3.1

How to make Mr Rayner happy!
• What you need to do every
lesson:
– Line up quietly outside the
classroom
– When instructed, enter the
classroom quietly and take
out all your equipment
– Write down the date and title
and have a go at the mini
starter

How to make Mr Rayner happy!
• How you do it:
– Always write in pen and
draw in pencil (sharpened)
– Date in the top right and
title on the line underneath
in the center.
– Underline the headings with
a ruler
– Ask by raising your hand and
waiting

How to make you happy
• Make lessons interesting and fun
• You’ll learn by doing
• You find out your own answers, I won’t tell
you

16 October 2010
What is science?
Write down what you think science is,
include the key words we just discussed.

Key words
• Investigation
• Practical
• Technology
• How? (Why?, When?, What?, Where?)
• Questions
• Chemicals
• Electricity

Before I have
Learning outcomes Y7 learned
Y7 Chapters % Level
I can:
1: Staying Alive
Recognise scientific equipment I am given
(Level 3)
Select correct equipment from what I am given
2: Why are we
(Level 4) different?
Decide how to approach a practical task,
including choosing relevant information and 3: What are things
apparatus (Level 5)
Understand what risk is (Level 3) made of?
Follow instructions on risk so that I don’t hurt
myself or others (Level 4) 4: Be reactive!
Recognise hazard symbols and follow
instructions on how to control risks to myself 5: How things move
and others (Level 5)
Follow instructions for a practical task (Level 3)
Use a fair test to answer a question (Level 4)
6: Using energy
Record a series of observations &
measurements (Level 4) 7: Earth, Space and
Select the correct method to obtain the data I beyond
need (Level 5)
Record data and put it in a table (Level 3)
Put data into tables, bar charts and plot points APP Task % Level
on a line graph (Level 4)
Use line graphs to show data and interpret it to
come to a scientific conclusion (Level 5)
Talk about my findings (Level 3)
Talk about my findings using scientific language
(Level 4)
Talk about my findings using scientific and
mathematical language (Level 5)
Evaluate my practical work and give reasons
for why I would want to improve it (Level 4)
Make practical suggestions for improvements
(Level 5)

Before I have I have
Learning outcomes the unit learned revised
I can: this this
explain some of the differences in
properties between sand and salt (Level 3)
describe and use an appropriate method to
separate salt from rock salt (Level 5)
explain what happens to the total mass
when a solid dissolves in a solute (Level 4)
explain what happens if you try to dissolve
a lot of solid in a little liquid (Level 4)
identify and explain factors that affect the
speed of dissolving (Level 5)
describe how the particle model is used to
explain the properties of solids, liquids and
gases (Level 6)

explain what particles do when substances
dissolve and why filtering works (Level 6)
explain why solids and liquids are less
easily squashed than gases (Level 6)
identify and evaluate the evidence for
diffusion in gases (Level 5)
explain how particles cause gas pressure
(Level 6)
explain how and why substances change
volume when their temperature changes
(Level 6)

use the particle model to explain what
happens during state changes (Level 6)
explain how evidence from experiments and
creative thinking can give us scientific
explanations (Level 5)

explain some of the early scientific ideas
about matter (Level 6)

16 October 2010
3.2 A gritty problem
Find a fellow scientist in the class and explain to
them how to safely operate a Bunsen Burner

Sort out the order of these for our safety:
•Leave on safety flame when not in use
•Turn the gas on just before you light it
•Stools under the desks
•Collect and check equipment
•Point up for small flame, down for large
•Light splint
•One-way system
•Collect and check equipment

16 October 2010
3.2 A gritty problem
Find a fellow scientist in the class and explain to
them how to safely operate a Bunsen Burner

1. Stools under the desks
2. One-way system
3. Collect and check equipment
4. Light splint
5. Point up for small flame, down for large
6. Hole should be closed
7. Turn the gas on just before you light it
8. Leave on safety flame when not in use

Before I have I have
Learning outcomes the unit learned revised
I can: this this
explain some of the differences in
properties between sand and salt (Level
3)
describe and use an appropriate method
to separate salt from rock salt (Level 5)
explain what happens to the total mass
when a solid dissolves in a solute (Level
4)
explain what happens if you try to dissolve
a lot of solid in a little liquid (Level 4)
identify and explain factors that affect the
speed of dissolving (Level 5)
describe how the particle model is used to
explain the properties of solids, liquids and
gases (Level 6)

explain what particles do when substances
dissolve and why filtering works (Level 6)
explain why solids and liquids are less
easily squashed than gases (Level 6)
identify and evaluate the evidence for
diffusion in gases (Level 5)
explain how particles cause gas pressure
(Level 6)
explain how and why substances change
volume when their temperature changes
(Level 6)

use the particle model to explain what
happens during state changes (Level 6)
explain how evidence from experiments and
creative thinking can give us scientific
explanations (Level 5)

explain some of the early scientific ideas
about matter (Level 6)

Homework
• Write an imaginative short story about Sally
the grain of salt, and how she was separated
from Sandy, the grain of sand.

