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Year 10 2020-2021
Half Term 4 (Spring 2)
GCSE Biology B5 Communicable Disease
What are we learning? What knowledge, understanding and skills will we gain? What does excellence look like? What additional resources are
available?
The difference
between non
communicable disease
and communicable
diseases – and which
pathogens cause
communicable
diseases. How these
pathogens cause
disease and how it is
spread, and prevented
by society and our
human bodies.
Knowledge
Identify the difference between non communicable and communicable disease
Identify the main pathogens that cause communicable diseases
State how these pathogens are spread
Identify ways to prevent the spread of infections
Identify diseases caused by viruses, bacteria, fungus and protists
State the ways white blood cells protect the human body from infection
Understanding
Suggests links between lifestyle and health
Explaining how pathogens are spread and using this to identify ways to stop the spread of infection
Explain why viral infections are harder to treat than bacterial infections
Explain how plant diseases can spread
Suggest why it is expensive to stop the spread of malaria
Explain the use of antibody production by white blood cells and how this helps to fight infection
Skills
Draw a detailed conclusions that consider the interaction between two data sets
Appropriate line of best fit is drawn
Evaluate whether the data is sufficient to decide if the hypothesis is supported. (considering validity)
Synthesis and evaluate a range of conclusions from secondary sources to use in debate (considering validity)
Suggest: apply knowledge and understanding to a new situation
Calculate a simple percentages
Calculate a percentage increase or decrease
Using WHO information and website – create a
speech detailing how infections can be spread
from country to country
Evaluate the use of different treatments for
each pathogen and identify the effectiveness of
these treatments
Use the information on malaria to create an
information leaflet for people travelling to
countries that contain infected mosquitoes
Confidently explain the use of white blood cells
in fighting infections
Research the effect of having a compromised
immune system will impact the chance of
humans contracting diseases
Suggesting effective ways to prevent infection
linked specifically to each pathogen
BBC Bitesize
Doddle – power points and
quick quizzes
You tube: ‘Free science lessons’
Seneca learning platform
World Health Organisation
website
NHS website
Scheme of Work 2020-2021
Subject: GCSE Science: B5 Communicable Disease
Year Group: 10 /11
Specification: AQA Combined Science Trilogy
Skill focus: 13, 14, 25
Lesson
No
Topic & Objectives Big Question –
What will
students
learn?
Key Activities & Specialist Terminology
(Do Now Task / Starter/Tasks/Plenary
Planned Assessment
Homework or
flipped learning
resources
DODDLE
resources
Lit
Num
SMSC
Codes
B5.1:
Health
and
Disease
Aiming for Grade 4 LOs:
Describe health as a state of physical and mental wellbeing.
State some causes of ill health.
Draw a simple conclusion from data on health.
What is the
difference
between
healthy and
unhealthy?
Can we trust
data to reveal
the cause of
health
problems?
Lesson Overview
Starters
Healthy and unhealthy (10 min) Divide the class in half.
Ask
students in each half to work in small groups to draw a
labelled image
of a healthy person or an unhealthy person. Discuss their
ideas and define what is meant by health.
Illnesses (5 min) Ask the class to work in groups. Give each
group an
illness or condition, for example, measles, asthma,
depression, or lung cancer. Ask them to discuss what
causes their allocated illness. Discuss what is meant by
health, and the different factors that affect it.
QnA between teachers
and students
Written responses to
questions
Class discussion
Graph interpretation,
describe and explain
question
Learn the keywords
for this topic:
Communicable
Non-communicable
Droplet infection
Direct contact
Validity
Pathogens
Micro-organisms
Bacteria
Fungi
Virus
So3
C3
Sp2
Sp9
Sp1
C2
Aiming for Grade 6 LOs:
Describe the difference between communicable and non-communicable diseases.
Use a scatter diagram to identify a correlation between two variables.
Construct and interpret bar charts, frequency tables, frequency diagrams, and histograms.
Aiming for Grade 8 LOs:
Suggest how communicable diseases are spread.
Suggest links between lifestyle and health.
Discuss the validity of a statement based on evidence in the form of data.
What are the
biggest health
problems in the
UK? Is this
different to the
rest of the
world?
Main
Interpreting health data (40 min) Show the class a recent
headline
from a newspaper that shows a link between an
activity/food and health. Ask them how you can be sure
that it is true. Explain that these stories are usually based
on data from research but that sometimes the data is
interpreted incorrectly. Demonstrate how to interpret a
scatter graph to work out the correlation. Students are
then presented with statements about health along with
evidence in the form of data. They analyse the data and
decide whether it backs up the statements. Discuss the
need to back up a correlation with a plausible cause before
it can be validated and accepted as meaningful. A
correlation might be just an association between factors, if
no causal link can be established.
Plenaries
What does it show? (5 min) Students use the interactive
to study a graph that shows the interaction between
different factors and health. Students answer questions
about what the graph is showing.
Test the claim (10 min) Give students the controversial
statement: people on low incomes get ill more often. Ask
them to discuss in pairs whether they think this is likely,
and back up their conclusion using their scientific
knowledge.
Protest
Contamination
Control
Disinfectant
Ebola
Reproduce
HIV
Measles
Salmonella
Gonorrhoea
Toxins
Malaria
Protist
Vector
Stomach acid
Skin
Scab
mucus
White blood cell
Engulf
Antibodies
Anti-toxins
Neutralise
Doddle: Health,
Lifestyle and
disease
presentation
So3
C3
Sp2
B5.2
Pathogen
and
Disease
Aiming for Grade 4 LOs:
State that pathogens are microorganisms that cause disease.
Describe ways in which pathogens can be spread.
In which
circumstances
do we see the
worst epidemics
and pandemics?
Lesson Overview
Starters
Communicable diseases (5 min) Ask the class to list any
communicable (infectious) diseases they have had. Discuss
which are the most common.
QnA between teachers
and students
Written responses to
questions
Doddle: Pathogens
and disease mini
quiz
Aiming for Grade 6 LOs:
Describe how bacteria and viruses cause disease.
Explain why communicable diseases spread rapidly following a natural disaster.
Bacteria discussion (10 min) Present the class with the
statement: all bacteria are harmful. Ask students to
discuss in groups whether they agree with this, and why.
Main
Pathogens and the spread of diseases (40 min) Introduce
the term
pathogen as a microorganism that causes infectious
diseases in living
things, including plants. Students then use the student
book to design an animation about how pathogens,
including viruses, protists, and bacteria, cause disease.
