Catalogue

Science

2011

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Contents 11–14 Exploring Science........................................................... 1–6 Go Science! ................................................................. 7–11 Longman 11–14 ........................................................ 12–13

14–16

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Edexcel GCSE Science 2011 ...................................... 15–21 BTEC Level 2 First Applied Science ............................. 22–24 ! w AQA GCSE Science 2011 ........................................... 25–30 e n Edexcel IGCSE Science ......................................................31 Heinemann IGCSE Science ................................................32 Edexcel 360 Science for GCSE...........................................33 Gateway Science for OCR GCSE.........................................33 Longman 21st Century Science .........................................33 Science Uncovered for AQA GCSE ......................................33 Longman Science for AQA GCSE ........................................34 Edexcel GCSE Psychology..................................................34 OCR GCSE Psychology ......................................................34 GCSE in Applied Science for OCR (Double Award)................34 Human Physiology and Health ............................................34

SCIENCE 16+

Cover image credit: Shutterstock/Sebastian Kaulitzki

Edexcel GCE Sciences ............................................... .35–45 Salters-Nuffield Advanced Biology ............................... 36–37 Edexcel GCE Biology .................................................. 38–39 Edexcel GCE Chemistry .............................................. 40–41 Edexcel GCE Physics .................................................. 42–43 Salters-Horners Advanced Physics .............................. 44–45 BTEC Level 3 National Applied Science........................ 46–47 OCR A Level Sciences ................................................ 48–58 OCR A Level Biology ................................................... 50–51 OCR A Level Chemistry .............................................. 52–53 Salters Advanced Chemistry ....................................... 54–55 OCR A Level Physics .................................................. 56–57 OCR A Level Human Biology ..............................................58 OCR A Level Geology .........................................................58 OCR AS Science ...............................................................58 OCR A Level Applied Science .............................................58 new ! Preparing for the BMAT .....................................................59 edition Science in Society .............................................................59 Perspectives on Science ....................................................59 Revision Express A Level Study Guides ...............................59 Pearson Baccalaureate ......................................................60

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Bringing together an unbeatable range of teaching, learning and assessment resources from the well-known names of Heinemann and Longman. Also features Edexcel’s own resources to provide even greater flexibility and choice.

Look out for the logos at the top of each page as a guide!

YOUR NEXT STEP ...................................... 61

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Science 11–14

Exploring Science: How Science Works

Fully for t revised h curr e 2008 iculu m!

The UK’s number one KS3 science course!

Tried and trusted by thousands of teachers across the country, this course provides the most comprehensive coverage of the skills and content required by the new KS3 curriculum.

Providing a vast range of assessment options for a post-SATs world, Exploring Science: How Science Works offers: O thousands of flexible resources that enable you to personalise your teaching and easily deliver a 2- or 3-year KS3 O differentiated materials that cater for four levels of ability O complete match to the new Programme of Study and Framework with How Science Works integrated seamlessly throughout O a clear pathway to progression with levelled sample answers and progression ladders that allow pupils to track their own

progress O engaging digital resources, including landmark BBC video clips, to captivate all your pupils O full Assessing Pupils’ Progress support to help you integrate this way of assessing your pupils quickly and easily

… all from the author team you can trust!

“A fabulous resource which supports the 2008 curriculum changes, promotes individual staff creativity and offers stimulating interactive resources for learners – a worthwhile investment!” Donna Walker, Houghton Kepier School, Tyne and Wear

course structure

CD-ROMs INSIDE

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Pupil Book with ActiveBook CD-ROM

ActiveTeach with BBC Active clips

Teacher and Technician Planning Guide

Differentiated Classwork and Homework Activity Pack

Formative and Summative Assessment Support Pack

Planning and Personalisation Tool

Assessing Pupils’ Progress Teacher Pack

Available for each of Years 7, 8 and 9

Covers Years 7–9

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Science 11–14

Pupil Books with ActiveBook CD-ROM Fully accessible for all your pupils, these best-selling Pupil Books are visually stimulating and packed with fascinating facts. Built around real-world themes and integrating How Science Works throughout, they provide the best tools to motivate your pupils.

“Great visual resource – lots of clear pictures and diagrams.” Rebecca Jarrett, Cokethorpe School, Oxfordshire

authors Series Editor Mark Levesley

Questions increase in difficulty through the spread, with How Science Works questions to encourage scientific literacy.

FREE ActiveBook CD-ROM Every Pupil Book is accompanied by an ActiveBook CD-ROM, containing a digital copy of the book and a bank of extra resources to give pupils additional support during independent study.

How Science Works is integrated throughout the book.

Pupil Book

Each unit is built around a real-world theme.

Sample pages from Exploring Science: How Science Works Pupil Book Year 7

‘I can’ statements provide pupils with clear success criteria for each topic, including How Science Works skills.

Sample page from Exploring Science: How Science Works Pupil Book Year 9

2

‘Have your say’ boxes establish the issues for debate.

Science 11–14

Differentiated Classwork and Homework Activity Packs This pack provides the very best in differentiated support materials for classwork and homework activities. O Classwork, homework and practical worksheets with four levels of differentiation: Access, Must, Should and Could. O Available both in printable PDF and editable Word format on the CD-ROM version, allowing you to adapt and

personalise the materials as appropriate.

Access sheets allow pupils who struggle with literacy to demonstrate their scientific skills and understanding.

Differentiated Classwork and Homework Activity Pack 09X(

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Why do things fall at different speeds? Many people think that heavy objects fall faster than light ones because they have more weight, but this is only part of the answer.

1 Fill in the missing words on the drawing.

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When Dave Scott went to the Moon on board Apollo 15 he took along a hammer and a feather. He dropped them together and they both accelerated at exactly the same rate and hit the ground together. There was more force on the hammer because it had more mass, but it also takes more force to accelerate a more massive object. The two effects cancel each other out so the hammer and the feather fell at exactly the same rate.

Lungs take from the air.

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The digests and absorbs food.

The , pumps which carries oxygen and around the body.

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Muscles need a lot of and oxygen so that they can use

Worksheets are differentiated to four levels – Access, Must, Should and Could – covering pupils working towards Level 4, right up to Exceptional Performance.

Sample pages from Exploring Science: How Science Works Differentiated Classwork and Homework Activity Pack Year 9

CD-ROMs INSIDE

If you tried the same experiment on Earth you would get a very different result. The hammer would fall much faster than the feather. The difference is due to air resistance. The amount of air resistance depends on an object’s shape, so it is easier to work out why this happens if we think of two objects with roughly the same shape.

