Key stage 3 Science
Course content:
Aims and purposes of Science at MVC
Key stage 3 science offers opportunities for students to:
- be stimulated about phenomena in the world around them and to offer opportunities to find explanations
- build on their scientific knowledge and understanding from key stage 2 and make connections between different areas of science;
- use scientific ideas and models to explain phenomena and events;
- understand a range of familiar applications of science;
- think about the advantages and drawbacks of scientific and technological developments for the environment and in other contexts, considering the reasons for different opinions;
- carry out investigations of different types, on their own and in groups, making use of reference sources and evaluating their work;
- communicate what they did and its significance;
- learn how scientists work and the importance of experimental evidence in supporting scientific ideas.
- to trace the development of science world wide and recognize its cultural significance
In KS3 students are taught Science in Units. A Unit may consist of up to 9 lessons based on a specific topic. (See tables below for lists of Units). The students have 3 x 1hour lessons a week and are generally taught by one science teacher
Assessment:
The Science department aims to use assessment to promote learning wherever possible. Students are encouraged to compare their work with their own targets, rather than with other students in the class.
- In KS3 students generally complete at least one piece of assessed work per unit. These may be given as homework or completed in class
- Most of these are “APP – assessing pupils’ progress” tasks taken from the APP Badger published series.
- Students will be given a sub level, which is recorded on departmental spreadsheets and in their own class book.
- Students will be given an indication of one thing they did well and one improvement target for each assessment (students or peers may give the improvement target, rather than the teacher). These will be noted, either by the student or the teacher, at the front of the student’s science class book.
|
Year 7 Key area of Science |
Key skill to develop |
Assessment task |
|
Unit 1 States of Matter |
AF1 Thinking Scientifically
|
De mystifying mist |
|
Unit 2 Energy |
AF 3 Communicating and collaborating in science
|
Nuclear safety |
|
Unit 3 Animal Behaviour |
AF 5 Working critically with evidence
|
Woodlouse evaluation
|
|
Unit 4 Chemical Reactions |
AF1 Thinking Scientifically
|
Burning magnesium |
|
Unit 5 Forces |
AF 4 Using Investigative Approaches / AF 5 Working critically with evidence
|
Skateboard surfaces/ Electromagnetic strength |
|
Unit 6 Organs |
AF 2 Understanding the Applications and Implications of Science / AF 5 Working critically with evidence |
Robo – hearts/ Big mums, big babies? |
|
Unit 7 Acids and Alkalis |
AF 3 Communicating and collaborating in science
|
Shampoo standards |
|
Unit 8 Sun and Moon |
AF 2 Understanding the Applications and Implications of Science
|
Hubble trouble telescopes |
|
Unit 9 Variation |
AF 4 Using Investigative Approaches
|
Tree houses |
|
Unit 10 Rocks and Fossils |
AF 4 Using Investigative Approaches
|
Investigating sedimentation |
|
Unit 11 The atmosphere |
Short unit – no APP |
|
|
Year 8 Key area of Science |
Key skill to develop |
Assessment task |
|
Unit 1 Tissues |
AF1Thinking Scientifically / AF 4 Using Investigative Approaches |
How do we breathe?/ Breaking up food |
|
Unit 2 Particle model |
AF 2 Understanding the Applications and Implications of Science / AF 5 Working critically with evidence |
Water worries/ Soggy salts |
|
Unit 3 Light |
|
|
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Unit 4 Animal Behaviour |