They can design them as a drawn storyboard or, if you
have longer, use an application on a tablet or computer to
make an animation. The animations should include a
voiceover script.
Students then create a spider diagram to summarise the
ways in
which pathogens are spread. Ask them to use their
diagram to explain
why diseases spread more quickly following a natural
disaster like an
earthquake.
Plenaries
Bacteria or virus? (5 min) Interactive where students
select the correct definition of a pathogen. They then
choose whether statements are describing bacteria or
viruses.
Pathogen (10 min) Ask students to write down why
bacteria are
sometimes pathogens, but viruses are always pathogens.
Class discussion
Sp9
Sp1
C2
C5
So3
C3
Sp2
Sp9
Sp1
Sp5
Aiming for Grade 8 LOs:
Explain why viruses are always pathogens, but not all bacteria are.
Explain how pathogens are passed from one organism to another, and use this to suggest ways of preventing the spread.
B5.5
Preventin
g
Infections
Aiming for Grade 4 LOs:
List some ways in which communicable diseases are spread.
Take a role in designing a form of communication to inform the public about how to prevent the spread of a disease.
How would you
stop the spread
of infectious
disease?
Which measure
in controlling
Lesson Overview
Starters
Hand washing (5 min) Show students an image of a doctor
or nurse
washing their hands. Ask them to write down why this is
important.
The plague (10 min) Tell the class that the Great Plague
was spread by fleas. Tell them some methods that people
QnA between teachers
and students
Written responses to
questions
Class discussion
Doddle:
Defence systems
mini quiz
Preventing and
Treating disease
mini quiz (OCR)
Aiming for Grade 6 LOs:
Describe how the spread of diseases can be reduced or prevented.
Communicate to the public about how to stop the spread of a disease.
the spread of
infection would
be most
effective?
Why is
government
advice
sometimes not
followed and
what is the
impact of this?
Is Semmelweis
given enough
recognition?
in the past used to try to stop the spread of the plague
(isolating infected families, carrying sweet-smelling
flowers, covering the face, praying). Ask them to discuss
how useful they think each method was, and what they
would recommend instead.
Main
Public health campaign (40 min) Ask students to read the
information in the student book on preventing the spread
of communicable diseases. Then divide the class into
groups and give details about recent epidemics, for
example, swine flu in the UK, Ebola in Africa, MERS in
South Korea, cholera in Haiti, and so on.
Groups research a disease and how it is spread. They then
create a campaign to educate people about how to keep
healthy and reduce the spread of the disease. This could
include a poster, leaflet, or advertisement, or all three if
you have more time. Ask groups to present their
campaigns and ask students to peer assess their work
based on scientific accuracy and how useful it would be.
Plenaries
How would you control the spread? (10 min) Supply
students with
the name of a communicable disease and how it is spread.
Ask them to suggest which control methods would work.
The work of Semmelweis (5 min) Students look at the
work of Semmelweis. They match the stages of the
scientific method (observe, hypothesise, predict, test,
conclude) to what he did.
Students write a plan
of action to contain
the spread of an
infection
Evaluate the
containment planning
for Covid 19 (HT)
So3
C3
Sp2
Sp9
Sp1
Aiming for Grade 8 LOs:
Use scientific knowledge to explain in detail how different methods reduce or prevent the spread of disease.
Use an example to explain how scientific method has been applied to help prevent the spread of disease.
B5.6 Viral
Disease
Aiming for Grade 4 LOs:
Name some diseases that are caused by viruses.
Describe how measles and HIV are spread.
Summarise information in a table.
Why is
government
advice
sometimes not
followed and
what is the
impact of this?
Lesson Overview
Starters
What is the pathogen? (10 min) Interactive where
students select true or false for a series of statements
about viral disease. They then match the statements to the
correct disease.
Killer viruses (5 min) Ask students to summarise how
viruses cause
QnA between teachers
and students
Written responses to
questions
Class discussion
Doddle: Viral
diseases mini quiz
Aiming for Grade 6 LOs:
Describe how measles, HIV, and tobacco mosaic virus affect the infected organism.
Interpret data to describe how the number of people infected with measles in the UK has changed over time.
Design a table and use it to summarise information.
Are viral
diseases more
dangerous than
those caused by
bacteria?
How can a plant
catch an illness?
damage in a tweet (less than 140 characters).
Main
Viral infections (20 min) Ask students to read through the
information
on measles, HIV, and the tobacco mosaic virus in the
student book. They should then summarise the
information in a table showing disease, pathogen, ways to
reduce spread, symptoms, and treatment.
Measles vaccination (20 min) Show students a graph that
shows the
number of cases of measles in the UK since the start of the
20th century. Ask pairs to discuss what it shows and
possible explanations for this. Discuss their thoughts. Tell
them that in the early 2000s many parents stopped giving
their children the MMR vaccine because of claims that it
caused autism. Tell them that, even though these claims
were later shown to be false, many children are still not
being vaccinated. Ask students to write an open letter
telling parents why they should vaccinate their children
against measles.
Plenaries
Treatment (10 min) Ask students to write down reasons
why viral
infections are often more difficult to prevent and treat
than bacterial
infections.
Viral statements (5 min) Name a viral disease and choose
a student to give one piece of information on this disease.
They then choose another student to add some more
information, and so on.
C2
Aiming for Grade 8 LOs:
Explain how measles, HIV, and tobacco mosaic virus affect the infected organism.
Explain why viral infections are often more difficult to prevent and treat than bacterial infections.
Write a persuasive letter to parents urging them to vaccinate their children against measles.
B5.7
Bacteria
Diseases
Aiming for Grade 4 LOs:
Name some diseases that are caused by bacteria.
Describe how salmonella and gonorrhoea are spread.
Are viral
diseases more
dangerous than
those caused by
bacteria?
Lesson Overview
Starters
Why do more people die from viral infections? (10 min)
Present some examples of viral and bacterial infections.
Ask students to discuss the question in pairs and list their
ideas. Discuss their ideas as a class and use this
opportunity to review understanding of how bacteria and
viruses differ in the way they infect and harm an organism,
QnA between teachers
and students
Written responses to
questions
Class discussion
Doddle: Bacterial
disease mini quiz
So3
C3
Sp2
Sp9
Sp1
C2
C5
Aiming for Grade 6 LOs:
Describe similarities and differences between salmonella and gonorrhoea.
