S1 course
area
E’s &o’s
Human Scale
measurements
Lungs
Specific Learning outcome
•Identify continuous and discontinuous variation
•
3-12a 3-12b
Activities
CfE
assessment
Interdisciplinary
opportunity
•Measuring height,
handspan, shoe size,
Right/left handed, tongue
rolling
•Describe the internal structure of the lungs
•Model torso
•state that oxygen is absorbed and that carbon dioxide is released •Bell jar for breathing
during breathing
•Measuring breathing rate
•describe the mechanism for breathing in humans
•affect of exercise on
•State a peak flow meter can be used to identify asthma
breathing rate
•Describe gas exchange between the air-sac and surround blood •measuring peak flow and
vessels
vital capacity
•Lung dissection
•Measuring Oxygen and
Carbon Dioxide in the
Exhaled air
Air pressure
3-08a
•State that air pressure is caused by the force of gravity pulling air •collapsing can
particles down.
•Pressure is the force applied over an area
•Pressure is measured in Pascals
•state that air pressure applies in every direction.
•The difference in pressure between the inside and outside of the
lungs causes the movement of air in and out
Heart
3-12a 3-12b
•State that the heart is made of muscle and pumps blood around the •Heart disection
body
•Using stethescopes and
•Identify the four chambers of the heart
pulseometers to measure
pulse rate
•explain the difference between the walls of the ventricles
•State the function and structure of the three types of blood vessle. •investigate the difference
exercise to heart rate
•State that pulse is felt in an artery
•State the function of valves
•describe the effect of exercise on heart rate
•Discuss recovery time
PE for heart and lung rate
S1 course
area
Friction
E’s &o’s
3-07a
Specific Learning outcome
Activities
•State that as blood vessels get smaller friction in the blood
•Flow rate with capillary
increases
tubing
•Friction is the force that opposes motion
•State ways in which friction of objects can be reduced.
•newton balances
•friction blocks
•Air pucks
•cars on tracks with
different surfaces
CfE
assessment
Interdisciplinary
opportunity
S1 course
area
Gas testing
E’s &o’s
3-05a 3-05b
3-16a
Specific Learning outcome
•state
particles in a solid are packed tightly together in a fixed
shape
•state particles in a solid have a regular arrangement
•state particles in a liquid are close together and can move over
each other
•state particles in a gas are far apart and they are free to move
Activities
•Gas testing
•burning of magnesium to
reduce oxygen in bell jar
•compression of Solids,
liquids and gases in
syringes
quickly around
•melting, boiling,
•draw diagrams to represent the particles in solids , liquids and
evaporating and
condensing experiments
gases
•state that solids have a fixed shape and do not move
•state that liquids are runny and take the shape of their container
•state that gases have no fixed shape and spread out easily to fill
the container’s shape
•state
particles in a solid are packed tightly together in a fixed
shape
•state particles in a solid have a regular arrangement
•state particles in a liquid are close together and can move over
each other
•state particles in a gas are far apart and they are free to move
quickly around
•draw diagrams to represent the particles in solids , liquids and
gases
•state heating or cooling a material causes a change of state to
occur.
•state melting is when a solid is changed to a liquid
•state boiling is when a liquid is changed to a gas
•state freezing is when a liquid is changed to a solid
•state condensation is when a gas is changed to a liquid.
•state that water freezes at 0oC and boils at 100oC
•give examples of changes of state
•state the atmosphere is a mixture of gases
•state that the atmosphere contains 78% nitrogen, 21% oxygen and
small quantities of argon and carbon dioxide
•state oxygen is needed for breathing and burning
•state carbon dioxide is used as a fire extinguisher and in fizzy
drinks
•State the positive results for gases tests
•freezing water using salt
in test tube
•Making ice cream
•
CfE
assessment
Interdisciplinary
opportunity
S1 course
area
E’s &o’s
Specific Learning outcome
Activities
•state heating a material causes the material to expand in size
•Diffusion experiments with
•state heating a material causes the particles to move further apart ammonia
causing expansion.
