curriculum standards for the state of qatar...about the science standards 12 2 scope and sequence...

Curriculum Standards for the State of Qatar

Science: Grades K to 12

Developed for the Education Institute by CfBT

2 | Qatar science standards | Introduction © Supreme Education Council 2004


Contents

Foreword 5

1 Introduction 7 The new curriculum standards 9

About the science standards 12

2 Scope and sequence charts for science 29 Grades K to 4 31

Grades 5 to 9 35

Grades 10 to 12 (foundation) 43

Grades 10 to 12 (advanced) 51

3 Science standards 63 Kindergarten 65

Grade 1 71

Grade 2 79

Grade 3 87

Grade 4 97

Grade 5 107

Grade 6 117

Grade 7 129

Grade 8 145

Grade 9 161

Grade 10 (foundation) 183



Grade 10 (advanced) 249



4 Appendix 339 Sources used for international comparisons for science 341


Foreword

Qatar’s Comprehensive Education Reform Initiative

These Curriculum Standards lie at the heart of ‘Education for a New Era’, Qatar’s education reform initiative. They draw on international expectations of what students should know, understand and be able to do at each stage of their schooling, as well as on the current best practices in Qatar’s public schools.

The standards focus on the content essential for preparing students to be engaged and productive citizens. Critical thinking, enquiry and reasoning are emphasised in all grades to ensure that students develop the ability to work creatively, think analytically and solve problems.

The standards have been developed for the Education Institute of the Supreme Education Council by an international team of curriculum experts, guided by the staff of the Institute. Working groups of local teachers and curriculum specialists have helped to ensure that the standards reflect Qatari values and culture, and are relevant to the needs and interests of Qatari students.

Principals and teachers should find these standards to be an excellent resource on which to base their planning, teaching and assessment. Quality instruction and high levels of scholastic achievement are crucial to the future success of our youth and our nation.

Sabah Esmail Al-Haidoos Acting Director, Education Institute


1 Introduction


The new curriculum standards

Background

The curriculum standards are goals for students’ learning. They set out what Qatari students should know, understand and be able to do by the end of each grade from Kindergarten to Grade 12. They are intended to help each Independent School to plan its curriculum, to guide writers of teaching and learning materials and to inform the design of tests and examinations.

The standards cover four subjects: Arabic, English, mathematics and science. Today’s students must have a high degree of competence in all these subjects, and must benefit from the best opportunities in higher education, if they are to compete successfully in the worldwide economy. At the same time, they need to develop a feeling of identity with their country and a deep understanding of Qatar’s traditions, achievements and culture.

The standards are based on the premise that all Qatari students are capable of learning successfully and of achieving high levels of performance. The standards are aligned to expectations in those countries that demand the most of their students, including those that achieve excellent results in international tests.

Students who master the knowledge, concepts and skills specified in the standards, and who perform well in the new national tests based on the standards, should also score well in international qualifying examinations for admission to first-class universities around the world.

Structure of the curriculum standards

The standards are presented in Section 3 of this document. They are preceded by scope and sequence charts. The charts give an overview of the standards and summarise the content for each grade. They are intended to help schools to see at a glance how students’ knowledge, understanding and skills should progress from one grade to the next.

The standards from Kindergarten to Grade 9 are for all students. Each set of standards is structured into strands as follows:

• Arabic word knowledge, listening and speaking, reading and writing

• English words, grammar, reading and writing, listening and speaking

• Mathematics reasoning and problem solving, number and algebra, geometry and measures, data handling

• Science scientific enquiry, physical processes, life science, materials, Earth and space

In each strand, the standards are grouped into topics. The strands and topics for a given subject do not necessarily involve equal amounts of teaching time, and are not necessarily given equal emphasis in the national tests. The approximate proportion of the overall teaching and assessment time that should be devoted to them is discussed in more detail on page 13 of this introduction.

The standards for Grades 10 to 12 have two different pathways. All students should continue to study all four subjects but not necessarily to the same depth or level. The standards for these grades are therefore at two levels, foundation and


advanced. Students, with advice from teachers and parents, will choose a course based on one or the other, but not both. This is to allow teachers to prepare students according to the students’ individual needs and aspirations.

The foundation standards include revision and consolidation of standards for earlier grades as well as some new material. Advanced standards include the foundation standards, so that advanced students are taught the foundation standards before moving on to more in-depth study (for example, more challenging problems, more demanding critiques of texts, more complex topics).

Key performance standards

The standards in Section 3 are numbered to make them easy to reference. The numbers in shaded rectangles, e.g. 1.2, identify the key performance standards. These are the standards that should be taught to all students and that all students should master. The national tests are based on these standards.

The remaining non-key standards represent extension or enrichment objectives for the more able, or consolidation objectives for those who learn more slowly. As such, they will not necessarily be taught to all students. Some of them are key standards in an earlier or higher grade.

The shaded panels at the start of each strand are summaries of the key standards for that strand. They should be useful to teachers when they make informal assessments of students’ progress and when they are reporting to parents.

Illustrations of the standards

The standards aim to provide enough detail to give teachers a clear understanding of:

• what students should learn by the end of each grade in each of the four subjects;

• the emphasis to be placed on higher order skills, such as critical thinking, enquiry, reasoning and problem solving.

The standards are illustrated with examples to show what is expected. The examples should help teachers to interpret the standards and to develop lesson plans, learning resources and assessment materials.

Notes in the margin are also intended to help teachers to interpret the standards. For example, a margin note might add further detail about what to include or not include in the teaching of a standard, or refer to a linked standard.

Spelling, units of measurement, numbers and equations

The mathematics and science standards are offered in English and Arabic versions. The Arabic standards are provided in Arabic, and the English standards in English.

The spelling conventions adopted in the English standards, and the English versions of the mathematics and science standards, are based on standard British English.

The units of measurement and abbreviations used are the Système Internationale (SI) units. They are therefore written in their internationally recognised form: for example, the word centimetre and its abbreviation cm are used in both the Arabic and English language versions of the standards. Thin spaces, not commas, are used to separate groups of three digits in numbers with more than four digits: for example, 48 746, not 48,746.


In both the Arabic and English versions of the standards, numbers and symbols, including chemical symbols, are written using Roman or Greek script. Mathematical and chemical equations and formulae are presented from left to right.

Schools will need to make their own decisions about spelling conventions and how numbers, symbols, equations and formulae are presented to students in lessons and learning resources, taking account of the language of instruction and the age of the students.

Using the standards in schools

The standards are intended to help schools to meet students’ learning needs but are not in themselves a ‘syllabus’. They can be used in schools in several different ways. For example:

• Principals and senior managers might use the standards to help them to plan, resource, monitor and evaluate the school curriculum, and to support the development of school policies for teaching and learning.

• Subject leaders and teams of teachers who are teaching the same subject can use the standards to develop schemes of work or programmes of study, classroom resources and assessment materials.

• Teams of teachers, from one or more schools, who are teaching the same grade can use the standards to develop integrated programmes for the grade.

• Individual teachers can use the standards to help them to plan lessons for a class, set learning objectives for students, assess and monitor students’ progress, and report to parents.

Decisions about how individual teachers might best teach the standards are left to schools. There are no prescribed teaching methods. Teachers should choose appropriate methods in line with their school’s policies. For example, they may use direct instruction and explicit teaching, or may guide students to learn through experimentation and discovery. Traditional methods might have a place but students will need a much wider range of active experiences if they are to solve problems, think creatively, enquire, criticise and evaluate.

Equally, there are no prescribed textbooks or other teaching and learning resources. Schools can select a variety of support materials from the very best that exist. It is unlikely that any single set of textbooks could address the standards adequately. Teachers should use their creativity in developing their own resources, or in finding and introducing published resources, choosing those that are culturally relevant and interesting to students.

The standards do not imply that each student in a grade is necessarily at the same level of achievement. Teachers should exercise flexibility and imagination when they are planning lessons based on the standards. They should move high-achieving students forward or give extra support to students who are experiencing difficulty with more basic content. They should make their own professional judgement about these matters based on their knowledge of the students in their classes. This is particularly important for students whose mother tongue is other than Arabic (whose academic potential may be underestimated), gifted and talented students, and students with special educational needs.

