Science
At Hockerill college The Middle Years Science Programme encourages students to investigate issues through the key skills of research, observation and experimentation, working both independently and collaboratively.
We seek to inspire the next generation of science students who will have the skills and attitude to succeed in science.
The curriculum is designed around three key science subjects of biology, physics and chemistry which begin in MYP1 and progress through the GCSE and IBDP programmes. These create a structure for our teaching and the student’s learning and helps to generate the framework that encourages the conceptual and cognitive development of our students.
In addition to this students are expected to investigate real examples of science application and to develop the key practical skills of formulating hypotheses, using apparatus with care and precision, recording and presenting data drawing valid conclusions and evaluation their work.
Enquiring and Caring Global Citizenship
Units in MYP, GCSE and in the Diploma Programme as well as in the extracurricular activities encourage students to develop an understanding of the global community and to comprehend how universal factors influence their lives and how their decisions can have a global influence. Students are encouraged to develop the knowledge and skills that they need to engage with the world in a way which is responsible, ethical and environmentally aware.
Excellence in education
Students are expected to perform at the highest possible level in all of their lessons. And demonstrate high standards of presentation and grammar, using challenging technical vocabulary and wherever possible contemporary examples of current scientific developments.
The nature of science curriculum encourages the promotion of British values, throughout each of the units. The topics we teach help to reinforce students understanding of responsibility and mutual respect and tolerance of those with different beliefs, and faiths.
Every opportunity is taken to discuss these themes in the classroom and to encourage the students to develop their understanding through collaboration and research.
Year 7
Module Title |
Key Concept |
Related Concepts |
Global Context |
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Introduction to Science |
Relationships |
Evidence, Patterns |
Scientific and Technical Innovation |
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Particles |
Change |
Models, Evidence |
Scientific and Technical Innovation |
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Tissues and Transplants |
Change |
Function, Development |
Scientific and Technical Innovation |
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Chemical Reactions |
Systems |
Transformation, Interaction |
Identities and Relationships |
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Forces |
Change |
Transformation, Interaction |
Scientific and Technical Innovation |
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Solar System and Beyond |
Relationships |
Patterns, Interactions |
Scientific and Technical Innovation |
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Acids and Bases |
Systems |
Balance, Form |
Identities and Relationships |
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Reproduction in Animals |
Relationships |
Patterns, Interactions |
Identities and Relationships |
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Electrical Circuits |
Relationships |
Energy, Transformation |
Identities and Relationships |
Year 8
Module Title |
Key Concept |
Related Concepts |
Global Context |
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Food and Nutrition |
Change |
Energy, Models, Transformation |
Science Technology and Innovation |
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Circulation and Breathing |
Systems |
Function Evidence Patterns |
Science Technology and Innovation |
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Disease |
Relationships |
Interactions and Consequences |
Science Technology and Innovation |
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Water |
Systems |
Models, Interactions |
Fairness and Development |
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Elements and Compounds |
Change |
Models, Interactions |
Science Technology and Innovation |
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Force and Transport |
Relationships |
Models, Interactions |
Science Technology and Innovation |
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Light and Sound |
Systems |
Energy, Models, Transformation |
Science Technology and Innovation |
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Heat Energy Transfer |
Change |
Energy, Transformations |
Science Technology and Innovation |
Year 9
Module Title |
Key Concept |
Related Concepts |
Global Context |
|
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Genetics and Inheritance |
Change and Relationships |
Models Structure and Function |
Science and Technological Innovation |
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Patterns of Reactivity |
Change and Relationships |
Patterns, Evidence |
Science and Technological Innovation |
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Energy |
Systems and Change |
Energy, Transformations |
Science and Technological Innovation |
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Satellites and Space |
Systems and Change |
Patterns, Interactions |
Science and Technological Innovation |
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Biology Key Skills Unit |
Systems and Change |
Interactions and Change |
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Physics Key Skills Unit |
Systems and Change |
Interactions and Change |
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Chemistry Key Skills Unit |
Change and Relationships |
Interactions and Change |
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KS4 - GCSE
In Biology you will follow either AQA Biology (8461) or the Biology component from AQA Combined Science Trilogy (8464). The qualification is linear which means students will sit their exams at the end of the course.