•ball and bar
•state cooling a material causes the material to contract in size
•bimetallic strip.
•state cooling a material causes the particles to move closer
•
together causing contraction
•state different materials contract/ expand at different rates.
•state solids cannot be compressed as the particles are close
together.
•state liquids are very difficult to compress as the particles are close
together.
Digestion
3-12a 3-12b
•state gases can be compressed as the particles are far apart.
•state diffusion is the movement of particles to fill spaces.
•state diffusion is faster in gases, than liquids and in solids.
•state some everyday uses for solids. liquids and gases
•explain in simple terms why food is needed by animals
•identify the main food groups and their roles
•State the definition of digestion
•State the role of teeth in the mechanical breakdown of food
•Identify the function of the main parts of the digestion system
•Explain the mechanism of peristalsis
•Explain how contractions of the stomach help in the breakdown of
food.
•State the role of enzymes in digestion
•Looking at skulls of
different teeth
•tubing and marbles for
peristalsis
•digestive enzyme
experiments
•Visking tubing bag
experiment
CfE
assessment
Interdisciplinary
opportunity
S1 course
area
E’s &o’s
Chemical reactions 3-15b 3-19a
3-19b
Specific Learning outcome
Activities
•state that reactants are substances which react (are present at the * 4 current reaction
start) of a chemical reaction
•state that products are
substances which are made during the
chemical reaction
•state that, in a chemical reaction new substances are always made
• state that the signs of a chemical reaction taking place are, colour
experiments,
* writing word equations
* 4 experiments on
increasing reaction rates.
CfE
assessment
Interdisciplinary
opportunity
Investigation into
increasing reaction
rate by increasing
concentration of
reactants.
Home economics, looking
at temperature.
Human Body
Corporation.
HID
change, solid being formed, gas formed and energy change.
•state that the speed of a chemical reaction is called its rate
•state that the reaction can be made faster by:
•Increasing the temperature
•Increasing the concentration
•Decreasing the particle size
•Using a catalyst
•state that a catalyst is a chemical substance that speeds up a
chemical reaction without being used up
•State that in a word equation, the reactants are written first and
then the products are written after an arrow has been drawn
•construct word equations given information
•state that a chemical change occurs when two or more substances
react together a new substance(s)
Senses
3-12a 3-12b
•give examples of chemical change to include burning
• to identify and give the function of different part of the eye.
•looking at models of the
eyes and ears,
• to state that two eyes are better at judging distances
• carrying out experiments
• to identify and give the function of different parts of the ear.
into benefits of 2 eyes and
• state that two ears are better at judging the direction of sound.
2 ears.
• state that messages from the sense organs are taken to the brain
via nerves.
S1 course
area
Sound and light
E’s &o’s
3.11a
Specific Learning outcome
•Sound waves are produced when materials vibrate
•state that waves transfer energy.
•Sound can travel in solids, liquids and gases
•State that light can travel through a vacuum.
•frequency is the number of vibrations a wave makes each second.
•A high pitch sound has a high frequency.
•describe an experiment to show that the angle of incidence equals
Activities
•Drum skin and rice
•cornflour and speaker
•test tubes and water
•wine glass and water
•Slinky
•Ray boxes, mirrors and
filters.
•Ripple tank
•state that light travels in straight lines.
•Colour mixing lamp
•state that light refracts (changes direction) when it passes from one •Making rainbow with
the angle of reflection when light is reflected
material to another.
•describe an experiment to show the refraction of light.
•state that a prism can be used to refract light.
•complete a diagram to show the path taken by a ray of red, green
or blue light refracted by a prism. (extension 3)
•d at a plane (straight) mirror.
•describe the pattern produced when white light passes through a
prism.
•explain the spectrum in terms of different colours being refracted by
different amounts.
•state that a rainbow is the result of sunlight being refracted by
water droplets.
•state that white light consists of red, orange, yellow, green, blue,
indigo and violet.
•state that the three primary colours for mixing light are red, green
and blue.