Assessing Pupils’ Progress Teacher Pack Specifically written for the APP assessment criteria in consultation with APP pilot schools, the Assessing Pupils’ Progress Teacher Pack and accompanying CD-ROM feature a variety of skills-based activities that are designed to support you in implementing APP in your classroom. O 33 differentiated tasks, covering a wide selection of topics, outcomes and Assessment Focuses, help

you generate evidence for this method of assessment. O Level ladders in ‘pupil-speak’ make it easier for pupils to identify where they are and what they need to

do to progress to the next level. O Produced in consultation with APP Pilot schools so you can be sure these resources will work for you. O Fully flexible, allowing you to easily integrate APP into your lessons, regardless of the KS3 scheme you

may be using. O Can be used as part of a theme- or skills-led approach.

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Science 11–14

ActiveTeach and BBC Active Clips Packs This unique resource gives you instant access to a vast range of inspiring digital resources, all instantly accessible from one place. The ActiveTeach and BBC Active Clips Pack has been carefully designed to both support your planning and teaching, and engage all of your pupils in every topic. Easily networked throughout your school, each ActiveTeach and BBC Clips Pack includes site licences of:

www. To view a demonstration of ActiveTeach or to try a sample chapter, visit: www.pearsonschools.co.uk/ExploringSciAT.

O the ActiveBook – a fully interactive digital version of the Pupil Book that lets you zoom into specific

areas of each page O captivating videos – a wide selection of specially commissioned How Science Works videos plus

access to BBC Active videos, putting the best of BBC science programming at your fingertips O engaging animations – to help you illustrate abstract concepts O levelled questions and answers – PowerPoint presentations give you teacher-mediated access to

levelled questions for ALL the questions in the Pupil Book, with a range of levelled sample answers O thousands of interactive activities – including data handling exercises, spreadsheet models,

thinking skills activities and more O audio glossary – to support pupils of all abilities. O Includes a VLE site pack to give you maximum flexibility of use. Tested on Fronter, Moodle and

Kaleidos. To find out about compatibility with other VLEs, visit: www.pearsonschools.co.uk/VLEsupport. Link to your own digital resources to create customised resource banks for each lesson.

ActiveTeach

“From the start we could see how seamlessly the pupils’ textbook worked with the wide range of interactive resources that were embedded within the ActiveTeach... this is something that was considered to be a major advantage over other courses.” Ben Lovick, South Dartmoor School, Devon Search for resources across all three years of Exploring Science – by PoS statement, Framework objective and many other criteria – for fully flexible planning and teaching. Gain instant access to all your CD-based Exploring Science: How Science Works resources at the touch of a button.

Sample screen from Exploring Science: How Science Works ActiveTeach Year 8

Engaging videos – both BBC Active and specifically commissioned How Science Works videos – bring the universe to your classroom.

4

Sample screen from Exploring Science: How Science Works ActiveTeach Year 7

Science 11–14

Planning and Personalisation Tool This easy-to-use tool provides a selection of ready-made plans for both a 3- and 2-year Key Stage 3, with every task mapped to both the new Framework and the new Programme of Study. Plus, it also gives you the option to tailor every plan to meet the needs of your pupils. O Instantly launches a ready-made plan for every unit which you can then customise. O Provides a differentiated route for every ability level – and for a 2-year KS3. O Includes a huge task bank from which you can search by objective, skill or ability level. O Live links out of every plan take you straight to your other Exploring Science: How Science Works

resources. In just a few clicks, you can view each of the worksheets, animations, videos or other assets identified by your plan. You can even add links to your own digital resources. O Indispensable support for your technician, with detailed lists of all the equipment, resources and health

and safety information that your plan requires. O Ready-to-print cover lessons, specifically designed for supply teachers.


Instantly launch ready-made plans for every unit and customise them as you wish.

Search through the task bank by objective, skill or ability level – even keyword. Perfect for theme- or skills-led planning.

Sample screens from Exploring Science: How Science Works Planning and Personalisation Tool Year 9

Add new tasks to suit your students’ needs – you can either search from our extensive task bank of more than 3000 activities, or upload your own!

Download two- and three-year lesson plans at the click of a button!

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Science 11–14

Teacher and Technician Planning Guides Containing high quality support, the Teacher and Technician Planning Guide covers every aspect of planning and teaching, whether you’re an experienced Head of Department, teacher, non-specialist, or technician. O Background information for each unit, including common misconceptions. O Exemplar Topic Plans for each ability level and the two-year KS3. O A wide range of starters, activities, plenaries and homeworks per topic, with resource lists and

‘Be Prepared’ boxes for the technician. O Activities with National Curriculum levels assigned.

“Fantastic! I love what you have done with this scheme. A cut above the rest!” Jennifer Pinder, Cardinal Langley RC High School, Manchester

Formative and Summative Assessment Support Packs Personalise how, when and where you assess your pupils with the Formative and Summative Assessment Support Pack. Offering a comprehensive range of assessment opportunities including baseline, formative, and end-of-topic assessment, it helps you measure and track your pupils’ progress, no matter how you like to assess.

order and evaluate Evaluate

Differentiated Classwork & Homework Activity Pack


The Exploring Science: How Science Works Evaluation Packs contain a Pupil Book with ActiveBook CD-ROM, and accompanying support material.

Differentiated Classwork & Homework Activity Pack Year 7 File 978 1 405892 42 1 £110.00

Planning and Personalisation Tool Year 7 978 1 408202 99 9 £199.00 (+ VAT)

Differentiated Classwork & Homework Activity Pack Year 7 CD-ROM 978 1 405892 43 8 £110.00 (+ VAT)

Planning and Personalisation Tool Year 8

Differentiated Classwork & Homework Activity Pack Year 8 File 978 1 405892 50 6 £110.00

Planning and Personalisation Tool Year 9 978 1 408203 01 9 £199.00 (+ VAT)

Differentiated Classwork & Homework Activity Pack Year 8 CD-ROM 978 1 405895 40 8 £110.00 (+ VAT)

ActiveTeach with BBC Active clips

Evaluation Pack 1 (Year 7) 978 1 408209 22 6 £13.50 (+ VAT) Evaluation Pack 2 (Year 8) 978 1 405877 50 3 £13.50 (+ VAT) Evaluation Pack 3 (Year 9) 978 1 405877 51 0 £13.50 (+ VAT)

Order Assessing Pupils’ Progress Teacher Pack Assessing Pupils’ Progress Teacher Pack (Years 7, 8 and 9) 978 1 408223 99 4 £255.00 (+ VAT)

Pupil Book with FREE ActiveBook CD-ROM Pupil Book with ActiveBook Year 7 978 1 405892 46 9 £13.50 (+ VAT) Pupil Book with ActiveBook Year 8 978 1 405895 43 9 £13.50 (+ VAT) Pupil Book with ActiveBook Year 9 978 1 405895 51 4 £13.50 (+ VAT)