16 October 2010
3.3 What’s the solution?

Dissolving
• When a solid dissolves in water, you see bits
mixing with the water. Later all the bits seem
to have disappeared – you have made a clear
solution
• Where do the bits go?

Does it disappear?
• It is easy to find out if a dissolved solid is still
there. You weigh the solid before dissolving,
and then again after dissolving.
• The mass stays the same. The solid must still
be there – the mass is conserved

Concentrated solution
• The solid that dissolves is the solute. The
liquid that dissolves the solute is called the
solvent. A solution becomes more
concentrated if you keep dissolving more
solute.
• When no more will dissolve, the solution is
said to be a saturated solution

Speeding up dissolving
• Stirring
• Increase surface area
• Increase temperature

Task
• Write a story using the new words of solute,
solution, solvent, saturated describing the
practical you did yesterday on making salt
from rock salt.

Who wants to be a millionaire?

16 October 2010
3.4 Go with the flow

16 October 2010
3.5 Best Lesson: Alien science teacher

16 October 2010
3.6 Mind the gap

16 October 2010
3.7 Building bridges

16 October 2010
3.8 Stinky stinks

16 October 2010
3.9 Growing in the heat

16 October 2010
3.10 All change!

16 October 2010
3.11 Focus on HSW: Imagine something unseen

16 October 2010
3.12 Extension: Chromatography in action

Learning outcomes Before the I have I need to
unit learned this revise this
I can:
describe the different types of force and how they affect
objects (Level 4)
recognise that many forces, like friction, act between objects
that are touching, but that some forces, like gravity and
magnetism, act without touching (Level 4)
describe the difference between mass and weight and how
the weight of an object depends on its mass and which
planet it is on (Level 5)
measure the weight of an object and calculate its mass
(Level 4)
describe how the gravitational forces between objects
change with distance (Level 5)
explain how friction can be useful in a range of situations and
how it must be reduced in others (Level 4)
describe what happens when frictional forces are reduced in
a situation such as transport (Level 5)

explain how air resistance varies depending on the size and
shape of an object and that a streamlined shape moves
more easily through a gas or liquid (Level 5)

describe forces on object using arrows to show the sizes and
directions of the forces (Level 4)
draw diagrams to explain how balanced and unbalanced
forces act on an object (Level 5)

recognise that forces can act in different directions,
sometimes adding to each other to give a bigger force and
sometimes cancelling each other out (Level 5)
calculate the resultant force from two or more forces (Level
5)
calculate the speed of a moving object from the distance it
has travelled and the time it has taken (Level 5)
use results from experiments to draw conclusions that fit the
evidence (Level 5)
describe why experiments can be repeated to improve
reliability and accuracy of readings (Level 6)
calculate the time taken or the distance travelled by an
object if I am given the right information (Level 4)
describe how the speed of a car affects the distance it can
stop in and how this relates to safety on the roads (Level 6)
describe evidence that makes scientists think that stationary
objects have balanced forces acting on them (Level 6)

16 October 2010
5.2 A weight problem

16 October 2010
5.3 Friction: friend or foe

16 October 2010
5.4 Battle of the forces

16 October 2010
5.5 Speeding up and slowing down

16 October 2010
5.6 Focus on HSW: Investigating falling objects

Learning outcomes Before I have I need to
I can: the unit learned revise
list the different forms of energy (Level 3)
describe which devices transfer one type of
energy into another (Level 4)
explain to someone peoples’ different needs
for energy from foods and that different foods
contain different amounts of energy (Level 5)

explain that the energy we use in the form of
fossil fuels and alternative power sources
originally came from the Sun (Level 6)
describe the problems and advantages of
different energy sources including fossil
fuels, renewable and nuclear power (Level 6)
control variables in an experiment on burning
(Level 5)
describe a range of methods for conserving
energy (Level 5)
describe how fossil fuels were formed and
why they are an important resource (Level 4)
explain the problems and benefits of
alternatives to using petrol for cars (Level 5)
describe the way that carbon dioxide is
released by burning (Level 4)
use scientific words and describe the
evidence that shows us that energy is not
created or destroyed (Level6)
explain how to conduct a fair test (Level 4)
take action to control risks to myself (Level 4)
take accurate measurements using sensitive
equipment (Level 6)
describe how burning fuels can increase the
amount of carbon dioxide in the atmosphere
(Level 4)
explain why some fuels do not produce
carbon dioxide when they are burnt (Level 5)

explain why most fuels produce both carbon
dioxide and water when they are burnt (Level 6)