•describe the effect of mixing primary colours of light.
polystyrene beads or hose
outside
CfE
assessment
Interdisciplinary
opportunity
Using ordinary
Music
objects produce a
small piece of music.
This should be done
as a group
S1 course
area
Cells
E’s &o’s
3-13a
Specific Learning outcome
Activities
•label the parts of a microscope to include: eyepiece lens, focusing •Microscope to look at
knob, objective lens, stage and mirror
plant and animal cells
•state that stains can be used to make cells more visible under the •look at xylem and phloem
microscope, e.g. iodine solution
•identify the main structures of a simple animal and plant cell to
include: cytoplasm, nucleus, cell membrane, central vacuole, cell
wall and chloroplasts
•state the functions of the following cell structures: cytoplasm,
nucleus, cell membrane, central vacuole, cell wall, chloroplasts
•state that all animal and plant cells have similar parts – nucleus,
cytoplasm, cell membrane
•state that, in addition, plants have a cell wall, central vacuole and
chloroplasts
•state that plants and animals are made up of lots of different types
of cells, all doing different jobs
•give examples of how different cells are adapted to their function to
include; sperm, red blood cell, nerve cell, root hair, palisade
mesophyll and epidermal cell.
•state that plants and animals are made up of lots of different types
of cells all doing different jobs.
•state that similar cells are grouped together to form tissues.
•give examples of animal and plant tissues.
•state that different tissues joins together to make an organ
•give examples of plant and animal organs
•describe the relationship between ; Cells " tissues " organs "
organism
CfE
assessment
Model cell building
Interdisciplinary
opportunity
S1 course
area
Microscope optics
E’s &o’s
3-11a
Specific Learning outcome
•Lenses of the microscope and their magnification
•state that convex lenses cause light rays to converge (come
together).
•state that the point where the rays come together is called the
Activities
•Ray boxes and lenses
single lenses for
telescope/microscope
building
focus.
•state that concave lenses cause light rays to diverge (spread out).
•state that the more curved the lens, the greater the change in the
direction of the light ray
•give examples of uses of lenses to include camera, binoculars and
magnifying glass.
•Ray diagrams for lens for image formation
•
CfE
assessment
Interdisciplinary
opportunity
S1 course
area
Reproduction
E’s &o’s
3-14a
Specific Learning outcome
•label the main parts of the human male and female reproductive
systems.
•match the parts of the human reproductive systems to their
functions.
•state that fertilisation happens when a sperm joins with an egg in
the oviduct.
•Label the placenta and umbilical cord on a diagram.
•state that the placenta is an organ attached to the uterus wall that
transfers food and oxygen to the growing embryo from the mother’s
blood.
•state that the umbilical cord attaches the embryo to the placenta.
•State that that to grow all living things require a source of Carbon,
Oxygen, Hydrogen and Nitrogen.
•use information from books or internet to describe the main stages
of human embryonic development.
•discuss some of the risks to the developing human embryo after
researching the topic
•label the main parts of a flower and seed and state their basic
functions.
•state the main stages of pollination and fertilisation in plants.
•state the three requirements for germination.
•state the four main methods of seed dispersal
•State that the human karyotype is the chromosomes possessed by
a human individual.
•State that human body cells contain 46 chromosomes which form
23 pairs (Two matching sets).
•State that the gametes (sex cells) contain 23 chromosomes (a
single set of chromosomes)
•Describe the process by which a zygote (fertilised egg) receives a
double set of chromosomes.
