Scheme of Work – Science stage 8

Introduction
This document is a scheme of work created by Cambridge as a suggested plan of delivery for Cambridge Secondary 1 Science stage 8. Learning objectives for
the stage have been grouped into topic areas or ‘Units’. These have then been arranged in a recommended teaching order but you are free to teach objectives in
any order within a stage as your local requirements and resources dictate.

The scheme for Science has assumed a term length of 10 weeks, with three terms per stage and three units per term. An overview of the sequence, number and
title of each unit for stage 8 can be seen in the table below.

The scheme has been based on the minimum length of a school year to allow flexibility. You should be able to add in more teaching time as necessary, to suit the
pace of your learners and to fit the work comfortably into your own term times.

Scientific Enquiry learning objectives are recurring, appearing in every unit. Activities and resources are suggested against the objectives to illustrate possible
methods of delivery.

There is no obligation to follow the published Cambridge Scheme of Work in order to deliver Cambridge Secondary 1. It has been created solely to provide an
illustration of how delivery might be planned over the three stages.

A step-by-step guide to creating your own scheme of work and implementing Cambridge Secondary 1 in your school can be found in the Cambridge Secondary 1
Teacher Guide available on the Cambridge Secondary 1 website. Blank templates are also available on the Cambridge Secondary 1 website for you to use if you
wish.

Overview
Term 1 Term 2 Term 3

1A Unit 8.1 Obtaining Food 2A Unit 8.4 Respiration and Circulation 3A Unit 8.7 Reproduction and Growth

1B Unit 8.2 Elements, Mixtures and Compounds 2B Unit 8.5 Metals, Non-metals and Corrosion 3B Unit 8.8 Chemical Reactions

1C Unit 8.3 Light 2C Unit 8.6 Sound 3C Unit 8.9 Forces and Magnets

V1 1Y07 Science Stage 8 1

Scheme of Work – Science stage 8

Unit 1A: 8.1 Obtaining Food

In this unit, pupils build on their previous knowledge the characteristics common to all living things to develop their knowledge of
 The need of plants for carbon dioxide, water and light for photosynthesis and that this process makes biomass and oxygen
 The constituents of a balanced diet and the functions of various nutrients
 The effects of nutritional deficiencies
 The relationship between diet and fitness
 The organs and functions of the alimentary canal
 The function of enzymes

Scientific Enquiry work focuses on:

 Planning investigations to test ideas
 Making predictions using scientific knowledge and understanding
 Discussing and controlling risks to themselves and others
 Identifying important variables, choose which variables to change, control and measure
 Using a range of equipment correctly
 Taking appropriately accurate measurements
 Presenting results as appropriate in tables and graphs
 Making simple calculations
 Identifying trends and patterns in results
 Discussing explanations for results using scientific knowledge and understanding. Communicate these clearly to others
 Comparing results with predictions
 Presenting conclusions to others in appropriate ways
 Interpreting data from secondary sources

Recommended Vocabulary for this unit:

Nutrition diet deficiency alimentary canal peristalsis digestion enzyme photosynthesis.

V1 1Y07 Science Stage 8 2

Framework Learning Objective Activities Resources Comments Time
Codes

8Bp1 Explore how plants need carbon Describe a simple structure of a leaf Diagrams, photographs and Use small group 40 min
dioxide, water and light for and how it is adapted to slides of the structure of discussion allowing
photosynthesis in order to make photosynthesis and water loss. leaf. each pupil to voice
biomass and oxygen. their ideas on
Discuss how the leaf is adapted to observations,
photosynthesis. followed by whole
class work to
Discuss how the leaf allows water to encourage
escape. confidence in
expressing science
ideas backed by
evidence.
8Bp1 Explore how plants need carbon Describe what happens during Elodea (pond weed), Safety goggles must 50 min
dioxide, water and light for photosynthesis. ethanol, iodine soln, splints, be worn.
photosynthesis in order to make heating equipment.
biomass and oxygen. Test the formation of oxygen from
pond weed. Ethanol must not be
8Ep4 Plan investigations to test ideas. used when any
naked flames are
8Ep5 Identify important variables, Discuss the idea that green plants present.
choose which variables to can convert carbon dioxide and
change, control and measure. water into glucose and oxygen, that
glucose is then converted into
8Ep6 Make predictions using scientific biomass. Students can test for
knowledge and understanding. starch using iodine
after softening the
8Eo2 Use a range of equipment leaf and removing
correctly. Test leaves for starch. chlorophyll.

8Eo3 Discuss and control risks to

themselves and others.

8Ec3 Compare results with predictions.

V1 1Y07 Science Stage 8 3

Framework Learning Objective Activities Resources Comments Time
Codes

8Bp1 Explore how plants need carbon
dioxide, water and light for
photosynthesis in order to make
biomass and oxygen.
8Ep4 Plan investigations to test ideas.
8Ep5 Identify important variables,
choose which variables to
change, control and measure.
Show that light is needed to make Ethanol, iodine soln, Group carries out 45min
starch by investigating leaves that heating equipment, either light or
have sections covered with foil leaves that have sections chlorophyll
excluding the light and left for at covered with foil excluding experiment and
least 24 hours. the light and left for at least reports back to whole
24 hours, variegated leaves. class.
Provide evidence that only green
parts of plants make starch by
testing a variegated leaf.

8Ep6 Make predictions using scientific

knowledge and understanding.

8Eo2 Use a range of equipment

correctly.

8Eo3 Discuss and control risks to

themselves and others.

8Ec3 Compare results with predictions.

8Ec6 Discuss explanations for results

using scientific knowledge and
understanding. Communicate
these clearly to others.

V1 1Y07 Science Stage 8 4

Framework Learning Objective
Codes
8Bh1 Identify the constituents of a
balanced diet and the functions
of various nutrients.
8Bh6 Understand the relationship
between diet and fitness.
8Bh1 Identify the constituents of a
balanced diet and the functions
of various nutrients.
8Bh6 Understand the relationship
between diet and fitness.
8Eo1 Take appropriately accurate
measurements.
8Eo2 Use a range of equipment
correctly.
8Eo3 Discuss and control risks to
themselves and others.
8Eo4 Present results as appropriate in
tables and graphs.
8Ec1 Make simple calculations.
V1 1Y07
Activities Resources Comments Time
Appreciate that food contains 30min
different kinds of nutrients Collect
and study food labels from cans etc
to discover how foodstuffs are
divided into carbohydrates, proteins,
lipids, vitamins and minerals.
Identify the foods with the highest
energy content (for growth,
movement and keeping warm) and
discuss whether they think these are
the most ‘healthy’ foods.
Investigate the energy content of Starchy food eg bread Link starch and sugar 50min
carbohydrates by burning known Sugary food eg glucose, to work on
masses of a starchy food, to heat a sugar. photosynthesis.
known volume of water. Repeat with
a sugar food (Teacher demo). The Thermometer, Bunsen Sensitivity is required
temperature rises can be compared. burner, heat resistant test- when discussing
tube, iodine solution, obesity.
Students could test for starch in food Benedicts solution (or
using iodine solution or for sugars clinistix)
using Benedict’s reagent.
Obesity as a result of overeating of
energy foods should be included.
Science Stage 8 5
Framework Learning Objective
Codes
8Bh1 Identify the constituents of a
balanced diet and the functions
of various nutrients.
8Bh6 Understand the relationship
between diet and fitness.
8Eo2 Use a range of equipment
correctly.
8Eo3 Discuss and control risks to
themselves and others.
8Eo4 Present results as appropriate in
tables and graphs.
8Bh1 Identify the constituents of a
balanced diet and the functions
of various nutrients.
8Bh6 Understand the relationship
between diet and fitness.
8Eo4 Present results as appropriate in
tables and graphs.
8Bh1 Identify the constituents of a
balanced diet and the functions
of various nutrients.
8Bh6 Understand the relationship
between diet and fitness.
8Ec5 Interpret data from secondary
sources.
V1 1Y07
Activities Resources Comments Time
Know that protein is used for growth Biuret soln, NaOH soln, Warnings; avoid 40min
and repair. Investigate which foods protein containing foods eg potassium hydroxide
contain protein using the Biuret test milk, lentils, meat /fish. solution on the skin,
on a few samples. copper sulfate is
poisonous.
Include non-animal sources of Safety goggles
protein and be able to suggest a should be worn.
group of people who need a lot of
protein.
Know that fat is used as an energy Fatty food, eg butter, Sensitivity is required 20min
store. Identify foodstuffs that contain cooking oil, filter paper. when discussing
fat using the paper test – rubbing to obesity.
reveal a translucent patch.
Obesity and circulatory problems as
a result of overeating of fatty foods
should be included.
Investigate the function of fibre, 30min
water, vitamins and minerals using
secondary sources.
Investigate the Guideline Daily
Allowance (GDA) for various
nutrients using secondary sources.
Science Stage 8 6
Framework Learning Objective Activities Resources Comments Time
Codes

