amplitude and wave Introduce the wave equation and demonstrate how it is used.
speed
Set learners simple questions for practice. (F)
P3.1.5 Recall and use the
equation for wave Learners investigate waves further using the waves simulation: (I)
speed v = f λ https://phet.colorado.edu/en/simulation/wave-on-a-string

P3.1.6 Resource Plus

Know that for a
Carry out the Demonstrating wave phenomena experiment referring to Teaching Pack for lesson plans and
transverse wave, the
resources.
direction of vibration is
Learners carry out the waves in springs part of the teaching pack (Worksheet E).
at right angles to the
direction of
Extended assessment: 3.1.6–7
propagation and
understand that
Introduce the categories of transverse and longitudinal waves. Sort the waves learners previously named into the two
electromagnetic categories. Clarify the relationship between the direction of vibration and the direction of the energy transfer for both.
radiation, water waves
and seismic S-waves Direct learners to model a wave by working together to make a ‘Mexican wave’. They stand shoulder-to-shoulder facing

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(secondary) are the same direction and create a delayed and repeated motion down the line to produce a motion similar to a transverse
transverse wave. Learners try increasing the wavespeed, amplitude and wave speed of a wave pulse.

P3.1.7 Know that for a Demonstrate the difference between seismic P-waves and S-waves by using multiple springs (or slinkies).
longitudinal wave, the Seismic waves in slinkies:
direction of vibration is www.earthlearningidea.com/PDF/304_Slinky_seismic_waves.pdf
parallel to the direction www.burkemuseum.org/static/earthquakes/cur-act-slinkies.pdf
of propagation and
understand that sound Learners can research how earthquakes and seismic waves are produced. They may enjoy looking at the Earthquake
waves and seismic P- Track website: (I)
waves (primary) are https://earthquaketrack.com
longitudinal
Extension: Stretch and prepare for A level
Learners investigate what happens when two waves meet in a spring (or slinky). Two waves travelling towards each
other do not reflect off each other, like two balls would bounce off each other. Introduce the idea of superposition of
waves and how they can lead to constructive and destructive interference.

P3.1.4 Describe how waves Introduce the phenomena of reflection and refraction using a ripple tank. Reflection can be shown at different angles
can undergo: using a barrier. Refraction can be tricky to demonstrate clearly; it requires a shallower/deeper region of water. You could
(a) reflection at a plane use a simulation to help clarify.
surface
(b) refraction due to a Set learners qualitative questions for practice. (F)
change of speed
Show learners different diagrams depicting reflection and refraction and ask learners to identify which case is shown.
P3.1.8 Describe how waves They could use miniature whiteboards for their answers. (F)
undergo diffraction
through a narrow gap Learners investigate these phenomena further using the ripple tank simulation: (I)
http://falstad.com/ripple/
Describe how
Extended assessment: 3.1.8–9
P3.1.9 wavelength and gap
size affects diffraction Use a ripple tank to demonstrate diffraction through a narrow gap. Learners identify that diffraction through different-
through a gap sized gaps will show different amounts of spreading and can cause the wavefront to become more or less curved. The
size of wavelength also affects the diffraction through a gap.

Resource Plus
Carry out the Demonstrating wave phenomena experiment referring to Teaching Pack for lesson plans and
resources.
Learners carry out the waves in ripple tank part of the teaching pack (Worksheet G).

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Set learners more qualitative questions which involve sketching diffraction patterns for practice. (F)

Extension: Stretch and prepare for A level

Demonstrate the diffraction of white light. Ask learners to explain why this produces rainbows. Have they got any idea as
to why it produces patches of darkness?

P3.2.1.1 Use ray diagrams to Learners set up the experiment to investigate the law of reflection.
Reflection of define the terms
light normal, angle of Resource Plus
incidence and angle of Carry out the Demonstrating wave phenomena experiment referring to Teaching Pack for lesson plans and
reflection resources.
Learners carry out the reflection part of the teaching pack (Worksheet F).
P3.2.1.2 Describe the formation
of an optical image by Introduce the law of reflection. Link to the results learners found with measuring the angles of incidence and reflection for
a vertical plane mirror a light ray reflecting from a plane mirror.
and give its
characteristics Ask learners what they notice when they look at their reflection in a plane mirror. They can act as a mirror to a volunteer
compared with the as they raise their arms up and down or move from side to side in front of them. They may highlight that the left- and
object, i.e. same size, right-hand sides are flipped. Identify the characteristics of an optical image formed by a plane mirror (same size, same
same distance from distance from mirror as object and laterally inverted).
mirror, laterally
inverted Image characteristics:
www.physicsclassroom.com/class/refln/Lesson-2/Image-Characteristics
P3.2.1.3 State that for
reflection, the angle of Images formed by plane mirrors:
incidence is equal to https://opentextbc.ca/universityphysicsv3openstax/chapter/images-formed-by-plane-mirrors/
the angle of reflection;
recall and use this Show learners a simple image reflected in a mirror but with small errors: the image might be upside down when it should
relationship be upright, the image might not be laterally inverted, etc. Learners identify the error in each example, using miniature
whiteboards. (F)
P3.2.1.4 Describe the formation
Set learners qualitative questions for practice. (F)
of an optical image by
a plane mirror and Learners investigate uses of reflection: the periscope, ‘Pepper’s ghost’, etc. They could make their own simple periscope
explain why it is virtual using mirrors and cardboard, or ‘Pepper’s ghost’ using clear plastic, a filament lamp, a cardboard box and spare
cardboard. (I)
P3.2.1.5 Use simple diagrams,
measurements and Extended assessment: 3.2.1.4–5
calculations for
reflection by plane Introduce the term virtual image for the image formed by a plane mirror. Explain briefly how real and virtual images are
mirrors
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formed. This will be explained in more depth in the section on lenses.

Learners use the law of reflection to determine the final destination of a light ray on a sheet of paper as it reflects off a
variety of plane mirrors. They practise their accuracy with using a protractor and drawing ray diagrams. (F)

Give learners a simple image and ask them to draw how it would appear as an image in a plane mirror. (F)

Learners carry out an experiment to find position and characteristics of an optical image formed by a plane mirror using
optical pins. Investigating the position of an image in a plane mirror:
www.bbc.co.uk/bitesize/guides/znksd6f/revision/3

P3.2.2.1 Define refraction as Introduce refraction with a few simple experiments. Learners observe a pencil placed in a beaker of water. How does the
Refraction of the change in direction pencil appear from different positions of observation? They use a rectangular Perspex (or glass) block to look at a piece
light of a light ray passing of text. How does the image change when viewed from different angles and through the different edges? Learners place
from one medium to a coin in an opaque cup and move so it is just out of view. Adding water to the cup slowly should make the coin visible.
another Can learners explain how this happens? All of these are examples of refraction.

P3.2.2.2 Define and use the Coin in cup demonstration:

terms normal, angle of www.lovemyscience.com/risingcoin.html
incidence and angle of
refraction using ray Learners identify the normal, angle of incidence and angle of refraction on a diagram of refraction and define each term.
diagrams Learners label their own diagram of refraction and write their own method for the experiment.

P3.2.2.3 Describe the passage Explain that refraction occurs due to the light ray changing speed as it travels through a different material. You could use
of light through a the analogy of a shopping trolley or a vehicle traveling from smooth ground to muddy ground at an angle to the verge,
transparent material and how this affects the wheels, to help learners understand why the change of speed causes a change in direction.
(limited to the
It may help learners to remember that when a light ray slows down, it bends towards the normal; ‘slow’ and ‘towards’
boundaries between
both contain the letter combination ‘ow’.
two media only)
Give learners simple combinations of materials for them to decide how the light ray will behave e.g. if the light ray travels
P3.2.2.4 Define refractive index, from air to diamond, the light ray slows down / speeds up and bends towards/away from the normal. Learners answer
n, as the ratio of the the questions by raising their left or right hands for the two options or by using miniature whiteboards. (F)
speeds of a wave in
two different regions Learners consider other everyday examples of refraction e.g. a fish will appear in a different location to its actual location
due to the refraction of light through water, so a spear fisher should bear this in mind when aiming for the fish.
P3.2.2.5 Recall and use the
sin i
equation n= Extended assessment: 3.2.2.4–8
sin r

Introduce the refractive index and its equation. Highlight that the refractive index has no unit. Highlight that the refractive
P3.2.2.6 Describe total internal index is a property of a material and can be used to identify an unknown material. It can also be calculated as the ratio of

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reflection using ray speeds of a wave in two different regions.

diagrams
Introduce the critical angle and the cases of refraction and total internal reflection in a semi-circular block using
P3.2.2.7 Define the critical simulations:
angle as the angle of www.reading.ac.uk/virtualexperiments/ves/tir.html
incidence at which the https://phet.colorado.edu/sims/html/bending-light/latest/bending-light_en.html
angle of refraction is
90° and above which Show learners different diagrams depicting the critical angle, refraction or total internal reflection and ask them to quickly
all light is totally identify which case is shown. They can answer the questions using miniature whiteboards. (F)
internally reflected
Set learners quantitative and qualitative questions for practice. (F)
P3.2.2.8
Describe total internal
Demonstrate total internal reflection through optical fibres.
reflection in optical
fibres and state some Learners research uses of optical fibres. (I)
common applications
of optical fibres

P3.2.3.1 Thin Describe the action of Introduce lenses through qualitative investigation. Learners view their thumb through a convex lens with a short focal
converging a thin converging lens length, using the lens like a magnifying glass. They use the same lens to produce a real image on a piece of paper with
lens on a parallel beam of their back to a window. They should be able to see a flipped image of the window and its contents if it is a bright day.
light and know that They may have to move the lens around to find the correct focus.
rays of light from an
object at distance can Learners use the same lens to produce a real image on a piece of greaseproof paper facing the window. They should
be assumed to be place the greaseproof paper between their eyes and the window, and the lens between the window and the paper. They
parallel may have to move the lens around to find the correct focus. Alternatively, instead of a window, learners can use a
brightly illuminated object. The laboratory can be darkened and a learner, lit by a spotlight, can sit still as the object.
P3.2.3.2 Define and use the
terms principal axis, Introduce ray diagrams for lenses and define the focal length, principal axis and principal focus (or focal point).
principal focus (focal
point) and focal length Demonstrate how to draw ray diagrams for the formation of a real image by a converging lens. Break down the steps so
they are clear and simple to follow.
P3.2.3.3 Draw and use ray
Learners draw ray diagrams for objects placed at different distances from the converging lens and focal point. They
diagrams for the
investigate the location, size, orientation and nature of different distances. (F)
formation of an image
by a thin converging Extended assessment: 3.2.3.5–7
lens, limited to real
images Demonstrate how to draw ray diagrams for the formation of a virtual image by a converging lens. The steps are the same
as for a diverging lens but produce a virtual image.