Describe how the spread of salmonella and gonorrhea is controlled.
How could the
rise of antibiotic
resistant
bacteria change
our behaviour
as humans?
the use of antibiotics, and how the mutation of viruses
makes it difficult to develop vaccines.
Antibiotic resistance (5 min) Share with the class a
headline or news video about antibiotic resistance. Discuss
why this is a problem, and what scientists are trying to do
about it.
Main
Salmonella and gonorrhoea (40 min) Introduce these as
bacterial
infections. Discuss the similarities and differences between
them. Students produce a table in summary. Students
then write advice on salmonella or gonorrhoea suitable for
patients at a doctor’s surgery. This can be a poster warning
people how to avoid getting salmonella from a summer
barbeque, or a leaflet on how to tell if you have
gonorrhoea and the treatments available.
Share with the class a news story on the fact that
gonorrhea may soon be untreatable due to antibiotic
resistance. Ask students to work in small groups to
summarise the story in one sentence. After listening to
these, discuss as a class why antibiotic resistance is a
problem.
Plenaries
Bacteria true or false (10 min) Students use the interactive
to identify if a series of statements on bacterial infections
are true or false. They then match the statements to the
correct disease.
Bacterial disease in plants (5 min) Show the class an image
of a crown gall, which is caused by a bacterial infection.
Ask them to write down how it would cause ill health in
the plant.
6 mark comparative
piece on the
similarities and
differences between
viral and bacterial
infections
Aiming for Grade 8 LOs:
Suggest why more people die from viral diseases than from bacterial diseases.
Explain in detail how methods to control the spread of salmonella and gonorrhoea work.
B5.8
Diseases
caused by
fungi and
Protists
Aiming for Grade 4 LOs:
State that rose black spot is caused by fungi and malaria is caused by protists.
Use a diagram to describe the life cycle of the malaria protist.
State some ways in which malaria is controlled.
Why hasn’t
malaria been
eradicated like
small pox?
Lesson Overview
Starters
Fungal infections (5 min) Show images of a range of fungal
infections, for example, athlete’s foot, rose black spot,
potato blight, and ringworm. Ask students what they think
they have in common, and reveal that they are all fungal
infections.
QnA between teachers
and students
Written responses to
questions
Doddle: Fungal
and protest disease
mini quiz
So3
C3
Sp2
Sp9
Sp1
C2
Aiming for Grade 6 LOs:
Describe how rose black spot affects the plant and how it is treated.
Link ways of controlling the spread of malaria to specific parts of the protist’s life cycle.
World’s deadliest animal (10 min) Ask the class which
animal they think kills the most people worldwide each
year. After hearing a few suggestions show them a graphic
from the Internet showing the world’s deadliest animals,
which shows that the answer is mosquitoes. Ask them to
write down why they think this is the case.
Main
Rose black spot (15 min) Show images of rose black spot.
Tell the class that a rose grower has sent these in and
asked for advice on what it is, whether it is harmful, and
how to stop it. Students use the student book to research
the disease and reply to the grower.
Stop malaria (25 min) Introduce malaria to students,
including how it
kills, how many people it affects, and where this happens
in the world.
Explain that malaria is caused by a protist, and discuss the
life cycle of the malaria protist. Ask students to produce a
plan to eradicate malaria. They should refer to the life
cycle of the protist that causes the disease, and annotate
each stage with methods that can be used to prevent the
spread.
Plenaries
Malaria charity (10 min) Ask students to act as fundraisers
for a malaria charity and write one short speech that can
be used to persuade people to donate money.
Fungi and protist (5 min) Students decide whether
diseases are cause by fungi or protists. They then type in
answers to complete a passage about the spread and
control of malaria.
Class discussion
So7
Aiming for Grade 8 LOs:
Explain how rose black spot affects the growth of a plant.
Explain why it is so expensive to stop the spread of malaria.
B5.9
Human
Defence
Response
s
Aiming for Grade 4 LOs:
Describe some ways in which the human body defends itself against the entry of pathogens.
State that white blood cells help defend the body against pathogens.
Show how one part of a model is similar to real life.
Why are we sick
all the time?
What is our
immune
system?
Why are
haematologists
interested in
white blood
cells?
Lesson Overview
Starters
What’s the link? (10 min) Present students with the
following list: organs skin, blood, and stomach. Ask them
what they think they all have in common (the objectives of
the lesson should be a big clue–they are organs in humans
that help defend against infection). Then ask students for
their answer, and reasons why they think this.
Phagocytosis (5 min) Show the class an animation or video
of white
blood cells ingesting pathogens. Question students on
what it is showing and why it is important for our health.
Main
Human defence systems (20 min) Discuss that humans
have many
mechanisms to stop pathogens from entering the body.
Supply groups
of students with a long piece of paper (you can use a roll
of cheap
wallpaper). Ask one volunteer to lie down on the paper so
someone else can draw round them. Then ask students to
add drawings and labels to illustrate parts of the defence
system. After recording their initial thoughts, allow groups
to use information from the student book to add further
information. Students should either copy the diagram or
take a photo, print it out, and attach to their notes.
Then students explain the role of white blood cells in
defending our bodies against invading pathogens.
For example:
• Why are your white blood cells known as the second line
of defence?
• State and describe the three main ways in which white
blood cells can destroy pathogens.
• Suggest why it takes a while for you to start to get better
following
an infection.
• Explain why you can’t get chickenpox twice.
Plenaries
Model defences (5 min) Ask students to explain how
different parts of a castle are analogous to the human
body’s defence mechanisms (e.g., the walls of the castle
are like the skin because they both keep invaders out).
QnA between teachers
and students
Written responses to
questions
Class discussion
6 mark question on
the role of white
blood cells
Doddle:
Monoclonal
Antibodies min
quiz (H)
Defence systems
mini quiz
Plant defences and
disease mini quiz
So3
C3
Sp2
Sp9
Sp1
C2
C5 Aiming for Grade 6 LOs:
Describe how human body defence mechanisms stop the entry of pathogens.
Describe the role of white blood cells in the defence against disease.
Use a model to explain how the body defends itself against disease.
Aiming for Grade 8 LOs:
Explain how a reduced or overactive immune system can cause illness.
Explain in detail how antibody production fights pathogens.
Evaluate an analogy of the human defence systems against disease.
Where is it found? (5 min) Interactive activity where
students select the correct defence mechanisms in the
human body. They then match the defence mechanism to
where it is found in the human body.