AF 3 Communicating and collaborating in science / AF 5 Working critically with evidence |
Hunters success/ Jackal’s social behaviour |
|
Unit 5 Sound |
AF 2 Understanding the Applications and Implications of Science / AF 3 Communicating and collaborating in science |
Hearing hopes/ Does military sonar kill whales? |
|
Unit 6 Elements |
AF 4 Using Investigative Approaches
|
Salt extraction |
|
Unit 7 Forces |
AF 5 Working critically with evidence |
Bungee testing |
|
Unit 8 Genetics and Evolution |
AF1Thinking Scientifically
|
Case study
|
|
Unit 9 Changing Earth |
AF 2 Understanding the Applications and Implications of Science
|
Carbon catching |
|
Unit 10 Electricity |
AF1Thinking Scientifically
|
How does a torch work |
|
Unit 11 Patterns in Chemistry |
AF 4 Using Investigative Approaches
|
How metals react with acid |
|
Unit 12 Space |
AF 3 Communicating and collaborating in science
|
How was the moon made? |
|
Year 9 Key area of Science |
Key skill to develop |
Assessment task |
|
Yr 9 Cells |
AF 1 Thinking Scientifically
|
Are bones living |
|
Yr 9 Gravity |
AF 5 Working critically with evidence |
Weighty questions |
|
Yr 9 Metals and metal compounds |
AF 3 Communicating and collaborating in science / AF 4 Using Investigative Approaches / AF 1 Thinking Scientifically / AF 5 Working critically with evidence |
Will we run out of copper?/ Indigestion remedies/ Displacement disco/ Making magnesium oxide |
|
Yr 9 Changing organisms |
AF 3 Communicating and collaborating in science |
Oh No! GMO |
|
Yr 9 Calculating forces |
AF 4 Using Investigative Approaches
|
Investigating turning forces |
|
Yr 9 Environment modelling |
AF 2 Understanding the Applications and Implications of Science
|
Chemical converters in Cars |
|
Yr 9 Fit and Healthy |
AF 2 Understanding the Applications and Implications of Science / AF 3 Communicating and collaborating in science |
Anti biotics/ Badgers: TB or not TB |
|
Yr 9 Energy transfer |
AF1Thinking Scientifically
|
How does heat travel through metals / Explaining energy transfers |
Homework:
- Homework is set once a week and can be of a variety of tasks i.e research, posters, questions, graphs, planning experiments etc. The homework should take at least half an hour.
Books:
- In class the Science Works series is used by Oxford University Press. Students will be able to access these as Ebooks on the VLE.
Internet/ICT resources:
Edexcel Science GCSEs and BTEC starting in 2011
We have changed examination boards for the new GCSE Science specifications for first teaching in September 2011.
We will be offering three different Science courses:
Science with Additional Science
Edexcel GCSE in Science (2SC01) with Edexcel GCSE in Additional Science (2SA01)
Triple Science
Edexcel GCSE in Chemistry (2CH01)
Edexcel GCSE in Physics (2PH01)
Edexcel GCSE in Biology (2BI01)
Science with BTEC Applied Science
Edexcel GCSE in Science (2SC01) with Edexcel BTEC Level 2 Extended Certificate in Applied Science (QCF)
Course content:
Units in GCSE Science and GCSE Triple Sciences:
B1: Influences on Life *Unit code: 5BI1F/5BI1H
This unit is split into three compulsory topics:
- Classification, variation and inheritance
- Responses to a changing environment
- Problems of, and solutions to a changing environment
C1: Chemistry in Our World *Unit code: 5CH1F/5CH1H
This unit is split into five compulsory topics:
- The Earth’s sea and atmosphere
- Materials from the Earth
- Acids
- Obtaining and using metals
- Fuels
P1: Universal Physics
This unit is split into six compulsory topics:
- Visible light and the Solar System
- The electromagnetic spectrum
- Waves and the Universe
- Waves and the Earth
- Generation and transmission of electricity
- Energy and the future.