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P3.2.3.4 Describe the Learners draw ray diagrams for objects placed at different distances from the diverging lens and focal point. They
characteristics of an investigate the location, size, orientation and nature of different distances. (F)
image using the terms
enlarged / same size / Learners can research uses and examples of lenses: projector, photocopier, camera, spotlight, etc. Direct learners to
diminished and upright draw the ray diagram to show how an image is formed in a magnifying glass, camera and projector.
/ inverted
Set learners quantitative and qualitative questions for practice. (F)
P3.2.3.5 Draw and use ray
diagrams for the Lenses:
formation of a virtual www.bbc.co.uk/bitesize/guides/zt42srd/revision/2
image by a thin
converging lens

P3.2.3.6 Describe the

characteristics of an
image using the terms
real / virtual

P3.2.3.7 Describe the use of a

single lens as a
magnifying glass

3.2.4.1 Describe the Ask learners what colours can be found in white light. Learners may identify the seven colours of the rainbow.
Dispersion of dispersion of light as
light illustrated by the Set learners the challenge of ‘finding a rainbow’ using a ray box set-up and a prism.
refraction of white light
by a glass prism Direct learners to now use their prism to identify the different colours visible by the refraction of white light.

3.2.4.2 Know the seven Explain that the order of the colours is related to the order of the frequency (or the wavelength).
colours (red, orange,
Set learners qualitative questions for practice. (F)
yellow, green, blue,
indigo, violet) of the Learners investigate dispersion of light further using the prism bending light simulation: (I)
visible spectrum in https://phet.colorado.edu/sims/html/bending-light/latest/bending-light_en.html
order of frequency and
in order of wavelength Learners can make their own Newton’s disc (or colour wheel) to demonstrate the mixing of colours to make white light or
the mixing of primary colours to make secondary colours:
www.royalacademy.org.uk/article/family-how-to-make-a-colour-wheel-1

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Scheme of Work

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Learners research how rain droplets refract and reflect light to produce the spectrum of colour in a rainbow. (I)

You could use the Roy G Biv song by They Might Be Giants as a fun way to help learners remember some (simple)
physics content.

P3.3.1 Know the main regions Ask learners which travels fastest, light or sound. Can they provide examples where this is evident? Learners may
Electro- of the electromagnetic suggest lightning and thunder, fireworks and their bang, a starting pistol, etc. Highlight that light travels approximately a
magnetic spectrum (radio, million times faster than sound.
spectrum microwave, infrared,
visible, ultraviolet, X- Introduce the electromagnetic spectrum as the range of waves that have certain properties in common, whilst other
ray, gamma) in order properties are different. Explain that all electromagnetic waves have the same speed and can travel in a vacuum.
of frequency and in
order of wavelength Split learners into small groups and assign each group a part of the electromagnetic spectrum. Learners may use their
textbooks and online resources to research their part of the spectrum. They note down the role in applications, and
P3.3.2 Know that all damage caused by, their part of the spectrum on a piece of paper. They then present the key information to the rest of
electromagnetic waves the class and add their piece of paper to the whiteboard, in order of wavelength and frequency. Recap the key points as
travel at the same high given in the syllabus.
speed in a vacuum
Set learners qualitative questions for practice. (F)
P3.3.3 Know some
You could use the Electromagnetic Spectrum song by Emerson and Wong Yann as a fun way to help learners remember
applications of the
some physics content, as well as the order of the spectrum.
different regions of the
electromagnetic The Scale of the Universe website includes the size of the electromagnetic spectrum wavelengths and allows
spectrum including: comparison to everyday objects: (I)
(a) radio waves; radio https://scaleofuniverse.com
and television
transmissions, Extended assessment: 3.3.5
radar
(b) microwaves; Return to the earlier comparison of the speed of light and the speed of sound. Explain that all electromagnetic waves,
satellite television, including light, travel at 3.0 x 108 m/s in a vacuum and this speed is approximately the same in air
mobile (cell)
phones, microwave
ovens
(c) infrared; remote
controllers for
televisions, thermal
imaging
(d) visible light; vision,
photography
(e) ultraviolet;
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 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

detecting fake
bank notes
(f) X-rays; medical
scanning, security
scanners
(g) gamma rays;
detection of cancer
and its treatment

P3.3.4 Describe the harmful

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

P3.3.5 Know that the speed of

electromagnetic waves
in a vacuum is 3.0 x
108 m/s and is
approximately the
same in air

P3.4.1 Describe the Introduce sound with some simple experiments. Learners investigate a ‘tin can telephone’, vibrating a ruler against a
Sound production of sound by desk edge and tuning forks. They hit a tuning fork against a rubber bung before submerging it in water, or placing next to
vibrating sources a ping pong ball hanging from a thread. Can learners explain the splash or the sudden movement of the ball? They hit a
metal fork or spoon, attached to the end of two pieces of string, against a desk with the ends of the string in the learner’s
P3.4.2 State the approximate ears. They should hear the sound travel through the string and the air. Which sound travels faster? Learners add
range of frequencies different amounts of water to glass bottles and blow across the mouth of the bottles. Which bottle produces the higher-
audible to humans as pitched sound? Does it depend on the amount of water present or the amount of air?
20 Hz to 20 kHz
Introduce Boyle’s vacuum pump experiment to show that sound cannot be transmitted in a vacuum and remind learners
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Scheme of Work

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that sound requires a medium to travel:

P3.4.3 Know that a medium is
needed to transmit http://science.cleapss.org.uk/Resource/Ringing-bell-jar-experiment.vid
sound waves
Introduce how a microphone detects sound waves and a cathode ray oscilloscope allows interpretation of them. Ask
P3.4.5 Describe how changes learners what they notice when loud/quiet/high/low sounds are detected. Identify the amplitude and frequency on the
in amplitude and oscilloscope trace. Relate these variables to the volume and pitch of the sound that is heard.
frequency affect the
loudness and pitch of Resource Plus
sound waves Carry out the Use of a cathode ray oscilloscope (CRO) to visualise sound waves experiment referring to
Teaching Pack for lesson plans and resources.
P3.4.8 Describe the
longitudinal nature of Show learners simple wave traces and ask them to identify the properties of the sound: which sound is highest, which
sound waves in air as sound is louder, which sound has a lower frequency, etc. Learners can answer the questions using miniature
a series of whiteboards. (F)
compressions and
rarefactions Learners investigate wave traces further using the simulation of a keyboard and an oscilloscope: (I)
www.physics-chemistry-interactive-flash-
P3.4.9 Describe, qualitatively, animation.com/electricity_electromagnetism_interactive/oscilloscope_description_tutorial_sounds_frequency.htm
compressions as
Introduce the idea that humans, as well as other animals, have a specific hearing range. This can be tested simply using
regions of higher
a signal generator and a loudspeaker. Learners should be quiet throughout. They raise their hands when they believe
pressure due to
they first hear the sound (around 20Hz) and lower it when they can no longer hear the sound (20 000 Hz). As the range
particles being closer
decreases as humans age, it is likely that your learners will have a larger range than you.
together and
rarefactions as regions Set learners qualitative questions for practice. (F)
of lower pressure due
to particles being Extended assessment: 3.4.8–10
spread further apart
Remind learners that sound is a longitudinal wave. Learners look at diagrams of a longitudinal wave and identify
P3.4.10 Know that, in general, compressions and rarefactions. Discuss the changes in pressure in the different regions of a longitudinal wave and why
sound travels faster in the pressure varies along the wave.
solids than in liquids
and faster in liquids Remind learners of the metal fork/spoon on a string experiment. The sound travelled faster up the string than though the
than in gases air. Can learners explain how the state of the medium (solid, liquid or gas) affects the speed of propagation of the sound
wave? Learners can research how whales communicate over long distances. (I)

Extension: Stretch and prepare for A level

Show learners more complicated wave traces showing different sound sources e.g. a range of instruments. These wave
traces are unlikely to be sinusoidal, unlike the waves they have seen previously. Highlight that although the sound

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sources can emit the same frequency, the waves can have different qualities (timbres).