Year 10 - The following units are studied
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1. Cell biology – including the structure of plant, animal and specialised cells, how organisms develop from single cells, how organisms obtain their food and the study of microorganisms for food production
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2. Organisation – including the roles of cells, tissues and organs, the structure and function of the heart, blood vessels and the digestive system, the role of enzymes and the study of some non-communicable diseases
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3. Infection and response – the cause and prevention of communicable diseases and examples of diseases caused by bacteria, viruses, fungi and protists, the human defence system, and vaccinations. The discovery and development of drugs such as antibiotics and painkillers
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4. Bioenergetics – photosynthesis and how the rate of photosynthesis can change, aerobic and anaerobic respiration and the study of metabolism.
Year 11
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5. Homeostasis and response – the role of the nervous and endocrine system in homeostasis, structure of the nervous system and the reflex arc, study of the brain and the eye, control of body temperature, blood glucose and water levels
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6. Inheritance, variation and evolution – sexual and asexual reproduction, the determination of gender, the structure and function of DNA, mutations and genetically inherited disorders, development of the understanding of genetics, genetic engineering and cloning
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7. Ecology – the science of classification, how biotic and abiotic factors affect communities and habitats, distribution and adaptations of organisms, feeding relationships, recycling, decomposition, biodiversity, land use, impact of environmental change including global warming and deforestation, factors affecting food security and the role of biotechnology and modern farming techniques.
KS5 - IBDP
Year 12 Curriculum Map
The IBDP builds on the work covered at GCSE.
In Year 12 you will study the following
Cells Membranes and Biochemistry - This introductory unit looks at the ultrastructure of cells and organelles, the structure and function of the cell membrane and membrane transport. You will study the origin of cells and cell division. You will also develop an understanding of the basic biochemical molecules of proteins, lipids and carbohydrates and the importance of water.
DNA, Proteins and Metabolisms - the role and structure of DNA and RNA, Replication, This unit This unit develops understanding of the role of DNA and RNA and the processes of Transcription and Translation.
Animals and Their Physiology - This unit develops knowledge of human and animal physiology including processes such as digestion, defense against disease, the blood system, neurones and control, movement, homeostasis, reproduction and the role of the kidneys in osmoregulation.
You will complete a number of assessments to monitor your progress and Practicals to help you develop the skills needed for your IA.
Year 13 Curriculum Map
Year 13 continues with the study developed in Year 12 and includes further study of the following units
Plant Transport Growth and Reproduction - This unit includes photosynthesis and the study of plant growth, transport and reproduction Chromosomes, Inheritance and Genetic Modification
Evolution and Biodiversity - In this unit you will study the evidence for evolution and speciation alongside classify=cation and biodiversity.
Ecology - This unit will further develop your understanding of the interactions between species, communities and ecosystems alongside an understanding of energy flows in an environment and the importance of carbon recycling and the impact of climate change.
Students will then study one optional unit from a choice of Ecology and Conservation or Human Physiology
KS4 - GCSE
Year 10 & 11
The Chemistry Department follows the AQA GCSE Chemistry 8462 specification.