Differentiated Classwork & Homework Activity Pack Year 9 File 978 1 405895 47 7 £110.00 Differentiated Classwork & Homework Activity Pack Year 9 CD-ROM 978 1 405895 48 4 £110.00 (+ VAT)

978 1 408203 00 2

£199.00 (+ VAT)

ActiveTeach with BBC Active clips Year 7 978 1 405895 77 4 £595.00 (+ VAT) ActiveTeach with BBC Active clips Year 8 978 1 405895 78 1 £595.00 (+ VAT)

Formative & Summative Assessment Support Pack

ActiveTeach with BBC Active clips Year 9 978 1 405895 79 8 £595.00 (+ VAT)

Formative & Summative Assessment Support Pack Year 7 File 978 1 405892 44 5 £110.00

Teacher & Technician Planning Guide

Formative & Summative Assessment Support Pack Year 7 CD-ROM 978 1 405892 45 2 £110.00 (+ VAT) Formative & Summative Assessment Support Pack Year 8 File 978 1 405895 41 5 £110.00 Formative & Summative Assessment Support Pack Year 8 CD-ROM 978 1 405895 42 2 £110.00 (+ VAT) Formative & Summative Assessment Support Pack Year 9 File 978 1 405895 49 1 £110.00 Formative & Summative Assessment Support Pack Year 9 CD-ROM 978 1 405895 50 7 £110.00 (+ VAT)

Teacher & Technician Planning Guide Year 7 File 978 1 405892 48 3 £110.00 Teacher & Technician Planning Guide Year 7 CD-ROM 978 1 405892 47 6 £110.00 (+ VAT) Teacher & Technician Planning Guide Year 8 File 978 1 405895 45 3 £110.00 Teacher & Technician Planning Guide Year 8 CD-ROM 978 1 405895 44 6 £110.00 (+ VAT) Teacher & Technician Planning Guide Year 9 File 978 1 405895 53 8 £110.00 Teacher & Technician Planning Guide Year 9 CD-ROM 978 1 405895 52 1 £110.00 (+ VAT)

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Science 11–14

Go Science! Motivation • Progression • Success

For t Prog he 2008 ram Stud me of Fram y and ewo rk.

Designed to grab your pupils’ attention, Go Science! ensures your pupils are motivated and engaged, are working at the right level, and understand how to keep progressing.

O Best Science Lessons Ever to motivate and excite your pupils. O How Science Works integrated throughout the course to engage pupils and help with the progression to GCSE. O A personalised approach to learning, with levelled questions and activities that provide measurable progression. O Brand-new Assessing Pupils’ Progress Teacher Pack helps you deliver this new method of assessment. O Fully supported Assessment for Learning helps your pupils reach their full potential. O A bank of over 350 video clips to bring your lessons to life.

course structure Pupil Books

Teacher Planning and Resource Pack with editable CD-ROM (with VLE version)

Teacher LiveText + 35 FREE pupil LiveText CD-ROMs (with VLE versions)

Online Assessment

Assessing Pupils‘ Progress (APP) Teacher Pack

sion Success Motivation Progres

Go Science! 1 (Year 7)

ion Success Motivation Progress

ASSESSING PUPILS’ PROGRESS

Teacher Planning and Resource Pack

1

Teacher Pack

Matched to the new KS3 Programme of Study with CD-ROMs for standalone and VLE use containing over 800 pages of editable resources

CD-ROMs INSIDE

sion Success Motivation Progres

Go Science! 2 (Year 8) 2

Teacher Planning and Resource Pack Matched to the new KS3 Programme of Study with CD-ROMs for standalone and VLE use containing over 800 pages of editable resources

Video Gallery sion Success Motivation Progres

Go Science! 3 (Year 9) 3


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Science 11–14

Pupil Books Ensuring clear progression for every pupil, these vibrant and colourful Pupil Books feature levelled questions and fun activities, and integrate How Science Works throughout to engage your pupils and motivate them to discover more. O Visually-stimulating pages with fascinating information help bring science to life. O Levelled in-text questions and activities provide measurable progression and offer a personalised

approach to learning. O How Science Works is integrated throughout the course to engage pupils and help with the progression

to GCSE. O Best Science Lessons Ever maintain pupils’ enthusiasm and consolidate learning. How Science Works is integrated throughout the book.

Pupil Book

Sample pages from Go Science! Pupil Book 3

Levelled in-text questions provide clear differentiation and progression.

Bright and innovative design with eye-catching photographs puts science in an exciting context.

www. Hear what teachers and pupils from Harrogate High School think of Go Science! Take a look at our case study at: www.pearsonschools.co.uk/ GoSciCaseStudy.

“What really stands out for us in Go Science! is the format of the pages and the clearly levelled questions. It’s a good package and appropriate for our pupils – we’re looking forward to making pizza cells!” Anne Saul, KS3 Science Co-ordinator, Harrogate High School, North Yorkshire

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Science 11–14

Teacher and Pupil LiveText CD-ROMs Hosting an interactive version of the Pupil Book for whole-class teaching, LiveText also includes electronic interactive activities, video clips, PowerPoints and an audio glossary to engage your pupils and support your lessons. O Ready-made PowerPoint presentations, teacher planning and resource materials, plus starter activities

give you flexibility and choice in your lesson planning. O Stimulating, fun and inspiring Interactive Whiteboard activities encourage whole-class participation and

support the delivery of How Science Works. O Photo library and videos engage your pupils and help illustrate key topics. O A bank of extended tasks and additional questions provide extra practice for pupils.

www. Experience LiveText for yourself! Explore our online demonstration at: www.pearsonschools.co.uk/GoScienceLT.

Plus! Each Teacher LiveText comes with 35 Pupil LiveText CD-ROMs. Containing an interactive textbook, audio of the book to support struggling readers, homework sheets, and plenty of extra material to stretch high-ability pupils, these Pupil LiveText CD-ROMs are ideal for home use and help pupils take ownership of their learning.

Audio version of the Pupil Book supports low-ability readers. Hotspots provide one-click access to interactive activities, PowerPoints, and more!

Teacher LiveText

Explore the Resource Bank for everything you need to deliver the lesson. Sample screenshots from Go Science! Teacher LiveText 3

Enlarge and project every part of the Pupil Book for focused, whole-class teaching.

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Science 11–14

s gression Succes Motivation Pro

ASSESSING PUPILS’ PROGRESS Teacher Pack CD-ROMs INSIDE

Assessing Pupils’ Progress Teacher Pack Matched to assessment criteria and objectives, this resource features a variety of skills-related activities that are designed specifically to support you implement APP in your classroom. O 33 differentiated tasks, covering a wide selection of topics, outcomes and Assessment Focuses, to help

you generate evidence for this method of assessment. O Level ladders in ‘pupil-speak’ make it easier for pupils to identify where they are and what they need to

do to progress to the next level.

www. Download free sample tasks to try out in your classroom! Visit: www.pearsonschools.co.uk/GoScienceAPP.

