In this unit pupils:
- learn that the huge range of materials is made from a relatively small number of elements
- learn that each element is composed of one sort of atom only
- explore the characteristics of some elements
- use the particle model to describe what happens when elements combine
In scientific enquiry pupils:
- model differences between particles in elements and non-elements
- organise and sequence information from secondary sources
- choose an approach to find out whether a substance is an element or not
In this unit pupils:
- distinguish between elements and compounds and how they are represented by symbols and formulae
- recognise chemical change as a process in which atoms join together in new ways
- distinguish between compounds and mixtures
- distinguish between chemical reactions in which new compounds are formed and the formation of mixtures
In scientific enquiry pupils:
- decide how many measurements are needed for reliable results
- present data as graphs
- interpret and draw conclusions from observations and graphs
- investigate temperature changes as liquids cool
In this unit pupils:
- learn about rock texture as one of the key characteristics of different rock types
- model rock texture
- learn about the processes of weathering, erosion, transportation and sedimentation
- relate processes, eg evaporation and dissolving, involved in rock formation to processes observed in other contexts
- consider processes operating on different timescales
In scientific enquiry pupils:
- consider how evidence from sedimentary layers and from fossils has led to changes in ideas about the development of the Earth
- frame questions to be investigated
- make qualitative observations, including using time-lapse photography to record gradual changes, evaluating methods used
- present data in an appropriate way
- use scientific knowledge and understanding to explain observations
- investigate a question about sedimentation
In this unit pupils:
- explore the properties of metals and non-metals
- learn that different acids react in similar ways with metals, with metal carbonates and with metal oxides
- represent elements by symbols and compounds by formulae
- use word and symbol equations to describe these reactions
In scientific enquiry pupils:
- describe patterns in qualitative data about reactions
- use patterns in reactions to make predictions about other reactions
- devise and evaluate a method for preparing a sample of a specified salt
In this unit pupils:
- learn that although metals react in a similar way with oxygen, water and acids, some react more readily than others
- establish and use a reactivity series for metals
- represent chemical reactions by word and/or symbol equations
In scientific enquiry pupils:
- use a proposed reactivity series to make predictions
- present qualitative data in a way which enables patterns to be described
- investigate the relative reactivity of different metals, identifying and controlling relevant variables