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Atomic Structure and the Periodic Table
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A simple model of the atom, symbols, relative atomic mass, electronic charge and isotopes
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Development of the periodic table
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Metals and non-metals
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Trends within group 0, group1, and group 7 elements
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Properties of transition metals
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Bonding, structure and the properties of matter
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Chemical bonds, ionic, covalent and metallic
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How bonding and structure are related to the properties of substances
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Structure and bonding of carbon
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Bulk and surface properties of matter including nanoparticles
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Quantitative Chemistry
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Chemical measurements, conservation of mass and the quantitative interpretation of chemical equations
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Use of amount of substance in relation to masses of pure substances
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Yield and atom economy of chemical reactions
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Using concentrations of solutions
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Amount of substance in relation to gases
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Chemical changes
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Reactivity or metals
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Reactions of acids
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Understanding the process of electrolysis
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Electron transfer during oxidation and reduction reactions
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Representation of reactions as ionic half equations
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Energy changes
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Energy transfer during exothermic and endothermic reactions
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Chemical cells and fuel cells
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The rate and extent of chemical change
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Calculating rates of reaction from experiments and from data
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Collision theory and activation energy
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Providing alternative reaction pathways using catalysts
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Reversible reactions in dynamic equilibrium and factors changing the position of equilibrium
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Organic Chemistry
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Carbon compounds as fuels and feedstock from fossil fuels
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Patterns of reactivity within homologous series
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Synthetic and naturally occurring polymers
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Chemical analysis
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Analyzing purity, formulations through melting points, boiling points and chromatography
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Identifying common gases
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Identifying positive and negative ions by chemical and spectroscopic means
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Chemistry of the atmosphere
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Composition and evolution of the Earth’s atmosphere
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Carbon dioxide and methane as greenhouse gases
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Common atmospheric pollutants and their sources
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Using resources
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Using Earth’s resources and obtaining potable water
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Qualitative and quantitative comparison of the sustainability of materials through life cycle assessments
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Ways of reducing the use of resources
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Using materials and preventing corrosion
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Enhancing material properties by using alloys, ceramics, polymers and composites
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The Haber process and the use of NPK fertilisers
KS5 - IBDP
Purpose: How does the curriculum support a holistic approach to education that goes beyond academic development?
Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. Chemical principles underpin both the physical environment in which we live and all biological systems. Chemistry plays a role in almost every aspect of the world around us and in solving some of the most serious problems faced today. Chemistry is often a prerequisite for many other courses in higher education, such as medicine, biological science and environmental science.
In chemistry we help students to understand how the composition of a substance affects its physical and chemical properties using conceptual models and a selection of key concepts. Higher level chemistry within the IB Diploma provides outstanding preparation for study at chemistry at university. The simple models used in KS4 are developed to incorporate models used at degree level that can properly explain the structure and properties of materials. Students also learn numerical tools needed to study the reasons behind patterns of reactivity quantitatively as well as qualitatively.
While the scientific method may take on a wide variety of forms, it is the emphasis on a practical approach through experimental work that characterizes the subject. Teachers provide students with opportunities to develop manipulative skills, design investigations, collect data, analyse results and evaluate and communicate their findings. The IB Diploma course cultivates excellent chemical research skills through the individual student internal assessment where students develop their own research question and test their hypothesis experimentally.
Students at Hockerill, in Years 7 to 11, have explored strategies to reduce the impact of global issues such as global warming, atmospheric pollution, sustainability and the availability of clean water. In the sixth-form, we explore further global challenges such as degradation of the ozone layer and organic molecule persistence by inclusion of reaction mechanisms. Chemistry plays an important role in developing enquiring and caring global citizens as it provides knowledge which is central to finding sustainable solutions to global problems.
Environment: How is the curriculum adjusted to ensure all students can succeed?
Chemistry is available at both higher level and standard level with all lesson being taught by experienced subject specialists with excellent subject knowledge. The modern classroom laboratories are very well equipped and there is a strong emphasis on practical work ensuring a rich and varied student experience.
Learning: How is feedback written into the curriculum to ensure that all students are set challenging goals?
Our teachers are passionate about student progress and provide a variety of tasks with ample opportunities for formative feedback during each lesson. Our principle aim is to build confidence and skill within chemistry.
The chemistry curriculum begins with the basics for each topic to ensure that learners who are not familiar with GCSE chemistry can also gain a true understanding of this science. Knowledge is assessed at key points during the course, usually after each topic, through summative tests to enable students to reflect and improve their learning strategies regularly.
During the IB Diploma course each student undertakes an experimental investigation into their own individual research question for their internal assessment which is worth 20% of their final grade in chemistry. Students prepare for this with a practice investigation and guidance from experienced teachers on how to plan and carry out a safe and successful investigation within the school-laboratory context.