8Bh6 Understand the relationship
between diet and fitness.
8Ec5 Interpret data from secondary
sources.
8Bh3 Recognise the organs of the
alimentary canal and know their
functions.
8Bh3 Recognise the organs of the
alimentary canal and know their
functions.
8Bh4 Understand the function of
enzymes as biological catalysts
in breaking down food to simple
chemicals
Investigate the effects of nutritional Secondary sources Too little fibre – 25min
deficiencies using secondary problems of the
sources. bowel, constipation.
Too little vitamin C –
scurvy.
Too little vitamin D –
rickets.
Too little iron – low
red blood cells,
anaemia.
Too little calcium -
week bones and
teeth.
Identify and place the organs of the A model body is helpful for a Alimentary canal 30min
digestive system -.mouth, three dimensional should be seen as
oesophagus/gullet, stomach, small understanding of the one tube of differing
intestine, large intestine. digestive system. A crude widths containing
model can be made from a undigested food.
Complete and label a diagram of the soft bag and about 6 m of
organs. Include the liver and flexible tubing.
pancreas.
In groups, investigate the functions 30min
of the organs of the alimentary canal
using secondary sources. Report
findings to the whole class.
Chew a piece of bread for a few Amylase soln, starch soln, 50min
minutes and notice the changes that iodine soln, Benedict’s soln,
take place. heating apparatus.
Investigate the effect of the enzyme
amylase on starch solution
Discuss why food needs to be
chewed and also that saliva contains
an enzyme so starts breaking down
some foods.

V1 1Y07 Science Stage 8 7

Framework Learning Objective Activities Resources Comments Time
Codes

8Bh3 Recognise the organs of the
alimentary canal and know their
functions
8Bh4 Understand the function of
enzymes as biological catalysts
in breaking down food to simple
chemicals
Summarise the working of the A flow chart can be 40min
alimentary canal. Mechanical and displayed on large
chemical breakdown of food should outlines of the
be discussed. involved organs
linked by tubes.

V1 1Y07 Science Stage 8 8

Scheme of Work – Science stage 8

Unit 1B: 8.2 Elements, Mixtures and Compounds

In this unit, pupils build on their previous knowledge of the particle theory of matter and how this can explain the properties of solids, liquids and gases, to develop
their knowledge of
 Changes of state, gas pressure and diffusion.
 The chemical symbols for the first twenty elements of the Periodic Table.
 Elements, compounds and mixtures.

Scientific Enquiry work focuses on:

 Discussing explanations for results using scientific knowledge and understanding and communicating these clearly to others.
 Comparing results with predictions.
 Identifying appropriate evidence to collect and suitable methods of collection.
 Using a range of equipment correctly.
 Discussing and controlling risks to themselves and others.

Recommended Vocabulary for this unit:

Particles diffusion element atom chemical symbol Periodic Table compounds.

V1 1Y07 Science Stage 8 9

Framework Learning Objective
Codes
8Cs1 Show how the use particle theory of
matter can be used to explain the
properties of solids, liquids and
gases, including changes of state,
gas pressure and diffusion.
8Ec3 Compare results with predictions.
8Ec6 Discuss explanations for results
using scientific knowledge and
understanding. Communicate these
clearly to others.
8Cs1 Show how the use particle theory of
matter can be used to explain the
properties of solids, liquids and
gases, including changes of state,
gas pressure and diffusion.
V1 1Y07
Activities Resources Comments Time
Review the motion and particle A recap of previous 50 min
arrangement in a solid, liquid and a knowledge of
gas from stage 7. properties of solids,
liquids and gases.
Review the changes of state from
stage 7 to describe how the motion
and particle arrangement changes
during melting, freezing, boiling,
condensing and evaporating.
Observe ice floating in water.
Discuss the problems of (burst Water can be frozen in Care will be needed to
pipes) and uses of (protecting pond an upright measuring achieve a water / ice
life) freezing water. cylinder and / or in a mix at the right stage
sealed plastic coke and to break safely a
Students to try and explain these bottle. container.
observations using the particle
theory of matter.
Explain why liquids and gases flow 40mins
easily. Discuss, using the particle
theory of matter, why liquids and
gases can flow easily but solids
cannot.
Explain why gases and liquids take
the shape of their containers but
solids do not in terms of the particle
theory of matter.
Science Stage 8 10
Framework Learning Objective
Codes
8Cs1 Show how the use particle theory of
matter can be used to explain the
properties of solids, liquids and
gases, including changes of state,
gas pressure and diffusion.
8Cs1 Show how the use particle theory of
matter can be used to explain the
properties of solids, liquids and
gases, including changes of state,
gas pressure and diffusion.
V1 1Y07
Activities Resources Comments Time
Explain why gases have a pressure. 30 mins
Explain why it is possible to blow up
a balloon or fill a gas syringe with
gas.
Link gas pressure with the number
of particles hitting the inner surfaces
of their containers.
Discuss why the pressure inside a
gas cylinder increases as
temperature increases.
Demonstrate examples of diffusion Perfume, air freshener, Teacher demonstration 40 mins
in liquids and gases. Diffusion potassium can show a reaction
through air can be demonstrated by manganate(VII) crystals, when two gases diffuse
releasing a strong perfume at a water, beakers. together. Textbooks
point in the room and detecting as it will supply details of
spreads. Air freshener sprayed on this reaction of conc.
to a watch glass supported on the hydrochloric acid and
hand goes cold, showing that ammonia.
energy is needed for evaporation.
Potassium manganate(VII) diffuses
through water if a few crystals are Safety precautions
placed at a point and left must be observed.
undisturbed.
Students explain diffusion in terms
of particles spreading out.
Science Stage 8 11
Framework Learning Objective Activities Resources Comments Time
Codes

8Cp3 Understand that elements are made Explain that the simplest form of Model of the atom as the 40min
of atoms. particle is the atom. simplest particle in the
particle theory.
8Cp2 Give chemical symbols for the first Demonstrate the spherical model of
twenty elements of the Periodic the atom. Explain that elements Sealed samples or All the colourless
Table. contain only one type of atom and photos of the first 20 gases can be sealed
therefore cannot be split into elements of the Periodic containers of air.
different substances. They have Table. Elements not available
only one name. or too dangerous to be
included can be
Provide sealed containers or photos provided as a
of the first twenty elements of the photograph instead.
Periodic Table. Students to describe
each element in a sentence e.g.
hydrogen is a colourless gas.
8Cp2 Give chemical symbols for the first The first twenty symbols must be 40 min
twenty elements of the Periodic learnt, students can test each other
Table. as a team game.
e.g. “my symbol is the end of my
footwear”
Ans. sock = K = potassium
“my symbol is a lot of water and a
note”
Ans. C and a = calcium
Alternatively can make up words
using just the chemical symbols e.g.
SOCK or CaN
Alternatively they can make up
crosswords or
wordsearches.