Similarly, there are no prescribed methods of assessing and recording students’ progress. The only requirement on Independent Schools is that every student participates in the national tests based on the standards. Each school can design and implement its own assessment policy to help teachers to plan and improve teaching and learning.


About the science standards

This section provides more detail about the science standards. It covers:

• the aims of the science standards;

• recommended teaching time for the science standards in the complete school curriculum.

• the strands of the science standards;

• the relationships between the science strands;

• the assessment of the science standards;

• the scope of each strand of the science standards;

• practical work and the science standards;

• the place of information technology in the science standards;

• teaching about science, technology and society;

• the mathematical requirements of the science standards;

• language and the science standards;

• health and safety and teaching the science standards;

The aims of the science standards

The overall aims or goals of the science standards are that students should:

• develop and sustain an interest in science and it applications;

• have an understanding of scientific methods and the way that science has developed;

• appreciate the human endeavours that have led to our current understanding of science;

• be proficient in the use of a range of scientific methods and techniques and in handling apparatus;

• use ICT effectively in the pursuit and communication of science;

• apply scientific enquiry skills to both familiar and unfamiliar situations and communicate the outcomes of their enquiries in appropriate ways;

• have a sound and systematic knowledge of important scientific facts, concepts and principles, and possess the skills needed to apply these in new and changing situations in a range of personal, domestic, industrial and environmental contexts;

• recognise the importance of the application of scientific knowledge in the modern world and be aware of the moral, ethical, social and environmental implications;

• be aware of both the potential of science to explain natural phenomena and its limitations;

• understand and communicate clearly a range of fundamental concepts that underpin branches of modern science;

• select, organise and communicate science clearly and logically, using appropriate scientific terms and conventions.


Recommended teaching time for the science standards

The science standards assume that the approximate time needed to teach them in a school year of around 900 teaching hours (excluding special events, tests and examinations) is as follows:

• in Grades 1 to 4 9% to 10% of the overall teaching time of 900 hours about 90 hours per year

• in Grades 5 to 6 12% to 13% of the overall teaching time of 900 hours about 115 hours per year

• in Grades 7 to 9 13% to 15% of the overall teaching time of 900 hours in Grades 7 and 8, increasing to 20% in Grade 9 about 120 to 135 hours per year

• in Grades 10 to 12 advanced course around 20% of the overall teaching time of 900 hours in Grade 10, increasing to 30% in Grade 12 for students taking all three subjects about 180 hours per year in Grades 10 and 11, rising to 270 hours per year in Grade 12 for students studying all three subjects foundation course around 20% of the overall teaching time of 900 hours about 180 hours per year

Some models for the number of science lessons per week over a 36-week year might be:

In a timetable of five 60-minute lessons per day (25 lessons per week, for 36 weeks)

Grades 1 to 4 2-3 lessons per week for science

Grades 5 and 6 3 lessons per week for science


Grade 9 5 lessons per week for science

Grades 10 to 12 (advanced courses) 4 rising to 8 lessons per week for students taking all three subjects

Grades 10 to 12 (foundation course) 4 lessons per week for science

In a timetable of six 50-minute lessons per day (30 lessons per week, for 36 weeks)

Grades 1 to 4 3 lessons per week for science







In a timetable of seven 45-minute lessons per day (35 lessons per week, for 34 weeks)

Grades 1 to 4 3-4 lessons per week for science


Grades 7 and 8 4-5 lessons per week for science




Teaching the standards does not require any particular form of school organisation or timetable. Such decisions are left to individual schools. Some schools will timetable science as single periods, as for any other subject, while other schools may prefer to give some double periods to science to facilitate practical work.

The strands of the science standards

Grades K to 9

The strands in the science standards for Grades K to 9 are:

• scientific enquiry;

• life science;

• materials;

• Earth and space (starting in Grade 4);

• physical processes.

Grades 10 to 12

The foundation and advanced standards for science for Grades 10 to 12 have three content strands:

• biology;

• chemistry;

• physics;

and a scientific enquiry strand.

The advanced standards for science for Grades 10 and 11 incorporate all the foundation standards and include as key performance standards some that are marked non-key for foundation level. These lead, in Grade 12, to additional and more advanced standards in the scientific enquiry strand and the three subject areas.

This allows schools to offer advanced students a choice of any one or two of the subject areas, or all three, depending on the students’ abilities, interests, career aspirations and the other subjects they wish to study.

Relationships between the science strands

The content strands set out the knowledge and understanding that students should acquire at each grade level. The scientific enquiry strand provides a set of generic standards that relate to all the content strands. In Grades 4 and above the teaching of the science enquiry standards should be fully integrated with that of the content standards and covered within the time allocated to the teaching of the content standards. In Grades K to 3 the teaching of the science enquiry standards can be based on content additional to that set out in the content standards. If they so wish,


teachers are free to select appropriate content outside the content standards as a vehicle for teaching the scientific enquiry standards.

The assessment of the science standards

There are three assessment objectives in science:

• knowledge and understanding;

• application of knowledge and understanding, analysis and evaluation of information;

• scientific enquiry skills and procedures.

The weightings of the assessment objectives change at various grade levels. As the content studied widens and deepens, so this is reflected in the weighting given to the two aspects of the content-related assessment. As students’ scientific proficiency and experience develops, there is a greater emphasis on the application of knowledge and understanding, analysis and evaluation. The objectives apply equally across all the strands at any one grade level, although the assessment of the scientific enquiry strand falls mainly, but not exclusively, under the third objective. As the scientific enquiry strand of the standards has no substantial subject knowledge content, the assessment of scientific enquiry skills and procedures can be approached through the content specified in any of the four strands of the content standards or through unspecified content appropriate to the enquiry standard being assessed.

The table below shows how the weightings of the assessment objectives change from Grades K to 12

Knowledge and understanding

Application, analysis and evaluation

Scientific enquiry skills and procedures

Grades K to 2 20 to 30% 0 to 10% 65 to 75%

Grades 3, to 6 35 to 45% 20 to 30% 30 to 40%

Grades 7 to 9 45 to 55% 25 to 35% 20 to 25%

Grades 10 to 12 45 to 55% 25 to 35% 20 to 25%

The weightings of the content strands also change at various grade levels. The table below shows the weightings given to the four content strands in Grades K to 9.

Life science Materials Earth and

space Physical

processes

Kindergarten 30 to 40% 30 to 40% 30 to 40%

Grade 1 30 to 40% 30 to 40% 30 to 40%

Grade 2 30 to 40% 30 to 40% 30 to 40%

Grade 3 30 to 40% 30 to 40% 30 to 40%

Grade 4 30 to 40% 25 to 35% 5 to 15% 30 to 40%

Grade 5 30 to 40% 25 to 35% 5 to 15% 30 to 40%

Grade 6 30 to 40% 25 to 35% 5 to 15% 30 to 40%

Grade 7 30 to 40% 25 to 35% 5 to 15% 30 to 40%

Grade 8 30 to 40% 25 to 35% 5 to 15% 30 to 40%

Grade 9 30 to 40% 25 to 35% 5 to 15% 30 to 40%


While the allocation of teaching time to strands and standards is a school decision, the strands have been constructed in the expectation that the allocated teaching time for Grades K to 9 will reflect the weightings given in the above tables.

In Grades 10 to 12, at both foundation and advanced levels, the expectation is that the teaching of the three strands, physics, chemistry and biology, will be given equal weight.

Assessing knowledge and understanding

From their studies of the standards students should be able to:

• recognise, recall and show understanding of specific scientific facts, principles, concepts and practical techniques;

• demonstrate the correct use of scientific vocabulary, terminology and conventions relating to units, symbols and quantities;

• draw on knowledge to show understanding of the ethical, social, economic, environmental and technological implications and applications of science;

• select, organise and present relevant information clearly and logically.

Assessing the application of knowledge and understanding, analysis and evaluation of information


• describe, explain and interpret information, phenomena, effects and ideas in terms of scientific principles and concepts, presenting arguments, interpreting trends, drawing inferences and reporting conclusions clearly and logically using specialist vocabulary where appropriate;

• interpret and translate, from one form into another, data presented as continuous prose or in tables, diagrams, drawings and graphs;

• manipulate numerical and other data and carry out relevant calculations;

• apply principles and concepts to solving problems in unfamiliar situations, including those related to applications of science in a range of domestic, industrial and environmental settings;

• evaluate critically scientific information and make informed judgements from it.