GCSE Chemistry C5 Chemical Changes
What are we learning? What knowledge, understanding and skills will we gain? What does excellence look like? What additional resources are available?
Reactions between acids
and alkalis at an atomic
level. How the reactivity
series helps us predict
reactions involving metals
Knowledge
Definitions of reactivity series, displacement reactions, neutralisation, salt, concentration, strength, soluble, insoluble, acids / alkalis and bases, oxidation and reduction
Rules of naming compounds
More reactive elements will take the place of lesser reactive ones
That reacting substances form new products containing the same number and type of elements - conservation of mass in reactions
Methods of making salts / measuring pH
Understanding
The behaviour of a substance in reaction evidences the reactivity of it
Explanation of why displacement reactions cannot be used to extract all metals and appropriate choice of reactants for those that can
Successfully predicting the products for displacement and neutralisation reactions
Explanation of the method chosen to make a specific salt including selection of reactants
Comparing strength and concentration of acids and alkalis
Evaluating the methods of measuring acidity or alkalinity
Skills
Make predictions based on scientific knowledge
Risk assess practical
Write detailed observations of chemical reactions / practical investigation
Take steps in practical to be able to determine repeatability and reproducibility of results
Constructing word and symbol equations using symbols to represent elements and compounds
Balance symbol equations
Linking to atomic structure to explain the order of
elements in the reactivity series.
Linking to atomic structure and structure and
bonding topics to explain how news bonds in the
products would have been formed (formation of
ions)
Confidently construct half equations for
displacement reactions
Understanding of the term redox reaction and
independently investigate examples
Selection of the correct reactants and process to
make salts and an detailed scientific explanation of
this or evidence or practical performed.
BBC Bitesize
Doddle – power points and quick quizzes
You tube: ‘Free science lessons’
Seneca learning platform
Scheme of Work 2020-2021
Subject: GCSE Science: C5 Chemical changes (Reactions in our Daily Lives)
Year Group: 10 /11
Specification: AQA Combined Science Trilogy
Skill focus: 3, 7,9,11, 18
Lesson
No
Topic & Objectives Big Question –
What will
students
learn?
Key Activities & Specialist Terminology
(Do Now Task / Starter/Tasks/Plenary
Planned Assessment
Homework or
flipped learning
resources
DODDLE
resources
Lit
Num
SMSC
Codes
C5.1 The
reactivity series
Aiming for Grade 4 LOs:
List the order of common metals in the reactivity series.
Use general equations to write specific word equations for metals listed in the reactivity series reacting with oxygen, water, and acid.
Safely make and record observations.
Iron is one of the most commonly used metals in the world – where does metal come from? How could the
weather (inc. acid
rain) effect air
transport? (or
not?)
Starters
Metals and water (10 minutes) Explain to students that
when lithium is put in water it reacts vigorously but when
magnesium is put in water there is no observable reaction.
Then explain that calcium’s reactivity is between these
two metals. Ask students to predict what observations
they would therefore expect to see.
Main
Metals and acids (40 minutes) Ask students to plan an
investigation to determine the order of reactivity between
copper, aluminium, zinc, iron, and magnesium when
reacted with acid. Encourage students to write word and
balanced symbol equations for all of the metals that react.
They should also write a list of the metals from most to
least reactive. If there is time, students could carry out
part of their investigation.
Plenaries
C1: Preparation of a
pure, dry sample of a
soluble salt from an
insoluble oxide or
carbonate, using a
Bunsen burner to heat
dilute acid and a water
bath or electric heater to
evaporate the solution
= 8.2.1, 4.4.2.3, C4.8
QnA between teachers
and students
Written responses to
questions
Doddle: AQA
Reactivity of metals
mini quiz
Reactivity series
worksheet
So3
C3
Sp2
C8
Sp9
C5
So7
Aiming for Grade 6 LOs:
Describe oxidation and reduction in terms of gain or loss of oxygen.
Write word equations for the metals listed in the reactivity series reacting with oxygen, water, and acid, and balance given symbol equations.
Predict observations for the metals listed in the reactivity series
reacting with oxygen, water, and acid.
Bridges (10 minutes) Show students a picture of a steel
bridge and an iron bridge. Ask students to justify the use
of each material for the purpose (strong, malleable). Then
ask students to suggest why the maintenance of the iron
bridge is greater than the steel bridge (iron reacts with the
environment to form rust, steels are an alloy of iron and
other elements and some types can resist rusting).
Keywords:
Reactivity Series Ores Oxidised Reduced Reaction Metals Group 1 Dilute
Class discussion
Aiming for Grade 8 LOs:
Justify uses of metals in the reactivity series based on their chemical reactivity.
Write balanced symbol equations, with state symbols, for the metals listed in the reactivity series reacting with oxygen, water, and acid.
Evaluate in detail the investigation of metals plus acid, assessing the control of variables and the validity of conclusions drawn from the data collected.
C5.2 Displace
ment reactions
Aiming for Grade 4 LOs:
Recall a definition of a displacement reaction.
Use the reactivity series to determine whether a reaction between a metal and a different metal salt will occur.
Safely make and record observations.
How do these reactions build our public transport links? (thermite welding of rail tracks) How can iron help
us produce
copper?
Starters
Classify (5 minutes) Students use the student book to
classify the
statements to define oxidation and reduction:
• Gain of oxygen (oxidation)
• Loss of oxygen (reduction)
• Gain of electrons (reduction)
• Loss of electrons (oxidation)
Displacing a metal from solution (10 minutes) Set up the
practical to displace lead from lead nitrate solution with
zinc. Encourage students to predict what will happen by
writing word and balanced symbol equations with state
symbols.
Higher-tier students should write ionic equations for this
reaction.
Mains
Predicting reactions (40 minutes) Students complete the
displacement reactions of metals investigation. Encourage
QnA between teachers
and students
Written responses to
questions
Class discussion
Ionic equations from
practical task
Doddle:
Displacement
reactions of halogens
interactive
So3
C3
C2
Sp2
Sp9
C5
So7
Aiming for Grade 6 LOs:
Explain why a displacement reaction occurs.
Write word equations and straightforward balanced symbol equations for displacement reactions.
Predict observations for the metals listed in the reactivity series reacting with a different metal salt.
Aiming for Grade 8 LOs:
Describe displacement reactions using an ionic equation.
Write balanced symbol equations, with state symbols, for displacement reactions.