V1 1Y07 Science Stage 8 12

Framework Learning Objective Activities Resources Comments Time
Codes

8Cp3 Understand that elements are made
of atoms.
8Cp6 Distinguish between elements,
compounds and mixtures.
8Eo2 Use a range of equipment correctly.
8Eo3 Discuss and control risks to
themselves and others.
8Cp6 Distinguish between elements,
compounds and mixtures.
8Eo2 Use a range of equipment correctly.
8Eo3 Discuss and control risks to
themselves and others.
Explain why chemical symbols are 30min
useful.
Get students to research why
certain elements have different
symbols e.g. sodium as Na,
potassium as K, mercury as Hg,
tungsten as W, iron as Fe, copper
as Cu, gold as Au, silver as Ag
Can also get students to find out
why certain elements were given
their names e.g. Einsteinium,
Rutherfordium, Americium etc
Distinguish between an element, a Iron filings, sulfur Do as a demonstration 50min
mixture and a compound. powder, heat-proof test- or give a reminder of
tubes, heating apparatus. safety precautions.
Compare the properties of an Safety goggles must
iron/sulfur mix with the product of a be worn.
reaction between the elements. The
mixture should be heated strongly
until it begins to react. Show that
the formation of a mixture is
physical in nature whereas the
formation of a compound is a
chemical reaction.
Explain the formation of simple Safety goggles must 60 min
compounds. Simple combinations be worn.
of elements can be carried out, Introduce the term
accompanying each with a word compound.
equation. E.g. burning magnesium
or steel wool in air/ oxygen
(1)
heating iron wool in iodine vapour
(2) (1)
burning sulfur in air. This must be carried
Students can be given names/ out in a fume hood
(2)
samples of common chemicals and This must be done in
can identify the elements that they a gas jar in a fume
contain. hood.

V1 1Y07 Science Stage 8 13

Framework Learning Objective Activities Resources Comments Time
Codes

8Cp6 Distinguish between elements, Separate compounds from mixtures 60min

compounds and mixtures. of compounds.

8Ep4 Plan investigations to test ideas.
8Eo2 Use a range of equipment correctly.
8Eo3 Discuss and control risks to
themselves and others.
Plan and carry out the
preparation of clean dry samples of
one or both constituents from a
mixture of e.g.sand and sugar, sand
and salt, powdered chalk and
copper sulfate.

Before starting their plan pupils

8Cp6 Distinguish between elements,
compounds and mixtures.
should assess the risks to
themselves and to other pupils in
the class and suggest appropriate
safety procedures.
Distinguish elements, compounds
and mixtures by a circus of samples
of substances with associated
information e.g. name of substance,
formula, can it be separated, can it
be broken down into elements.
Students to identify if the substance
is an element, compound or mixture
and explaining their answer by
selecting the best evidence
provided.
Various samples of 40min
elements, mixtures and
compounds with their
chemical names. The
substances can be in
sealed containers or
photographs with a card
with some information
e.g. bottle of copper
chloride could have label
copper chloride is a blue
solid with a formula of
CuCl2. Copper chloride
cannot be separated into
other substances.

V1 1Y07 Science Stage 8 14

Scheme of Work – Science stage 8

Unit 1C: 8.3 Light

In this unit, pupils build on their previous knowledge of different types of energy and energy transfers to develop their knowledge of
 How light travels and the formation of shadows.
 How non-luminous objects are seen.
 Reflection at a plane surface and use the law of reflection.
 Refraction at the boundary between air and glass or air and water.
 The dispersion of white light.
 Colour addition and subtraction, and the absorption and reflection of coloured light.
Scientific Enquiry work focuses on:
 Planning investigations to test ideas
 Making predictions using scientific knowledge and understanding
 Taking appropriately accurate measurements
 Using a range of equipment correctly
 Presenting results as appropriate in tables and graphs
 Identifying trends and patterns in results (correlations)
 Comparing results with predictions
 Discussing explanations for results using scientific knowledge and understanding.

Recommended Vocabulary for this unit:

Scatter shadow reflection refraction dispersion absorption prism.

V1 1Y07 Science Stage 8 15

Framework Learning Objective
Codes
8Pl1 Use light travelling in a straight
line to explain the formation of
shadows and other phenomena.
8Ec6 Discuss explanations for results
using scientific knowledge and
understanding. Communicate
these clearly to others.
8Pl1 Use light travelling in a straight
line to explain the formation of
shadows and other phenomena.
8Ec2 Identify trends and patterns in
results (correlations).
8Pl1 Use light travelling in a straight
line to explain the formation of
shadows and other phenomena.
8Ep4 Plan investigations to test ideas.
8Ep6 Make predictions using scientific
knowledge and understanding.
8Eo1 Take appropriately accurate
measurements.
8Eo2 Use a range of equipment
correctly.
V1 1Y07
Activities Resources Comments Time
Observe sources of light - candles, Sources of light. Introduce the idea 60min
bulbs etc and suggest how it is Smoke box, paper screens. that a ray of light can
possible to see them. Cut off the light be indicated as a
with a screen with a hole in and look straight line with an
for an illuminated spot. arrow.
Pass light through a glass sided box
containing smoke to show a ray of
light.
Ask pupils to suggest how they see
objects which are not luminous.
Investigate shadows and how they A clearly defined object and 60min
form e.g. size and sharpness. bright light.
Make and use a pinhole camera. A Box eg shoe box, Diagrams with light 60min
simple box can be made light-tight sheets of black paper, light rays should be used
and have a pin-hole in the centre of source, convex lenses, to show why the
a sheet of black paper at one end photographic film (optional). image is inverted.
and a screen at the other. If the hole It is possible to take
is pointed towards a fairly bright light pictures with such a
source the image of the light source simple device. The
will be seen inverted on the screen. screen is replaced
Students can predict the effect of with a piece of film
making several holes, enlarging one which can be
hole and placing a convex lens in developed to give a
front of the enlarged hole and then negative. A trial run
investigate practically. is necessary to
estimate time of
exposure.
Science Stage 8 16
Framework Learning Objective Activities Resources Comments Time
Codes

8Pl3 Describe reflection at a plane Study images in plane mirrors. Plane mirrors, cardboard Always use the word 60min
surface and use the law of Investigate the law of reflection by tubes, small plastic mirrors, image to refer to
reflection directing rays of light at a plane light ray boxes. what is seen in the
mirror. mirror.

Make a simple periscope from Diagrams should be

8Pl4 Investigate refraction at the
boundary between air and glass
or air and water.
8Eo1 Take appropriately accurate
measurements.
cardboard tubes and small plastic or used to show the
aluminium mirrors. directions of the rays
of light.
The distance of the image can be
investigated using a Pepper’s ghost
model.
Observe refraction by the Glass blocks (rectangular Diagrams should be 60min
‘disappearing coin trick’ at the and semi-circular), light ray used to show the
bottom of a pan which is slowly filled boxes. directions of the rays
with water or seeing a ruler ‘bending’ of light.
in water.
They can investigate the effects by
looking through a glass block and
observing apparent depth. The
swimming pool is a good context to
use if appropriate. Plotting the
passing of rays through glass blocks,
rectangular and semi-circular,
enables students to link to ray
diagrams.