Year 12 Curriculum Map (*Two teachers, Teacher A and Teacher B)
This section of the course focuses on the fundamental concepts controlling chemical reactivity, atomic structure and electron arrangement. The simplest models introduced at GCSE are expanded to include the complexity needed for further educational study of chemistry with a modern quantum mechanical model of atomic structure. Mathematical tools for quantifying changes in chemical systems are introduced and applied within the more straightforward contexts of energetic and redox reactions. The nomenclature of organic and inorganic species is also taught early in the course to enable students who have not studied chemistry in KS4 to make good progress.
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Stoichiometric relationships (Teacher A)
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Introduction to the particulate nature of matter and chemical change
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The mole concept
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Reacting masses and volumes
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Measurement and data processing (Teacher A)
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Uncertainties and errors in measurement and results
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Graphical techniques
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Atomic structure (Teacher B)
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The nuclear atom
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Electron configuration
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Electrons in atoms
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Periodicity (Teacher A)
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The periodic table
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Periodic trends
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Transition metals: First-row d-block elements
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Coloured complexes
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SL Organic chemistry (Teacher B)
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Fundamentals of organic chemistry
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Chemical bonding and structure (Teacher B)
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Ionic bonding and structure
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Covalent bonding and structure
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Covalent structures
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Intermolecular forces
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Metallic bonding
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Covalent bonding and electron domain and molecular geometries
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Hybridization
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Energetics/thermochemistry (Teacher A)
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Measuring energy changes
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Hess’s Law
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Bond enthalpies
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Energy cycles
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Entropy and spontaneity
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Redox processes (Teacher B)
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Oxidation and reduction
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Electrochemical cells
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Electrochemical cells
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Internal Assessment (Teacher A)
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Students carry out practice IA investigating how the enthalpy of combustion of alcohols depends on the carbon chain or molecular mass.
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Independent research to plan their own investigation.
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Carry out experimental investigation, informed by trials, and write report (max of 12 pages).
Year 13 Curriculum map (*Two teachers, Teacher A and Teacher B)
This section of the course explores quantitative changes in more complex chemical systems. Our understanding of patterns in reactivity is extended with the study of mechanisms within organic functional group chemistry and the behavior of nucleophiles, electrophiles and free radicals. Students continue to develop numerical skills within the chemical kinetics topic as they determine reaction rates, rate equations and use data to deduce the rate determining steps within a reaction mechanism and calculate activation energies.
Our understanding of acids from KS4 is extended to enable numerical quantification of concentration of acids or bases from pH values. We also examine the use of salt hydrolysis in buffer solutions and during titrations.
The IB Diploma enables students to explore their own choice of option
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Chemical kinetics (Teacher A)
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Collision theory and rates of reaction
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Rate expression and reaction mechanism
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Activation energy
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Organic chemistry (Teacher B)
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Functional group chemistry
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Types of organic reactions
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Reaction mechanisms
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Synthetic routes
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Stereoisomerism
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Equilibrium (Teacher A)
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Dynamic equilibrium
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The equilibrium law and equilibrium constants
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Gibbs free energy and determining the position of equilibrium
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Acids and bases (Teacher A)
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Brønsted-Lowry acid and base theory
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Lewis acid and base theory
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Properties of acids and bases
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The pH scale
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Strong and weak acids and bases
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Calculations involving acids and bases
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pH curves and their interpretation
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Acid deposition
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Measurement and analysis (Teacher B)
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Spectroscopic identification of organic compounds
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Option topics – student choice (Teacher A)
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Materials
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Biochemistry
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Energy
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Medicinal chemistry
KS4 - GCSE
Year 10 & 11
The Physics Department follows the AQA GCSE Physics 8463 specification.
Key ideas in Physics
• the use of models, as in the particle model of matter or the wave models of light and of sound
• the concept of cause and effect in explaining such links as those between force and acceleration, or between changes in atomic nuclei and radioactive emissions
• the phenomena of ‘action at a distance’ and the related concept of the field as the key to analysing electrical, magnetic and gravitational effects
• that differences, for example between pressures or temperatures or electrical potentials, are the drivers of change
• that proportionality, for example between weight and mass of an object or between force and extension in a spring, is an important aspect of many models in science
• that physical laws and models are expressed in mathematical form.