Determine and explain which species is oxidised and which species (metal atom or ion) is reduced in a displacement reaction in terms of electron transfer.
students to write the equations for the reactions that
occur.
Plenaries
Displacing a metal from solution revisited (5 minutes)
Revisit the displacement of lead from lead nitrate solution
by zinc. Discuss what has happened. Have students
determine and explain which species has been oxidised
and which has been reduced in terms of electron transfer.
Displacement reactions (10 minutes) Students use the
interactive to complete a series of word equations
describing displacement reactions. Students then choose
the correct chemical formula symbols to complete some
balanced symbol equations for displacement reactions
Keywords:
Extracting Metals Ores Concentrated Purified Reduced Electrolysis Molten Reduction Oxidation Reactive
C5.4 Salts from
metals
Aiming for Grade 4 LOs:
Recall a definition of a salt.
Name a salt formed between a metal and sulfuric acid or hydrochloric acid.
Recall a general equation for a metal reacting with an acid and use it to write specific word equations.
What could be the consequences of a life without salt? 7% of salt production in Europe is food grade – what happens to the rest?
Starters
Diagram (5 minutes) Draw a labelled diagram to show
how to separate a sample of dry salt that has been
dissolved in water to form a solution.
Salts from metals (10 minutes) Interactive where students
complete the general word equation for the reaction of an
acid and a metal to form a salt and hydrogen. They then
order sentences to explain how salts are made.
Mains
Planning to make a salt (30 minutes) Students plan a
method for making a zinc salt from reacting zinc with an
acid. Ensure that the plan is checked then allow students
to make a sample of the dry zinc salt. The final drying and
QnA between teachers
and students
Written responses to
questions
Class discussion
Completing the method
for making salt practical
Doddle: Salt
production mini quiz
So3
C3
Sp2
Sp9
Sp1
C5
So7
Aiming for Grade 6 LOs:
Describe how to make a salt by reacting a metal with an acid.
Write a balanced symbol equation to describe a reaction between a metal and sulfuric acid or hydrochloric acid.
Identify the chemical formula of the salt produced from the reaction between an acid and a metal.
Are all salts the
same?
collection of the crystals can take place next lesson or
plans can be collected and checked this lesson before the
practical is tackled next lesson. Students should write the
word equation and balanced symbol equation for the
reaction they investigate. This practical could be used for
Required practical 1, however differentiated Required
practical resources are not available on Kerboodle.
Explaining (20 minutes) H This activity can be done whilst
students’ crystals are drying. Wearing eye protection,
demonstrate magnesium (highly flammable) reacting with
sulfuric acid (irritant) by putting 5 cm length of ribbon into
half a test tube of dilute sulfuric acid. Put a boiling tube
over the end to collect the gas and perform the squeaky
pop test for hydrogen. Then discuss the explanation of the
reaction between magnesium and sulfuric acid, given in
the student book. Students then predict what would
happen when calcium (highly flammable) is put into
hydrochloric acid.
Demonstrate this reaction. Ask students to explain the
reaction in terms of oxidation and reduction illustrating
their answer using word, balanced symbol equations with
state symbols, ionic equations, and half equations.
Plenaries
Finish the sentence (5 minutes) Ask students to complete
the following sentences:
• A salt is ...
• When sulfuric acid reacts with a metal ...
• A spectator ion is ...
Keywords:
Spectator ion Salts Metals Redox Oxidation Reduction Equations Electron transfer Acid Chlorides
Aiming for Grade 8 LOs:
Explain the reaction between a metal and an acid.
Write ionic and half equations, including state symbols, to describe a reaction between a metal and sulfuric acid or hydrochloric acid.
Identify and explain in detail which species is oxidised and which is reduced.
Sulphates Nitrates
C5.5 Salts from
insoluble bases
Aiming for Grade 4 LOs:
Safely prepare a pure, dry sample of a soluble salt from an insoluble base and a dilute acid.
Name a salt formed between a metal hydroxide or metal oxide and sulfuric acid or hydrochloric acid.
Recall a general equation for a base reacting with an acid and use it to write specific word equations.
How do copper sulphate crystals link to swimming pools? (used in
swimming pools as an algicide) Copper sulphate –
fish friend or foe?
Starters
Salts from insoluble bases (5 minutes) Provide students
with a list of acid and metal oxide reactions. Students
identify the name and formula of the salt that will be
formed.
Alkalis and bases (10 minutes) Draw a table with three
headings – bases, alkalis, both bases and alkalis.
Students sort the following into the appropriate column of
the table.
• Dissolve in water (alkali)
• React with acids (both bases and
alkalis)
• NaOH (alkalis)
• Metal hydroxides (both bases and
alkalis)
• Copper oxide (bases)
• Have a pH greater than 7 (both bases
and alkalis)
Main
Making a copper salt (40 minutes) Give students the
method for making copper sulfate crystals. Students write
their own risk assessment and then complete the practical
to make a sample of the dry copper salt. This practical
could be used for Required practical 1, however,
differentiated
Plenaries
Equations (5 minutes) Ask students to write word
equations and balanced symbol equations for all the
reactions met in the lesson. Students then use their
equations to explain why the reaction of a base and a
dilute acid is a neutralisation reaction.
High-tier students should also write ionic equations.
Explaining procedure (10 minutes) Ask students to review
the method to make a copper salt and explain the
following:
QnA between teachers
and students
Written responses to
questions
Class discussion
Completed practical
Doddle: Preparation
of salts mini quiz
So3
C3
Sp2
Sp9
C5
Sp5
So7
Aiming for Grade 6 LOs:
Describe a method to prepare a pure, dry sample of a soluble salt from an insoluble substance and a dilute acid.
Write a balanced symbol equation to describe a reaction between a metal hydroxide or oxide and sulfuric acid or hydrochloric acid.
Explain why the reaction between a base and a dilute acid is a neutralisation reaction.
Aiming for Grade 8 LOs:
Explain the reaction between a metal oxide or metal hydroxide and an acid, including an ionic equation.
Generate the formulae of salts given the names of the metal or base and the acid
Explain how alkalis are a subgroup of bases.
• Copper oxide was in excess (the black reactant left over
in a suspension, as all the acid needed to be neutralised).
• The residue is discarded (this is the unreacted copper
oxide and as such is an impurity in the preparation).
• The filtrate is heated and volume reduced by half (to
create a hot saturated solution, which on cooling will
crystallise out into larger, well-formed crystals of the
hydrated salt).