Assessing scientific enquiry skills and procedures


• devise and plan experiments and investigative activities based on predictions or hypotheses, selecting appropriate techniques and drawing on scientific knowledge and understanding;

• demonstrate the use of appropriate experimental and investigative methods, including safe handling of apparatus, to obtain data that are sufficient and of appropriate precision, recording these methodically;

• interpret, explain, evaluate, process and communicate, using appropriate specialist vocabulary and a range of techniques, the results of experimental and investigative activities clearly and logically and draw conclusions that are consistent with evidence, using scientific knowledge and understanding whenever possible,

• demonstrate an understanding of how scientific ideas are presented and disseminated and of the ways in which they are evaluated;

• demonstrate an understanding of the power and limitations of scientific ideas in addressing industrial, social and environmental questions;


• demonstrate an understanding of the ways in which scientific work may be influenced by the social, moral, historical and spiritual context in which it takes place;

• demonstrate an understanding of how key scientific ideas have evolved over time and how and why newer models explaining observed phenomena have superseded earlier ones.

The scientific enquiry strand K to 12

The scientific enquiry strand is subdivided into four areas. These are:

• methods of scientific investigation;

• how scientists work (starting in Grade 7);

• processing and communicating information;

• handling equipment and making measurements.

Methods of scientific investigation cover a range of skills relating to scientific investigations. These include planning skills such as turning a question into a form that can be investigated, controlling variables, making preliminary investigations and allocating tasks to a team. They also encompass intellectual skills such as making predictions and drawing appropriate conclusions, observational skills including assessing accuracy, and the ability to adapt skills to new situations. Also included under this heading is the ability to find, assess and make use of secondary information.

The section on how scientists work covers the development of scientific ideas; how these have accumulated over time, how scientists work collaboratively and how they make their work known and open to challenge. The section allows, in the higher grades, some reflection on the nature of scientific knowledge, such as the distinction between scientific activity associated with the painstaking development of an existing paradigm and that associated with the replacement of a paradigm with a new one, and also the importance of refutation in this process. This section begins in Grade 7.

The section on processing and communicating information focuses on the steps following scientific observation. It promotes the development of a variety of mathematical and graphing skills as well as encouraging students to develop ways of presenting information in a clear manner, so that it can be easily understood by the lay person. Intellectual skills such as evaluating predictions and evidence and classification of observations and data also fall under this heading.

The section on handling equipment and making measurements allows a progressive development of the manipulative skills necessary for a practical approach to science learning. The standards also cover specific skills related to the use of scientific instruments such as the microscope and the oscilloscope and equipment that uses ICT techniques in the collection, logging and processing data.

It is intended that the standards in this strand should be integrated, in terms of both teaching and assessment, into the study of the content standards; for this reason, many of the suggestions for teaching the content standards have been cross-referenced to scientific enquiry standards as examples of where that scientific enquiry standard could be taught. Grades K to 3 constitute an exception to this exclusive link between content and scientific enquiry standards. In these grades, additional consideration is given to scientific enquiry skills, which may be taught through any appropriate content. While the standards provide suggestions for learning activities and cross-references between content and scientific enquiry strands as margin notes, these are neither mandatory nor sufficient for the teaching


of the scientific enquiry strand. Students will need regular instruction and practice if they are to satisfy the requirements set out in the standards.

The standards in this strand are cumulative. Very often, ideas introduced simply in an early grade are integrated into more complex standards in higher grades. This allows a focus on key ideas when they are first introduced while maintaining the intention that science is a holistic activity involving an integrated set of investigative, reasoning and communication skills that increases in complexity through the grades and should be practised (and assessed) in all grades at the appropriate level and depth.

The relative weighting of the scientific enquiry standards compared with the content standards decreases as the grade levels increase, as illustrated in the table of assessment objectives. The relative assessment weighting of scientific enquiry skills and procedures decreases from a recommended 65 to 75% in Grades K and 1 to a recommended 20 to 25% in Grades 7 to 12.

The life science strand K to 9

The standards for life science focus on seven themes, and a greater breadth and depth of knowledge and understanding of each is demanded as grade levels increase. The standards reflect a spiral approach: those at one grade level build on those beneath it, so providing continuity, coherence and progression. The majority of themes feature in the standards at all grade levels.

Living things occur in a rich variety of forms and exhibit extraordinary variation. Simple ideas about diversity and variation appear in the standards for the early grades. Standards requiring knowledge of taxonomic groups feature in the middle grades and progress to standards demanding an understanding of the environmental causes and the genetic basis of variation in the higher grades. Students completing Grade 9 are expected to meet standards requiring an understanding of DNA and an ability to calculate the outcomes of genetic crosses.

The standards also recognise the importance of students gaining a thorough understanding of how organisms interact with their environment and of human influences on the environment. Standards in the lower grades are set to ensure that students know about their local environment and its inhabitants. An understanding of the relationships among organisms is a focus of standards in the middle years, while older students are expected to meet standards requiring an understanding of such topics as feeding relationships, nutrient recycling and the fragility of ecosystems.

Cellular processes are the basis of life – knowledge and understanding in this area is a requirement of a third set of standards. From a need to know about differences between living and non-living, students are expected to progress to knowledge of cell structure, diversity and function, and on to how substances move into and out of cells and how cells divide.

Students need to know about their own body – how it functions and how it changes as they mature. Early standards expect students to know some simple anatomy and physiology and the requirements for food and water. Standards in the higher grades demand an understanding of digestion and the blood and gaseous exchange systems. Other standards in the higher grades relate to the nervous and hormonal systems and the chemistry of respiration. There is a chain of standards related to human reproduction. Starting from a standard in Grade 4 requiring students to know that humans and other animals produce offspring this leads to standards in Grade 7 concerned with the human reproductive system, fertilisation and foetus development and in Grade 9 with how sex is inherited.


Health and hygiene is also the subject of a series of standards. This aspect of biology is included because of its fundamental importance to personal well-being. Standards in the lower grades are devoted to knowledge and understanding of the importance of cleanliness, diet and exercise. Further standards demand knowledge and understanding of the effects of tobacco, alcohol and drugs, while those for the higher grades ask for an understanding of the body’s natural and induced protection systems. Standards in this theme are linked to common health problems in Qatar.

No set of standards dealing with life science would be complete without a requirement for students to know about green plants. Starting with a standard about the names of parts of plants, this theme progress through the grades requiring a knowledge and understanding of water uptake, factors affecting growth, flowering and seed dispersal to a requirement in Grades 8 and 9 for an understanding of the basic chemistry of photosynthesis and factors affecting the rate of the process.

Recognising the importance of microbes in the natural world and in modern biotechnology, the final theme of the standards for life science is concerned with micro-organisms. Standards here also link to those of human health and hygiene. Basic ideas about micro-organisms first appear in the standards for Grades 3 and 4. These are built on in Grades 7 to 9. Students are expected to know about the role of micro-organisms in nitrogen fixation (Grade 7), food production (Grade 8) and as agents of disease (Grade 9).

The content of each theme at each grade is summarised in the scope and sequence chart.

The materials strand K to 9

The standards for materials is subdivided into three themes, and a greater breadth and depth of knowledge and understanding of each is demanded as grade levels increase. The themes are entitled ‘changing materials’, ‘matter and energy’ and ‘patterns in reactivity’. The standards reflect a spiral approach: those at one grade level build on those beneath it, so providing continuity, coherence and progression. The major theme, ‘changing materials’, features in the standards at all grade levels; others are introduced when appropriate.

The materials strand incorporates conventional chemistry topics as well as a considerable element of materials science, which focuses on the macro-properties of materials and, in later standards, relates these to their micro-structures.

‘Changing materials’ is concerned with the classification of materials, physical and chemical changes of materials and the uses we make of them. In later years the distinction is made between elements, compounds and mixtures, and between reversible physical changes and irreversible chemical changes, and several classes of chemical changes are studied. This theme also includes the ways in which environmental problems can be created through careless use and manufacture of materials, and the mechanisms that are, or could be, employed to counter these threats.