Introduce learners to the concept of the Doppler shift and how it changes the frequency and wavelength of a sound wave
so it sounds different. Use simple diagrams that show a source moving into its own sound waves to help learners
visualise this. Redshift will be explored as part of Topic 6 Space physics.

Interference simulation:
https://phet.colorado.edu/en/simulation/wave-interference

P3.4.7 Define ultrasound as Remind learners of the demonstration of the human hearing range from the previous lesson. Explain that ultrasound is
Sound sound with a any sound above 20 000 Hz and ask learners if they know of any use of this high frequency sound. They may suggest
frequency higher than prenatal scans.
20 kHz

P3.4.4 Determine the speed Ask learners to come up with a method to measure the speed of sound. Learners should realise that this is a difficult
of sound in air using a experiment to carry out because sound travels relatively fast.
method involving a
measurement of Ask learners to define an “echo”. They will explain that an echo is the reflection of sound waves. Learners can research
distance and time how bats “see” with echolocation. (I)

P3.4.6 Describe an echo as Introduce the idea of measuring the sound over a large distance. This can be done using a starter pistol or by making
the reflection of a use of echoes.
sound wave
Measuring the speed of sound using echoes:
https://spark.iop.org/measuring-speed-sound-using-echoes

Measuring the speed of sound using a starter pistol:

www.schoolphysics.co.uk/age11-14/Sound/text/Speed_of_sound/index.html

If you choose the echo method, relate this to learners’ understanding of sonar. Use wooden blocks to produce a clear
and distinct sound. This needs to reflect off a large flat surface like the side of a building. Learners need to match the
next ‘clap’ to the echo of the previous; it may take some practice to establish the correct rhythm. Learners then work
together to measure the time for multiple claps (20 or so) and the distance travelled.

If you use the starter pistol method, an average result of time should be taken and the experiment should be done over a
large distance (at least 100m).

Learners draw a diagram of the experiment they carried out, write a method, collect their results in a table and calculate
the speed of sound. They assess the accuracy of their answer and identify any sources of error.

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Set learners qualitative questions for practice. (F)

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

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 Scheme of Work

P4. Electricity and magnetism

Syllabus ref. Learning objectives Suggested teaching activities

P4.1.1 Describe the forces Ask learners what they know about magnetism. They may suggest various basic concepts and examples.
Simple between magnetic
phenomena poles and between Introduce magnetism with some simple experiments. Learners investigate opposite and like poles, suspending a bar
of magnetism magnets and magnetic magnet from a clamp stand so it is free to move. What happens when a second bar magnet is brought close to the
materials, including the hanging bar magnet?
use of the terms north
pole (N pole), south Learners investigate which materials are magnetic by using a bar magnet. Can they identify the three magnetic elements
pole (S pole), on the Periodic Table?
attraction and
repulsion, magnetised Learners investigate a magnet’s effect on iron filings and plotting compasses.
and unmagnetised
Learners observe a simple ‘magic trick’ using a bar magnet and a large steel paperclip. Attach a piece of string to the
paperclip and secure the end of the string to the base of a clamp stand. Clamp the bar magnet above so that the
P4.1.3 State the difference
paperclip reaches up to touch it but adjust its position so there is a slight gap. The paperclip appears to ‘float’ up,
between magnetic and
straining against its string tether, due to the magnetic attraction to the bar magnet.
non-magnetic
materials Learners play with magnetic ‘toys’: magnetic balls that can be made into geometric shapes, rattle magnets that vibrate
together to produce noise, etc.
P4.1.7 Describe induced
magnetism Learners write observations and explanations of the experiments.

Clarify the key terms in this topic, in particular the difference between a magnetic material and a magnetised material.

Set learners qualitative questions for practice. (F)

Extended assessment: 4.1.7

Learners magnetise a bar of steel by stroking the steel in the same direction multiple times with the same end of the bar
magnet. They test how well it works by trying to pick up steel paperclips.

Learners should be able to explain how to induce magnetism in a magnetic material by stroking it multiple times with a
magnet or by placing it next to a magnet.

P4.1.5 Describe a magnetic Extended assessment: 4.1.5–6

field as a region in
which a magnetic pole Ask learners how they would define a magnetic field. Describe a magnetic field as a region in which a magnetic pole

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Scheme of Work

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experiences a force experiences a force.

P4.1.6 State that the direction Direct learners to plot magnetic field lines with iron filings to show the shape of the magnetic field.
of a magnetic field at a
point is the direction of Direct learners to plot magnetic field lines with a compass and how to use the compass to determine the direction of the
the force on the N pole magnetic field. Their plots should also show the shape of the magnetic field.
of a magnet at that
point Set learners qualitative questions for practice. Give them diagrams of combinations of bar magnets and ask them to
identify which are the North and which are the South poles. (F)

Learners investigate making their own compass to detect the Earth’s magnetic field. Can they explain why the North pole
of a magnet points to the North pole of the Earth?

Learners research information about the magnetic field of the Earth, how it produces the Northern (and Southern) lights
and if other planets have magnetic fields. (I)

Learners investigate magnetic fields further using the simulation: (I)

https://phet.colorado.edu/en/simulation/legacy/magnet-and-compass

P4.1.2 State the differences Ask learners if they know any everyday items that use electromagnets. Learners may be surprised by how common they
Simple between the properties are.
phenomena of temporary magnets
of magnetism (made of soft iron) and Introduce the basic structure of an electromagnet. Highlight the importance of the magnetic core and how iron is used as
the properties of a temporary magnet.
permanent magnets
(made of steel) Learners consider the benefits of electromagnets in comparison to permanent magnets. They may identify that these can
be controlled in terms of the strength of the field and be turned on and off as needed.
P4.1.4 Describe how a
permanent magnet Set learners qualitative questions for practice. (F)
differs from an
Extended assessment: 4.5.3.1–2
electromagnet
Ask learners to sketch the magnetic field around a single current-carrying wire. They can draw this in 3-D or in 2-D from
P4.5.3.1 Describe the pattern above or below. You could introduce the cross-and-dot notation to show the direction of the current in a wire in a 2-D
Magnetic and direction of the diagram. Learners will probably sketch various shapes for the field; remind them that field lines only end on poles and
effect of magnetic field due to their spacing represents their strength.
current currents in straight
wires and in solenoids Introduce the right-hand grip rule to aid memory of the direction of the current in relation to the direction of the magnetic
field.
P4.5.3.2 Describe the effect on
the magnetic field Demonstrate the magnetic field around a current-carrying wire by using plotting compasses (or iron filings) on a sheet of

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 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

around straight wires cardboard held at a right angle to the wire carrying direct current.
and solenoids of
changing the Extend the concept of the magnetic field around a straight wire to a loop of wire and a solenoid. Learners should be able
magnitude and to logically link the diagrams together by using the right-hand grip rule to predict how each part of wire would produce a
direction of current field that interacts with its neighbours’ fields.

Highlight that a loop of wire carrying direct current is equivalent to two straight wires carrying direct current in opposite
directions. Consider how parallel conductors produce magnetic field patterns due to their currents. Relate these to the
forces on the conductors. If the currents are in the same direction, the force is attractive; with oppositely directed currents
the force is repulsive.

Resource Plus
Carry out the How to make an electromagnet experiment referring to Teaching Pack for lesson plans and
resources.

Ask learners what would happen if an electromagnet had a core made of steel. Explain that this would magnetise the
steel and produce a permanent magnet, assuming d.c. is used. Recap the stroking method of magnetisation. Learners
write methods on how to magnetise magnetic materials.

Ask learners how to demagnetise a magnetic material. They may suggest using current again, this time alternating.
Learners investigate the methods of hammering and heating on pieces of magnetised iron.

Use the right-hand grip rule to demonstrate how changing the direction of the current changes the direction of the
magnetic field. Make use of the magnets and electromagnets simulation to show how the magnitude of the current
affects the magnetic field. This can also be demonstrated using an electromagnet, a d.c. power supply and steel
paperclips. Higher magnitudes of current will hold more paperclips, implying a stronger magnetic field. Demonstrate how
changing the direction of the current flowing through a straight wire or solenoid changes the direction of the plotting
compasses showing the direction of the magnetic field.

Magnets and electromagnets simulation:

https://phet.colorado.edu/en/simulation/legacy/magnets-and-electromagnets

Set learners qualitative questions for practice. (F)

P4.2.1.1 State that there are Introduce the concept of charge, positive and negative.
Electric positive and negative
charge charges Learners investigate the build-up of static charge using plastic rods and clothes. Rubbing the rods with the clothes
should build up charge on the rods such that they can pick up small scraps of paper, bend a small stream of water or
P4.2.1.2 State that positive repel another like-charged rod.
charges repel other

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positive charges, Learners may be able to identify other examples where static charge is built up: when taking off a woollen jumper,
negative charges repel shuffling along the carpeted floor with socks on, jumping on a trampoline with socks on, etc.
other negative
charges, but positive Learners may enjoy observing the Van de Graaff generator. There are lots of demonstrations that can be done with the
charges attract generator to show the effects of static electricity.
negative charges
Clarify that charging of solids by friction involves only a transfer of negative charge (electrons). Positive charge (protons)
P4.2.1.3 Describe electrostatic are trapped inside of the nucleus and cannot be transferred by friction.
charging by friction
and simple methods to Learners investigate static electricity further using the balloons simulation: (I)
determine if an object https://phet.colorado.edu/en/simulation/balloons-and-static-electricity
is charged
Learners research uses and dangers of static electricity: xerography, discharging vehicles, electrostatic spray painting,
inkjet printers, etc.
P4.2.1.4 Know that charging of
solids by friction Set learners qualitative questions for practice. (F)
involves only a transfer
of negative charge Resource Plus
(electrons) Carry out the Static electricity experiment referring to Teaching Pack for lesson plans and resources.
P4.2.1.6 State that charge is Extended assessment: 4.2.1.6
measured in coulombs
Introduce the unit for charge, the coulomb.