Keywords:
Soluble Insoluble Neutralisation Salt water Base Salt Ions Crystallised Filter paper
C5.6 Making more salts
Aiming for Grade 4 LOs:
Safely make a salt by reacting a metal carbonate with a dilute acid.
Write a general word equation for metal carbonates and alkalis reacting with dilute acids and use this to make specific word equations.
How can we use this information to undo damage caused by acid rain? (powdered limestone heli dump into rivers and lakes) The global fertiliser
market is expected
to be worth r $245
billion in 2020 –
what’s all the fuss
about?
Starters
General equations (10 minutes) Ask students to use the
following equations to generate a general word equation
for the reaction.
a) sodium hydroxide + hydrochloric acid → sodium
chloride + water
KOH + HNO3 → KNO3 + H2O
OH− + H+ → H2O
(acid + alkali → salt + water)
b) calcium carbonate + hydrochloric acid →
calcium chloride + water + carbon dioxide
CuCO3 + H2SO4 → CuSO4 + H2O + CO2
(metal carbonate + acid → salt + carbon dioxide + water)
Mains
Making a salt from a metal carbonate (40 minutes)
Demonstrate a metal carbonate reacting with an acid in a
boiling tube. Ask students to make their observations.
QnA between teachers
and students
Written responses to
questions
Class discussion
Completed method,
observations and
equations for salt
practical
Doddle: How is salt
obtained from
copper oxide powder
animation
So3
C3
Sp2
Sp5
Sp9
C5
So7
Aiming for Grade 6 LOs:
Describe how to make a dry sample of a salt from reacting a metal carbonate or an alkali with a dilute acid.
Write balanced symbol equations for neutralisation reactions.
Aiming for Grade 8 LOs:
Explain the reaction between ammonia and dilute acids to
produce salts and the agricultural importance of the salts.
Describe neutralisation using ionic equations, including the ionic equation for a carbonate plus an acid.
Then ask them to write a method for making a salt from a
metal carbonate reacting with a dilute acid. Students
should illustrate the reaction with an equation. Encourage
students to explain the observations that they could make
which shows all of the acid has reacted. They then carry
out the practical, collecting the pure, dry crystals next
lesson.
Plenaries
Explain (5 minutes) Ask students to explain neutralisation
by annotating a balanced symbol equation. They should
highlight the ‘acid particle’ in red, the ‘alkali particle’ in
blue, and water molecule in green.
Justify (10 minutes) Ammonium sulfate ((NH4)2SO4) and
ammonium nitrate (NH4NO3) can both be used as
fertilisers. Ask students to justify which fertiliser they
would choose.
Keywords:
Indicator Acids Alkalis Ammonia Salt Titration Carbonate Volume Crystallise
C5.7 Neutralisation and
the pH scale
Aiming for Grade 4 LOs:
Safely use universal indicator to classify a solution as acidic or alkaline.
Describe the pH scale.
Recall an example of an alkaline, neutral, basic, and acidic chemical.
How can we use this information to undo damage caused by acid rain? (powdered limestone heli dump into rivers and lakes) The global fertiliser
market is expected
to be worth r $245
billion in 2020 –
Starters
Guess the pH (5 minutes) Ask students to write the word
equation for the reaction of hydrochloric acid with sodium
hydroxide. They should then annotate their predictions of
the pH for each chemical–hydrochloric acid (pH 1), sodium
hydroxide (pH 14), and sodium chloride solution/water
(pH 7).
pH scale (10 minutes) The pH scale is a logarithmic scale.
Choose students to aid with demonstrating the pH scale
practical to illustrate the difference in concentration of
each number on the pH scale.
QnA between teachers
and students
Written respones to
questions
Class discussion
Doddle: PH change
during neutralization
animation
Neutralisation
worksheet
AQA The PH scale
mini quiz
So3
C3
C5
Sp2
Sp9
C5
So7
Aiming for Grade 6 LOs:
Describe how universal indicator can be used to classify a chemical as acidic or alkaline.
Describe how solutions can be acidic or alkaline.
Describe the relationship between alkalis and bases.
what’s all the fuss
about? Main
Obtaining a pH curve (40 minutes) Explain to students
that they are going to add hydrochloric acid to sodium
hydroxide. They should predict how the pH changes as the
1 cm3 increments are added. Then allow students to
complete the practical outlined. Students should draw a
line graph with a line of best fit to display their results.
Plenaries
The pH scale (5 minutes) Call out pH values, colours of
universal indicator, and other statements that describe
acids and alkalis. Students have to classify whether each
statement or value is describing an acid or an alkali.
Justify (10 minutes) Ask students to work in small groups
to evaluate the method for generating a pH curve and
suggest improvements. Then ask each group to feed back
one of their ideas.
Keywords:
Neutralisation pH acid alkali solution solute solvent base aqueous neutral alkalinity probe indicator
Completing PH curve
from practical
Aiming for Grade 8 LOs:
Evaluate how universal indicator or a data logger can be used to determine the approximate pH of a solution.
Use ionic equations to explain how solutions can be acidic or alkaline.
Explain how the pH of a solution changes as acid or alkali is added.
GCSE Physics P5 Electricity in the Home
What are we learning? What knowledge, understanding and skills will we gain? What does excellence look like? What additional resources are available?
How electricity from
power stations reaches
and is used in our homes
Knowledge
Components of the national grid
Components of a plug
Power and charge calculations
Appliances often have energy efficiency ratings
Understanding
Explanation for the need of step up and step down transformers
Explanation of the safety features in all UK plugs
Comparison between alternating and direct current
Calculation of power and charge
Explanation of the energy transfers in a circuit
Evaluation of appliance efficiency.
Skills
A comparison between UK plugs and those around
the world – what safety features may be different,
why and the potential consequences of this.
Extended scientific writing on the safety features of
plugs with a labelled diagram
Links to previous topics of energy transfers to show
the energy transfers in a circuit and to calculate
wasted energy and efficiency when given the
appropriate data
Confidence in completing multistep processes that
may also require the re-arrangement of equations
and / or conversions between units.
Independent research into the charge of an electron
and how many pass through a wire when the current
is 1A.
BBC Bitesize
Doddle – power points and quick quizzes
You tube: ‘Free science lessons’
Seneca learning platform
Scheme of Work 2020-2021
Subject: GCSE Science: P5 Electricity in the Home
Year Group: 10 /11
Specification: AQA Combined Science Trilogy
Skill focus: 20 and 24
Lesson
No
Topic & Objectives Big Question –
What will
students
learn?