The other two themes are introduced in Grade 7. They both seek to identify patterns and trends in the information that have emerged in earlier studies and begin to address the underlying theoretical foundation of the subject.

The theme ‘matter and energy’ addresses the particulate nature of matter and, by Grade 9, subatomic structure, isotopes, and bonding. It also addresses the fundamental concepts of chemical energy and why reactions happen. An important section within this theme is that of energy resources, including their sustainability and the use we make of them.


The theme ‘patterns in reactivity’ identifies the underlying patterns and order in the information that has emerged in the main ‘changing materials’ theme. Principal among these patterns is the periodic classification of the elements, which looks at group and period trends in reactivity and later links these to atomic structure.

Another pattern of reactivity is acidity; this is first studied in Grade 7 and introduces the concept of pH and neutralisation. A third pattern that emerges in this theme is that of metal reactivity and its consequences for the extraction and use of metals.

Reflected in each theme is the use to which our knowledge of materials has been put. This knowledge has brought us great advantages but it has also created a range of problems, some serious. These issues are part of a continuous debate in society generally and this debate should be reflected in the classroom. This requirement is detailed specifically in the standards and teaching ideas can be found in many of the suggested activities.


The Earth and space strand K to 9

The Earth and space strand brings together Earth science topics and topics related to the movement of the Earth in space in themes called ‘Earth sciences’ and ‘space’. This strand first appears in Grade 4. The standards reflect a spiral approach: those at one grade level build on those introduced earlier, although neither theme appears in all grades. The topics introduced in each grade in this strand are often closely related to the topics introduced in that grade in the materials and physical processes strands.

The Earth sciences theme addresses rock formation and types, and how soils are formed. It incorporates the geological timescale and the evolution of the Earth and also, in later grades, the topic of plate tectonics and associated activity such as earthquakes and volcanoes.

The space theme covers the causes of day and night and the seasons, the phases of the moon, and the Solar System. The origins of our various calendars is discussed. Our broad understanding of the history and structure of the Universe is outlined in Grade 9.

Extramural activities form a significant element of the work expected in these standards. Geological features of the country should be covered in field trips, particularly a trip to study the extraction and use of natural gas. Observations of the night sky, made either at home or at school, are expected as part of teaching about the Solar System.


The physical processes strand K to 9

The standards for physical processes in Grades K to 9 divide into four broad themes: ‘forces and movement’, ‘matter and energy’, ‘waves, light and sound’ and ‘electricity and magnetism’. Each of these themes demands a greater breadth and depth of knowledge and understanding as grade levels increase, although not all the themes appear in each grade. The standards reflect a spiral approach: those at one grade level build on those beneath it, so providing continuity, coherence and progression.


The theme ‘forces and movement’ starts in the early grades with a simple consideration of the effects of forces. The concept of friction is introduced in Grade 5 and represents the first significantly quantitative treatment of the theme. This leads to the idea of forces that act at a distance, such as magnetic and electrostatic forces, and also consideration of gravity, centre of gravity and weight by Grades 6 and 7. Pressure and its applications are introduced in Grade 9.

The second theme, ‘matter and energy’, addresses the physical processes behind much that is studied in the materials strand. The concept of heat is introduced at a very early stage through the sense of touch (in Grade 1), and is amplified in Grade 4 when the study of heating and cooling, conductors and insulators is an extension of the study of materials that have these properties. Quantitative work is introduced in Grade 7, when the concept of density can be linked to the concept of a pure substance that emerges in the materials strand, and the relationship between large and small units can be studied. The notion of heat as a form of energy is part of the Grade 8 standards, where the transmission of heat is also covered. The broader concept of energy is introduced in Grade 8, providing a link between all the themes so far introduced.

Waves, light and sound are conceptually grouped, with the focus in the earlier years on producing light and sounds, and on seeing and hearing. The idea of sound as a vibration is introduced early, in Grade 4, and the basic properties of light, and some optics, in Grade 6. The treatment of the reflection, refraction and dispersion of light is part of the Grade 8 standards, and in Grade 9 a simple quantitative treatment of wave motion brings together all the ideas from the earlier years. Another unifying theme, the electromagnetic spectrum, is studied in Grade 9.

The fourth theme, ‘electricity and magnetism’, is introduced qualitatively in Grade 2 and developed significantly in Grade 5 with the study of circuits. This theme is elaborated considerably in Grade 7, when quantitative elements are first introduced. Electromagnetism and its effects and uses are introduced in Grade 8, and the concept of resistance and the relationship between voltage and current in Grade 9.

The physical processes strand offers opportunities to extend the sense perceptions of the students. Instrumentation allows the detection of phenomena that cannot be sensed directly by sight, hearing or touch. Students should have the opportunity to use such instrumentation themselves as well as seeing it demonstrated. Automatic datalogging, particularly, offers measurement opportunities not available using the senses directly. Many of these opportunities are flagged in the standards.

While the technological process has not been explicitly incorporated in any of the strands of the science curriculum, the standards offer opportunities for incorporating some aspects of technology into science teaching. One way of doing this is through the use of simple models to investigate a particular physical process; the standards therefore offer opportunities to design, make and test such models. One example is the construction of a model electric motor and its use as a generator. Another is to design, make and test a simple boat that moves through water with the least friction. A third is to design, make and test a periscope. Opportunities such as these are flagged in examples in the standards.

A second aspect of technology that is explicit in the standards is the technological application of scientific principles. The study of such applications is built into the standards where appropriate. Linked to such studies is a consideration of the advantages and disadvantages that these applications have brought to society. Biotechnology features at several grades and provides a good example of the technological application of scientific principles.



Grades 10 to 12

The biology, chemistry and physics strands at foundation level provide progression through a series of coherent themes within each subject. At the end of the three years of study, students will have acquired a substantial body of knowledge and a sound understanding of some fundamental concepts and principles of science. The foundation programme also contains a number of non-key performance standards that allow topics to be studied in more depth or support consolidation of key performance standards.

The key performance standards of the advanced programme for Grades 10 and 11 consist of all the foundation standards, key and non-key, for Grades 10 to 12. The advanced standards for Grade 12 take the foundation programme further. Grade 12 of the advanced programme also contains some non-key performance standards that introduce new depths in the study of certain more advanced topics.

The following summaries of the themes in each strand indicate the content covered.

The biology strand 10 to 12

The foundation and advanced standards for biology focus on ten themes. Each theme revisits the content of earlier grades (particularly 8 and 9) and builds on this to provide further progression. The majority of themes have standards at all three grades, others at two and a few at just one grade.

An understanding of many of the processes of biology requires a knowledge of the structures of the chemicals involved. This important aspect of the subject is covered in standards concerned with the chemical composition and structure of biologically important molecules, such as carbohydrates, proteins and lipids. Advanced students should know the structure of ADP and ATP.

Standards up to Grade 9 deal with gross cellular structure. This is built on in Grades 10 to 12 with standards that require a knowledge of the ultrastructure of cells, including the cell membrane, and the structure of subcellular organelles. There is a stress on the link between structure and function. Standards here also cover diffusion, osmosis and active transport.

While enzymes, respiration and photosynthesis feature in the standards of the lower grades, at Grades 10 to 12 these are brought together for a more detailed treatment and unified in a theme on biological energetics. The standards here demand a knowledge and understanding of the overall biochemistry of the processes and of the factors controlling them. Advanced students should know the detail of the stages in the biochemistry of respiration and photosynthesis. Unlike Grades K to 9, standards dealing with green plants do not constitute a separate theme but are brought together with other standards in themes that reinforce the unifying nature of ideas in biology.

Studies in earlier grades have required students to know about aspects of the human blood system and about the movement of water and solutes in plants. These transport systems for food, water and gases are now revisited with standards requiring a wider and deeper level of knowledge and understanding of the relevant anatomy, morphology and physiology. Grade 12 advanced standards cover the composition of the blood, how oxygen and carbon and carbon are transported, and theories on translocation in plants.

Control, coordination and homeostasis are features of the fifth theme of the biology standards 10 to 12. The focus in this theme is on the hormonal and nervous systems that control body functions and maintain a steady state. The advanced standards at Grade 12 include a more detailed knowledge of the nervous and endocrine systems and growth substances in plants.