Teacher Sheet

O Produced in consultation with APP Pilot schools so you can be sure these resources will work for you.

Clear referencing helps you identify which areas are being covered in the task.

Skills-based tasks are designed to give you a wealth of evidence of the five Assessment Focuses.

Pupil Worksheet

Pupils are given the opportunity to present their findings in a range of creative ways; consolidating their learning and increasing engagement.

Sample pages from Go Science! Assessing Pupils’ Progress Teacher Pack

Teacher Planning and Resource Packs s gression Succes Motivation Pro

Fully customisable, these Teacher Planning and Resource Packs are full of ideas to help make the planning and delivery of Go Science! inspiring for you and engaging and active for your pupils. O Pupil Book pages are reproduced for easy reference. O Key concepts, processes and curriculum opportunities from the Programme of Study are highlighted.

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O Lots of practical activities with links to the real world and special emphasis on active learning. O Ideas for how to personalise the lesson and work with different pupils’ learning styles. O Teacher and Technician sheets identify coverage of How Science Works skills. O Accompanying CD-ROM contains all resources in editable format for flexible lesson planning.

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Science 11–14

Online Assessment Go Science! Online Assessment is a practical tool for Assessment for Learning, where the results of assessments inform teaching and learning. Piloted over several years, this powerful online software will motivate pupils, track progression and encourage success. O Fun, interactive questions keep pupils engaged. O Summative tests monitor pupils’ ongoing progress and provide a snapshot of performance covering a

range of levels.

www.

O Diagnostic assessments identify barriers to learning.

Take a closer look at Go Science! Online Assessment and view the free online demo at www.goscienceonlineassessment.co.uk.

O Pupil and teacher reports provide levelled and sub-levelled feedback on what pupils know and what

they need to do to progress. O Teaching plans give suggestions of activities to help pupils progress.

Video Gallery Providing a bank of 350 video clips sourced from the BBC Motion Gallery, Go Science! Video Gallery helps teach How Science Works and makes lessons fun and stimulating. V

PLAY

OSupporting teacher notes for most clips help ensure progression and the development of key concepts

within the new Programme of Study. OEnthralling clips make planning easier and lessons even more riveting.

www.

OSuperb quality BBC material brings learning to life!

Download free video clips at: www.pearsonschools.co.uk/GoScienceVG.

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Teacher Planning and Resource Packs

Online Assessment

The Go Science! Evaluation Packs contain a FREE Pupil Book, Teacher Planning and Resource Pack with editable CD-ROM, and accompanying support material.

Teacher Planning and Resource Pack 1 (Year 7) with editable CD-ROM and VLE version 978 0 435503 69 7 £92.50

Online Assessment 1 (Year 7) 978 0 435503 96 3 £250.00 (+VAT)

Evaluation Pack 1 (Year 7) 978 0 435503 67 3 £92.50


Evaluation Pack 2 (Year 8) 978 0 435504 18 2 £92.50 Evaluation Pack 3 (Year 9) 978 0 435504 28 1 £92.50

Order Pupil Books Pupil Book 1 (Year 7) 978 0 435503 68 0

£13.25

Pupil Book 2 (Year 8) 978 0 435503 71 0

£13.25

Pupil Book 3 (Year 9) 978 0 435503 72 7

Online Assessment 2 (Year 8) 978 0 435503 97 0 £250.00 (+VAT) Online Assessment 3 (Year 9) 978 0 435503 98 7 £255.00 (+VAT)


Save £100 when you renew your subscription. Contact Digital Support on 0845 223 88 24 for full details.

Teacher LiveText Whiteboard CD-ROMs

Assessing Pupils’ Progress Teacher Pack

Teacher LiveText 1 (Year 7)† CD-ROM with VLE version (incl. 35 x FREE Pupil LiveText 1 CD-ROM) 978 0 435503 79 6 £415.99 (+VAT)

Assessing Pupils’ Progress Teacher Pack (covers Years 7, 8 and 9) 978 0 435504 26 7 £255.00 (+VAT)


Go Science! Video Gallery 978 0 435504 27 4 £150.00 (+VAT)

Video Gallery

Save £75 when you renew your subscription. Contact Digital Support on 0845 223 88 24 for full details.


£13.25

† Extra sets of 35 Pupil LiveText CD-ROMs are available to purchase following purchase of Teacher LiveText 1, 2 or 3.

Other 11–14 resources Please refer to the order form to view ordering details for Catalyst, Heinemann Science Scheme, Eureka and Heinemann Video Gallery.

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Science 11–14

Longman 11–14 Biology, Chemistry and Physics Motivate, challenge and stretch able pupils

Designed specifically to motivate high attainers, Longman 11–14 provides an academic, rigorous and in-depth approach to science.

Pupil Books Fully updated to give 11–14 year-olds the best preparation for GCSE or IGCSE, as well as now satisfying the new KS3 Programme of Study, these Pupil Books: O engage and challenge your more able pupils O reflect the knowledge and skills pupils will need to demonstrate at GCSE and IGCSE to

facilitate seamless progression O allow you to embed as much or as little How Science Works as you need O provide a structure that is easy to implement across two or three years O feature separate How Science Works sections that examine the skills-based aspects of

science that pupils need to be aware of at GCSE. Lots of questions to reinforce, consolidate and extend learning.

Pupil Book Water and solutions

SECTION

3

3.1 Water

Content is organised into chapters – not spreads – to reflect the way you teach a topic.

What are the main properties and uses of water? Water is the commonest substance on the surface of the Earth and is essential to all life. We should know about the structure and properties of water, and understand the changes which can occur to water in our environment.

H H

O

H O

H

Water molecules O

Water is the simplest compound of hydrogen and oxygen. The molecules of water have two hydrogen atoms joined to one oxygen atom – so the formula of water is H2O.

H

H

Figure 1.1 Molecules of water.

Heating water

temperature (°C)

120

salt solution pure water

100 B

80

C

When water is heated, its temperature rises and it eventually boils. If we draw a line graph of the temperature changes which occur as water is heated, we will obtain a heating curve. Figure 1.2 shows two heating curves, one for pure water and one for a solution of salt in water. Note that:

60 A 40 20 0 0 1 2 3 4 5 6 7 8 9 10 11 time (min)

Figure 1.2 Heating curves for pure water and salt solution.

as the water is heated, the temperature rises steadily until it reaches its boiling point. if heating is continued after it has started to boil, the temperature remains constant as the energy is used to overcome forces between particles rather than make it hotter. the boiling point for pure water is exactly 100 °C. when impurities such as salt are added, water’s boiling point rises above 100 °C and the temperature does not stay constant during boiling.

temperature (°C)

20

10

0

Cooling water

D E pure water salt solution

F

–10

–20 0 1 2 3 4 5 6 7 8 9 10 11 time (min)

Figure 1.3 Cooling curves for pure water and salt solution.