P4.2.1.7 Describe an electric Extended assessment: 4.2.1.7–8

Electric field as a region in
charge which an electric Define an electric field, building on learners’ understanding of gravitational and magnetic fields. Describe an electric field
charge experiences a as a region in which an electric charge experiences a force.
force
Explain that electric field lines:
State that the direction
P4.2.1.8 of an electric field at a • show the path a small positive test charge would take
point is the direction of • point from positive charges to negative charges
the force on a positive • are at right angles to the surface of a conductor
charge at that point • are more closely packed when the field is stronger.

Set learners qualitative questions for practice. (F)

Extension: Stretch and prepare for A level

Ask learners what variables they think the force between two charged particles will depend on. Introduce Coulomb’s law.

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 Scheme of Work

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Set learners simple questions to practise using the equation.

Learners can investigate the force between charges further using the Coulomb’s Law simulation: (I)
https://phet.colorado.edu/en/simulation/coulombs-law

P4.2.1.5 Distinguish between Can learners describe the difference between an electrical conductor and an insulator? Can they provide examples of
electrical conductors each?
and insulators and
give typical examples Ask learners how they would test whether a material is a conductor or an insulator. What items would they use?

Introduce basic circuit symbols for a connecting cable, cell and lamp. Learners use these items to test whether objects
P4.2.2.6 Describe electrical are conductors or insulators. They complete a simple table of conductors and insulators by testing objects in the
Electric conduction in metals in laboratory.
current terms of the movement
of delocalised (mobile) Conductivity simulation:
electrons https://phet.colorado.edu/en/simulation/legacy/conductivity

Set learners qualitative questions for practice. (F)

Learners investigate the conductivity of various items using the circuit simulation: (I)
https://phet.colorado.edu/en/simulation/circuit-construction-kit-dc

Extended assessment: 4.2.2.6

Explain the properties of a conductor and why metals are such good conductors. Describe electrical conduction in metals
in terms of the movement of delocalised electrons. Remind learners of the demonstration of thermal conduction from
Topic 2.3.1 Conduction where electrons helped transfer the energy quicker.

Learners could research semiconductors and how they function to exhibit the properties of both insulators and
conductors, depending on the circumstance. (I)

P4.2.2.1 Know that electric Ask learners what measuring instrument is used to measure current, what the unit is for current and what the symbol is.
Electric current is related to the Learners may struggle to remember the unit and symbol as they do not appear to link to the name of ‘current’. Explain
current flow of charge that current is related to the flow of charge, and current in metals is related to the flow of electrons.

P4.2.2.2 Know that electric Introduce the ammeter. Demonstrate analogue and digital ammeters: how to connect them in a circuit, how they can be
current in metals is read and how different ranges can be used depending on the current being measured.
related to the flow of
electrons Set learners the task of investigating the current in various circuits. They measure the current at various points around
simple series and parallel circuits and draw a conclusion on how current behaves qualitatively. They may struggle to see
P4.2.2.3 Describe the use of
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Syllabus ref. Learning objectives Suggested teaching activities

ammeters (analogue the pattern in the parallel circuit if the values are not very accurate.
and digital) with
different ranges Explain that learners have been working with direct current. Introduce and explain the properties of alternating current.

P4.2.2.4 Know the difference Extended assessment: 4.2.2.5, 4.2.2.7, 4.3.2.7 (a)
between direct current
(d.c) and alternating Define electric current as the charge passing a point per unit time, define the ampere and introduce the equation.
current (a.c.) Learners may need a reminder of charge and its unit.

P4.3.2.1 Know that the current Highlight the common use of conventional current, which is from positive to negative. In reality, it is the electrons that
Series and at every point in a move and this flow of electrons is from negative to positive due to their negative charge.
parallel series circuit is the
Remind learners of their findings from investigating the current in various circuits and explain in more detail. Show
circuits same
learners simple circuit diagrams with the current labelled at some of the points around the circuit. Learners calculate the
missing values of the current using their understanding of how current behaves in series and parallel circuits. They
P4.3.2.5 Know that, for a
should recall that the current at every point in a series circuit is the same. (F)
parallel circuit, the
current from the Show learners simple junction diagrams with the current labelled in all wires except one. Learners calculate the missing
source is larger than value, as well as the direction, of the current. They should recall that the sum of the currents into a junction in a parallel
the current in each circuit is equal to the sum of the currents that leave the junction.
branch
Set learners questions to practise using the equation and applying their understanding of current in series and parallel
P4.2.2.5 Define electric current circuits. (F)
Electric as the charge passing
current a point per unit time; Learners investigate the flow of charge further using the circuit simulation. The simulation can show electron movement
recall and use the or conventional current. Learners use the ammeter to take readings of current at points around various circuits. (I)
Q
equation: I=
t
Circuit simulation:
https://phet.colorado.edu/en/simulation/circuit-construction-kit-dc
P4.2.2.7 State that conventional
current is from positive
to negative and that Extension: Stretch and prepare for A level
Introduce Kirchhoff’s first law by reminding learners that the sum of the currents into a junction in a parallel circuit is
the flow of electrons is
from negative to equal to the sum of the currents that leave the junction. This is an example of the conservation of charge. Kirchhoff’s first
law is an expression of this basic principle.
positive

P4.3.2.7 (a) Recall and use in

Series and calculations, the fact
parallel that:
circuits (a) the sum of the
currents entering a

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junction in a parallel
circuit is equal to the
sum of the currents
that leave the junction

P4.2.3.1 Describe the voltage of Explain how the voltage of a source is shared in a series circuit using an analogy. Two learners act as lamps in the
Voltage the source as the circuit, you act as the power supply (source) and the remaining learners are the electrons (current) in the circuit. Direct
(electromotive cause of current in the the ‘electrons’ to move around the circuit, picking up energy (marbles or small sweets) from the ‘power supply’ (you) and
force and circuit distributing them to the ‘lamps’. When the ‘lamps’ are in series, they should share the energy from the ‘power supply’, as
potential each ‘electron’ passes both ‘lamps’.
difference) Know that the voltage
P4.2.3.2 of the source is shared Ask learners what measuring instrument is used to measure voltage, what the unit is for voltage and what the symbol is
between the for voltage.
components in a
series circuit Introduce the voltmeter. Demonstrate analogue and digital voltmeters: how to connect around a component in a circuit,
how they can be read and how different ranges can be used depending on the e.m.f or p.d being measured.
P4.2.3.3 Describe the use of
voltmeters (analogue Extended assessment: 4.2.3.4–7 and 4.3.2.7 (b) and (c)
and digital) with
Introduce the terms electromotive force (e.m.f), the energy supplied from a power source to a circuit, and potential
different ranges
difference (p.d), the energy transferred by a current to the components in a circuit. Both are measured in volts.
P4.2.3.4 Define electromotive Set learners the task of investigating the e.m.f and p.d of components in various circuits. They measure the e.m.f around
force (e.m.f) as the the power supply and the p.d of components in simple series and parallel circuits. They draw a conclusion on the
electrical work done by behaviour of e.m.f and p.d They may struggle to see the pattern in the series circuit if the values are not very accurate.
a source in moving a
unit charge around a Learners may struggle to understand how the p.d across each branch of a parallel circuit can be the same. Explain this
complete circuit using the same analogy as above, but illustrating both series and parallel circuits. When the ‘lamps’ are in series, they
share the energy from the ‘power supply’, but when they are in parallel they can receive all of the energy that the
P4.2.3.5 Know that e.m.f is ‘electrons’ carry from the ‘power supply’ as each ‘electron’ only passes one ‘lamp’. This highlights that the energy per
measured in volts (V) unit charge, the p.d, is the same as each branch in a parallel circuit and the same as the e.m.f of the source.
P4.2.3.6 Define potential Show learners simple circuit diagrams with the values of e.m.f and p.d labelled for some of the components in the circuit.
difference (p.d) as the Learners calculate the missing values using their understanding of e.m.f and p.d in series and parallel circuits. They
work done by a unit should recall that the total p.d across the components in a series circuit is equal to the sum of the individual p.d.s across
charge passing each component and that the p.d across an arrangement of parallel resistors is the same as the p.d across one branch in
between two points in the arrangement of the parallel resistors. (F)
a circuit
Learners investigate the voltage further using the circuit simulation. Learners can use the voltmeter to take readings of
P4.2.3.7 Know that the p.d voltage around components in various circuits. (I)

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Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

between two points is Circuit simulation:

measured in volts (V) https://phet.colorado.edu/en/simulation/circuit-construction-kit-dc
P4.3.2.7 (b) Recall and use in
and (c) calculations, the fact Voltage simulation:
Series and that: https://phet.colorado.edu/en/simulation/legacy/battery-voltage
parallel (b) the total p.d across
circuits the components in a Extension: Stretch and prepare for A level
series circuit is equal Introduce Kirchhoff’s second law, linking to learners’ understanding of e.m.f and p.d in circuits. Explain how it relates to
to the sum of the the conservation of energy. In reality, some electrical energy from the battery may be used to heat the battery itself, due
individual p.d.s across to internal resistance.
each component
(c) the p.d across each
branch of a parallel
arrangement of
components is the p.d.
across the whole
arrangement

P4.2.4.1 Recall and use the Introduce resistance and ask learners how it will affect current in a circuit.
Resistance equation for resistance
V Use analogies to introduce the concept of resistance e.g. comparing resistance to the difficulty in moving down a corridor
R= I with a lot of other learners moving around you.
P4.2.4.2 Describe an Direct learners to investigate the relationship between the current flowing through a resistor and the voltage across it.
experiment to Learners build the circuit from a diagram or may need a demonstration of the set-up. They should collect various results
determine resistance of current and voltage. They should avoid letting the resistor overheat; you may need to tell them a maximum value of
using a voltmeter and current or voltage that they should not exceed to ensure this.
an ammeter and do
the appropriate Introduce the equation for resistance and how it can be used to calculate the resistance from the results of the
calculations experiment.