V1 1Y07 Science Stage 8 17

Framework Learning Objective
Codes
8Pl5 Explain the dispersion of white
light.
8Eo1 Take appropriately accurate
measurements.
8Eo2 Use a range of equipment
correctly.
8Eo4 Present results as appropriate in
tables and graphs.
8Ec2 Identify trends and patterns in
results (correlations).
8Ec6 Discuss explanations for results
using scientific knowledge and
understanding. Communicate
these clearly to others.
8Pl6 Explain colour addition and
subtraction, and the absorption
and reflection of coloured light.
8Ec6 Discuss explanations for results
using scientific knowledge and
understanding. Communicate
these clearly to others.
V1 1Y07
Activities Resources Comments Time
A spectrum can be demonstrated Prism, light ray box, Diagrams should be 60min
using a good prism. They can also diffraction gradients. used to show the
be observed using cheap diffraction directions of the rays
gratings. They can be compared with of light through the
a rainbow to try to emphasise that prism.
light is a mixture of all the colours.
Investigate filters and explain that Different coloured filters, 70min
some colours are absorbed and light ray boxes.
some transmitted.
Demonstrate seeing coloured
objects using a shiny white board
and primary coloured felt pens. In a
well darkened room the shapes light
up or disappear. You can try writing
a message which has a different
meaning depending on the colour of
light falling on it.
Science Stage 8 18
Framework Learning Objective Activities Resources Comments Time
Codes

8Pl6 Explain colour addition and
subtraction, and the absorption
and reflection of coloured light.
A demonstration of adding colours Colour filters, light sources, 50min
(lights not dyes) uses three lights rheostats.
with red, green and blue filters in a
circuit with a rheostat. Being able to
fade out / in the different colours
enables cyan, magenta and yellow
to be obtained (on a white board)
and even white when all three are
mixed.

V1 1Y07 Science Stage 8 19

Scheme of Work – Science stage 8

Unit 2A: 8.4 Respiration and Circulation

In this unit, pupils build on their previous knowledge of the characteristics of living things to develop their knowledge of
 How water and mineral salts are absorbed and transported in flowering plants.
They also develop their knowledge of transporting chemicals in humans by finding out about
 The basic components of the circulatory system and their functions.
 The basic components of the respiratory system and their functions.
 Gaseous exchange.
 The effects of smoking.
 Aerobic respiration.

Scientific Enquiry work focuses on:

 Discussing the importance of developing empirical questions which can be investigated, collecting evidence, developing explanations and using creative
thinking.
 Planning investigations to test ideas.

Recommended Vocabulary for this unit:

Aerobic respiration breathing circulation

V1 1Y07 Science Stage 8 20

Framework Learning Objective Activities Resources Comments Time
Codes

8Bp2 Describe the absorption and
transport of water and mineral
salts in flowering plants.
8Bp2 Describe the absorption and
transport of water and mineral
salts in flowering plants.
Observe roots and root hairs of Students can grow, for
previously germinated seeds. example, an onion
suspended over water in a
Examine slides of root hair cells and transparent jar to see the
discuss how the structure of the root branching formation and then
hair cell makes it suited to its function. pupils can examine a piece
with a hand lens.
Investigate the transport of solutions Celery stems, food colouring,
of dyes in water up a stem. Place a Prepared slides of cross
light coloured stem such as celery in a section through a stem,
solution of dye. Cut slices to examine microscopes.
after a period of time.
Functions include the 30min
absorption of water
and mineral salts from
the soil by the root
hairs.
Functions include 40min
support of the plant
and the transporting
of water up the stem
in the xylem.

Examine slides of the cross section

8Bh5 Recognise and model the basic
components of the circulatory
system and know their functions.
8Bh8 Recognise the basic components
of the respiratory system and
know their functions.
8Bh5 Recognise and model the basic
components of the circulatory
system and know their functions.
through a stem to show the phloem
and xylem.
Name the major parts of the Heart, lung, artery, vein, Link to Stage 7 Unit 30min
circulatory system. Name the major capillary. 1A.
parts of the respiratory system. Lungs, trachea, bronchiole,
Discuss the link between the two bronchus, alveolus.
systems.
Explain the working of the heart. An Video If dissecting heart, be 40min
appropriate video is a good Stethoscopes aware of hygiene
introduction for studying the heart. Animal heart, dissection regulations.
instruments.
Listen to a heart-beat through a
stethoscope, a home-made one will
work.

Demonstration of a dissection of an
animal heart

V1 1Y07 Science Stage 8 21

Framework Learning Objective
Codes
8Bh5 Recognise and model the basic
components of the circulatory
system and know their functions.
8Ep1 Discuss the importance of
developing empirical questions
which can be investigated,
collecting evidence, developing
explanations and using creative
thinking.
8Bh5 Recognise and model the basic
components of the circulatory
system and know their functions.
8Ep4 Plan investigations to test ideas.
8Bh5 Recognise and model the basic
components of the circulatory
system and know their functions.
8Bh5 Recognise and model the basic
components of the circulatory
system and know their functions.
V1 1Y07
Activities Resources Comments Time
Use a diagram to explain the double Secondary sources. 40min
circulation system. Link with the
reasons for the structures of artery,
capillary and vein.
See veins in your wrist or crook of
your elbow.
Make a simple model of the
circulatory system
Investigate how scientists developed
their knowledge of the circulatory
system from ancient times to the
present day.
Measuring the pulse rate. Stop watches. 40min
Link artery and pulse.
Investigate pulse rate (wrist and/or
neck) before and after exercise and
relate it to increased heartbeat.
Explain the functions of the blood. Collect digested food 20min
from the small
Use diagrams to show that blood intestine.
transports substances around the Collect oxygen from
body. the lungs.
Leave carbon dioxide
at the lungs.
Carries urea from liver
to kidneys.
Recognise white and red blood cells. Prepared slides Link to stage 7 Unit 30min
Microscopes. 1A; the relationship
Relate the structure of red blood cells between the structure
and white blood cells to their functions of a cell and its
function.
Science Stage 8 22
Framework Learning Objective
Codes
8Bh5 Recognise and model the basic
components of the circulatory
system and know their functions.
8Ec5 Interpret data from secondary
sources.
8Bh8 Recognise the basic components
of the respiratory system and
know their functions.
8Bh10 Explain gaseous exchange.
8Bh8 Recognise the basic components
of the respiratory system and
know their functions.
8Bh10 Explain gaseous exchange.
8Ep4 Plan investigations to test ideas.
8Eo1 Take appropriately accurate
measurements.
8Bh11 Describe the effects of smoking
V1 1Y07
Activities Resources Comments Time
Research disorders of the circulatory 40min
system using secondary sources such
as locally available health education
material.
Produce advice posters or powerpoint
presentations on taking care of your
heart by avoiding ‘furring up’ of
arteries and heart attacks.
A simple model of the lungs. Lung model with two Pupils should 30min
Use a lung model with two balloons in balloons in a bell jar and a appreciate the
a bell jar and a rubber diaphragm. rubber diaphragm. movement of the ribs
and the diaphragm
Compare it with the movement of ribs when you inhale and
etc felt when breathing deeply. exhale.
Demonstration of dissection of animal
lungs to show the spongy texture and
branched tubes.
The volume of air which a pupil can Gas collecting apparatus can 40min
exhale can be measured. be made with a rubber tube,
Investigate how breathing rate is large measuring cylinder and
affected by exercise. water trough.
Stop-watches.
Understand the importance of keeping 20min
the airways clean. Relate the structure
of the ciliated epithelial cells to their
function.
Discuss reasons why it is important
that the airways are kept clean
essential the way that cilia and mucus
effectively clean the incoming air in
nose and throat should be described.
Science Stage 8 23
Framework Learning Objective
Codes
8Bh11 Describe the effects of smoking
8Bh7 Discuss how growth,
development, and health can be
affected by drugs and disease.
8Bh9 Define and describe aerobic
respiration and use the word
equation
Scheme of Work – Science stage 7
V1 1Y07
Activities Resources Comments Time
Describe some problems which result Cotton wool, UI soln, Nicotine is an 40min
from smoking. thermometer, U-tube addictive drug, tar can
Use a ‘smoking machine’ which apparatus, syringe (to draw cause cancer, the cilia
collects the products of a burning smoke through apparatus), become paralysed
cigarette. They are drawn through rubber tubing. and the airways
cotton wool and Universal Indicator cannot be cleaned
solution and their temperature is effectively.
taken.
Collect ‘pros’ and ‘cons’ of smoking
and debate the topics, making use of
any locally available health education
material.
Discuss the difference between 40min
respiration and breathing.
Appreciate that aerobic respiration
requires oxygen.
Discuss how glucose and oxygen
reach every cell of the body and how
the products leave.
Respiration is the process an
organism uses to supply the energy
every cell needs to survive.
glucose + oxygen → carbon dioxide +
water
Science Stage 8 24
Scheme of Work – Science stage 8