Water

Testing for water There are two simple chemical tests which can be used to show the presence of water. Crystals of anhydrous copper sulphate change colour from white to blue. Cobalt chloride paper changes colour from blue to pink. However, these tests only show that water is present. To prove that a liquid is pure water you would need to check that its boiling point was exactly 100 °C or its freezing point was exactly 0 °C.

The water cycle It is thought that the amount of water on Earth has been about the same for millions of years. However, the water is constantly changing from one state to another. It goes from the seas into the atmosphere and back to the seas again. These natural changes are known as the water cycle. As shown in Figure 1.4, the water cycle never stops. The water you drink today is not new, but has been recycled over millions of years. It is even possible that someone else will have drunk it, thousands of years ago.

The Sun heats up the land and seas.

Currents of air take the water vapour up into the atmosphere.

If water is cooled, its temperature falls and the water eventually freezes. Figure 1.3 shows two cooling curves, one for pure water and one for a solution of salt in water.

76

As the air rises it gets colder, so the water vapour condenses, and millions of droplets of water are produced.

1 Look at Figure 1.2 and Figure 1.3. Describe what is happening at points A–F on the graphs. Use the word particles in your answer. [Total 6]

!

Life on Earth depends on a unique property of water. Most solids sink if placed in their liquid form. However, ice is different: it floats. If ice sank, then our seas and lakes would freeze from the bottom up and life could not survive.

?

2 Give three examples of changes of state that occur in the natural water cycle. [Total 4]

The water droplets form into clouds. If it’s cold enough the droplets freeze and we get snow or hail.

If the droplets become too large and heavy, they will fall as rain. The snow and ice melts forming streams and rivers. The rainwater gathers in streams and rivers.

Note that: the freezing point for pure water is exactly 0 °C. impurities, such as salt, lower water’s freezing point below zero and the temperature does not stay constant during freezing. if cooling continues after freezing the temperature of ice can drop further.

?

This explains why salt is put on our roads in winter. The salt lowers the freezing point of water and ice does not form so easily.

Water evaporates from the seas, lakes and rivers to form water vapour.

The rivers flow into lakes and eventually the water returns to the sea.

Figure 1.4 The water cycle.

Sample pages from Longman Chemistry 11–14: Pupil Book

In-depth approach to the content motivates and challenges more able pupils.

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3.1

77

Science 11–14

Practical and Assessment Teacher Pack CD-ROMs Full of time-saving resources for you and your technicians, these new Practical and Assessment Teacher Packs include classwork and homework activities, teacher plans, and an array of assessment materials to help you effectively track your pupils’ progress. O End-of-chapter tests at two ability tiers, progression ladders and quick-fire questions allow for

self-assessment. O Flexible long-term plans help you to deliver the course over two or three years. O Extension materials cater for the very able. O Question bank of additional questions enables you to create your own customised homework, extension

Practical and Assessment Teacher Pack

activities or tests.

Sample pages from Longman Biology 11–14: Practical and Assessment Teacher Pack

End of section tests at two ability tiers help you easily assess your pupils.

Topic worksheets with lots of questions encourage pupils to explore the subject further and consolidate learning.

ordering details Longman 11–14 Pupil Books

www. Take a look at sample pages for all the components at: www.pearsonschools.co.uk/ longman11to14.

Biology 11–14 Pupil Book 978 1 408231 10 4 £15.50 Chemistry 11–14 Pupil Book 978 1 408231 08 1 £15.50 Physics 11–14 Pupil Book 978 1 408231 09 8 £15.50

Longman 11–14 Practical and Assessment Teacher Pack CD-ROMs Biology 11–14 Practical and Assessment Teacher Pack CD-ROM 978 1 408230 73 2 £195.00 (+VAT) Chemistry 11–14 Practical and Assessment Teacher Pack CD-ROM 978 1 408230 72 5 £195.00 (+VAT) Physics 11–14 Practical and Assessment Teacher Pack CD-ROM 978 1 408230 74 9 £195.00 (+VAT)

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Science 14–16

14–16 Science resources Full coverage of Edexcel, OCR and AQA Science specifications

Written by experienced examiners and teachers, our array of resources for 14–16 Science provide full coverage of a variety of Edexcel, OCR and AQA 14–16 specifications.

14–16 Resources Edexcel

AQA

Edexcel GCSE Science 2011

AIM HIGH GET THE TOP GRADES

GCSE

Page 15

OCR

AQA GCSE Science 2011

IGCSE Gateway Science for OCR GCSE

Page 25

Page 33

new! BTEC Level 2 First Applied Science Page 22

Science Series editor Nigel English

new!

Edexcel IGCSE Biology, Chemistry, Physics and Human Biology Page 31

Science Uncovered for AQA GCSE

Longman 21st Century Science Page 33

Page 33

Heinemann IGCSE Biology, Chemistry and Physics Page 32

Other 14–16 resources Edexcel 360Science Page 33

Longman Science for AQA GCSE

• Edexcel GCSE Psychology

Page 34

• OCR GCSE Psychology

Page 34

• GCSE in Applied Science for OCR Double Award • Human Physiology and Health

14

Science 14–16

Edexcel GCSE Science 2011 new! Supporting science, supporting you

Edexcel’s own resources for the new GCSEs in Science for 2011 Developed alongside the new specifications and written by an expert team of senior examiners and experienced authors, our comprehensive suite of resources provides you and your students with in-depth support and guidance for the new 2011 Edexcel GCSE Science specifications.

O A comprehensive range of exam practice materials

that make it clear exactly where students are, so that you can maximise their chances before they sit the exam. O Unrivalled support for controlled assessment,

ensuring that you and your students have the best preparation for this part of their course.

O Fully differentiated, high-quality materials that allow

students of all ability levels to reach their potential.

O Powerful digital software package designed to

O An even spread of easy-to-implement, engaging

fascinate students and create independent learners.

practical work throughout the course, with unique video guidance.

course structure Student Books

ActiveTeach

Activity Packs

Teacher and Technician Planning Packs

Teacher Books

ActiveLearn

GCSE Science

GCSE Additional Science

GCSE Extension Units (B3, C3, P3)

www. Find out more about the specifications and expert support offered by visiting www.edexcel.com/science2011.

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Science 14–16

Student Books new! Our Student Books have been written to support the new GCSE Science specifications. These engaging books, written by best-selling authors, provide extensive support for tackling the new types of exam question, and the new controlled assessment. O Feature high quality, engaging content to motivate and support your students. O Help your students achieve their potential with a range of graded exam-style questions,

sample student answers and step-by-step guidance on the new question types. O Provide unrivalled support for Controlled Assessment with skills boxes throughout, video

support and a whole chapter on Controlled Assessment.