P4.2.4.3 Sketch and explain the Learners should write a method for the experiment they carried out and explain how to find the resistance of the resistor.
current–voltage graph
for a resistor of Ask learners what they think the combined resistance will be when multiple resistors are connected in series. Introduce
constant resistance how to calculate the combined resistance.

P4.2.4.4 Recall and use the Learners measure the combined resistance of resistors using a multimeter. They test different combinations and come to
following relationship the conclusion that resistance in series is additive, whilst adding more resistance in parallel decreases the combined
for a metallic electrical resistance such that the resistance is less than that of either resistor by itself.

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 Scheme of Work

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conductor: Show learners simple combinations of resistors and ask them to quickly calculate or estimate the combined resistance.
(a) resistance is Learners could answer the questions on miniature whiteboards. (F)
directly proportional to
length Set learners simple calculation and qualitative questions for practice. (F)
(b) resistance is
inversely proportional Extended assessment: 4.2.4.3–4, and 4.3.2.8
to cross-sectional area
Learners should be able to sketch and explain the current–voltage graphs of a resistor of constant resistance. Set
P4.3.2.3 Calculate the learners qualitative questions for practice. (F)
Series and combined resistance
Resource Plus
parallel of two or more
circuits resistors in series Carry out the Factors affecting the resistance of a wire experiment referring to Teaching Pack for lesson plans
and resources.
P4.3.2.6 Know that the
combined resistance Remind learners that the combined resistance of two resistors in parallel is less than that of either resistor by itself.
of two resistors in Introduce how to calculate the combined resistance and demonstrate a calculation.
parallel is less than
Ask learners what variables the resistance of a component depends on. You can use analogies, but make sure they help
that of either resistor
rather than confuse learners e.g. a wider corridor (representing the cross-sectional area of the wire) decreases the
by itself
resistance, but not because there is more room (there will be more charge carriers).
P4.3.2.8 Calculate the Set learners questions to test their understanding of the direct proportionality between resistance and the length, and the
combined resistance inverse proportionality between resistance and the cross-sectional area of a wire, as well as the combined resistance of
of two resistors in two resistors in parallel. (F)
parallel
Learners can investigate the resistance further using circuit simulation. Learners can change the wire resistivity and take
measurements of voltage and current to find the resistance of combinations of resistors. (I)

Battery-resistor circuit simulation:

https://phet.colorado.edu/en/simulation/legacy/battery-resistor-circuit

Circuit simulation:
https://phet.colorado.edu/en/simulation/circuit-construction-kit-dc

Ohm’s law simulation:

https://phet.colorado.edu/en/simulation/ohms-law

Extension: Stretch and prepare for A level

Introduce the equation for the resistance of a wire. Link to the variables already discussed. Set learners simple questions

177
Scheme of Work

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for practice. (F)

Teach learners how to calculate the combined resistance of multiple resistors in parallel.

Resistance in a wire simulation:

https://phet.colorado.edu/en/simulation/resistance-in-a-wire

P4.3.1.1 Draw and interpret Show learners circuit symbols and ask them to identify what they represent.
Circuit circuit diagrams
diagrams containing cells, Set learners the task of constructing simple circuits by interpreting a circuit diagram of symbols.
and circuit batteries, power
components supplies, switches, Learners can build a simple circuit containing cells and lamps and investigate what happens if one bulb “blows”/is
resistors (fixed and removed/is short circuited. Learners can also compare the brightness of bulbs in various circuits whilst keeping the
variable), heaters, number of cells constant. Ask learners how they think the lights in their house are wired. They build simple circuits using
lamps, motors, cells, lamps and switches to model the lighting in a house. What are the advantages of connecting lamps in parallel in a
ammeters, voltmeters lighting circuit?
and fuses, and know
how these Learners play ‘pairs’ or any simple match up game with the circuit symbols and their names to aid recall.
components behave in
Set learners a simple recall test on the circuit symbols to aid and test recall. (F)
the circuit
Set learners quantitative and qualitative questions to practise calculating current, voltage and resistance on parts of a
P4.3.1.2 Draw and interpret circuit or on the whole circuit.
circuit diagrams
containing generators Extended assessment: 4.3.1.2
and light-emitting
diodes (LEDs), and Introduce the light-emitting diode (LED) and explain how it behaves in a circuit. Remind learners of conventional current
know how these and highlight how the arrowhead of the diode circuit symbol must point in the same direction as conventional current flow
components behave in for the diode to allow current to flow.
a circuit
Learners could research common uses of LEDs. (I)
P4.3.2.2 Know how to construct
Series and and use series and Extension: Stretch and prepare for A level
parallel parallel circuits Using Kirchhoff’s laws, derive formulas for the combined resistance of two or more resistors in series and in parallel.
circuits
P4.3.2.4 Know the advantages Set learners questions to find the voltage for different components in simple circuits for practice. (F)
of connecting lamps in
parallel in a circuit

P4.2.5.1 Understand that Introduce electrical energy and power, building on learners’ understanding from Topic 1 Motion, forces and energy.
Electrical electric circuits transfer
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energy and energy from a source Introduce the equations for electrical energy and power. Demonstrate how to use the equations.
electrical of electrical energy,
power such as an electrical Set learners simple questions for practice. (F)
cell or mains supply, to
the circuit components Introduce the idea that energy is paid for, linking to learners’ understanding of energy sources (and later electricity
and then into the generation). Introduce the kilowatt-hour as an alternative unit for energy, one much more appropriate for the scale of
surroundings energy used in homes.

P4.2.5.2 Recall and use the Set learners the task of estimating the electrical energy used for a period of time (an hour, a day, a week or a year) in
equation for electrical their bedroom or home. They calculate the energy in kilowatt-hours and then calculate the cost using current energy
power P=IV prices.

Learners look at a real electricity bill to interpret the cost of electricity and how many kilowatt-hours are used in an
P4.2.5.3 Recall and use the
average home.
equation for electrical
energy E=IVt Set learners more quantitative and qualitative questions on electricity usage. (F)
P4.2.5.4 Define the kilowatt- Learners practise their recall of the variables, symbols and units of current, voltage, resistance, charge, energy and
hour (kW h) and power using simple match-up games. Alternatively, they play ‘electricity bingo’ where they fill in a bingo sheet with their
calculate the cost of choice of symbols and you read out definitions for them to identify.
using electrical
appliances where the Learners investigate lamps in series and parallel further using the circuit simulation. They use the voltmeter and ammeter
energy unit is the kW h to take readings in various circuits. They also calculate the power using the results of voltage and current. (I)

Circuit simulation:
https://phet.colorado.edu/en/simulation/circuit-construction-kit-dc

P4.4.1 Describe the heating Introduce the topic of electrical hazards through some ‘common sense’ scenarios. Ask learners to identify why the
Electrical effect of current following are hazardous: frayed cables, long cables, damaged plugs, water around sockets, pushing metal objects into
safety sockets, etc.
State the hazards of:
P4.4.2
(a) damaged Lead learners through the identification and explanation of why the following specific hazards are dangerous: damaged
insulation insulation, overheating cables, damp conditions and overloading of plugs, extension leads, single and multiple sockets
(b) overheating when using a mains supply.
cables
(c) damp conditions Introduce double insulation and explain how it protects the user of the electrical appliance. Ask learners to suggest
(d) excess current common examples of electrical appliances that have double insulation: a hairdryer, a mains radio, an electric drill, a desk
from overloading fan, etc.
of plugs,
extension leads, Demonstrate how a fuse ‘blows’ when the current flowing through it is too high. Fuse wire (or any thin easily overheated
wire) can be used for this. Increase the current gradually until the wire glows red hot and melts. Clarify that a fuse melts

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Syllabus ref. Learning objectives Suggested teaching activities

single and and breaks, but this is often referred to as ‘blowing’.

multiple sockets
when using a Introduce trip switches as ‘resettable’ fuses. Ask learners to imagine how awkward it would be to have to replace every
mains supply fuse on every electrical device in their home. Instead, trip switches protect the home and its appliances. Learners may be
able to identify where the trip switches are in their home: under the stairs, in the garage, in a coat cupboard.
P4.4.3 Explain the use and
operation of trip Explain that fuse ratings and trip switch settings depend on the working current of the electrical appliance.
switches and fuses
and choose Set learners simple questions to identify the fuse needed for various electrical appliances. You could set learners more
appropriate fuse difficult questions where they calculate the working current using their knowledge of electrical equations from previous
ratings and trip switch lessons. (F)
settings
Explain that fuses and circuit breakers are wired into the live conductor so that they can protect the user of the electrical
appliance. They all cause a break in the circuit such that current can no longer flow.
P4.4.4 Explain why the outer
casing of an electrical Learners investigate the fuse further using the circuit simulation. Learners add cells to increase the current and
appliance must be intentionally blow the fuse. (I)
either non-conducting
(double insulated) or Circuit simulation:
earthed https://phet.colorado.edu/en/simulation/circuit-construction-kit-dc

P4.5.4.1 Know that a force acts Introduce the motor effect through demonstration. The rolling bar demonstration requires a moveable conductor to be
Force on a on a current-carrying placed on parallel conducting rods and in a magnetic field such that when direct current flows the bar rolls out of the field.
current- conductor in a The kicking wire demonstration uses a flexible wire or thin strip of conducting metal. It should be connected to a direct
carrying magnetic field, current power supply such that it sits in a magnetic field. When the circuit is turned on, the wire or strip will move out of
conductor including the effect of the field.
reversing:
(a) the current The rolling bar:
(b) the direction of www.gcse.com/energy/rolling_bar.htm
the field
The kicking wire:
P4.5.4.2 Recall and use the https://physicsmax.com/kicking-wire-experiment-force-conductor-magnetic-field-7869
relative directions of
force, magnetic field Explain that the motor effect is when a current-carrying wire in the presence of a magnetic field experiences a force. The
and current relative directions of force, magnetic field and current are all at right angles to each other and can be recalled using
Fleming’s left-hand rule. Use the rule to explain and predict the movement shown previously in the demonstrations.