Key Activities & Specialist Terminology
(Do Now Task / Starter/Tasks/Plenary
Planned Assessment
Homework or
flipped learning
resources
DODDLE
resources
Lit
Num
SMSC
Codes
P5.1
Alternati
ng
Current
Aiming for Grade 4 LOs:
State that the UK mains supply is a high-voltage alternating current supply.
State simple differences between a.c. and d.c. sources.
Describe how the trace on an oscilloscope changes when the frequency or amplitude of the signal is changed.
What are the
differences
between
alternating and
direct current?
How can we
‘see’ current?
(oscilloscope)
Lesson Overview
Starters
Waveforms (5 min) Show the students a wave diagram
(e.g., picture from the student book) and ask them to
discuss it. They should recognise the sine wave shape of
the wavelength (or period) and the amplitude.
Mains facts (10 min) Ask the students some true/false
questions about mains electricity to see what they already
know. These should include some basic questions that
have already been covered on d.c. and some testing of
their knowledge of mains electricity.
Main
Question & Answer,
Mini white boards,
Exam style question
Rich question to
research:
Is mains voltage the
same in all countries?
Doddle task:
Mains electricity
(presentation)
C3
C3
Aiming for Grade 6 LOs:
Describe the characteristics of the UK mains supply.
Compare a.c. traces in terms of period and amplitude (voltage).
Operate a cathode ray oscilloscope to display an a.c. trace.
Aiming for Grade 8 LOs:
Explain the process of half-wave rectification of an a.c. source.
Analyse a.c. traces with an oscilloscope to determine the voltage and frequency.
Compare and contrast the behaviour of electrons in a wire connected to d.c. and a.c. supplies.
Alternating and direct current (20 min) Discuss d.c. using
a simple series circuit and ask students to describe
electron movement.
Introduce the idea that the electrons can be made to
move back and forth rapidly (an a.c. supply), which still
transfers energy to devices.
Discuss the structure of a mains circuit, outlining the
function of the live, neutral, and then earth wires.
Emphasise the higher, rapidly varying voltages.
The characteristics of the mains (50 Hz and around 230 V)
should also be covered, noting that the peak voltage is
significantly higher (325 V). Outline the basic features of
the National Grid in terms of transformers and changes in
voltage.
Investigating an alternating potential difference (20 min)
Demonstrate or allow students to use an oscilloscope.
They should be able to form a steady trace and measure
the key characteristics of a.c. and d.c. sources by using the
scales. They should also interpret some additional traces
when given the oscilloscope settings in questions.
Show students the waveform produced by half-wave
rectification by placing a diode in series with a resistor and
a low-voltage a.c. source.
Plenaries
a.c./d.c.? (5 min) Give the students a set of electrical
appliances and ask them to stack them into one of two
piles: a.c. operation and d.c. operation.
Traces (10 min) Show the students a series of oscilloscope
traces with settings data (time base) and ask them to
extract data from them, such as the peak p.d. and period.
P5.2
Cables
and Plugs
Aiming for Grade 4 LOs:
Identify the live, neutral, and earth wires in a three-pin plug.
Identify the key components of a typical three-pin plug and socket.
Identify simple and obvious hazards in electrical wiring.
Why are plugs
different around
the world?
Starters
Mystery object (5 min) Place a mains plug in a bag and ask
one student to describe it to the rest of the class but only
using shape and texture. This can be made more difficult
by using a continental plug.
Question & Answer,
Mini white boards,
Exam style question
Rich question to
research:
How are plugs in the
UK different to those
used in Europe?
C3
Aiming for Grade 6 LOs:
Discuss the choices of materials used in cables and plugs in terms of their physical and electrical properties.
Describe why a short circuit inside a device presents a hazard.
Identify a variety of electrical hazards associated with plugs and sockets.
Is it safe to re-
wire your own
plug?
Are our plugs
the safest in the
world?
Material sorting (10 min) Give each group of students a
bag containing a range of materials and ask them to sort
the materials in any way they wish. They must explain
how they sorted them to other student groups in terms of
the properties. Ensure that sorting criteria include
conductors, insulators, hard, and flexible.
Main
Plugs, cables, and short circuits (40 min) Show the
student’s appliances with three-pin plugs (do not use
loose plugs without devices connected).
The students discuss the choices of materials and physical
design of the pins and socket. Recap the purpose of each
of the three wires.
Show partially stripped three-core and two-core cables
and discuss the materials and design. Compare these to
the leads used in low-voltage experiments. Students need
to understand that thick cables are less likely to overheat
than thin ones.
Demonstrate the practical and discuss what would happen
if the wire was in contact with flammable materials.
Plenaries
Materials summary (5 min) Students make a table listing
the parts of a plug and cable, the materials used, and the
reasons for those choices. This should be centred on ideas
about good conductors and insulators along with flexibility
or rigidity.
Wonky wiring (10 min) Students use the interactive to match the colour of a wire’s insulation with what pin of a plug it is attached to. They then complete a paragraph to describe the hazards associated with plugs and sockets.
Doddle task:
Match each wire to
its colour and
description
(interactive)
C3
Aiming for Grade 8 LOs:
Explain when there will be a current in the live, neutral, and earth wires of an appliance.
Discuss in detail the hazards associated with poor electrical wiring.
P5.3
Electrical
Power
and
Potential
Aiming for Grade 4 LOs:
State that the power of a device is the amount of energy transferred by it each second.
Describe the factors that affect the rate of energy transfer by a current in a circuit.
Which fuse for
which?
How can we
ensure that all
appliances are
Lesson Overview
Starters
Power (5 min) Can the students give a scientific definition
(and an equation) for power? Once a formal definition has
been made, ask how this could be connected to electrical
Question & Answer,
Mini white boards,
Rich question to
research:
What are the
advantages of using a
C3
Differenc
e
Explain why different fuses are required for different electrical devices in simple terms.
safe in our
homes?
Hairdryers and
washing machines
need different
amounts of power
– how can we plug
both into the
mains?
current where no force is apparently causing anything to
move.
Electrical units (10 min) Students use the interactive to
match up electrical quantities with their definitions,
abbreviations, and units. Include current I (amperes),
voltage V (volts), resistance Ω (ohms), power P (watts),
and energy (E, joules). Can the students provide any
definitions for these units?