•State that every individual has two genes for each characteristic
Activities
•
CfE
assessment
Interdisciplinary
opportunity
S1 course
area
Elements and the
periodic table
E’s &o’s
3-15a
Specific Learning outcome
•state that an element contains one type of atom only
•
•elements can be solids , liquids or gases
•elements vary in appearance
•elements can be grouped in many different ways
•elements are listed on a periodic table
•elements have their own chemical symbol,
•use a periodic table to identify the symbols for elements
•group elements similar in appearance
•elements are grouped as either metals or non-metals
•metals are shiny when polished, and conduct heat and electricity
•all metals are solid at room temperature, except mercury which is a
liquid
•solid non-metals are usually brittle
•non-metals can exist as solid, liquid or gas at room temperature
•non-metals generally have low melting and boiling points and are
poor conductors of heat and electricity
•use a periodic table to identify the chemical symbol and atomic
number for each element
•state that each element has its own chemical symbol
•state that elements are arranged in the periodic table by their
increasing atomic number
•state that the groups are the vertical columns
•there are 8 groups on the periodic table
•state that Group 1 are called the alkali metals
•state that Group 0 are called the noble gases
•identify diagrams of the atoms in a compound / or element
•state that compounds can be broken down into their elements
using energy
•state the names of the elements formed when a compound is
electrolysed
•write word equations for the electrolysis reactions
Activities
CfE
assessment
Interdisciplinary
opportunity
S1 course
area
Microbes
E’s &o’s
3-13b 3-13c
Specific Learning outcome
•state that the three main types of microbes are bacteria, viruses
and microscopic fungi
•state that there are millions of different microbes and they can be
found in many places including the air, soil, water and our bodies
•state that microbes can be both useful and harmful to man and give
examples of their role in disease, decay and food production
•state that microbes are very small (microscopic) and have a rapid
rate of reproduction
•state that bacteria are tiny living cells. They have many different
shapes and have no nucleus. They reproduce by dividing into two
identical daughter cells
•state that fungi are tiny living cells, examples are yeasts and
moulds
•state that yeast cells have a small circular shape. They reproduce
by ‘budding’
•state that moulds are made up of tiny thread-like structures. They
reproduce by releasing spores.
•State that for growth microbes require warmth, oxygen, a food
source and the correct pH.
•state that viruses are much smaller than bacteria and fungi. They
have a variety of shapes
•state that a virus is not a living cell and that it depends on a host
cell for reproduction
•describe the principal precautions taken during laboratory work with
micro-organisms.
•explain the importance of these precautions in biotechnological
process.
•State the conditions required for optimum growth of microbes.
•State how scientists provide and monitor the optimum conditions
for the growth of microbes.
•state that microbes can be harmful and can cause disease when
they enter living organisms.
•describe how the human body defends itself against microbes.
•give examples of diseases caused by bacteria, viruses and fungi.
•explain how diseases are prevented from spreading by maintaining
good health and hygiene standards.
•describe how vaccinations are used to provide protection against
disease.
Activities
•Finger dabs
•Swabs
•Microbes in river water
•bioviewers
CfE
assessment
Interdisciplinary
opportunity
Home economics
S1 course
area
DNA
E’s &o’s
3-14b
Specific Learning outcome
•state that inherit characteristics are determined by genetic
information inherited from their parents.
•give at least two examples of inherited characteristics in animals
and plants.
•state that genes control the inheritance of a characteristic.
•state that chromosomes consist of DNA.
•state that certain sections of DNA on a chromosome are referred to
Activities
CfE
assessment
•extracting DNa from seliva CSI Database
•Making jelly baby DNA
•DNA Bracelets
•Random DNA generator
as a gene.
Skin Cancer
3-11b
•Structure of DNA and Bases
•State that mutegenic agents can affect the DNA of a cell this can
lead to cancer
•Over exposure to radiation can causes skin cancer
•State the electromagnetic spectrum from the longest wave to the
Looking at cancerous cells research dangers
UV lamps and security
associated with
markings
Electromagnetic
radiation
shortest.
•State communication systems work by sending and receiving
electromagnetic waves.
•State that X-rays can be used to see inside the human body.
•State that Gamma rays can be used treat cancer.
•State that X-rays can be harmful to unborn babies.
•State that ultrasound can be used as an alternative to X-rays as the
do not harm the unborn baby.
•State that Ultrasounds are sent into the body and are reflected from
the organs inside
Structure of Atom
•State the main parts of the atom.
•History of the strucure of
the atom
•Identify elements in the periodic table.
•State the there some particles smaller than parts which which make •Problem solving exercises
up the atom.
•
•
•
•
Interdisciplinary
opportunity