Units in GCSE Additional Science and GCSE Triple Sciences:
Unit B2: The components of life *Unit code: 5BI2F/5BI2H
This unit is split into three compulsory topics:
- The building blocks of cells
- Organisms and energy
- Common systems
Unit C2: Discovering chemistry *Unit code: 5CH2F/5CH2H
This unit is split into six compulsory topics:
- Atomic structure and the periodic table
- Ionic compounds and analysis
- Covalent compounds and separation techniques
- Groups in the periodic table
- Chemical reactions
- Quantitative chemistry
Unit P2: Physics for your future *Unit code: 5PH2F/5PH2H
25% of the total GCSE
- Static and current electricity
- Controlling and using electric current
- Motion and forces
- Momentum, energy, work and power
- Nuclear fission and nuclear fusion
- Advantages and disadvantages of using radioactive materials
Units GCSE Triple Sciences only
Unit C3: Chemistry in action *Unit code: 5CH3F/5CH3H
This unit is split into five compulsory topics:
- Qualitative analysis
- Quantitative analysis
- Electrolytic processes
- Gases, equilibria and ammonia
- Organic chemistry
Unit P3: Applications of physics *Unit code: 5PH3F/5PH3H
This unit is split into five compulsory topics:
- Radiation in treatment and medicine
- X-rays and ECGs
- Production, uses and risks of ionising radiation from radioactive sources
- Motion of particles
- Kinetic theory and gases
Unit B3: Using biology *Unit code: 5BI3F/5BI3H
This unit is split into three compulsory topics:
- Control systems
- Behaviour
- Biotechnology
Units for BTEC Applied Science
Mandatory Units:
- Chemistry and Our Earth
- Energy and Our Universe
- Biology and Our Environment
In addition, 3 optional units will completed.
Exam and coursework requirements:
Each unit exam is worth 25% of a GCSE and is a one hour, 60 mark exam paper at Higher or Foundation tier
GCSE Triple Sciences:
March Year 10: B1, C1 and P1 exams
November Year 11: B2, C2 and P2 exams
June Year 11: B3, C3, P3 exams
GCSE Science with Additional Science
June Year 10: B1, C1 and P1 exams
June Year 11: B B2, C2 and P2 exams
GCSE Science with BTEC Applied Science
June Year 11: B1, C1 and P1 exams
GCSE Coursework
During Year 10 and Year 11, coursework based on Science investigations (extended experimental work) will be completed. One piece is submitted to the exam board for each GCSE and is worth 25% GCSE.
BTEC Coursework
The BTEC course is 100% coursework and is continuously assessed throughout Year 10 and Year 11.
Grouping arrangements
There will be two classes taking Triple Sciences, one group taking Science + Additional Science and one group taking Science + BTEC Applied Science.
The groups are not set as such and students can choose which course to take, however the Year 9 Science teachers will recommend which course individual students should follow.
Average Year 9 achievement Recommended course
Level 3, 4 or 5 GCSE Science with BTEC Applied Science
Level 4, 5 or 6c GCSE Science with GCSE Additional Science
Level 5a, 6, 7 or 8 Triple Science
Either Triple Science or Science with Additional Science is required for the the eBacc and for progression to A levels in Biology, Chemistry, Physics, Psychology or PE.
Homework requirements
More details will be provided when the new materials are available in September 2011
Books
More details will be provided when the new materials are available in September 2011
Internet resources
Edexcel Science GCSEs
http://www.edexcel.com/quals/gcse/GCSE-science-2011/Pages/default.aspx
Sample exam papers for Edexcel Science GCSEs
http://www.edexcel.com/quals/gcse/GCSE-science-2011/Pages/The-exams.aspx
BTEC in Applied Science
http://www.edexcel.com/quals/firsts10/Pages/default.aspx
OCR GCSE 21st Century Science (current Year 11)
GCSE Science
All students follow the GCSE Science course. This course features major theories of science in a way that encourages students to appreciate their importance. The course explores how scientific information is obtained, how reliable it is, what its limitations are, and how this information helps society to make important decisions.
All of us, as citizens, need to be able to cope with the science that shapes our lives. The Science course prepares to deal with science issues they may meet in everyday life, such as mobile phone safety, childhood vaccinations or the sustainable use of resources.
For further details about the modules in GCSE Science, follow this link:
For GCSE Science past papers, mark schemes and other useful documents follow this link:
http://www.ocr.org.uk/qualifications/type/gcse/tfcs/science_a/documents/index.html
GCSE Science with GCSE Additional Applied Science
GCSE Science – see above
GCSE Additional Applied Science
This course looks at the skills and knowledge which some people use in their everyday work. These people use science but may not think of themselves as ‘scientists'.
There are three large modules, each exploring several work-related areas of science:
A1 Life care - fitness training, hospital care (both emergency and ward care), antenatal care.
A3 Scientific detection-law enforcement (forensics), environmental protection, consumer protection
A6 Materials and performance-sports equipment, building materials, repairing the human body, stage and screen.