Learning outcomes Before I have I need to
I can: the unit learned revise
explain that different electrical cells contain different
amounts of energy and that some are more suitable for
one application than another (Level 4)

describe the way that electricity flows around a simple
circuit and that a break in the circuit stops the current
flowing. (Level 5)

describe how electric current transfers energy (Level 6)

make observations about tests of equipment and draw
sensible conclusions based on the evidence (Level 4)

explain the role of a fuse in a circuit and describe how it
operates as a safety device (Level 5)

draw the circuit symbols for a range of electrical
components and describe what they do (Level 4)

convert amps to milliamps and use an ammeter to
measure current in a circuit (Level 5)

use models to represent the flow of current in a circuit and
describe how current splits and comes together again in a
parallel circuit (Level 5)

explain the way that simple circuits work in everyday
electrical equipment and how the flow of current changes
when there are changes that influence the circuit (Level 5)

describe how heat is generated by a wire that has electric
current passing through it and can relate this to the
heating effect of lightning strikes (Level 5)

describe the way that components in a circuit behave
(Level 4)

explain that the energy involved with lightning comes from
air movements and remember that lightning conductors
can help to protect buildings at risk of being hit by lightning
(Level 5)

list some of the factors that affect the strength of a
lightning strike or electric spark (Level 4)

describe the factors that affect choices of components in a
device (Level 6)

describe the evidence that makes scientists think that
electric current can behave like water (Level 6)

16 October 2010
6.2 Energy Everywhere

16 October 2010
6.3 Food, glorious food

16 October 2010
6.4 Our friend the Sun

16 October 2010
6.5 Time Detectives

16 October 2010
6.6 Why conserve fuels

16 October 2010
6.7 Heating up the Earth

16 October 2010
6.8 Focus on HSW: different countries, different solutions

16 October 2010
6.10 Robots and phones

16 October 2010
6.13 Focus on HSW: Lightning strike

16 October 2010
6.14 Best lesson: electricity from the humble spud

Learning outcomes Before the I have I need to
I can: unit learned revise
use the idea that the Earth rotates to describe why the
stars, Sun and Moon appear to move across the sky (Level
5)

discuss how the observations of scientists have changed
the way we see the Earth and that we now believe the
Earth to be a sphere that is rotating around the Sun (Level
5)

explain that stars are actually suns very far away from us
and that they are of different sizes and brightness (Level 6)

explain the difference between the planets in our Solar
System and list the order they are from the Sun (Level 5)
explain what causes day and night (Level 4)
explain what a year is and why we have distinct seasons
(Level 4)
describe that the Moon orbits the Earth (Level 4)
describe how eclipses occur (Level 4)
explain how total eclipses are caused referring to the sizes
of the Moon and the Sun (Level 5)

explain why there is not an eclipse every month (Level 6)
describe and name the phases of the Moon as seen from
the Earth (Level 4)
explain how the phases of the Moon are caused (Level 5)

describe the limitations of some models when used to
explain the phases of the Moon (Level 6)

describe the seasonal conditions at the North and South
Poles and explain why the night at the North Pole is several
months long (Level 4)
use a model to describe the differences in the way the Sun
shines on the Earth as the Earth rotates the Sun at an
angle (Level 5)
explain why the Sun has less warming effect on the Earth
during winter compared to summer in this country (Level 6)

explain that life as we know it needs liquid water to survive
and that this makes it difficult for life to exist on other
planets in our Solar System (Level 6)
interpret data and use it to support a model of the Solar
System (Level 5)
use an understanding of the Solar System to predict
conditions on other planets (Level 6)

16 October 2010
7.3 All about the Moon

16 October 2010
7.4 Winter and summer

16 October 2010
7.5 Alien life

16 October 2010
7.6 Focus on HSW: Life, the
Universe and what’s outside

16 October 2010
7.7 Extension: Black holes: the light grabbers

16 October 2010
3.4 Go with the flow

What are the three states of
matter?

What makes the particles
different?

Can you draw them?