The theme on human health and disease develops ideas about illness and disease required by standards at earlier grades. Building on the importance of diet, the topic is developed to consider other effects of lifestyle on health. Important illnesses and diseases are considered, including HIV/AIDS. This theme also covers the operation of the human immune system. The advanced standards at Grade 12 cover the role of stem cells, monoclonal antibodies and gene therapy, active and passive immunity and vaccination.

The theme on the biological basis of inheritance requires the study of DNA, chromosomes and cell division. This provides a basis for explaining inheritance in terms of genes. Ideas of mutation, dominance and linked inheritance are covered. The advanced standards at Grade 12 include knowledge and understanding of incomplete dominance, dihybrid crosses and genetic fingerprinting.

The concept of variation and explanations for its causes is one of the fundamental ideas in biology and features in the theme on diversity, selection and evolution. This theme also has standards dealing with the biological classification system, population biology, adaptation, selection and evolution. The advanced standards at Grade 12 cover adaptations of organisms to their environments.

Standards on ecological relationships are clustered to form a further theme. Here the focus is on how organisms interact with others and the environment. Consideration is given to energy flow, to population dynamics and to human impact on the environment. The advanced standards at Grade 12 include population growth curves, biological control, preservation and conservation.

The theme on microbiology and biotechnology again builds on the standards of the earlier grades and focuses on the helpful and harmful features of micro-organisms. There are also standards on biotechnology and genetic engineering, including the implications of the use of such techniques. The advanced standards at Grade 12 deal with applications of biotechnology such as biosensors, products of genetic engineering and immobilised enzymes.

The content of each theme at each grade is summarised in the scope and sequence charts for the foundation and advanced standards.

The chemistry strand 10 to 12

The foundation and advanced standards for chemistry fall into seven themes.

The theme relating to the structure of matter deals with the subatomic foundations of chemistry and bonding. It also considers reacting quantities in all phases of matter. The advanced standards include ideas such as electron ‘probability clouds’ emanating from quantum theory. A knowledge of basic algebra, in particular the manipulation of equations, is essential for this theme.

A second theme covers the more significant industrial processes on which is hinged a broader consideration of a wide range of chemical principles. The advanced standards address thermodynamic and also economic issues related to some of the processes.

A broad theme entitled ‘Patterns in chemical reactivity’ examines some of the main organisational structures on which our chemical knowledge is based: the periodic table, acidity, redox and metal reactivity. These ideas are pursued to a greater depth in the advanced standards, which also include a mathematical treatment of acidity, for which an understanding of logarithmic relationships is essential.

Some important chemistry related to the environment is examined in a fourth theme: the major cycles, the chemistry of the atmosphere and the chemical impact on the environment of processes that are a consequence of the way we choose to


live. A number of important principles, such as reaction kinetics and gaseous equilibria, are illustrated, particularly by the advanced standards.

The simple treatment of chemical energetics in the lower grades is expanded to include chemical thermodynamics and kinetics. The theme examines why reactions take place and why they happen at differing rates. The advanced standards include a mathematical treatment of reaction kinetics and equilibria, including ionic equilibria and solubility, and of energy cycles and the consequences of the laws of thermodynamics for chemical energetics.

Basic aliphatic and aromatic organic chemistry are introduced as a theme for the first time in Grade 11; the latter, together with organic mechanisms, being mainly in the advanced standards. The chemistry of natural and synthetic polymers is examined, particularly in the advanced standards.


The physics strand 10 to 12

The foundation standards fall into six broad themes and the advanced standards have an additional one.

A small introductory theme on measurement covers fundamental and derived units, how they are measured and expressed, and how inaccuracy and uncertainty are handled.

Mechanics and kinematics is a major theme that is seen throughout the standards. In Grades 10 to 12 it addresses the fundamental physics behind force and movement. Circular motion and universal gravitation are part of the advanced standards. Algebraic functions that feature in this theme include the manipulation of powers and roots. and and understanding of calculus will greatly assist advanced studies.

Matter and energy is another theme that expands on the standards in the earlier grades. This theme is concerned with properties of matter, such as the kinetic particle theory and its manifestations and the behaviour of matter under stress. It also addresses thermal physics, temperature and, in the advanced standards, stress and strain and thermodynamics. Work and power also fall under this theme.

Waves and oscillations, light, optics and sound are grouped in a single theme that considers the transfer of energy in the form of waves and its manifestation in sound and electromagnetic radiation. Some basic practical optics is also studied. Oscillations and simple harmonic motion are treated in the advanced standards for which a knowledge of calculus is beneficial.

The basic principles of electricity and magnetism are studied from Grade 1; Grades 10 to 12 include a study of electromagnetic induction and AC generation, transmission and use. The use of a variety of solid-state and other resistors as potential dividers in control and logic circuits is also covered. The advanced standards include a more comprehensive mathematical treatment of electrostatic and magnetic force fields and their consequences.

Quantum, atomic and nuclear physics is a new theme that emerges for the first time in Grade 11. It covers basic nuclear physics and radioactivity, our understanding and use of the electron and, in the advanced standards, quantisation of energy and charge.

Astrophysics and cosmology is a theme that appears in the advanced standards only and covers our current knowledge of the Solar System and the Universe beyond. It includes stellar birth, evolution and fate, and the nuclear processes in stars. It


considers our current understanding of the ‘big bang’ theory of the origins and evolution of the Universe.


Practical work and the science standards

Teaching the standards requires teaching methods that are varied and experiential. Effective lessons will incorporate an experience in which the students actively participate, followed by a period of consolidation during which the main issues are distilled from the experience. Learning should be facilitated by practical hands-on activities for students.

The standards include the scientific enquiry strand, the effective teaching of which will require teaching spaces to be used flexibly to allow a range of different activities, from class-based activities, through group work, to individual work. Teaching rooms must also have access to services such as water, drainage and electricity. The science standards assume that from Grade 7 onwards, teachers will be able to teach in appropriately equipped laboratories.

The place of information and communications technology in the science standards

Information and communications technology (ICT) is a powerful tool in science and in learning science. Used appropriately, it helps students to develop better knowledge and skills and to make a successful transition to the world beyond school.

ICT does not replace the need for all students to master a range of mathematical and practical techniques in science, but it opens up exciting possibilities for learning and sets further challenges for the acquisition of the necessary expertise to apply the technology in scientific contexts.

Possible opportunities for students to use ICT are highlighted in the margin notes in the science standards. The focus is on using the technology for learning science, not as an end in itself. For example:

• Spreadsheets and databases allow students to enter data, compile statistics and produce a range of graphs, charts and tables. The students can decide on the most appropriate way to display the data and can readily make and test hypotheses about the impact of a change in the data set.

• The Internet can be used as a source of relevant data. It also allows students to exchange ideas and test hypotheses with a far wider audience.

• Independent learning systems, which tutor students and provide instruction and self-assessment, help to reinforce students’ knowledge.

• Datalogging and the use of electronic sensors can enhance experimental practical work, provide ways of processing data and help mirror the techniques used in real industrial applications of science. They also extend sensory perception, allowing the recording of events not otherwise easily detected.

• Software can provide simulations and models of complex processes and interactions otherwise inaccessible to students.

• CDs and DVDs offer fast access to information during lesson time. They are enhancing the older medium of videotape by offering interactivity and choice. They also offer access to representations and virtual models that provide visual images to help comprehend challenging concepts.


• Javascript applets provide an opportunity to study a number of scientific phenomena in a manner not accessible through the printed page or through an exposition by a teacher. A few of the many examples are: molecular structures and cellular structures in which three-dimensional representations can be rotated and manipulated; interference of waveforms in a manner that allows initial parameters to be varied; virtual laboratory processes, such as titrations.

• ICT is not necessarily linked to the use of computers: videos also have a role in the teaching and learning of science. The making and watching of videos and the use of techniques such as multiflash photography and time-lapse photography are also important.

Teaching about science, technology and society

The use we make of scientific knowledge, the ethical and moral issues raised by scientific advances, and the impact of the applications of science on our environment should be an integral part of the teaching of science at all levels. Standards relating to these issues can be found throughout the grades and suggestions for how these issues might be addressed are provided. These standards and examples encourage the study, in active ways, of societal issues at a global level (e.g. global warming, habitat destruction, consumption of non-renewable resources, global pollution) and also at a local level (such as global warming, habitat destruction, consumption of non-renewable resources, global pollution) and also at a local level (such as the conservation of Arabian antelope species and of the local desert habitat, industrial processes found in Qatar, common local diseases and lifestyles)..