Unit 2B: 8.5 Metals, Non-metals and Corrosion

In this unit, pupils build on their previous knowledge of the Periodic Table and Properties of materials and develop their ideas on
 The differences between metals and non-metals.
 Chemical reactions which are not useful.
 Word equations.
In this unit, the reactions of metals can be confined to sodium, magnesium, zinc, iron, copper, silver and gold.

Scientific Enquiry work focuses on:

 The importance of developing empirical questions which can be investigated, collecting evidence, developing explanations and using creative thinking
 Making and testing predictions using scientific knowledge and understanding
 Planning investigations, identifying important variables
 Using a range of equipment correctly
 Comparing results with predictions
 Presenting conclusions and discussing explanations to others in appropriate ways

Recommended Vocabulary for this unit:

Density malleability ductility combustion word equation corrosion rusting oxidation.

V1 1Y07 Science Stage 8 25

Framework Learning Objective Activities Resources Comments Time
Codes

8Cp1 Describe and explain the
differences between metals and
non-metals.
8Cp1 Describe and explain the
differences between metals and
non-metals.
8Ep2 Test predictions with reference to
evidence gained.
8Ep4 Plan investigations to test ideas.
8Ep5 Identify important variables,
choose which variables to
change control and measure.
8Ep6 Make predictions using scientific
knowledge and understanding.
Give the names and properties of Periodic Table of Elements. Link to Stage 8 Unit 20min
some metals and non-metals. Relate 1B.
to their place in the Periodic Table.
Compare properties of metals and Strips of different metals 50min
non-metals. and non-metals.
Secondary sources (melting
point data-base).
A scale of hardness for metals and
non-metals can be produced by a
“which scratches which?” process.
Pins, paperclips, graphite, etc can be
used.
A density scale can be made, by
finding the masses of similar cubes.
Flexibility can be investigated by
trying to bend strips of metals and
non-metals.

8Eo2 Use a range of equipment Melting points from a database can

correctly. be treated graphically to compare
metals and non-metals.
8Ec3 Compare results with predictions.
Students could plan an investigation
Present conclusions to others in to compare the strength of metal
8Ec7 appropriate ways. wires.

Present results as appropriate in

8Eo4 tables and graphs.

V1 1Y07 Science Stage 8 26

Framework Learning Objective Activities Resources Comments Time
Codes

8Cp1 Describe and explain the
differences between metals and
non-metals.
8Ec5 Interpret data from secondary
sources.
8Cp1 Describe and explain the
differences between metals and
non-metals.
8Ep2 Test predictions with reference to
evidence gained.
8Ep5 Identify important variables,
choose which variables to
change control and measure.
Research which metals do not share Secondary sources. 40min
the general properties of metals.
Examples of exceptions are:
Hardness and melting point –
sodium.
Density – sodium, magnesium,
aluminium.
Magnetic properties - iron, nickel,
cobalt.
Colour - gold, copper
State at room temperature –
mercury.
Know that metals and non-metals Electrolysis apparatus, Safety goggles must 40min
are often made by breaking down copper sulphate soln, be worn.
compounds. Students can sodium chloride soln.
electrolyse copper sulfate solution to Note that no details
make copper. of metal extraction
will be tested at this
Students can electrolyse sodium level.
chloride solution to obtain chlorine.

8Ep6 Make predictions using scientific

knowledge and understanding.

8Eo2 Use a range of equipment

correctly.

8Ec3 Compare results with predictions.

Present conclusions to others in

8Ec7 appropriate ways.

V1 1Y07 Science Stage 8 27

Framework Learning Objective Activities Resources Comments Time
Codes

8Cp1 Describe and explain the The reaction of some metals with Metal samples Safety goggles must 40min
differences between metals and dilute acids can be investigated. Dilute acid be worn.
non-metals. The hydrogen gas given off should Laboratory glassware.
be tested.
8Eo2 Use a range of equipment
correctly. Word equations should be used.
A general equation can be given i.e.
8Ec3 Compare results with predictions. metal + acid→salt + hydrogen

Present conclusions to others in

8Ec7 appropriate ways.

8Cc2 Describe chemical reactions The conditions necessary for the Iron nails, anhydrous copper 60min
which are not useful. formation of rust. sulphate (or anhydrous
calcium chloride), water, lab
8Eo2 Use a range of equipment A suitable introduction would be a glassware.
correctly. survey of cars or bikes to find out
where and at what age rusting
mostly occurs.

Set up tubes containing nails under

different conditions. Include one in
dry air (add anhydrous copper
sulfate or anhydrous calcium
chloride), one in boiled distilled water
and one dipping in water and open
to the air.
8Cc2 Describe chemical reactions Know that rusting is an oxidation 40min
which are not useful. process.
The remaining gases in the air are
8Cc1 Use a word equation to describe not involved, apart from water
a reaction. vapour. It can be shown that rust
causes a gain in weight.

V1 1Y07 Science Stage 8 28

Framework Learning Objective Activities Resources Comments Time
Codes

8Cc2 Describe chemical reactions
which are not useful.
8Ep2 Test predictions with reference to
evidence gained.
Design an investigation into factors Dependant on pupils plans. 80min
which increase the rate of rusting
such as temperature and presence
of salt in the water.

8Ep4 Plan investigations to test ideas.

8Ep5 Identify important variables,

choose which variables to
change control and measure.

8Ep6 Make predictions using scientific

knowledge and understanding.

8Eo2 Use a range of equipment

correctly.

8Ec3 Compare results with predictions.

Present conclusions to others in

8Ec7 appropriate ways.

Present results as appropriate in

8Eo4 tables and graphs.
8Cc2 Describe chemical reactions Ways of preventing rust from forming 40min
which are not useful. e.g. painting, greasing, galvanising,
plastic coating and then suggest
where they could be most
appropriately used.

Students can bring in or look at a

bike and suggest how different parts
are protected from corrosion.