1 Energy
Energy stores and systems, Changes in energy, Energy changes in systems, Power, Conservation and dissipation of energy, Energy transfers in a system, Efficiency, National and global energy resources.
2 Electricity
Current, potential difference and resistance: Standard circuit diagram symbols, Electrical charge and current, Current, resistance and potential difference, Resistors;
Series and parallel circuits;
Domestic uses and safety: Direct and alternating potential difference, Mains electricity;
Energy transfers: Power, Energy transfers in everyday appliances, The national grid;
Static electricity: Static charge, Electric fields.
3 The Particle Model
Changes of state and the particle model: Density of materials, Changes of state;
Internal energy and energy transfers: Internal energy, Temperature changes in a system and specific heat capacity, Changes of heat and specific latent heat;
Particle model and pressure: Particle motion in gases, Pressure in gases, Increasing the pressure in a gas.
4 Atomic Structure
Atoms and isotopes: The structure of an atom, Mass number, atomic number and isotopes, The development of the model of an atom;
Atoms and nuclear radiation: Radioactive decay and nuclear radiation, Nuclear equations, Half lives and the random nature of radioactive decay, Radioactive contamination;
Hazards and uses of radioactive emissions and of background radiation: Background radiation, Different half lives of radioactive isotopes, Uses of nuclear radiation;
Nuclear fission and fusion: Nuclear fission, Nuclear fusion.
5 Forces
Forces and their interactions: Scalar and vector quantities, Contact and non-contact forces, Gravity, Resultant forces;
Work done and energy transfer;
Forces and elasticity;
Moments, levers and gears;
Pressure and pressure differences in fluids: Pressure in a fluid, Atmospheric pressure;
Forces and motion: Describing motion along a line, Forces, accelerations and Newton’s laws of motion, Forces and braking;
Momentum: Momentum is a property of moving objects, Conservation of momentum, Changes in momentum.
6 Waves
Transverse and longitudinal waves, Properties of waves, Reflection of waves, Sound waves, Waves for detection and exploration;
Electromagnetic waves, Lenses, Visible light;
Black body radiation: Emission and absorption of infrared radiation, Perfect black bodies and radiation.
7 Electromagnetism
Poles of a magnet, Magnetic fields;
The motor effect: Electromagnetism, Fleming’s left hand rule, Electric motors, Loudspeakers;
Induced potential, Uses of the generator effect, Microphones, Transformers.
8* Space
Our solar system, The lifecycle of a star, Orbital motion, natural and artificial satellites;
Red shift.
9 Revision
All topics.
10 Required practicals.
KS5 - IBDP
Purpose: How does the curriculum support a holistic approach to education that goes beyond academic development?
Through studying Physics, students should become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms, it is the emphasis on a practical approach through experimental work that characterizes these subjects.The aims enable students, through the overarching theme of the Nature of science, to:
1.appreciate scientific study and creativity within a global context through stimulating and challenging opportunities
2.acquire a body of knowledge, methods and techniques that characterize science and technology
3.apply and use a body of knowledge, methods and techniques that characterize science and technology
4.develop an ability to analyse, evaluate and synthesize scientific information
5.develop a critical awareness of the need for, and the value of, effective collab oration and communication during scientific activities
6.develop experimental and investigative scientific skills including the use of current technologies
7.develop and apply 21st-century communication skills in the study of science
8.become critically aware, as global citizens, of the ethical implications of using science and technology
9.develop an appreciation of the possibilities and limitations of science and technology
10.develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge.
Environment: How is the curriculum adjusted to ensure all students can succeed?
Physics is available at both higher level and standard level with all lessons being taught by experienced subject specialists with excellent subject knowledge. The modern classroom laboratories are very well equipped and there is a strong emphasis on practical work ensuring a rich and varied student experience.
Learning: How is feedback written into the curriculum to ensure that all students are set challenging goals?
Our teachers are passionate about student progress and provide a variety of tasks with ample opportunities for formative feedback during each lesson. Our principle aim is to build confidence and skill within Physics.