The standards also encourage discussion of the limitations of science in answering questions and solving problems. The scientific enquiry standards seek to define the methodology and epistemology of science; they also recognise that science is one knowledge system among many. Other knowledge systems, particularly those based on the teachings of Islam, share common domains of knowledge with science, but the way these domains are treated are often very different. The standards and the examples encourage the exploration of these differences and the potential tensions between them. The scientific enquiry standards also offer opportunities to examine the contributions to science of Islamic scholars.

The mathematical requirements of the science standards

The science standards have been developed with a knowledge of the standards for mathematics. The science standards use a number of mathematical ideas and procedures and so reinforce as well as apply the standards for mathematics. The mathematics required by the science standards is introduced in the same grade or in a lower grade in the mathematics standards. Science teachers are advised to work closely with their colleagues teaching mathematics to ensure continuity.

A number of the scientific enquiry skills are specifically mathematical. These relate mainly to the expression of data in appropriate graphical formats and the interpretation of graphs. In all cases, the topic is covered in mathematics either in the same or earlier grades.

In Grades 10 to 12 of the science standards some mathematical requirements of topics are indicated in margin notes, particularly in those topics where a treatment using calculus would bestow significant advantages. A number of other important mathematical requirements for the study of Grades 10 to 12 science are listed below:

• Students should be able to estimate approximate values for observed quantities, indicating either the order of magnitude of the quantity or expressing it in the


appropriate number of significant figures. They should understand uncertainty and error in measuring physical quantities and express results in the appropriate number of significant figures.

• Students should be able to distinguish between random and systematic error and develop techniques for dealing with both. Random error can be addressed, for example, by graphical methods, identifying erratic points on a smooth trend. Systematic error can be addressed in the form of a range (±) and graphically in the form of an ‘error bar’.

• Students should be able to interpret graphical behaviour, measure graphical quantities (e.g. gradient, area under curve, intercepts) and determine physical values from them.

• An important mathematical manipulation in science involves the use of composite functions to rewrite complex equations (involving functions such as powers, roots and reciprocals) in the form of y = mx + c, so that straight-line graphs can be derived from them for problem-solving purposes, as illustrated by the following determination of g.

The relationship of pendulum length (l) to period (T) is given by the expression

glT π2=

If l is plotted against T, g can be calculated from the gradient of the straight-line graph obtained.

This device is commonly used in many physics topics and in chemistry in, for example, reaction kinetics.

• Advanced biology Grade 12 requires a knowledge of the use of the chi-squared test. This test is covered in Grade 12 advanced mathematics, quantitative methods, but not in advanced mathematics for science.

Language and the science standards

Communication of scientific ideas assumes competence in a number of language standards. The language required by the science standards is generally introduced at the same grade or at a lower grade in the language standards. Teachers of science should work closely with their colleagues teaching Arabic and English to ensure continuity, particularly where the medium of instruction is English.

The following points are brief descriptions of the strands of the English standards and how they relate to the science standards. The fourth point flags some important science-related language issues.

• Word knowledge. Knowledge of words and parts of words is especially important for increasing students’ scientific understanding. Systematic vocabulary development is essential. Science teachers have a role to play in their lessons as many of the words specific to the science topics will not have been encountered in English lessons. The complete list of recommended words for Grades K to 9 included in an appendix to the English standards is a good resource for identifying non-content-specific words that could prove difficult for students.

• Listening and speaking. The science classroom should support students’ developing skills, such as asking for information, giving advice, agreeing and disagreeing, presenting observations and conclusions. Appropriate modelling and rephrasing strategies should be encouraged in the classroom. Science teachers should introduce and reinforce the listening strategies taught in English


(e.g. the speaking and listening strand for English Grade 8 gives a comprehensive list of listening strategies).

• Reading and writing. Good literacy skills are crucial in all subjects, including science. It is essential that science teachers promote reading and writing in science lessons. Reading strategies are important for accessing information and for understanding and identifying key information in scientific problems and instructions. Science teachers should:

– give students opportunities to apply reading for meaning with increasing attention to information-gathering strategies, inference and deduction;

– draw attention to the typical language and organisational features of science resources such as textbooks and worksheets;

– encourage students to use self-monitoring and self-correction strategies when reading expository texts;

– recognise that all these activities need rather more time and more assistance if they are conducted in English and not the home language.

Writing is an important means of communicating scientific information. Teachers should include in their lessons both informal writing (journals, learning logs) and more formal report writing involving the complete writing process of planning, revising and editing. The science standards provide suggestions for a range of forms of writing and presentation of information.

• Language and science. Because science offers ‘here and now’ examples of phenomena that promote direct discussion, and also a methodology that allows for repetition of subject matter in a variety of different ways (many with a low language burden), it is a particularly good vehicle for engendering language skills. Students will have opportunities to use not only words related to science but also more generic language items related to the topic (e.g. comparison words when classifying, logical connectives when predicting, sequencing words when planning and listing, passive voice when reporting).

When the language of instruction is English and not the home language, it is important for teachers to note that, because school learning is achieved mainly through the medium of the home language, a clear linguistic distinction should be drawn between those times in the lesson, such as group-work discussion, when concepts are being debated and mastered, and those times when learned ideas are being reported. Learningof science can be aided when group discussion is in the home language. Formal reporting could subsequently be in English.

Health and safety and the science standards

Science is a practical subject and learning science involves students in the use of biological materials, chemicals and equipment. It also involves the use of heat and electricity. All of this carries a risk. It is important that teachers are capable of carrying out a risk assessment of the learning activities they provide for their students and do not expose them or themselves to any unnecessary danger.


2 Scope and sequence charts for science

31 | Qatar science standards | Scope and sequence chart | Kindergarten to Grade 4 © Supreme Education Council 2004

Science scope and sequence chart: Kindergarten to Grade 4 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

SCIENTIFIC ENQUIRY

Use methods of scientific investigation

• Asking questions about objects, living things and the environment

• Using all senses to develop intuitive ideas about the properties of materials and objects in the environment

• Sorting objects into groups according to simple common characteristics

• Using all senses to collect evidence

• Using both experience and information to answer questions

• Drawing conclusions from observations and data

• Making predictions about the outcome of an investigation

• Looking for simple patterns in observations

• Devising fair tests and justifying conclusions

• Testing predictions and drawing conclusions

• Making systematic observations and identifying patterns

• Collecting data and making observations in a systematic manner

• Planning and deciding what evidence should be collected

• Identifying key factors to vary

• Importance of accuracy and the need to check observations

• Estimation of quantities such as temperature and length

Process and communicate information

• Communicating observations orally and by drawing

• Classifying objects into groups according to common characteristics

• Using pictorial means to record observations and data collected

• Describing observations on how things feel, appear and what they sound like

• Knowing and using names of observed phenomena and objects

• Using correct names for objects and processes

• Making pictograms with simple scales

• Labelling pictures

• Communicate observations through labelled pictures

• Using words in their scientific context

• Constructing and interpreting two-way tables

• Expressing results as bar charts

• Recording observations in, and interpreting, simple diagrams

• Classifying data and observations and drawing conclusions from the classification

Handle equipment and make measurements

• Following simple oral and visual instructions carefully and safely

• Using a tape measure and ruler

• Making simple circuits

• Follow instructions to assemble simple equipment

• Handling and using simple equipment

• Carrying out simple experiments

• Using a hand lens

• Handling more complex equipment

• Measuring length and temperature

• Measuring the mass and volume of a liquid


Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

LIFE SCIENCE

Diversity and variation in living things

• Different organisms have different body forms, sizes, shapes and names

• The appearance of organisms changes over their lifetime

• Organisms can be grouped together and groups distinguished according to their common and unique characteristics

• Organisms of the same type are generally similar but also have differences

• Differences among humans must be respected

• Importance of identifying organisms correctly

• Organisms can be identified using keys

Living things and their environment

• Common animals and plants in the local environment

• Organisms inhabit many different places (habitats)