Set learners qualitative questions for practice. (F)

Extension: Stretch and prepare for A level

Ask learners what variables cause more ‘motion’ or force. They may identify the strength of the magnetic field, the size of
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Syllabus ref. Learning objectives Suggested teaching activities

the current and how many coils there are, or rather, the length of the conductor in the field.

Introduce the equation F = BIL to calculate the force felt by a wire carrying a current, I, of length, L, due to the interaction
with the magnetic field of strength, B. Set learners simple questions to practise.

P4.5.5.1 The Know that a current- Extended assessment: 4.5.5.1–2

d.c. motor carrying coil in a
magnetic field may Introduce the electric motor as a use of the motor effect previously studied. Ask learners what variables will affect the
experience a turning turning speed of the motor. They may identify the current, the strength of the magnetic field and the number of turns on
effect and that the the coil.
turning effect is
increased by Set learners qualitative questions for practice. (F)
increasing:
(a) the number of Learners research the uses of electric motors in everyday household items: a washing machine, a vacuum cleaner,
turns on the coil microwave, extractor fan, etc. (I)
(b) the current
Explain the operation of an electric motor by building up how it works from the force on a current-carrying conductor in a
(c) the strength of
magnetic field previously covered. Introduce two parallel wires with oppositely directed direct currents. Join them into a
the magnetic
coil. Place them in a permanent magnetic field. Learners should be able to suggest that this will cause the coil to move
field
up and down in a repeating motion, but without completing a full turn. How can we make the coil move continuously in
one direction? Introduce the split-ring commutator and the brushes as a means of reversing the direction of the current in
P4.5.5.2 Describe the
time with the motion of the coil.
operation of an
electric motor, Electric motor animation:
including the action www.animatedscience.co.uk/animations/
of a split-ring
commutator and Learners improve their understanding of an electric motor by building one in pairs:
brushes www.matrix.edu.au/hsc-physics-how-to-build-a-dc-motor-video-and-step-by-step-guide/
www.instructables.com/id/How-to-Build-Your-Own-DC-Motor/

Learners label the parts of the electric motor and their role on a diagram.

P4.5.1.1 Know that a conductor Introduce electromagnetic induction through a series of experiments. Learners carry out these experiments individually
Electro- moving across a or in small groups.
magnetic magnetic field or a
induction changing magnetic • Each group requires two pole facing magnets on a yoke, a cable and a multimeter for the first experiment.
field linking with a Moving the wire quickly through the pair of magnets on the yoke, or moving the yoke around the wire, induces a
conductor can induce small reading of voltage on the more sensitive voltmeter setting of the multimeter.
an e.m.f across the • Each group requires a bar magnet, a cable and a multimeter for the second experiment. Moving the magnet
conductor quickly into the coiled cable, or moving the coiled cable around the magnet, induces a small reading of voltage.

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• Each group requires a small electric motor, two cables and a multimeter for the third experiment. Spinning the
P4.5.1.2 State the factors motor’s shaft induces a small reading of voltage.
affecting the magnitude
of an induced e.m.f For all three experiments, learners investigate how they can increase the voltage reading and what happens if they
reverse the motion.

Explain that electromagnetic induction produces an e.m.f (or voltage and, if connected in a circuit, a current) across an
electrical conductor in a changing magnetic field. This is known as the induced e.m.f (and induced current). Inducing an
e.m.f requires movement, either directly of the field or of the conductor within the field. Moving quicker increases the
e.m.f induced. Increasing the length of the conductor in the field, or increasing the number of turns in a coil, increases
the e.m.f induced.

Set learners qualitative questions for practice. (F)

Learners could create their own animation to show electromagnetic induction and how the variables affect the induced
e.m.f using simple software like PowerPoint. (F)

Learners could investigate electromagnetic induction further using the induced e.m.f (Faraday) simulations: (I)
https://phet.colorado.edu/en/simulation/legacy/faraday
https://phet.colorado.edu/en/simulation/faradays-law

Extension: Stretch and prepare for A level

Introduce Faraday’s law of electromagnetic induction. Explain the variables and highlight the negative symbol, explained
by Lenz’s law.

Set learners simple questions to practise this new equation. (F)

P4.5.2.1 The Describe a simple form Extended assessment: 4.5.2.1–2

a.c. of a.c. generator
generator (rotating coil) and the Recap how the electric motor can be used in ‘reverse’ to induce an e.m.f by moving the shaft. Ask learners what the
use of slip rings and problem is with this set-up. They may identify that it would create a direct current, when electricity generation requires
brushes where needed alternating current. Ask learners how this can be solved. They may suggest removing the commutator. Introduce the slip
rings as the alternative that will allow a.c. to be generated.
P4.5.2.2 Sketch and interpret
graphs of e.m.f. As the coil moves up and down through a magnetic field, alternating current is induced. The direction of current
against time for simple continuously changes. Demonstrate this with models and/or animations.
a.c. generators
Sketch a graph of e.m.f against time for a simple a.c. generator.

Set learners qualitative questions for practice. (F)

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Learners can investigate generators further using the generator simulation: (I)
https://phet.colorado.edu/en/simulation/legacy/generator

Extension: Stretch and prepare for A level

Explain the generator more using Faraday’s law and Lenz’s law.

P4.5.6.1 The Describe the Extended assessment: 4.5.6.1–6

transformer construction of a basic
transformer with a soft Explain that electricity generation produces alternating current and this is essential for its transport.
iron core, as used for
voltage Introduce the transformer by describing its construction.
transformations
Demonstrate how different values of coils changes the secondary voltage and current. Can learners spot a pattern?
P4.5.6.2 Use the terms primary, Refer to the primary and secondary sides of the transformer.
secondary, step-up
Introduce the equation that links the voltage and the number of turns on the coil.
and step-down
Explain that a step-up transformer increases the voltage and the number of turns on the coil but decreases the current. A
P4.5.6.3 Recall and use the step-down transformer does the reverse.
V N
equation P = P
VS NS
Set learners quantitative and qualitative questions for practice. (F)
where p and s refer to
primary and secondary Demonstrate a model of how transformers are used in the transmission of electricity. If possible, use a multimeter to take
measurements of voltage before and after the step-up or step-down transformers. Explain the advantages of high-
P4.5.6.5 Describe the use of voltage transmission.
transformers in high-
voltage transmission of Transformers and electricity transmission:
electricity www.bbc.co.uk/bitesize/guides/zgb9hv4/revision/3

P4.5.6.4 Recall and use the Learners can investigate electricity transmission further using the power lines animation: (I)
equation for 100% www.schoolphysics.co.uk/animations/Electricity%20-%20magnetism%20animations/Power_lines/index.html
efficiency in a
transformer 𝐼𝑝 𝑉𝑝 = 𝐼𝑠 𝑉𝑠 Introduce the equation for power and the equation relating power, current and resistance. Demonstrate how to carry out
where p and s refer to calculations with these equations.
primary and secondary
Set learners calculation questions for practice. (F)
P4.5.6.6 Recall and use the
equation 𝑃 = 𝐼2 𝑅 to Explain how transformers reduce power loss in the transmission of electricity. Relate to learners’ understanding of
explain why power resistance and energy conservation, linking to the equations.
losses in cables are
smaller than the
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Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

voltage is greater

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

184
 Scheme of Work

P5. Nuclear physics

Syllabus ref. Learning objectives Suggested teaching activities

P5.1.2.1 The Describe the Define the terms proton number (atomic number), Z and nucleon number (mass number), A.
nucleus composition of the
nucleus in terms of Set learners simple questions to work out the nucleus number knowing the proton number and the nucleon number. (F)
protons and neutrons
Introduce the term nuclide and use the nuclide notation AZX.
P5.1.2.2 State the relative
charges of protons, Set learners simple questions to work out the number of protons and neutrons by interpreting nuclide notation. (F)
neutrons and electrons
as +1, 0 and -1 Recap the term isotope (topic C2.3) and how one element may have a number of isotopes. Show learners examples of
respectively this: uranium, carbon, radon, etc. Ask learners to suggest names of elements that have radioactive isotopes.