V1 1Y07 Science Stage 8 29

Framework Learning Objective Activities Resources Comments Time
Codes

8Cc2 Describe chemical reactions Research the corrosion of other Secondary sources. 80min
which are not useful. metals such as magnesium,
aluminium, zinc, tin and copper.
8Ec5 Interpret data from secondary Groups make presentations about
sources. their investigations and the
conclusions they have made.
Examples of metals which corrode
are copper, bronze and silver.

Research the uses of iron and

suggest why it is used even though it
rusts.

V1 1Y07 Science Stage 8 30

Scheme of Work – Science stage 8

Unit 2C: 8.6 Sound

In this unit, pupils build on their previous knowledge of the types of energy to develop their knowledge of
 The properties of sound in terms of movement of air particles.
 The link between loudness and amplitude, pitch and frequency.

Scientific Enquiry work focuses on:

 Controlling risks to themselves and others.
 Selecting ideas and turning them into a form that can be tested.
 Planning investigations, choosing which variables to change and measure.
 Presentation of results and conclusions.
 Identifying trends and patterns and anomalous results and suggest improvements to investigations.

Recommended Vocabulary for this unit:

Vibration amplitude pitch frequency longitudinal.

V1 1Y07 Science Stage 8 31

Framework Learning Objective
Codes
8Ps1 The properties of sound in terms
of movement of air particles.
8Ep4 Plan investigations to test ideas.
8Ep5 Identify important variables,
choose which variables to
change and measure.
8Eo4 Present results as appropriate in
tables and graphs.
8Ec2 Identify trends and patterns in
results (correlations).
8Ec7 Present conclusions to others in
appropriate ways.
8Ps1 The properties of sound in terms
of movement of air particles.
8Eo3 Discuss and control risks to
themselves and others.
8Ps1 The properties of sound in terms
of movement of air particles.
V1 1Y07
Activities Resources Comments Time
Investigate how sounds are made. Rulers, rubber bands, dried Emphasise the word 80min
peas, containers eg yogurt ‘vibration’ of a source
Make sounds with simple objects cartons, test-tubes, of sound.
such as plucking stretched elastic cardboard tubes, metal rods
bands on a box, twanging rulers, etc. An opportunity to
blowing across test tubes. Pupils develop ideas into a
should suggest how their ‘instrument’ scientific
might be given a range of different investigation.
notes and the ability to be loud or
soft.
Design an instrument (design only).
Relate sound to hearing. Model ear, 60min
Demonstrate ear structure using a secondary sources.
model ear. Discuss ways of
preventing ear damage.
Research the sound receptors of
animals such as the bat and dolphin.
Use a signal generator and a loud Signal generator, loud 60min
speaker to investigate the class’ speaker, cathode ray,
range of hearing. The additional use oscilloscope.
of a CRO enables pupils to ‘see’ that
the sound is still being produced
even when it is above the pitch they
can hear.
Science Stage 8 32
Framework Learning Objective
Codes
8Ps1 The properties of sound in terms
of movement of air particles.
8Ps1 The properties of sound in terms
of movement of air particles.
8Ep3 Select ideas and turn them into a
form that can be tested.
8Ep4 Plan investigations to test ideas.
8Ep5 Identify important variables,
choose which variables to
change and measure.
8Eo4 Present results as appropriate in
tables and graphs.
8Ec2 Identify trends and patterns in
results (correlations).
8Ec4 Identify anomalous results and
suggest improvements to
investigations.
V1 1Y07
Activities Resources Comments Time
Demonstrate that vibrations are Slink spring, drum or Give the name 60min
moving large quantities of air to and loudspeaker, sand or small ‘longitudinal’ to these
fro using a drum, or loudspeaker on pebbles or dried peas. waves.
very low pitch.
Demonstrate a ‘slinky spring’ pushed
rhythmically along its length to show
rarefactions and compressions.
Students should discuss that sound
also travels through water
(swimming pools, whales,
ultrasound) and through solids
(ticking watch through table, railway
lines etc).
Investigate how fast sound travels. A sharp sound which can be Alternatively the echo 60min
Discuss examples which show that heard at least 200 m away. received from a
sound is travelling more slowly than Stop watches. distant wall can be
light (noise across a field, used but remind
thunderstorms). pupils that the sound
travels twice the
Plan and carry out an investigation to distance.
measure the speed of sound.
It is good practice for
the class to average
their measurements,
discarding any which
seem to be very
inaccurate.
Science Stage 8 33
Framework Learning Objective Activities Resources Comments Time
Codes

8Ec7 Present conclusions to others in

appropriate ways

8Ps2 Recognise the link between
loudness and amplitude, pitch
and frequency, using an
oscilloscope.
Interpret information provided by a Cathode ray oscilloscope, 60min
cathode ray oscilloscope. microphone, signal
generator, battery or power
The cathode ray oscilloscope will pack, musical instruments.
give traces of the sounds produced
by a signal generator, synthesizer or
a microphone. Explain by using a
battery or power pack that the CRO
responds to an electrical pulse and
that a microphone transfers sound
energy to electrical energy.
Use instruments will show that
different ones have different patterns
associated with their sound.

Show the characteristics called

wavelength, amplitude and
frequency.
8Ps2 Recognise the link between Investigate using a CRO the As above. 50min
loudness and amplitude, pitch relationship between loudness and
and frequency, using an the amplitude
oscilloscope.

V1 1Y07 Science Stage 8 34

Scheme of Work – Science stage 8

Unit 3A: 8.7 Reproduction and Growth

In this unit, pupils build on their previous knowledge of the characteristics of living things to develop their knowledge of
 The human reproductive system, including the menstrual cycle, fertilisation and foetal development.
 The physical and emotional changes that take place during adolescence.
 How conception, growth, development, behaviour and health can be affected by diet, drugs and disease.

Scientific Enquiry work focuses on:

 Interpreting data from secondary sources.
This unit requires teachers to be aware of the sensitive nature of some of the content, especially the work on diet, drugs and disease.

Recommended Vocabulary for this unit:

Menstrual fertilization foetus ovary oviduct uterus vagina penis testis sperm duct.