‘Skills spotlights’ on every spread build students’ How Science Works skills and prepare them for controlled assessment.

‘Maths Skills’ boxes provide extra support for the maths behind the science.

Student Book Topic B1.1: Variation

B1.8

A recessive characteristic is only seen if both alleles are recessive. This can be shown in a genetic cross diagram.

Explaining inheritance

R

alleles

r

R

pollen grains

A dominant allele is shown by a capital letter (e.g. R for purple). The recessive allele has the lower case version of the same letter (e.g. r for nott purple). The alleles in an organism are its genotype. What the organism looks like is its phenotype.

How can we predict some inherited characteristics?

A

1 How many chromosomes are in a normal human sperm cell?

2 Why does a pea pollen grain contain only one flower colour allele?

authors

Skills spotlight

Mark Levesley Penny Johnson Sue Kearsey Richard Grime Nigel Saunders Miles Hudson Aaron Bridges Anne Fullick Jim Newall Mary Jones Ed Walsh Susan Robillard Iain Brand Steve Gray Peter Ellis Gemma Young William Beales James DeWinter

The Punnett square shows scientific conventions (standard ways of doing things). Look at Figure D. Explain why the conventions used in Punnett square diagrams are useful.

Plants and animals produce gametes (sex cells). The male gametes are sperm cells in animals and pollen grains in plants. The female gametes are ova (or egg cells) in both plants and animals. Gametes are different to most body cells because they only have one copy of each chromosome.

If both alleles for a gene in an organism are the same, the organism is homozygous. If they are different, it is heterozygous. Both parents in Figure C are heterozygous for flower colour.

Rr

A Gregor Mendel (1822–1884) grew nearly 30 000 pea plants in

father

his investigations. possible gametes

Gametes therefore only have one allele for each gene. In sexual reproduction two gametes fuse together. The new organism that is formed contains two alleles for each gene (one from the male parent and one from the female). In Figure B, the offspring receives two alleles for flower colour from its parents – one white and one purple. However, only the allele for purple flowers has an effect. It is said to be dominant. The white flower allele has no effect if the purple flower allele is also there. This white flower allele is known as recessive.

R

r

genotype

RR

Rr Rr

Rr

rr

phenotype

C A genetic cross diagram shows the possible combinations of alleles when two organisms breed.

mother

R

r

R

RR

Rr

r

Rr

rr

The possible genotypes produced when two organisms breed can also be shown in a Punnett square.

Rr

The flower colour alleles are both the same. They contain the instructions for white flowers.

3 When will a recessive allele affect a phenotype?

Maths Skills Probabilities can be written in three ways: as a number between 0 and 1, as a percentage or as a ratio. • 1 or 100% means something will definitely happen.

The grey boxes show the possible combinations in the offspring.

4 The pea plant gene for height has two alleles: T (dominant, causing tall plants) and t (recessive, causing short plants). a Draw a Punnett square for breeding a homozygous short plant with a homozygous tall plant. b What is the percentage probability of getting a tall phenotype plant?

• 0.75, 75% or 3:1 means it is quite likely to happen. • 0 or 0% means it definitely won’t happen.

5 Pea seeds are either yellow or green. Yellow seeds are caused by the dominant allele Y. Show how you would work out the number of the different phenotypes you would get if you crossed two heterozygous pea plants. All the pollen grains (male gametes) will get one copy of the purple flower colour allele.

All the egg cells (female gametes) will get one copy of the white flower colour allele.

Learning

utcomes

1.15 5 Recall the meaning of, and use appropriately, the terms: dominant, recessive, homozygous, heterozygous, phenotype and genotype 1.16 Analyse and interpret patterns of inheritance using a genetic diagram, Punnett squares and family pedigrees All the offspring have both alleles. However, all the flowers are purple. This is because purple is the dominant allele.

1.17 Calculate and analyse outcomes (using probabilities, ratios and percentages) from crosses 11 Present information using scientific conventions and symbols

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Suggest a use for plastic blood cells.

Sample pages from Edexcel GCSE Science: Student Book

Progress questions check students’ understanding – perfect for homework or supply cover.

www.

16

r

D A Punnett square

Learning outcomes help students understand the new specifications.

Download more sample material at: www.pearsonschools.co.uk/ edexcelscience2011.

R

different possible combinations

B

The flower colour alleles are both the same. They contain the instructions for purple flowers.

r

egg cells

Punnett squares

Watch Out! When writing genotypes, capital letters are written before the small ones (i.e. Rr and not rR).

different sorts of gametes possible

ResultsPlus boxes provide plenty of examiner tips on how to avoid common mistakes.

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Science 14–16 Student Book P ractice Controlled Assessment

B1.5

Variation Maximise your marks

Do longer pods contain more seeds?

W

A key investigative skill in Part B of your controlled assessment task is data collecting and recording.

range in human heights is caused by both inherited and environmental variation. It is also an example of continuous variation – the values can be any number within a certain range.

Spreads on the specification practicals are designed for use as practice controlled assessments.

Sultan Kosen

length of pod (mm) )F 1JOHQJOH

81 58 95 114 140 118 103 125 90 95

Shoe size is an example of discontinuous variation. A characteristic with discontinuous variation only has a fixed set of values. In this case, there is a relationship (link) between foot length and shoe size; people with longer feet wear bigger shoes.

number of seeds inside

A In January 2010, the world’s tallest and shortest men met. At the time, Sultan Kosen had size 28 shoes.

length of pod (mm)

3 2 4 8 11 6 5 8 7 4

111 81 125 118 135 120 111 132 122 92

number of seeds inside

8 5 8 7 5 7 8 9 7 5

t5PHFUNBSLTZPVTIPVME collect some results from your FYQFSJNFOUBOESFDPSEUIFNJO a simple table. t5PHFUNBSLTZPVTIPVME collect a number of results over a suitable range and collect repeat readings if it XJMMIFMQZPVUPPCUBJOCFUUFS RVBMJUZEBUB:PVTIPVME record your data in a table XJUIGVMMZMBCFMMFEIFBEJOHT

How to tackle the task

Pod

How to tackle the task Seeds

Learning Learning

utcomes utcomes

x.xx 1.10 x.xx Investigate the variations within a species to illustrate continuous variation and discontinuous variation xx

2

Would you eat rotten shark meat? tbc


3

Detailed guidance for students to help them understand the new controlled assessment.

Student Book Maximise your marks Here are three student answers to the following question. Read the answers together with the examiner comments around and after them. Biofuels

Question

Grade

Student Answer 3

E–A*

Biofuels are made from plants. As the plants grow they absorb carbon dioxide through photosynthesis. When the biofuel is burnt, carbon dioxide is released. Overall, the biofuels are carbon-neutral. However, burning petrol releases carbon dioxide, which leads to the greenhouse effect and global warming.