Set learners simple questions to practise interpreting nuclide notation and identifying isotopes. (F)
P5.1.2.3 Define the terms
proton number (atomic Learners can investigate the structure of the atom further using the simulation: (I)
number), Z and https://phet.colorado.edu/en/simulation/build-an-atom
nucleon number (mass
number), A and be Extended assessment: 5.1.2.6
able to calculate the
number of neutrons in Link learners’ understanding of relative charges of the nucleons to the proton number.
a nucleus
Set learners questions to practise interpreting the proton number and nucleon number. (F)
P5.1.2.4 Use the nuclide
notation AZX

P5.1.2.5 State that an element

may have more than
one isotope and know
that some isotopes are
radioactive

P5.1.2.6 Know the relationship

between the proton
number and the
relative charge on a
nucleus

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Scheme of Work

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P5.2.2.1 The Identify alpha (𝛼), beta Introduce radiation as a random and spontaneous process. The emission of radiation from an unstable and decaying
three types (𝛽) and gamma (𝛾) nucleus is random in direction and time.
of emission emissions by recalling:
(a) their nature Introduce the three types of radiation: α, β and γ radiation. Rank the type of radiation in terms of their relative ionising
(b) their relative effects and penetrating powers.
ionising effects
(c) their relative Demonstrate the relative penetrating powers of the three types of radiation using radioactive sources and sheets of
penetrating paper, aluminium and lead. Care should be taken with the radioactive sources and learners should observe at a safe
abilities distance.
(𝛽+ are not
Describe the nature of each type of radiation: α-particles are two protons and two neutrons (helium nuclei), β-particles
included, 𝛽-
particles will be are high-speed electrons (neutron → proton + electron) and γ radiation are high-frequency electromagnetic waves.
taken to refer to Clarify that radioactive decay creates a more stable nucleus and during 𝛼-decay or 𝛽-decay, the nucleus changes to that
𝛽− ) of a different element.

P5.2.3.1 Know that radioactive Set learners qualitative questions for practice. (F)
Radioactive decay is a change in
decay an unstable nucleus Extended assessment: 5.2.3.4
that can result in the
emission of 𝛼-particles Remind learners of nuclide notation and use it to explain the decay equations for α, β and γ radiation.
or 𝛽-particles and/or 𝛾-
Show learners different decay equations and ask them to quickly identify which type of radiation is shown. Learners can
radiation and know answer the questions using miniature whiteboards. (F)
that these changes are
spontaneous and Set learners more complicated questions to test their understanding of α, β and γ radiation and to practise decay
random equations. (F)
Know that during 𝛼- Learners can investigate alpha and beta decay further using the simulations. (I)
P5.2.3.2
decay or 𝛽-decay, the
nucleus changes to Alpha decay simulation:
that of a different https://phet.colorado.edu/en/simulation/legacy/alpha-decay
element
Beta decay simulation:
P5.2.3.3 Know the change in https://phet.colorado.edu/en/simulation/legacy/beta-decay
the nucleus that
occurs during β- Extension: Stretch and prepare for A level
emission: Learners may be interested in the decay (or nuclear) equations for historically important reactions such as Becquerel’s
neutron → proton + first observation of radioactivity, the first artificial transmutation of nitrogen to oxygen, the nuclear fission of uranium, etc.
electron Explain what occurs inside the nucleus for beta plus decay, as well as beta minus decay, and refer to the conservation of

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Syllabus ref. Learning objectives Suggested teaching activities

P5.2.3.4 Use decay equations, charge.

using nuclide notation,
to show the emission
of 𝛼-particles, 𝛽-
particles and 𝛾-
radiation

P5.2.1.1 Know what is meant Introduce the idea that radiation is all around us. Demonstrate the Geiger-Müller tube and counter and how it
Detection of by the terms ionising sporadically detects radiation without a radioactive source being present. Discuss and explain what is meant by the term
radioactivity nuclear radiation and ‘ionising nuclear radiation’.
background radiation
Give learners a list of common (and less common) sources of background radiation: radon gas (in the air), rocks and
P5.2.1.2 Know the sources that buildings, food and drink, cosmic rays (from the Sun), nuclear weapons testing, nuclear power, medical, etc. Ask
make a significant learners to rank them in order of most radioactive. Learners may be surprised by the order and realise that background
contribution to radiation is common and largely harmless.
background radiation
including: Introduce how the count rate (as shown on a Geiger-Müller counter) is measured in counts/minute. Demonstrate how to
calculate the counts/s.
(a) radon gas (in the
air) Introduce the cloud chamber for detection of alpha-particles. Cloud chambers can detect ionising particles, and alpha-
(b) rocks and buildings particles leave a thick and recognisable track due to their relatively high ionisation power.
(c) food and drink
(d) cosmic rays Make and demonstrate a cloud chamber in the laboratory:
https://home.cern/news/news/experiments/how-make-your-own-cloud-chamber
P5.2.1.3 Know that ionising
nuclear radiation can Alternatively, show learners videos of a cloud chamber in action.
be measured using a
detector connected to Introduce the spark counter as an alternative for the detection of alpha-particles. You could show videos of a spark
a counter chamber in action:
www.ep.ph.bham.ac.uk/DiscoveringParticles/detection/spark-chamber/
P5.2.1.4 Use count rate
measured in counts/s Set learners simple questions for practice. (F)
or counts/minute
Learners may enjoy watching the Veritasium video on the most radioactive places on Earth: (I)
www.youtube.com/watch?v=TRL7o2kPqw0

Extension: Stretch and prepare for A level

The cloud chamber can also be used to observe fundamental particles (electrons and muons). Introduce learners to the
common tracks seen in a cloud chamber, what is making them and why they behave the way they do.

The standard model:

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Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

https://home.cern/science/physics/standard-model

P5.2.4.1 Define the half-life of a Introduce the half-life as the time taken for half the nuclei of that isotope in any sample to decay.
Half-life particular isotope as
the time taken for half Show learners decay curves and demonstrate how these can be interpreted to find the half-life.
the nuclei of that
isotope in any sample Demonstrate how to find the half-life from information in tables.
to decay; recall and
use this definition in Set learners simple questions to practise calculating the half-life from different forms of information. (F)
simple calculations,
Resource Plus
which might involve
information in tables or Carry out the Model to determine half-life experiment referring to Teaching Pack for lesson plans and
decay curves resources.
(calculations will not
include background Learners can investigate the half-life further using the radioactive half-life simulation: (I)
radiation) www.glencoe.com/sites/common_assets/science/virtual_labs/E18/E18.html

Extension: Stretch and prepare for A level

Introduce carbon dating as a process that dates any object that was once alive. Carbon-14 exists naturally in our
atmosphere and is absorbed by plant matter through photosynthesis. This carbon is then transferred to animals who eat
the plant matter or who eat animals who eat the plant matter. When a plant or animal dies, the carbon-14 decreases
through radioactive decay and the amount left can be used to date the remains.

Learners can investigate the carbon dating further using the radioactive dating game: (I)
https://phet.colorado.edu/en/simulation/radioactive-dating-game

P5.1.2.7 Describe the Extended assessment: 5.1.2.7

The nucleus processes of nuclear
fission and nuclear Introduce fission and fusion as different to the radiation studied so far as they are not random. They are triggered
fusion as the splitting processes that release nuclear energy. However, they still carry many of the same dangers as random radiation.
or joining of nuclei
Introduce fission as the process of a massive isotope absorbing a neutron and producing two daughter nuclei and a
release of energy. U-235 nuclei are commonly used and they also release two or more neutrons. These neutrons can
create a chain reaction. You could use animations or simulations to help your explanation.

Introduce fusion as the process of combining two smaller nuclei to form a larger nucleus, with the release of energy.

Set learners simple questions for practice. (F)

Learners can investigate nuclear fission further using the simulation: (I)
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 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

https://phet.colorado.edu/en/simulation/legacy/nuclear-fission

Extension: Stretch and prepare for A level

Introduce the main components of a nuclear reactor, including the moderators and control rods. These components help
to control the nuclear reactions and have specific roles.

Learners identify the main components of a nuclear reactor on a diagram and link the other parts to their understanding
of electricity generation: turbine, heat exchanger, etc.

Learners may be interested to hear about, or to research, the Chernobyl disaster of 1986. The Fukushima Daiichi
nuclear disaster of 2011 may also be of interest. Learners consider the similarities and differences between a nuclear
disaster and a nuclear bomb. (I)

Explain the nuclear equation for fission of uranium in nuclear reactors.

Explain that fusion is the source of energy for stars and explain the nuclear equation for fusion of hydrogen in stars.

Learners research current information on fusion on Earth and the difficulties scientists face in making this process viable
for large-scale electricity generation.