• Respect for living things and for the environment

• The life processes of animals and plants relate to their habitats

• Habitats of animals and plants should be respected and cared for

• Different organisms are found in different habitats

• Habitats are sensitive and can be disturbed by human actions

• Similarities and differences in habitats and the ways in which these affect the organisms that live there

• Change in habitat can make it unsuited to the organisms that live there

• Habitats need protection

Life processes • Animals move, feed, grow, use their senses and reproduce

• Basic differences between living and non-living things

• Living things have specialised external forms and structures for particular life processes

• Living things have specialised internal forms and structures for particular life processes

• Life processes can be disturbed by injury, illness and inappropriate actions

• Life history stages of fish, amphibians, reptiles, birds, mammals and insects



Humans as organisms

• Names of external parts of the human body

• The senses that enable humans and other animals to be aware of the world around them

• The heart as a pump to circulate blood through vessels and around the body

• Exercise and heart rate

• Humans and some other animals have skeletons to support and protect the body and help them to move

• Humans and other animals produce offspring that grow and become adults

Health and hygiene

• Keeping clean is important to good health

• Basic function and care of teeth • Exercise is important to health

• Importance of an adequate and balanced diet for good health

• Effects on the human body of alcohol, tobacco and drugs

• Good hygiene is important in protection from illness caused by micro-organisms

Green plants as organisms

• Green plants need water and light to stay alive and grow

• Seeds grow into flowering plants

• Water is taken in by roots and transported through the stem to other parts of the plant

• Light, air, water and temperature affect the growth of green plants

• Plant leaves are important in the production of new material for growth

• Main stages of reproduction in flowering plants

• Ways in which seeds are dispersed

Micro-organisms • Some organisms are too small to seen by eye

• Some micro-organisms can cause illness

MATERIALS

Changing materials

• Making and testing structures using common materials

• Recognising differences between materials

• Naming common materials and describing their physical characteristics

• Classifying common objects and materials from which they are made

• Describing and testing properties of common materials

• Classifying common materials as natural and synthetic

• Permanent and temporary change: squashing, bending, heating, etc.

• Classifying simple materials on the basis of their physical properties

• Uses of different materials

• Identifying, testing and comparing common materials

• Relating material properties to their use

• States of matter and physical properties of each state

• Changes of state

• Evaporation

• Physical properties and uses of metals

EARTH AND SPACE

Space • Sun as a source of light

• Shadow length and sundials

• Causes of day and night

• Sun as a source of heat



PHYSICAL PROCESSES

Forces and movement

• Different kinds of movement

• Forces cause and change movement

• Effects of forces: squashing, twisting stretching, movement

• Forces have direction

• Magnetic forces and uses of magnets

• Forces in a compressed spring

Matter and energy • Touch as a sense to detect heat • Estimating and measuring temperature

• Heating and cooling

• Conductors and insulators

Waves, light and sound

• Using senses

• Light and sight

• Light from the Sun

• Dangers of looking at the Sun

• Hearing and seeing as senses

• Making different sounds in different ways

• Transparency, opacity, shadows

• Reflection by mirrors

• Focusing light with a lens

• Sound, vibrations and music

• Factors affecting loudness and pitch

• Hearing sounds through solids, liquids and gases

• Limits to hearing

• Dangers of loud sounds

Electricity

• Common devices that use electricity

• Making simple circuits

• Use of cells to make electricity

35 | Qatar science standards | Scope and sequence chart | Grades 5 to 9 © Supreme Education Council 2004

Science scope and sequence chart: Grades 5 to 9 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9

SCIENTIFIC ENQUIRY

Use methods of scientific investigation

• Planning investigations and systematically collecting a range of evidence

• Identifying patterns in observations and data, drawing conclusions and testing predictions

• Planning investigations, collecting data, making observations, drawing conclusions and testing predictions

• Considering whether evidence supports hypotheses

• Turning questions into forms that can be investigated

• Planning investigations, collecting data, making observations, drawing conclusions and testing predictions

• Using secondary evidence and information

• Estimating size and quantity

• Accuracy and techniques to achieve it

• Planning investigations, collecting data, making observations, ensuring accuracy, drawing conclusions and testing predictions

• Justifying a conclusion, supporting a prediction or hypothesis, and identifying further investigations that might be needed

• Making working models to illustrate scientific applications

• Representative sampling techniques

• Conducting preliminary investigations

• Finding and using secondary information sources

• Planning investigations, collecting data, making observations, ensuring accuracy, calculating, drawing conclusions and testing predictions

• Evaluating evidence and the validity of conclusions before arriving at a viewpoint

• Finding and using a variety of secondary information sources

• Applying scientific knowledge and procedures to real situations

• Working collaboratively when collecting large quantities of data

• Estimating margins of error and knowing how these affect results

Know how scientists work

• Scientists base conceptual models on patterns in data

• Scientists in different fields use similar methodology

• Understanding of science changes over time and results from work in many countries

• Scientists work in collaboration and with colleagues in other countries

• Assessing the work of some individual scientists

• Science can bring great advantages but can also cause irreversible damage to the environment

• Scientists carry out a variety of different kinds of work

• Ethical and moral issues raised by science

• Kinds of question that cannot be answered by science

• Scientists develop conceptual models to explain the evidence and evaluate conflicting models


Grade 5 Grade 6 Grade 7 Grade 8 Grade 9

Process and communicate information

• Using simple diagrams and charts

• Classifying observations according to shared characteristics and making generalised conclusions

• Performing simple calculations using experimental data

• Using a range of methods, including ICT, to communicate observations, data, results and conclusions

• Using and interpreting bar charts and line graphs appropriately

• Drawing labelled diagrams showing relationships, processes and observations

• Performing simple calculations using experimental data

• Using a range of methods, including ICT and calculations, to communicate observations, data, results and conclusions

• Displaying data and calculations in the form of tables

• Using a full range of graphical methods to display data

• Using unit prefixes


• Using graphical methods for discounting experimental error

• Processing electronically logged data

• Expressing chemical reactions in the form of word equations


• Using mathematical relationships routinely

• Performing extrapolations and calculations based on straight-line graphs

• Processing data in large datasets

• Using symbol equations to represent chemical reactions and physical relationships

Handle equipment and make measurements

• Selecting and using simple specialised equipment

• Adapting everyday items to help carry out scientific investigations

• Making accurate measurements of time, distance and force

• Making models to explain scientific phenomena

• Measuring mass and volume of solids and liquids

• Selecting and using specialised equipment

• Using a simple microscope

• Following complex written instructions

• Reading analogue meters with unitary and more complex divisions

• Using a trundle wheel, tape measure, ruler, callipers and micrometer

• Using laboratory heat sources

• Preparing a microscope slide

• Selecting and using electrical components appropriately

• Correct malfunctioning circuits

• Using datalogging equipment

• Selecting and using optical equipment

• Using a datalogger to collect large quantities of data

• Connecting and reading voltmeters and ammeters correctly

• Using an oxygen meter, respirometer, barometer and manometer

• Growing and handling micro-organisms



LIFE SCIENCE

Diversity and variation in living things

• Characteristics of different groups of animals

• Variation of individuals of the same type of organism

• Classification of organisms into major taxonomic groups

• Environmental and inherited variation

• Selective breeding

• Sexual reproduction as a source of genetic variation

• Asexual reproduction produces clones

• Mutation as a source of genetic variation

• Adaptations of organisms to their habitats

• Evolution by natural selection

• DNA, genes, and dominant and recessive alleles

• Monohybrid inheritance

• Genetic engineering

Living things and their environment

• Feeding relationships between organisms in a habitat

• Simple food chains

• Food webs are composed of food chains

• Sensitivity of food chains to human actions

• Changes in environment destabilise food webs

• Pyramid of numbers and biomass

• Feeding relationships

• Accumulation of toxins along a food chain

Life processes • Basic life processes common to all living things

• The life processes of living things are related to the environment in which they live