The idea of carbon-neutral has been very clearly explained here using scientific terms.

Biofuels are increasingly used as fuels for cars. Some biofuels are made from plants. The biofuel ethanol is made from sugar cane or sugar beet. Petrol is a fossil fuel that is made from crude oil.

As many plants as are needed can be grown to supply biofuels, but petrol is finite and supplies are running out. However, land is required to grow these plants, and this land can no longer be used to grow crops to feed people.

Discuss the advantages and disadvantages of using biofuels instead of petrol. (6)

Student Answer 1 The point about petrol is correct. However when biofuels are burnt they do release carbon dioxide, but it is the same amount of carbon dioxide that was absorbed when the plants that made the biofuels grew.

Extra typical of a level 1 answer

Biofules are good for the environment. Burning petrol gives of carbon dioxide but burning biofuels doesn’t. but if you have a biofule car it is hard to find a fuel station. Examiner summary

The answer gives a disadvantage (in this case a disadvantage of petrol) and an advantage of a biofuel. The carbon-neutral nature of biofuels hasn’t been explained clearly (or it was thought incorrectly that carbon dioxide is not a product of the combustion of biofuels). Not many scientific terms were used. Be careful with spelling scientific words e.g. biofule and the last sentence should start with a capital letter and end with a full stop.

ResultsPlus sections contain Student Answer 2 a huge range When you burn a biofuel it gives of carbon dioxide but this was of practice originally absorbed when the plant grew. It is carbon neutralised. And we can grow more plants to make biofuels but petrol is running exam questions out. There are not many biofuel cars and it is difficult to find a place to fill them up. written by the examiner team. The advantages of biofuels are given, and also a disadvantage of petrol. However, these

Finally, there are many models of petrol cars available, but only a few of biofuel cars, and whilst there are many petrol filling stations, biofuel is not readily available. More biofuel filling stations will be available in the future.

Looking ahead to future developments is useful

You can get more marks here by explaining why biofuels are better for the environment.


Examiner summary

The answer is a detailed discussion of the points. They have not just been listed, but advantages and disadvantages have been contrasted. Good scientific terms have been used, and the answer shows a clear understanding of ideas such as carbon neutrality. The answer is well organised into paragraphs, and the language is clear.

This is a good disadvantage.

The consequences of carbon dioxide release have been mentioned here. You could improve the answer by explaining why the greenhouse effect might cause serious problems. The advantage and disadvantage of growing plants for biofuels has been neatly contrasted. You could also mention the fact that forests have been chopped down to clear land for crop growth.

Build Better Answers


This is the correct idea that no net carbon dioxide is evolved. You could improve this by mentioning photosynthesis in the answer.

You will get more marks for using scientific terms. The correct term here is carbonneutral.

Examiner summary

have not been expressed using correct scientific terms, and in particular carbon-neutralised is incorrect. A disadvantage of biofuels has also been given. The answer could have included further detail and additional advantages or disadvantages.

Move from Leve 1 to Leve 2

Move from Leve 2 to Leve 3

The answer should give as many advantages and disadvantages of biofuels as possible. As the question says ‘instead of petrol’, these should be on the basis of replacing petrol with a biofuel. Use scientific terms when explaining the answer, e.g. non-renewable, carbonneutral, combustion. A level 1 answer might explain some advantages or disadvantages so to move to level 2, more advantages and disadvantages are needed. The answer should be well organised. One approach would be giving all of the advantages and then all of the disadvantages of a biofuel. Take care with spelling, especially for scientific terms, and write the answer in full sentences.

A level 2 answer might have a list of advantages and disadvantages of both biofuels and petrol. To move to level 3, try to contrast the two fuels in the answer. For example, ‘burning both petrol and biofuels releases carbon dioxide, but in the case of biofuels this carbon dioxide was recently absorbed when the plants that the biofuel is made from grew.’ Make sure that you use as much scientific terminology as possible, for example, when explaining why biofuels are carbon-neutral refer to photosynthesis in plants as well as products of combustion. Ensure that you ‘discuss’ rather than just list your points. Organise your answer into a logical sequences and make sure that the rules of spelling, punctuation and grammar are followed.

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Maximise Your Marks pages focus on exemplar student answers to the extended writing questions, and give students detailed guidance on how to maximise their potential.

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Science 14–16

new! Teacher and Technician Planning Packs The Teacher and Technician Planning Packs, matching each of the three Student Books, offer your whole department the support it needs to deliver successful lessons. Each pack contains a lesson plan for every lesson in the Edexcel scheme of work, full of original and imaginative task ideas – all of which are completely customisable via the CD-ROM.

Guidance and specific activities for breaking the literacy barrier from our partner, the National Association for Literacy Development in the Curriculum.

Teacher and Technician Planning Pack P1.6 Beyond the visible Lesson plan This lesson describes and explains the advances in understanding of the electromagnetic spectrum made by William Herschel and Johann Ritter at the turn of the 19th century. The emphasis is on the experiments they did to discover IR and UV. Course resources

A choice of ten activities per lesson, to ensure all abilities and learning styles are catered for.

Key terms

Activity pack

Active Teach

controls

P1.6a Repeating Herschel’s experiment

AT Jumbled sentences [worksheet]

electromagnetic radiation

P1.6b Herschel and Ritter research

AT Results for a replica of Herschel’s experiment [spreadsheet]

ultraviolet (UV)

P1.6c Evaluating a replica of Herschel’s experiment

infrared (IR)

Explaining 1: Student Book spread P1.6

Explaining 2: Repeating Ritter’s experiment

Note that in Latin ‘ultra’ means ‘beyond’ and ‘infra’ means ‘below’. Emphasise that at the time of Herschel and Ritter people knew nothing of the electromagnetic spectrum, other than visible light. It is also important to ensure that pupils have realised the idea that all electromagnetic waves are transverse, also revising the transverse wave examples they met in Physics Topic 1.

Demo Demonstrate Ritter’s experiment that discovered UV radiation. See the Teacher and technician practical sheet on page 18 for full details.

Working towards A*: Ask students to write a suggestion for the logical conclusion to these discoveries: ‘What experiments might you suggest we try following on from Herschel and Ritter’s discoveries?’ They should suggest testing beyond IR and UV.

Working towards E: Students could write messages on paper with a security marker pen and view under ultraviolet light to observe a similar effect with more familiar materials.

Working towards E: Use a slinky spring or wave on a rope model to revise the difference between longitudinal and transverse waves.