The Physics curriculum begins with the basics for each topic to ensure that learners who are not familiar with GCSE Physics can also gain a true understanding of this science. Knowledge is assessed at key points during the course, usually after each topic, through summative tests to enable students to reflect and improve their learning strategies regularly.
During the IB Diploma course each student undertakes an experimental investigation into their own individual research question for their internal assessment which is worth 20% of their final grade in Physics. Students prepare for this by completing numerous practicals, receiving guidance from experienced teachers on their write-ups and on how to plan and carry out their own safe and successful investigation within the school-laboratory context.
Year 12 Curriculum Map (Higher Level*)
Topic 1: Measurement
1.1 Measurement
1.2 Uncertainties and errors
1.3 Vectors and scalars
Topic 2 : Mechanics
2.1 Motion
2.2 Forces
2.3 Work, energy and power
2.4 Momentum and impulse
Topic 3 : Thermal physics
3.1 Thermal concepts
3.2 Modelling a gas
Topic 4: Waves
4.1 Oscillations
4.2 Travelling waves
4.3 Wave characteristics
4.4 Wave behaviour
4.5 Standing waves
Topic 5: Electricity and magnetism
5.1 Electric fields
5.2 Heating effect of electric currents
5.3 Electric cells
5.4 Magnetic effects of electric currents
Topic 8: Energy production
8.1 Energy sources
8.2 Thermal energy transfer
HL Topic 9: Wave phenomena
9.1 Simple harmonic motion
9.2 Single slit diffraction
9.3 Interference
9.4 Resolution
9.5 Doppler effect
Practical
Practical activities will be added to the Topics and Option.
Individual Investigation
Group 4 Project
Year 13 Curriculum Map
Topic 6: Circular motion and gravitation
6.1 Circular motion
6.2 Newton's law of gravitation
Topic 7: Atomic, nuclear and particle physics
7.1 Discrete energy and radioactivity
7.2 Nuclear reactions
7.3 The structure of matter
HL Topic 10: Fields
10.1 Describing fields
10.2 Fields at work
HL Topic 11: Electromagnetic induction
11.1 Electromagnetic induction
11.2 Power generation and transmission
11.3 Capacitance
HL Topic 12: Quantum and nuclear physics
12.1 The interaction of matter with radiation
12.2 Nuclear physics
HL Option D: Astrophysics extension
D.4 Stellar processes
D.5 Further cosmology
Option D: Astrophysics
D.1 Stellar quantities
D.2 Stellar characteristics and stellar evolution
D.3 Cosmology
Practical activities will be added to the Topics and Option.
* Students studying Physics at Standard Level will not do the Higher Level material, and will work through the course more slowly (5 lessons per cycle, instead of 8).
The College Enrichment Programme invites external speakers. The College Clubs programme often includes activities which support Physics. Past opportunities to attend external lectures have included University of Cambridge, University of Hertfordshire, Café Scientifique, etc.). Year 13 students are invited to mentor Year 11 students and Boarders often have lively discussions about Physics in the evenings.
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Applied science club – weekly after school club discussing developments in science and possible implications of these.
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Student mentoring within chemistry – Year 12 and 13 students mentoring students in need of support in Year 11.
Chemistry uses a variety of conceptual models to understand chemical changes as we can not see atoms, molecules or ions with the naked eye. Atomic models have developed in complexity with advances in technology and evidence and therefore provide clear examples of how paradigm shifts can occur within natural science. Although the scientific method is always used there are examples of both inductive and deductive reasoning being used in the development of knowledge within chemistry, for example Mendeleev used deductive reasoning in developing the periodic table, whilst numerical techniques such as Hess’s Law rely upon the inductive reasoning of the truism of the conservation of energy.
Physics - The Scientific Method, and everything included within it, is the Scientific section of the Theory of Knowledge course. The Physics course covers many examples of different ways of thinking encountered during the development of science, and these are flagged by teachers as students progress through the course.
Links to ToK are flagged in the syllabus. The Tsokos textbook which is currently issued to students has a whole chapter on ToK and the Oxford textbook (used by teachers and favourite to replace Tsokos at the next syllabus change) has highlighted articles on scientific questions that arise from Theory of Knowledge