Main
Energy and power (25 min) Recap the concept of energy
and the power equation that was met when studying
mechanical power. The students should try some simple
calculations to refresh their understanding. Ask students
what factors will affect the rate of energy transfer by a
current and then introduce the equation P = IV. The
practical can be used to support this section. As usual,
several example calculations will be required to embed
this.
Fuses, resistance and heating (15 min) The students
should apply the power calculation to select fuses for a
variety of devices using the mains p.d. of 230 V.
Show how the equations V = IR and P = IV can be
combined algebraically, and ask the students to perform
some heating calculations based on P = I2R.
Plenaries
Electrical error (5 min) ‘I’m sick of all my stuff fusing; I’m
going to put a 13 A fuse in all of my things, so that they’ll
all keep working.’ Ask students to discuss the hazards
associated with doing this.
Match the fuse (10 min) The students need to find the
correct fuse for an electrical appliance after being told the
power rating. This involves calculating the current and
then choosing the fuse that is slightly higher. Use 3 A, 5 A,
13 A, and 30 A fuses.
Exam style question circuit breaker like an
RCCB?
Doddle task:
AQA Mains electricity
(mini quiz)Electrical
power (presentation)
Investigating power
consumption
(interactive)
C3
C3
Aiming for Grade 6 LOs:
Calculate the power of systems.
Calculate the power of electrical devices.
Select an appropriate fuse for a device.
Aiming for Grade 8 LOs:
Measure and compare the power of electrical devices and explain variations in readings.
Calculate the electrical heating caused by resistance.
Combine a variety of calculations to analyse electrical systems.
P5.4
Electrical
Currents
and
Energy
transfer
Aiming for Grade 4 LOs:
Describe how an electric current consists of a flow of charge (electrons in a wire).
Identify the factors that affect the energy transfer in a circuit.
State that a battery or power supply provides energy to a current whereas a resistor causes a transfer of energy to the surroundings.
How does the
law of
conservation
apply to a
circuit?
How can a flow
of electrons
switch on a
lamp?
How do moving
electrons
transfer energy?
Does electricity
able us to
transfer energy
into any form?
Lesson Overview
Starters
Current and p.d. rules (5 min) Ask the students to
describe the rules for current and potential difference in
series and parallel circuits.
Energy transfer (10 min) How many electrical appliances
can the students describe energy transfers for? The
students can also estimate the electrical efficiency of the
appliances after they are clear about which of the energy
pathways are useful.
Main
Charge and current (15 min) Show a simulation or model
of an electric current and discuss the movement of
electrons around the circuit. Ensure that students
understand that the charge is conserved throughout the
circuit. Introduce the equation Q = It and ask the students
to perform a few calculations with it.
The power of lamps (25 min) Use the idea of a potential
difference to describe energy transfer when charges pass
through a resistor. Support this with measurement of the
current and p.d. for a lamp with increasing brightness, as
described in the practical, so that the students can relate
the two factors to energy transfer.
Plenaries
Electrical spelling (5 min) Hold a spelling competition
about electrical words using mini-whiteboards.
Electric crossword (10 min) Interactive where students
complete a crossword with answers based on the key
words of the topics covered so far.
Question & Answer,
Mini white boards,
Exam style question
Rich question to
research:
Who invented the
first electric light
bulb?
When was electric
light bulbs first used
in the home?
Doddle task:
Relationship between
current and voltage
(interactive)
C3
C3
Aiming for Grade 6 LOs:
Calculate the charge transferred by a current in a given time.
Calculate the energy transferred by a charge passing through a potential difference.
Apply the law of conservation of energy in a circuit.
Aiming for Grade 8 LOs:
Perform calculations involving rearrangement of the equations Q = It and E = VQ.
Explain how energy is conserved in terms of current and p.d. during energy transfers by an electric current.
Use algebra to combine the equations Q = It and E = VQ to form the relationships E = VIt and P = IV.
P5.5
Applianc
es and
Efficiency
Aiming for Grade 4 LOs:
Describe the factors that affect the cost of using various electrical devices.
Calculate energy transfer in joules.
Does electricity
cost too much?
Why might
people use
Lesson Overview
Starters
Multiple purchase (5 min) Ask the students to work out
the unit cost of an everyday object from a bill (e.g., how
Question & Answer,
Rich question to
research:
C3
State that energy transfer can be measured in kilowatt-hours.
more electricity
than they
realise? Should
there be a
minimum
efficiency that
all appliances
should reach?
much a chocolate bar costs when it is bought in a pack of
five for £1.20).
Conversion factors (10 min) Ask students to convert
between some factors such as converting four days into
hours then seconds, three miles into kilometres, and so
on. Discuss why people use different units for the same
quantity.
Main
Electrical energy transfer (25 min) Replace earlier units
with kilowatts as the base for power and hours for time to
show that the values can be simpler for everyday devices.
Ensure the students understand that the kilowatt-hour is
just a different unit for energy, and show them how many
joules the kWh represents. The students should try some
simple calculations using the kWh to reinforce learning.
Recap the energy and power equation (E = Pt), finding the
energy transferred in joules but use larger values such as
200 W and 40 minutes.
Show that using this system can produce large numbers
that are difficult to understand. Discuss the idea that using
kilowatts and hours as units may be better in some
circumstances.
Electrical efficiency (15 min) Recap on the concept of
efficiency and the ideas of useful and less useful energy
transfers. Describe the power version of the efficiency
equation and ask the students to apply this equation to a
range of calculations. Students should also discuss the
reasons for inefficiency – heating by the current and
frictional forces.
Plenaries
Comparing kettles (10 min) Provide the students with
data about UK and USA kettles including voltage, current,
and operating time. Students identify which kettle is the
most efficient. They then complete a paragraph to
describe what makes electrical appliances efficient.
Big bill (5 min) Ask the students to verify their school’s electricity bill or a simplified version of it.
Mini white boards,
Exam style question
Can any device be
100% efficient?
Doddle task:
AQA Mains electricity
(mini quiz)
C3
Aiming for Grade 6 LOs:
Calculate energy transfer in kilowatt-hours.
Convert between efficiencies stated in percentages and those stated in decimal forms.
Calculate the power rating of a device from the energy transferred and the time of operation.
Aiming for Grade 8 LOs:
Convert between relevant units during calculations of energy transfer.
Analyse the use of a variety of electrical devices to determine their cost of operation.
Compare a range of electrical devices in terms of efficiency using calculations to support any conclusions.