V1 1Y07 Science Stage 8 35

Framework Learning Objective
Codes
8Bh13 Describe the human reproductive
system, including the menstrual
cycle, fertilisation and foetal
development.
8Bh13 Describe the human reproductive
system, including the menstrual
cycle, fertilisation and foetal
development.
8Bh13 Describe the human reproductive
system, including the menstrual
cycle, fertilisation and foetal
development.
V1 1Y07
Activities Resources Comments Time
Name, locate and describe the Include ovary, 50min
functions of the major parts of the oviduct, uterus,
human reproductive system. vagina, penis, testis
complete and label diagram of the and sperm duct.
organs of the male and female
reproductive system.
Discuss the function of each part and
include this as annotations on the
diagrams.
Describe the changes that occur 50min
during the menstrual cycle.
Construct a diagram of the days in
the menstrual cycle, marking when
menstruation and ovulation might
occur and when the uterus lining is
thickening. Discuss with students the
variation in cycle length and practise
calculating when a woman might
ovulate and when her period is due.
Explain that the menstrual cycle also
prepares the uterus for a fertilised
egg and identify the time in the cycle
when fertilisation is most likely.
Describe fertilisation. Use diagrams 50min
or photographs of a sperm cell and
an egg cell and discuss how they are
adapted for their functions.
Discuss about the sperm being
deposited in the vagina and having
to move to where the egg is and the
egg being moved down the oviduct.
Science Stage 8 36
Framework Learning Objective
Codes
8Bh13 Describe the human reproductive
system, including the menstrual
cycle, fertilisation and foetal
development.
8Bh7 Discuss how conception, growth,
development, behaviour and
health can be affected by diet,
drugs and disease.
8Ec5 Interpret data from secondary
sources.
V1 1Y07
Activities Resources Comments Time
Discuss, using secondary sources, 60 min
how the fertilised cell divides and
increases in number. Ask pupils to
draw, or label, and sequence
pictures or diagrams illustrating
ovulation, fertilisation, cell division
and implantation.
Discuss the foetus’ need for nutrients
and explain the role of the placenta
in materials exchange. Label a
diagram and use arrows to show
movement of oxygen and nutrients
from the mother to the foetus and the
movement of carbon dioxide and
other waste products from the foetus
to the mother.
Explain that the foetus may be Secondary sources. Deal with the subject 40min
damaged by drugs. sensitively.
Using secondary sources, discuss
with students the passage of alcohol,
substances from cigarette smoke
and drugs across the placenta.
Students to design a poster warning
about the risks of alcohol, smoking
or drugs on foetal development.
Science Stage 8 37
Framework Learning Objective
Codes
8Bh7 Discuss how conception, growth,
development, behaviour and
health can be affected by diet,
drugs and disease.
8Ec5 Interpret data from secondary
sources.
8Bh12 Discuss the physical and
emotional changes that take
place during adolescence
8Bh7 Discuss how conception, growth,
development, behaviour and
health can be affected by diet,
drugs and disease.
V1 1Y07
Activities Resources Comments Time
Interpret information from a growth Growth charts. 50min
charts (graphs) Discuss at which
periods in life there is rapid growth
and how this growth can be
measured.
Explain the use of growth charts but
point out that these are for an
average person.
Students investigate how growth can
be affected by diet, drugs and
disease.
Discuss how external adult features Breasts, wider hips, 50min
change during puberty. facial and body hair,
voice changes,
Explain that these changes are due stronger body smell
to chemicals called hormones.
Students should discuss whether the Need to be sensitive
emotional changes occur before or to the needs of
after the physical changes at individual students
adolescence and reassure
students about the
range of different
secondary sexual
characteristics.
Review work on a balanced diet and Deal with the subject 20min
the effects of nutritional deficiencies sensitively.
from stage 8 Unit 1A topic on food.
Students discuss other ways in
which a diet may be unhealthy.
Science Stage 8 38
Framework Learning Objective Activities Resources Comments Time
Codes
8Bh7 Discuss how conception, growth, Discuss what pupils understand Secondary sources. Deal with the subject 50min
development, behaviour and about drugs. sensitively.
health can be affected by diet,
drugs and disease. Describe drugs as being illegal
drugs, alcohol, or pharmaceutical;
drugs.

Use secondary sources to discuss

the effects of the different types of
drugs on health.

Students investigate the effect of

8Bh7 Discuss how conception, growth,
development, behaviour and
health can be affected by diet,
drugs and disease.
caffeine on reaction times.
Investigate a small number of Secondary sources Deal with the subject 60min
diseases that are prevalent in your sensitively.
country.

V1 1Y07 Science Stage 8 39

Scheme of Work – Science stage 8

Unit 3B: 8.8 Chemical Reactions

In this unit, pupils build on their previous knowledge of mixtures, compounds, metals and corrosion to develop their knowledge of
 Some common compounds including oxides, hydroxides, chlorides, sulphates and carbonates.
 Using word equations to describe a reaction.

Scientific Enquiry work focuses on:

 Using a range of equipment correctly.
 Discussing and controlling risks to themselves and others.

Recommended Vocabulary for this unit:

Oxides hydroxides sulfates carbonates salts chlorides oxidation combustion.

V1 1Y07 Science Stage 8 40

Framework Learning Objective Activities Resources Comments Time
Codes

8Cc1 Use a word equation to describe Prepare a chloride by the reaction Magnesium ribbon, zinc , Safety goggles must 70min
a reaction. between excess metal (magnesium, iron filings, dil HCl. be worn.
zinc, iron) and dilute hydrochloric
8Cp5 Name some common acid.
compounds including oxides,
hydroxides, chlorides, sulphates
and carbonates.
Write word equations given the
8Eo2 Use a range of equipment starting materials and products for
correctly. each reaction.

8Eo3 Discuss and control risks to Each pupil should assess the risks
themselves and others. involved in the preparation.
8Cc1 Use a word equation to describe Prepare a sulfate salt such as zinc Zinc, copper oxide, copper Safety goggles must 60min
a reaction. sulfate from zinc and sulfuric acid or carbonate, be worn.
copper sulfate from copper oxide or dil H2SO4.
8Cp5 Name some common copper carbonate and sulfuric acid.
compounds including oxides, Write word equations given the
hydroxides, chlorides, sulphates starting materials and products for
and carbonates. each reaction.

8Eo2 Use a range of equipment Each pupil should assess the risks
correctly. involved in the preparation.

8Eo3 Discuss and control risks to

themselves and others.

V1 1Y07 Science Stage 8 41

Framework Learning Objective Activities Resources Comments Time
Codes
8Cc1 Use a word equation to describe Prepare oxides by combustion. Charcoal, magnesium Safety goggles must 80min
a reaction. The simplest reaction is the ribbon, iron wool, copper be worn.
combustion of elements to form powder, heating apparatus.
8Cp5 Name some common oxides. Explain that this is an Burning magnesium
compounds including oxides, example of oxidation. Charcoal can in air should not be
hydroxides, chlorides, sulphates be burned to form carbon dioxide viewed directly due
and carbonates. which can be collected and to its brightness. Link
identified. this to its use in
8Eo2 Use a range of equipment Magnesium can be burned in a flares and fireworks.
correctly. crucible. Results are not
It can be weighed before and after to reliable due to loss of
8Eo3 Discuss and control risks to show addition of oxygen. Iron wool magnesium oxide.
themselves and others. and copper powder can be burned in
oxygen.

Write word equations given the

starting materials and products for
each reaction.
Each pupil should assess the risks
involved in the preparation.
8Cc1 Use a word equation to describe Prepare hydroxides from sodium NaOH soln, Common names of 70min
a reaction. hydroxide solution. solns containing ions of; caustic soda, slaked
Some coloured hydroxides can be aluminium, lime, limewater
8Cp5 Name some common observed by adding a little sodium zinc, should be given.
compounds including oxides, hydroxide to solutions containing calcium,
hydroxides, chlorides, sulphates ions of aluminium, zinc, calcium, copper,
and carbonates. copper, iron (II) or iron (III). iron (II)
or iron (III).
8Eo2 Use a range of equipment Write word equations given the
correctly. starting materials and products for
each reaction.
8Eo3 Discuss and control risks to Each pupil should assess the risks
themselves and others. involved in the preparation.

V1 1Y07 Science Stage 8 42

Framework Learning Objective Activities Resources Comments Time
Codes
8Cc1 Use a word equation to describe Carbonates react with acids to give dil acids - H2SO4 and HCl Common names of 80min
a reaction. carbon dioxide. Carbonate salts. sodium bicarbonate,
limestone and chalk
8Cp5 Name some common Investigate the reaction of various should be given.
compounds including oxides, carbonates with acid.
hydroxides, chlorides, sulphates Test for carbon dioxide.
and carbonates.
Write word equations given the
8Eo2 Use a range of equipment starting materials and products for
correctly. each reaction.

8Eo3 Discuss and control risks to Each pupil should assess the risks
themselves and others. involved in the preparation.

8Ep3 Select ideas and turn them into a

form that can be tested.

8Eo4 Present results as appropriate in

tables.

8Ec2 Identify trends and patterns.

