Grade 9 CIE Checkpoint Science 1113 Objectives

In this unit, pupils build on their previous knowledge of photosynthesis and water and the transport of water and minerals in flowering plants to develop their knowledge of

• The process of photosynthesis including the word equation.
  
• The importance of water and mineral salts to plant growth
  

Scientific Enquiry work focuses on:

• Deciding whether to use evidence from first-hand experience or secondary sources.
  
• Using appropriate sampling techniques where required.
  
• Looking critically at sources of secondary data.
  
• Comparing results and methods used by others.
  

Recommended Vocabulary for this unit:

• Photosynthesis
  
• Chlorophyll
  
• Chloroplasts
  
• Control
  

In this unit, pupils build on their previous knowledge of the Periodic Table, particle theory and chemical reactions to develop their knowledge of

• The structure of an atom.
  
• The methods and discoveries of Rutherford and other scientists.
  
• The structures of the first twenty elements of the Periodic Table.
  
• Trends in groups and periods.
  
• Preparing some common salts by the reactions of metals or metal carbonates with acid.
  
• Writing word equations to describe reactions of metals or metal carbonates with acids.
  

Scientific Enquiry work focuses on:

• The importance of questions, evidence and explanations, using historical examples.
  
• Using explanations to make predictions and then evaluate these against evidence.
  
• Discussing the way that scientists work today and how they worked in the past, including reference to experimentation, evidence and creative thought.
  
• Deciding which apparatus to use and assess any hazards in the laboratory.
  
• Using a range of materials and equipment and control risks.
  

Recommended Vocabulary for this unit:

• Nucleus
  
• Proton
  
• Neutron
  
• Electron
  
• Electronic shell (orbit)
  
• Atomic (proton) number
  
• Group
  
• Period
  
• Evidence
  
• Prediction
  
• Reactants
  
• Evaluation
  
• Products
  
• Carbonates
  
• Nitrates
  
• Sulfates
  
• Chlorides
  
• Neutralization
  
• Filtration
  
• Crystallization
  
• Evaporation
  

In this unit, pupils build on their previous knowledge of different types of energy and energy transfers to develop their knowledge of

• Electrostatics and the concept of charge, including digital sensors.
  
• Simple series and parallel circuits.
  
• How common types of component, including cells (batteries), affect current.
  
• How current divides in parallel circuits.
  
• Measuring current and voltage.
  

Scientific Enquiry work focuses on:

• Choosing apparatus and deciding which measurements and observations are necessary.
  
• Assessing any hazards and controlling risk.
  
• Obtaining reliable results.
  
• Making conclusions using scientific knowledge and understanding.
  

Recommended Vocabulary for this unit:

• Electrostatic charge
  
• Positive
  
• Negative
  
• Insulator
  
• Attraction
  
• Repulsion
  
• Ammeters
  
• Voltmeters
  
• Parallel circuits
  
• Series circuits
  
• Circuit diagrams
  

In this unit, pupils build on their previous knowledge reproduction and plant growth to develop their knowledge of.

• Sexual reproduction in flowering plants including pollination, fertilisation, seed formation and dispersal.
  

Scientific Enquiry work focuses on:

• Selecting ideas and plans for testing based upon previous knowledge, understanding and research.
  
• Deciding which measurements and observations are necessary, what equipment to use and assessing any hazards.
  
• Using appropriate sampling techniques where required to obtain reliable measurements.
  
• Present results, describing correlations and drawing conclusions.
  

Recommended Vocabulary for this unit:

• Pollination
  
• Fertilization
  
• Dispersal
  
• Pollen
  
• Ovule
  
• Gamete
  

In this unit, pupils build on their previous knowledge of chemical reactions to develop their knowledge of

• The reactivity series of metals with oxygen, water and dilute acids.
  
• Displacement reactions.
  
• The effects of concentration, particle size, temperature and catalysts on the rate of a reaction.
  

Scientific Enquiry work focuses on:

• Using preliminary work to decide how to carry out an investigation based upon previous knowledge, understanding and research.
  
• Deciding which apparatus to use and assess any hazards.
  
• Choosing whether to use evidence from first-hand experience of secondary sources.
  
• Obtaining reliable results.
  
• Describing patterns (correlations).
  
• Drawing conclusions and evaluating methods.
  

Recommended Vocabulary for this unit:

• Reactivity series
  
• Displacement reaction
  
• Concentration
  
• Catalyst
  

In this unit, pupils build on their previous knowledge of forces and movement to develop their knowledge of.

• Objects turning on a pivot and understand the principle of moments.
  
• Pressure as caused by the action of force on an area.
  
• Pressures in gases and liquids (qualitative only).
  
• The densities of solids, liquids and gases.
  

Scientific Enquiry work focuses on:

• Deciding which measurements and observations are necessary, which equipment to use and assess any hazards and control risks.
  
• Making sufficient observations and measurements to reduce error and make results more reliable.
  
• Interpreting results using scientific knowledge and understanding.
  
• Drawing conclusions.
  
• Communicating clearly.
  

Recommended Vocabulary for this unit:

• Lever
  
• Moment
  
• Pivot
  
• Density
  
• Pressure
  

In this unit, pupils build on their previous knowledge of organisms in their environment to develop their knowledge of

• Constructing keys to identify plants and animals.
  
• Food chains, food webs and energy flow including the role of decomposers.
  
• How living things are adapted to their habitats.
  
• How characteristics are inherited.
  
• Selective breeding.
  
• The work of Darwin on natural selection and other scientists studying the natural world.
  

Scientific Enquiry work focuses on:

• Discussing the way that scientists work today and how they worked in the past, including reference to experimentation, evidence and creative thought.
  
• The importance of questions, evidence and explanations.
  

Recommended Vocabulary for this unit:

• Consumer
  
• Producer
  
• Trophic level
  
• Primary
  
• Tertiary
  
• Herbivore
  
• Carnivore
  
• Genetic
  
• Secondary
  
• Material
  
• Adaptation
  
• Variation
  
• Habitat
  

In this unit, pupils build on their previous knowledge of chemical reaction and energy transfers to develop their knowledge of

• Endothermic processes and exothermic reactions.
  
• The thermal (heat) energy transfer processes of conduction, convection and radiation.
  
• Cooling by evaporation.
  

Scientific Enquiry work focuses on:

• Ideas and plans for testing based upon previous knowledge, understanding and research
  
• Deciding measurements and observations to make, equipment to use, assessing hazards and controlling risks
  
• Obtaining and presenting reliable results
  
• Describing correlations
  
• Explaining results and drawing conclusions using scientific knowledge and understanding
  
• Evaluating experimental methods.
  

Recommended Vocabulary for this unit:

• Exothermic
  
• Endothermic
  
• Thermal (heat) energy transfer
  
• Conduction
  
• Convection
  
• Radiation
  
• Evaporation
  

In this unit, pupils build on their previous knowledge of energy and the environment to develop their knowledge of

• Factors affecting the size of populations.
  
• Some effects of human influences on the environment.
  
• The world’s energy needs.
  

Scientific Enquiry work focuses on:

• Looking critically at sources of secondary data.
  
• Deciding which apparatus to use and assess any hazards in the laboratory, field or workplace.
  
• Using appropriate sampling techniques where required.
  
• The importance of questions, evidence and explanations, using historical and contemporary examples.
  

Recommended Vocabulary for this unit:

• Environment
  
• Solar
  
• Hydroelectric
  
• Nuclear fuel
  
• Fossil fuel
  
• Renewable and non-renewable sources