P5.2.5.1 Know the following Learners research the use of radiation in a household fire (smoke) alarm. (I)
Applications applications of
and safety radiactivity: Show learners the inside of a household fire (smoke) alarm and use a Geiger-Müller tube and counter to detect the
precautions (a) household fire radiation when the shield is removed.
(smoke) alarms
(b) irradiating food to Learners research the use of radiation to irradiate food to kill bacteria. This process makes use of radiation’s ability to
kill bacteria damage and kill living cells. (I)
(c) sterilisation of
equipment using Learners research the use of radiation in measuring and controlling thicknesses of materials with the choice of radiations
gamma rays used linked to penetration and absorption. (I)
(d) measuring and
Learners research the use of radiation in medicine to diagnose and treat cancer, as well as the use of sterilisation of
controlling
medical equipment. (I)
thicknesses of
materials with the Set learners qualitative questions on the uses of radiation for practice. (F)
choice of radiations
used linked to Learners research the health hazards of ionizing radiation. (I)
penetration and
absorption Explain that radiation can cause damage of cells, through mutation and cell death. It can also lead to cancer.
(e) diagnosis and
treatment of cancer Learners consider in which cases α, β and γ radiation is most dangerous to humans. They should take into account their

189
Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

using gamma rays relative penetrating and ionisation powers. They should conclude that α is most dangerous when ingested or inhaled,
and that β and γ can travel through the skin to damage the body internally. (I)
P5.2.5.2 State the effects of
ionising radiation on Learners research the safety precautions for handling radioactive materials. (I)
living things, including
cell death, mutations Set learners qualitative questions for practice. (F)
and cancer
You could tell learners about the story of Alexander Litvinenko, who died from radiation poisoning in 2006. Using their
P5.2.5.3 Describe how understanding of penetrating powers they may be able to identify which type of radiation was used.
radioactive materials
Extension: Stretch and prepare for A level
are moved, used and
Introduce a tracer as a substance containing radioactive nuclei that can be introduced into the body and is then absorbed
stored in a safe way
by the tissue being studied.

Past and specimen papers

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190
 Scheme of Work

P6. Space physics

Syllabus ref. Learning objectives Suggested teaching activities

P6.1.1.1 The Describe the Solar Ask learners to name the planets. They may be able to name all of the planets and place them in the correct order of
Solar System System as containing: distance from the Sun. Mnemonics may aid recall e.g. My Very Easy Method Just Speeds Up Naming. Learners can
make up their own mnemonic.
(a) one star, the Sun
(b) the eight named Explain that the solar system contains our Sun, the planets, dwarf planets (e.g. Pluto) and moons.
planets and know
their order from Introduce the idea that the Sun contains most of the mass of the Solar System and thus has a much stronger
the Sun gravitational field at its surface in comparison to the planets. It is this attractive gravitational force that keeps an object in
(c) minor planets that orbit around the Sun.
orbit the Sun,
including dwarf Learners could use Google Mars or other apps/websites to observe the components of our solar system: (I)
planets such as www.google.com/mars/
Pluto and
asteroids in the Learners could find out how many astronauts are orbiting the Earth right now aboard the International Space Station.
asteroid belt They research information about the astronauts and their current missions. (I)
(d) moons, that orbit
the planets How many people are in space right now?:
https://www.howmanypeopleareinspacerightnow.com
Know that the Sun
P6.2.1.3
contains most of the Extended assessment: 6.2.1.6–7
The Sun as a
mass of the Solar
star
System and this Ask learners to define speed. They should remember the equation from Topic 1 Motion, forces and energy. If planets
explains why the orbit in a circle, how can the distance they travel in one orbit be calculated? Learners may suggest using the
planets orbit the Sun circumference of the circle. Introduce the time period as the time it takes for one full orbit. Explain the equation and
demonstrate how to use it in calculations.
Know that the force
P6.2.1.4
that keeps an object in Learners practise using the orbital speed equation by calculating the speed of the hour, minute and second hand on a
orbit around the Sun is clock. (F)
due to the gravitational
attraction of the Sun Set learners more questions for practice. (F)

Define orbital speed Learners may be interested to use Google Earth or other Earth viewing apps/websites to observe our planet. NASA’s
P6.2.1.6 Earth-Now app shows orbiting satellites. With Google Earth learners can orbit the planet or zoom in on a location,
from the equation
2πr amongst other things: (I)
v= , where r is the
T https://earth.google.com/web/
radius of the orbit and

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Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

T is the orbital period; Learners investigate orbital motion further using the simulation: (I)
recall and use this
equation Ask learners what happens to the gravitational force as the distance from the Sun increases. They may be able to
explain that the force will decrease. Ask learners how this affects the orbital speed of the planets. Learners may make
P6.2.1.7 Know that the strength the link between the gravitational force decreasing and the orbital speed decreasing. Explain this clearly and use
of the Sun’s animations/simulations as needed.
gravitational field https://phet.colorado.edu/en/simulation/gravity-and-orbits
decreases and that the
orbital speeds of the Set learners more complicated questions to test their understanding. (F)
planets decrease as the
distance from the Sun
increases

P6.2.1.1 Know that: Link the fact that it takes approximately 500 s for light from the Sun to reach the Earth to learners’ understanding of the
The Sun as a speed of light (previously referred to as the speed of electromagnetic waves in Topic 3 Waves). Knowing the time and
(a) the Sun is the
star the speed of light, learners calculate the approximate distance from the Sun to the Earth. They also calculate the time it
closest star to the
takes for light to reach the other planets or for messages to reach astronauts (via radio satellites).
Earth
(b) astronomical
Astronomical distances can be measured in light-years, where one light-year is the distance travelled in a vacuum by
distances can be
light in one year. This unit of distance can be useful for establishing how far away different stars are.
measured in light-
years, where one
Learners could investigate the relative sizes of moons, planets, stars and galaxies using online videos/animations. (I)
light-year is the
Scale of the Universe:
distance travelled
https://scaleofuniverse.com
in (the vacuum of)
space by light in Introduce the Sun as a star, one of many in our galaxy. In fact, it is a rather average star of a medium size. Discuss its
one year properties and its importance to life on Earth.
Calculate the time it Ask learners to name stars they know. They may name the Sun, as well as commonly known stars like the Pole star
P6.2.1.2
takes light to travel a (Polaris), Sirius, Betelguese, etc.
significant distance
such as between Extended assessment: 6.2.1.8
objects in the Solar
System Explain that stars are powered by nuclear reactions that release energy. Link to learners’ understanding of fusion from
Topic 1 Motion, forces and energy and Topic 5 Nuclear physics.
Know that the Sun is a
P6.2.1.5
star of medium size,
consisting mostly of
hydrogen and helium,
and that it radiates
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 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

most of its energy in

the infrared, visible
and ultraviolet regions
of the electromagnetic
spectrum

P6.2.1.8 Know that stars are

powered by nuclear
reactions that release
energy and that in
stable stars the
nuclear reactions
involve the fusion of
hydrogen into helium

P6.2.2.1 Know that stable stars Hand out cards with the names of the stages of a star’s life cycle for learners to sort. They may not have any idea of the
Life cycle of are formed as order at this point. Move around the classroom to give them some clues.
stars protostars from
interstellar clouds of Explain the life cycle of a star, differentiating between small mass, large mass and very large mass stars. Show images
gas and dust due to of each stage (where possible) and name examples: Betelguese is a red supergiant, the Sun is a stable star with nuclear
gravitational attraction reactions that involve the fusion of hydrogen into helium, etc.

P6.2.2.2 Set learners qualitative questions to assess understanding. (F)

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

(a) a small mass star

(about the same
mass as the Sun):
red giant → white
dwarf + planetary
nebula
(b) a large mass star:
red supergiant →
supernova →
neutron star

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Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

(c) a very large mass

star: red
supergiant →
supernova →
black hole
P6.2.2.3
Know that the nebula
from a supernova may
form new stars with
orbiting planets

P6.2.3.1 Know that: Introduce the idea that a galaxy is made up of billions of stars and that ours is called the Milky Way. Other stars in our
Galaxies and galaxy are much further away than our Sun, hence why they appear so small (and dim) in comparison.
(a) galaxies are each
the Universe
made up of many Learners could look at photos taken by the Hubble Space Telescope. These images are amongst the best images taken
billions of stars of the components of our Universe and show a wide range of stars, galaxies and other astronomical bodies: (I)
(b) the Sun is a star in https://spacetelescope.org/images/archive/top100/
the galaxy known
as the Milky Way Learners could look at how humans have interpreted apparent groupings of stars to form constellations and how these
(c) other stars that have been used for navigation throughout history. (I)
make up the Milky
Way are much Introduce our place in the Universe: we live on Earth, orbiting the Sun, the star in our solar system, part of the Milky Way
further away from galaxy, one of billions of galaxies in the finite Universe.
the Earth than the
Sun is from the Remind learners of the definition of a light-year and explain that our nearest galaxy neighbour, Andromeda, is at least
Earth 25000 light-years away from the Earth.
P6.2.3.2 Know that the Milky Extended assessment: 6.2.3.3
Way is one of many
billions of galaxies Demonstrate a simple analogy for the Big Bang theory using a balloon. Partially inflate the balloon and mark multiple
making up the ‘galaxies’ on the surface of the balloon using a marker pen. Inflate the balloon further and explain that the ‘galaxies’ all
Universe and that the move away from each other.
diameter of the Milky
Way is approximately Explain that if all the galaxies are expanding away from each other, this suggests they may have once been very close
100 000 light-years. together. The Universe would have been be a lot smaller, denser and hotter than it is now, until eventually it is all in a
single point. Introduce the Big Bang theory and explain how redshift is evidence for this theory. You could give a bit of
P6.2.3.3 Know that the Big history on the Big Bang theory: why it was a controversial theory at the time when it was proposed, the Cosmic
Bang Theory is Microwave Background as another piece of evidence, etc.
supported by many

194
 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

astronomical Set learners qualitative questions for practice. (F)

observations and
states that: You could show learners a full timeline of the Universe to get a sense of scale and the very small amount of time humans
(a) the Universe have existed.
expanded from a
single point of high
density and
temperature
(b) the Universe is still
expanding
(c) the Universe is
approximately 13.8
billion years old

Past and specimen papers

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195
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