8Cp4 Explain the idea of compounds. Identify the metal present in some Compounds of Safety goggles must 50min
compounds using a flame test. - potassium, be worn. Use dilute
Flame colours for the following - lithium, hydrochloric acid for
metals can be observed – - calcium, cleaning and
potassium, lithium, calcium, copper - copper recommend using
and sodium. - sodium. any sodium
Dil HCl compounds last
Inoculating loop. because of their
strong colour.

V1 1Y07 Science Stage 8 43

Framework Learning Objective Activities Resources Comments Time
Codes
8Cp1 Describe and explain the The reaction of a range of metals Sodium, lithium, Safety goggles must 70min
differences between metals and and non-metals with water / steam magnesium, iron, copper be worn.
non-metals. can be investigated. Examples and carbon, sulphur. Sodium and lithium
include sodium, lithium, magnesium, Heating apparatus. must be
8Cc1 Use a word equation to describe iron, copper and carbon, sulphur. demonstrated
a reaction. Screens must also
Write word equations given the be used for sodium
8Cp5 Name some common starting materials and products for and lithium
compounds including oxides, each reaction.
hydroxides, chlorides, sulphates
and carbonates. Each pupil should assess the risks
involved in the preparation.

V1 1Y07 Science Stage 8 44

Scheme of Work – Science stage 8

Unit 3C: 8.9 Forces and Magnets

In this unit, pupils build on their previous knowledge of the effects of forces on movement to develop their knowledge of
 Speed including interpreting simple distance/time graphs.
 How magnetism can be used to move things.

Scientific Enquiry work focuses on:

 Planning investigations, choosing which variables to change, control and measure.
 Making predictions using scientific knowledge and understanding.
 Using a range of equipment correctly and taking accurate measurements.
 Discussing and control risks to themselves and others.
 Present results as appropriate in tables and graphs.
 Making simple calculations.
 Identifying correlations and anomalous results and comparing results with predictions using scientific knowledge and understanding.

Recommended Vocabulary for this unit:

Speed gradient gravity magnet magnetic poles attraction repulsion magnetic field pattern compass electromagnet.

V1 1Y07 Science Stage 8 45

Framework Learning Objective Activities Resources Comments Time
Codes

8Pf1 Calculate average speeds,
including through the use of
timing gates.
8Ep5 Identify important variables,
choose which variables to
change, control and measure.
8Ep6 Make predictions using scientific
knowledge and understanding.
Pupils measure their walking, Stop watch, distance A suitable safe site 45min
hopping, running pace etc. They can measurer. must be chosen if
estimate the speed of various Data loggers if available. students are
objects such as a snail, a plane, or permitted to run at
research the speed of athletes, to speed.
practice the use of different units.
Data logging can be used for very
fast or very slow speeds.

8Eo1 Take appropriately accurate

measurements.

8Eo2 Use a range of equipment

correctly.

Eo3 Discuss and control risks to

themselves and others.

8Eo4 Present results as appropriate in

tables and graphs.

8Ec1 Make simple calculations.

V1 1Y07 Science Stage 8 46

Framework Learning Objective Activities Resources Comments Time
Codes
8Pf1 Calculate average speeds, Calculate average speed using Timing gates/data loggers The height of the 75min
including through the use of timing gates. slopes, different objects eg slope can be used
timing gates. toy car. instead of the
Pupils investigate how the average gradient.
8Ep5 Identify important variables, speed of an object varies with the
choose which variables to gradient of a slope.
change, control and measure.
Plan and carry out the investigation.
8Ep6 Make predictions using scientific
knowledge and understanding.

8Eo1 Take appropriately accurate

measurements.

8Eo2 Use a range of equipment

correctly.

8Eo3 Discuss and control risks to

themselves and others.

8Eo4 Present results as appropriate in

tables and graphs.

8Ec1 Make simple calculations.

8Ec2 Identify trends and patterns in

results (correlations).

8Ec3 Compare results with predictions.

8Ec4 Identify anomalous results and

suggest improvements to
investigations.

V1 1Y07 Science Stage 8 47

Framework Learning Objective Activities Resources Comments Time
Codes
8Ec6 Discuss explanations for results
using scientific knowledge and
understanding. Communicate
these clearly to others.
8Pf2 Interpret simple distance/time Produce distance-time graphs. Motion sensor device. 30min
graphs A motion sensor is a very useful
device for showing motion instantly
on screen. The device emits
ultrasound waves which reflect from
an object ahead and return. The
computer measures the time interval
and plots the distance-time graph so
that a student moving towards the
computer can see the shape
immediately.
8Pf2 Interpret simple distance/time Interpret gradients on distance-time Distance-time graphs. There will be no need 60min
graphs. graphs. for students to
Given a graph e.g. of an animal calculate the gradient
tracking prey, students can explain of a graph in
how they know whether the animal is checkpoint science.
moving fast, slowly or still. They
should be able to calculate the
speed and can be shown that this is
the same as the gradient of the line
at that point.
8Pm1 Describe the properties of Investigate the properties of Pairs of magnets, a simple Magnets: 60min
magnets. magnets. Pupils should be given a compass, various metallic Always come to rest
pair of magnets, a simple compass, and non-metallic materials, pointing N-S.
8Eo4 Present results as appropriate in various metallic and non-metallic a small dish of water and Attract iron and steel
tables and graphs materials, a small dish of water and piece of lightweight object to (and nickel and
piece of lightweight object to float the float the magnet on. cobalt).
magnet on. If available some objects If available, door seals, Repel the same pole
like door seals, magnetic catches, magnetic catches, magnetic of another magnet
magnetic putty can be demonstrated putty. Attract / repel other
as well. magnets without.

V1 1Y07 Science Stage 8 48

Framework Learning Objective
Codes
8Pm1 Describe the properties of
magnets.
8Ec6 Discuss explanations for results
using scientific knowledge and
understanding. Communicate
these clearly to others.
Activities Resources Comments Time
Magnetise strips of steel / screw Strips of steel / screw driver Link to Stage 8 Unit 40min
driver blades by stroking with a blades, magnets. 1B, elements.
magnet several times in one
direction. To return to the start of the
stroke the magnet should be taken
to some distance from the iron.
Demagnetising can be achieved by
heating.

Discuss why the steel can become

magnetised.
8Pm1 Describe the properties of Attraction and repulsion can be seen Poles should be 20min
magnets. very easily if magnets are defined and the rule
suspended. This is also an of attraction and
opportunity to check which pole repulsion
points to the north of the earth. emphasised.
8Pm2 Recognise and reproduce the Plot magnetic fields. Magnets, iron filings, 40min
magnetic field pattern of a bar plotting compasses.
magnet. Field patterns for single magnets or
for facing poles can be observed
using iron filings on paper held over
the magnet but these do not give
very clear patterns.
The method using plotting
compasses avoids the problem of
getting iron filings on magnets but
does need explaining carefully.

V1 1Y07 Science Stage 8 49

Framework Learning Objective Activities Resources Comments Time
Codes
8Pm3 Construct and use an Pupils make their own electromagnet Low voltage power pack / 60min
electromagnet. using a low voltage power pack. battery
Iron wire to coil
8Eo2 Use a range of equipment Pupils plan a way to test the strength Iron core (nails).
correctly. of the electromagnet, and improve its
strength.
8Eo3 Discuss and control risks to
themselves and others.

8Eo4 Present results as appropriate in

tables and graphs.

8Ec1 Make simple calculations.

8Ec6 Discuss explanations for results

using scientific knowledge and
understanding. Communicate
these clearly to others.
8Ec5 Interpret data from secondary
sources.
Research the use of magnets and 50min
electromagnets. Research uses and
find some in medical contexts, route
finding, security, sorting steel from
other materials for recycling etc.

V1 1Y07 Science Stage 8 50