For further details about the modules in GCSE Additional Applied Science, follow this link:
http://www.21stcenturyscience.org/the-courses/applied-science,1436,NA.html
For GCSE Additional Applied Science past papers, mark schemes and other useful documents follow this link:
http://www.ocr.org.uk/qualifications/type/gcse/tfcs/add_app_science_a/index.html
GCSE Science with GCSE Additional Science
GCSE Science
See information above
GCSE Additional Science
This course explores scientific concepts in more depth. Students use science to find out more about why things happen. Students also learn more about how scientists work. There are nine short modules, three each of biology, chemistry and physics.
For further details about the modules in GCSE Additional Science, follow this link:
http://www.21stcenturyscience.org/the-courses/additional-science,1435,NA.html
For GCSE Additional Science past papers, mark schemes and other useful documents follow this link:
http://www.ocr.org.uk/qualifications/type/gcse_2006/tfcss/add_science_a/documents/index.html
Triple Sciences:
GCSE Biology, GCSE Chemistry, GCSE Physics
These Separate Sciences courses include modules from GCSE Science, Additional Science, and more. Students must take all three GCSEs (it is not possible to opt out of Biology for example!)
Modules B1, B2, B3, C1, C2, C3 and P1, P2, P3, in the first part of the course feature major theories of science in a way that encourages students to appreciate their importance. We explore how scientific information is obtained, how reliable it is, what its limitations are, and how this information helps society to make important decisions.
All of us, as citizens, need to be able to cope with the science that shapes our lives. The first part of the Triple Sciences course prepares to deal with science issues they may meet in everyday life, such as mobile phone safety, childhood vaccinations or the sustainable use of resources. Modules in the first part of the course are identical to those in GCSE Science
Modules B4, B5, B6, C4, C5, C6 and P4, P5, P6 in the second part of the course explore scientific concepts in more depth. Students use science to find out more about why things happen. Students also learn more about how scientists work. Modules in the second part of the course are identical to those in GCSE Additional Science.
Modules B7, C7 and P7 in the third and final part of the course are longer modules, which explore Biology, Chemistry and Physics in more depth (see below):
B7 Further biology: Biology across the ecosystem
- Living organisms are interdependent - energy flow through ecosystems. Soil.
- Photosynthesis - importance of photosynthesis in the food chain.
- Heterotrophic nutrition - symbiosis and commensalisms. Parasites.
- New technologies - DNA technologies; social, ethical and economic implications.
- Respiration - respiration and exercise.
- Circulation - components of blood; blood types; the circulation system.
- Skeletal systems - skeletal system; health and fitness.
C7 Further chemistry: Chemistry for a sustainable world
- Alcohols, carboxylic acids and esters. organic molecules and functional groups; alcohols; carboxylic acids; esters.
- Energy changes in Chemistry. Why are there energy changes during chemical reactions?
- Reversible reactions and equilibria - introducing dynamic equilibrium
- Analysis - analytical procedures; chromatography; quantitative analysis
- Green Chemistry - the chemical industry; the characteristics of green Chemistry; making ethanol.
P7 Further physics: Observing the Universe
- Observing the sky with the naked eye - stars, planets and satellites.
- How does a telescope work? making a real image with a converging lens and the use of a second lens to create a telescope.
- What are the objects we see in the night sky and how far are they? spectra and brightness of stars; parsec; Cepheid variables; Hubble constant.
- What are stars? birth and death of stars; nuclear processes.
- How do astronomers work together?
For further details about the GCSE Triple Sciences, follow this link:
http://www.21stcenturyscience.org/the-courses/triple-science,1423,NA.html
For GCSE Biology past papers, mark schemes and other useful documents follow this link:
http://www.ocr.org.uk/qualifications/type/gcse_2006/tfcss/biology_a/documents/index.html
For GCSE Chemistry past papers, mark schemes and other useful documents follow this link:
http://www.ocr.org.uk/qualifications/type/gcse_2006/tfcss/chemistry_a/index.html
For GCSE Physics past papers, mark schemes and other useful documents follow this link:
http://www.ocr.org.uk/qualifications/type/gcse_2006/tfcss/physics_a/documents/index.html