Science

Year 7

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

What is science?

What is science?April 8, 2023

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

Learning outcomesI can:

Before Y7

I have learned

Recognise scientific equipment I am given (Level 3)Select correct equipment from what I am given (Level 4)Decide how to approach a practical task, including choosing relevant information and apparatus (Level 5)Understand what risk is (Level 3)Follow instructions on risk so that I don’t hurt myself or others (Level 4)Recognise hazard symbols and follow instructions on how to control risks to myself and others (Level 5)Follow instructions for a practical task (Level 3)Use a fair test to answer a question (Level 4)Record a series of observations & measurements (Level 4)Select the correct method to obtain the data I need (Level 5)Record data and put it in a table (Level 3) Put data into tables, bar charts and plot points 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)

Y7 Chapters % Level

1: Staying Alive

2: Why are we different?3: What are things made of?4: Be reactive!

5: How things move

6: Using energy

7: Earth, Space and beyond

APP Task % Level

Year 7 Science

Learning outcomesI can:

Before the unit

I have learned this

I have revised 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)

Learning outcomesI can:

Before the unit

I have learned this

I have revised 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)

3.2 A gritty problemApril 8, 2023

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

3.2 A gritty problemApril 8, 2023

Find a fellow scientist in the class and explain to them how to safely operate a Bunsen Burner

1. Stools under the desks2. One-way system

3. Collect and check equipment4. Light splint

5. Point up for small flame, down for large6. Hole should be closed

7. Turn the gas on just before you light it8. Leave on safety flame when not in use

Learning outcomesI can:

Before the unit

I have learned this

I have revised 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)

Oops

Homework

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

3.3 What’s the solution?April 8, 2023

What’s the mass?

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?

3.4 Go with the flowApril 8, 2023

3.5 Best Lesson: Alien science teacherApril 8, 2023

3.6 Mind the gapApril 8, 2023

3.7 Building bridgesApril 8, 2023

3.8 Stinky stinksApril 8, 2023

3.9 Growing in the heatApril 8, 2023

3.10 All change!April 8, 2023

3.11 Focus on HSW: Imagine something unseenApril 8, 2023

3.12 Extension: Chromatography in actionApril 8, 2023

APP TASK 16

AF1, AF2, AF3

Learning outcomesI can:

Before the unit

I have learned this

I need to revise this

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)

5.2 A weight problemApril 8, 2023

5.3 Friction: friend or foeApril 8, 2023

5.4 Battle of the forcesApril 8, 2023

5.5 Speeding up and slowing downApril 8, 2023

5.6 Focus on HSW: Investigating falling objectsApril 8, 2023

APP TASK 28

AF3, AF4, AF5

Learning outcomesI can:

Before the unit

I have learned

I need to 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 outcomesI can:

Before the unit

I have learned

I need to 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)

6.2 Energy EverywhereApril 8, 2023

6.3 Food, glorious foodApril 8, 2023

6.4 Our friend the SunApril 8, 2023

6.5 Time DetectivesApril 8, 2023

6.6 Why conserve fuelsApril 8, 2023

6.7 Heating up the EarthApril 8, 2023

6.8 Focus on HSW: different countries, different solutionsApril 8, 2023

6.10 Robots and phonesApril 8, 2023

6.12 CircuitsApril 8, 2023

6.13 Focus on HSW: Lightning strikeApril 8, 2023

6.14 Best lesson: electricity from the humble spudApril 8, 2023

Learning outcomesI can:

Before the unit

I have learned

I need to 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)

7.2 In a spinApril 8, 2023

7.3 All about the MoonApril 8, 2023

7.4 Winter and summerApril 8, 2023

7.5 Alien lifeApril 8, 2023

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

April 8, 2023

7.7 Extension: Black holes: the light grabbersApril 8, 2023

3.4 Go with the flow

3.4 Go with the flowApril 8, 2023

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

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

Liquid Metal

Solid used in aircraft

Solid used to coat steel cans

Intoxicating liquid

Radioactive solid

Solid that rusts

Un-reactive gas

Solid used by Ancient Roman plumbers

Mercury

Aluminium

Tin

Ethanol

Radium

Iron

Argon

Lead

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.

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.

Particle arrangements: gases

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)

April 8, 20233.5 Alien science teacher

10 20 30 40 50 60 70 80 900

20

40

60

80

100

120

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 / s1 18 782 20 563 20 704 21 215 23 1006 24 1057 24 198 24 379 25 52

10 65 2411 70 3512 70 2113 73 4214 74 2515 75 1216 75 1017 76 4318 79 2419 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

10 20 30 40 50 60 70 80 900

20

40

60

80

100

120

Temperature / oC

Tim

e to

dis

solv

e / s

A graph to show the effect of temperature on time to dissolve sugar

Close together, good precision

Spread out,Poor precision

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?