Specification coverage 2.1 Demonstrate an understanding of how Herschel and Ritter contributed to the discovery of waves outside the limits of the visible spectrum

2.2 Demonstrate an understanding that all electromagnetic waves are transverse and that they travel at the same speed in a vacuum

Plenary 1: Herschel and Ritter’s experiments Lit The AT has a word document with an experimental report for each of these experiments. The sentences are jumbled and students have to sequence them so that the report makes sense.

HSW 5 Planning to test a scientific idea, answer a scientific question, or solve a scientific problem The tasks in this lesson also give opportunities to cover HSW 2, 8, 11 and 13

Starter 1: Invisible light on a digital camera

Starter 2: Remembering wave energy

Demonstrate a remote control device aimed at a digital camera. Cheaper digital cameras don’t filter out all the infrared light, and so by shining a remote into a digital camera (e.g. one on a mobile phone) you can see it flashing.

Students write down a list of examples that show waves transferring energy. Provide some prompt words on the board (such as sea, sunny day, warm beach, earthquake) and encourage them to come up with other examples as well. Students then make a note of how the examples in their list demonstrate a transfer of energy. A class discussion of the examples should lead toward the recap that sunlight transfers energy and a reminder of IR radiation as a heat transfer process.

Exploring 1: Repeating Herschel’s experiment Prac Students undertake a version of Herschel’s experiment, which discovered IR radiation. See the Teacher and technician practical sheet on page 16 for full details. Students follow instructions from Practical sheet P1.6a. Working towards A*: Ask students to predict, and investigate, the outcome if the thermometer is moved the same distance again further beyond the red end of the visible.

Lesson activities are differentiated for students working towards A* and those working towards an E.

Working towards E: Show students the difference in heating effect between a thermometer held in sunlight and one in the shade of the box to remind them that light waves transfer energy.

Working towards A*: Students could plan how to test this in a systematic way – a method involving timing silver chloride reactions in each colour of the spectrum.

Exploring 2: Herschel and Ritter paired research AfL Students work in pairs using the student book as a reference to complete the information table on Worksheet P1.6b. Students then give a 60-second talk to their partner, who has researched the other scientist. The listener should complete the other half of their table during their partner’s presentation. Working towards A*: Students could criticise each other’s presentation, evaluating how well their partner has described the change in scientific ideas. Jointly, the pair then write an answer to the question ‘Why did nobody previously know about energy in sunlight beyond the colours in the visible spectrum?’ Working towards E: Provide a table that is partially, mostly or completed fully (depending on their needs) from which students can compose their talk.

Plenary 2: Expanded rainbow mnemonic Tell students that some people remember the colours of the rainbow using a mnemonic such as ‘Richard Of York Gave Battle In Vain’ or ‘ROY. G. BIV’. Challenge students in pairs to come up with an unforgettable mnemonic that covers the seven colours of the rainbow, but adds infrared before red and ultraviolet after violet – e.g. ‘It Rained On Your Grandparents But I Volunteered Umbrellas’.

Homework 1: Drawing conclusions

Homework 2: Evaluating data

The AT spreadsheet has results for a version of Herschel’s experiment, in which there are temperature results for red, yellow, blue and beyond red. Ask students to produce a bar chart of the results. Underneath they should then write a conclusion based on their bar chart.

Worksheet P1.6c is designed for more able students. Students plot warming curves for three thermometers on the same sheet of graph paper and then answer some evaluation questions. Working towards A*: students answer the Extra challenge question.

Working towards E: Provide students with a set of bar chart axes already drawn on graph paper.

By the end of this lesson: The majority of students may have: •

Explained how Herschel and Ritter discovered IR and UV radiation

•

Recalled that all electromagnetic waves are transverse

•

HSW 5 Identified one variable that needs controlling in the replica of Herschel’s experiment and made an attempt to describe how it can be controlled.

Students working towards A* may have: • Explained that electromagnetic waves form a continuous spectrum, by varying wavelength, extending beyond the visible region on both sides •

HSW 5 Identified many significant variables that need controlling in the replica of Herschel’s experiment and made an attempt to describe how it can be controlled.

Students working towards E may have: •

Recalled that waves transfer energy

• HSW 5 Stated that variables need to be controlled.

© Pearson Education 2010. Edexcel GCSE Science Teacher and Technician Planning Guide This document may have been altered from the original.

© Pearson Education 2010. Edexcel GCSE Science Teacher and Technician Planning Guide This document may have been altered from the original.

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Sample pages from the Edexcel GCSE Science: Teacher and Technician Planning Pack

Graded learning outcomes and seamless links back to the Edexcel specification and Schemes of Work.

Activity Packs new! Each Teacher and Technician Planning Pack is accompanied by an Activity Pack, providing all the worksheets your department could need. O Differentiated worksheets for practical work, classwork and homework. O Worksheets specifically designed to support controlled assessment. O Skills sheets for controlled assessment scaffolding and support.

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Science 14–16

Teacher Books new! Mapped to the Student Books, these full-colour Teacher Books contain easy-to-use, visual lesson plans to guide you through the new specifications and save you valuable planning time.

Teacher Book

Indigestion

1

This lesson explains why the stomach produces acid and how antacids are used to neutralise the excess acid that causes indigestion. &D+RZPXFKDFLG"

Specification coverage

Acids and alkalis brainstorm Starter 1 Ask students to write down as many facts about acids, alkalis and neutralisation as they can. Students should do the first part individually for a couple of minutes and then work in small groups to organise their ideas in a more systematic way (e.g. as lists of acidic or alkaline substances, or how to tell if a substance is an acid or an alkali). A spokesperson for each group should then share with the class how their group has organised the information and what information theyknow.

3.1 Recall that hydrochloric acid is produced in the stomach in order to: a) help digestion b) kill bacteria. 3.2 2 Describe indigestion remedies as containing substances that neutralise excess stomach acid. 0.1 Recall the formulae of elements and simple compounds in the unit. 0.2 2 Represent chemical reactions by word equations and simple balanced equations.

Indicator rainbow Starter 2 Prac / Demo This demonstration shows the different colours made by universal indicator, and can be used to remind students of Key Stage 3 work on indicators and the pH scale. See the Teacher and technician practical sheet on page 72 for full details. There are also some YouTube videos showing similar demonstrations that can be used instead of a practical demonstration.

0.3 Write balanced equations including the use of state symbols (s), (l), (g) and (aq) for a wide range of reactions in this unit. 12 2 The use of contemporary science and technological developments and their benefits, drawbacks and risks.

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C1.10a How much acid? Exploring 1 Prac Show students how to use a burette, and ask them to find out how much acid is needed to neutralise a given volume of alkali. This is a very simple titration, although titrations will not be required in the Core Practical next lesson. See Practical sheet C1.10a and the Teacher and technician practical sheet on page 74 for full details.

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JOUFSBDUJWF@ Interactive activity to further test more able students on their knowledge of neutralisation activities. t "5 *OEJHFTUJPO UBCMFUT