Learn about
• The tiny particles that everything is made
from
• How these particles behave in solids, liquids
and gases
• Why liquids and gases can flow freely

Fascist state
• Scientists and engineers need to know why
solids, liquids and gases have different properties
and behave in different ways
• It helps them design chemicals and machines
suited for particular jobs
• Solids, liquids and gases are the three states of
matter
• The tiny bits that everything is made from are too
small to see. So a scientific model is needed
• This helps scientists imagine what these tiny bits
do in solids, liquids and gases

The particle theory
• All the substances around you have something in
common with a sandcastle
• They are made of tiny particles just as sand is made of
grains
• But these particles are so tiny we cannot see them
• For example, each sand grain is made of over 10 billion
billion particles of silica
• Forces attract particles and stick them together, like
water can stick sand particles to make a sandcastle
• In different states the particles are arranged differently

Match each substance to the correct column in the table. When you have got it all
correct the first letter of each substance will spell a word that is important in this
unit.

Aluminium, argon, ethanol (alcohol), iron, lead, mercury, radium, tin

Liquid Metal Mercury
Solid used in aircraft Aluminium
Solid used to coat steel cans Tin

Intoxicating liquid Ethanol

Radioactive solid Radium
Solid that rusts Iron
Un-reactive gas Argon
Solid used by Ancient Roman
Lead
plumbers

Kinetic Theory

The existence of solids, liquids and gases is
explained by the kinetic theory.

This is based on the following ideas:
1. All substances are made up of particles (atoms, ions
and molecules).
2. That these particles are attracted to each other, some
strongly and others weakly.
3. That these particles move around (i.e. have kinetic
energy).
4. That their kinetic energy increases with temperature.

Particle arrangements: solids
This animation shows a 2-D view of the motion of the atoms in a 3-D solid.

Particle arrangements: liquids
This animation shows a 2-D view of the motion of the atoms in a liquid. There is
no order.

Flowing liquids and gases
• The forces between particles in solids stop the
particles moving from place to place
• If you drop an ice cube into an empty glass, it
cannot flow to fill the bottom
• But liquids and gases can flow (fluids flow)
• If you poor a drink into a glass, the liquid fills the
bottom because the particles in liquids can move
over each other
• The particles in gases move in all directions so
gases flow to completely fill their container,
whatever its size and shape.

Questions
• Why do scientists and engineers need to know
about different properties of solids, liquids and
gases (3)
• In which two states are (i) particles packed closely
together? (ii) the particles randomly arranged?
(4)
• Why does solid rock now flow (5)
• The runnier a liquid, the weaker the forces
between its particles. Explain which liquid: lemon
juice or syrup has the strongest forces between
its particles (6)

16 October 2010
3.5 Alien science teacher
120

100

80

60

40

20

0
0 50 100

Stick in the graph of the data from last lesson. All graphs MUST have
titles (underlined), labelled axes (x and y) and a few sentences
explaining what the graph shows. Have a go and we will go through it in
five minutes

Group Temperature / oC Time to dissolve / s
1 18 78
2 20 56
3 20 70
4 21 21
5 23 100
6 24 105
7 24 19
8 24 37
9 25 52
10 65 24
11 70 35
12 70 21
13 73 42
14 74 25
15 75 12
16 75 10
17 76 43
18 79 24
19 82 15

How to draw graphs and charts
• Find your biggest and smallest numbers for
each axis: these are your ranges
• Whatever you change is your x variable,
whatever you measure is your y variable
• Use a ruler to plot all the points carefully
• Remember labels and titles and units,
remember that a title goes… a graph/chart to
show the relationship between x and y…i

120

100

80

60

40

20

0
0 20 40 60 80 100

The conclusion AND explanation
• As the temperature of water increases, the
time it takes to dissolve sugar decreases
• This is because the water particles are moving
around faster so speed up the process of
dissolving

Learn about
• Investigating a problem and analysing the
results
• How to separate coloured substances

Before you start
• The race is on to expose the aliens. You will
need to organise yourselves into groups of
four. There are three samples of blood to test
and one person needs to collate the results.
• If one of the teachers is an alien, their ‘blood’
will look normal but have a blue substance in
it.

What you will need
• A sample of ‘blood’ taken from each
suspected science teacher. You are going to
use a method called chromatography and
each group will need
– Samples of blood
– Three pieces of filter paper
– Beakers
– Sterile pipettes

Taking it further
• The blood test suggest that just one of the
suspect teachers is an alien, but the scientists
would like more evidence
• Human saliva is weakly alkaline, but the
scientists think that alien saliva will be
strongly alkaline and would like to do further
tests.
• How will you test the saliva samples?

3.1

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3.1