• Sexual reproduction requires mating

• Cells as the basic building blocks of organisms

• Cells can have special functions

• Cells form tissues which form organs

• Organs and their functions

• External and internal fertilisation

• Animal and plant cells and functions of main structures

• Structure and function of specialised cells

• Structure and function of plant cells involved in photosynthesis

• How substances enter and leave cells by diffusion and osmosis

• Factors affecting osmosis and diffusion

• Mitosis and meiosis



Humans as organisms

• Carbohydrates, proteins and fats as foods

• Role of vitamins and fibre in the diet

• Food as a source of energy

• Main stages in human life cycle

• Digestive system

• Blood as transport system

• Structure and function of teeth

• Puberty

• Human reproductive system

• Foetus development and birth

• Role of lungs in breathing

• Blood as carrier of gases

• Structure and function of the heart

• Blood vessels and the blood circulation system

• Digestive enzymes

• Absorption

• Chemistry of digestion; function of organs and role of enzymes, stomach acid and bile

• Factors affecting enzyme action

• Biochemistry of aerobic respiration as a cellular reaction between oxygen and glucose to produce water and carbon and release energy

• Factors affecting respiration

• Role of skeleton, joints and muscles in movement

• The nervous system

• Structure and function of ear and eye

• Homeostasis and the role of hormones in control

• Sex inheritance

Health and hygiene

• Importance of a balanced diet

• Hygiene to protect against illness caused by micro-organisms

• Prevention of food spoilage by micro-organisms

• Dental care

• Importance of good nutrition during pregnancy

• Importance of good nutrition and hygiene to the health of babies

• Smoking and health

• Obesity

• Common metabolic disorders including diabetes

• The body’s defence systems to maintain health

• Use of vaccination in disease prevention

• Use of antibiotics in health care

• Inherited disorders

Green plants as organisms

• Nitrogen and other nutrients required for plant growth

• Root hairs and water and mineral absorption

• Transport of water

• Photosynthesis as the process by which plants make their food

• Factors affecting photosynthesis

• Plant cells carry out aerobic respiration

• Biochemistry of photosynthesis as a light-dependent biochemical reaction between water and carbon dioxide that takes place in chloroplasts and produces oxygen and glucose

Micro-organisms • Nitrogen-fixing bacteria

• Micro-organisms as decomposers and recyclers

• Use of micro-organisms in food production

• Common diseases caused by micro-organisms

• Process and products of anaerobic respiration (fermentation) by micro-organisms



MATERIALS

Changing materials

• Importance of water for living things

• Conservation of water

• Water cycle, rain, evaporation and condensation

• Obtaining drinking water from sea water

• Dissolving

• Ways of changing common materials temporarily and permanently

• Factors affecting solubility and rate of dissolving

• Recovery of solute by evaporation

• Filtration to separate insoluble materials

• Everyday examples of filtration

• Heating and burning

• Physical and chemical changes

• Composition of air

• Properties of oxygen and nitrogen

• Burning as combining with oxygen to form oxides

• Elements, mixtures and compounds; symbols; reactions of elements to form compounds

• Separation of mixtures and techniques of purification

• Characteristics, extraction and uses of some common metals

• Tarnishing, corrosion, rusting and prevention

• Hydrogen

• Importance of carbon in living materials

• Polymers: natural, synthetic, uses, bonding and structure

• Oil and natural gas as a chemical feedstock

• Relating changes in molecular structure to changes in physical properties of materials

• Pollution of air and water

• Carbon dioxide: fuel burning, greenhouse effect, global warming

Matter and energy • Characteristic movement of particles in a solid, liquid and gas

• Phase changes in terms of particle model

• Explanation of common phenomena in terms of particle theory

• Evidence for the existence and size of particles

• Atoms and molecules; elements and compounds; symbols and formulae

• Conservation of mass during a reaction

• Atomic structure and bonding

• Isotopes

• Endothermic and exothermic reactions; reaction energy profiles

• Comparison of different fuels

• Renewable and non-renewable energy sources

• Origin of fossil fuels

Patterns in reactivity

• Acids, alkalis and indicators

• Properties of acids; neutralisation

• pH scale

• Word equations

• Metals and non-metals

• Periodic classification of elements

• Reactivity series for metals

• Salts of metals



EARTH AND SPACE

Earth sciences • Classification of rocks according to observable characteristics

• Uses of rocks

• Weathering of rocks over time

• Soil from rocks

• Comparison of different soils

• Structure and properties of different rock types

• Igneous, sedimentary and metamorphic rocks

• Minerals

• Geological time scale

• Internal structure of the Earth

Space • Sun–Earth–Moon system

• Orbits of the Earth and Moon; causes of the seasons and phases of the Moon

• Eclipses of the Sun and Moon

• Tides

• The Solar System

• The planets: their positions and conditions compared with conditions on Earth

• Moon and planets as illuminated objects; stars and Sun as light sources

• Artificial satellites and their uses

• Stars and galaxies

• The light-year

• Stellar life cycles and element formation

• Supernovae, white dwarfs, neutron stars (pulsars) and black holes

• Big bang model and the expanding Universe

PHYSICAL PROCESSES

Forces and movement

• Measuring forces

• Friction and its applications

• Dynamic and static friction

• Air and water resistance and the effect of shape of objects on movement in air and water

• Measuring speed

• Distinction between contact forces and forces acting at a distance

• Electrostatic and magnetic forces

• Gravity, mass and weight

• Balanced and unbalanced forces and their diagrammatic representation

• Unbalanced forces causing changes in velocity and shape

• Terminal velocity

• Gravity, weightlessness and weight on other planets

• Resolution of multiple forces on an object; action and reaction

• Upthrust and floating

• Centre of gravity and stability

• Pressure

• Fluid pressure

• Moments and levers; simple machines

• Pneumatics and hydraulics

• Structures: compressive and tensile strength



Matter and energy • Measuring mass, length, volume, area, density

• Large and small units

• Energy transformations and conservation

• Kinetic and potential energy

• Useful energy changes

• Heat and temperature

• Conduction, convection and radiation of heat

• Good and bad heat conductors

• Reducing heat energy waste

Waves, light and sound

• Basic properties of light

• Formation of shadows

• Light sources and light reflectors

• Seeing objects by reflected light

• Coloured light from white light

• Properties of light and light intensity

• Reflection by plane mirrors: examples and applications

• Refraction at plane surfaces: examples and applications

• Dispersion and colour: examples and applications

• Combining coloured light

• Waves and energy transmission

• Reflection and refraction of waves

• The electromagnetic spectrum

• Sound velocity, frequency, wavelength, loudness, pitch and amplitude

Electricity and magnetism

• Production and properties of electrostatic charge

• Production and properties of magnets

• Circuits, batteries, bulbs and switches in common electrical devices; polarity of batteries

• Conductors and insulators

• Electrostatic charge; its detection and classification

• Lightning and lightning conductors

• Magnetic poles, field patterns and strength, field due to the Earth

• Making and testing a magnet

• Electrical circuits and common components

• Electric current

• Connecting cells in a circuit

• Series and parallel circuits

• Earthing, fuses and circuit breakers

• Electromagnets and devices that use electromagnets

• Movement of a conductor in a magnetic field

• Electric motors

• Potential difference, resistance and Ohm’s law

• Electrical energy

• Electricity generation

• AC and DC

• Household electricity

43 | Qatar science standards | Scope and sequence chart | Grades 10 to 12 Foundation © Supreme Education Council 2004

Science scope and sequence chart: Grades 10 to 12 Foundation Grade 10 Grade 11 Grade 12

SCIENTIFIC ENQUIRY

Methods of scientific investigation

• Identification of a focused research question with predictions related to it

• Selection of appropriate equipment and materials for the investigation

• Identifying and controlling variables

• Working constructively and adaptively with others

• Evaluating experimental design, identifying weaknesses and developing realistic strategies for improvement

• Working in an ethical manner with regard to acknowledging data sources and authenticity of results and with regard to living things and the environment

• Making critical use of secondary information

As Grade 10 As Grade 10

Know how scientists work • Historical development of major scientific ideas

• Dissemination of scientific ideas

• Balancing the opportunities offered by science with the environmental threats

• Historical development of major scientific ideas

• Handling scientific controversies; scientific value of controversy around competing models


• Influence on science of its economic, social cultural, moral and spiritual contexts

• Power and limitations of science in addressing industrial, social and environmental questions

Processing and communicating information

• Presenting and processing raw data appropriately

• Drawing valid conclusions, allowing for errors and uncertainties

• Communicating results and conclusions


Handling equipment and making measurements

• Handling equipment competently with due regard for safety of self and others

• Following instructions accurately while adapting to unforeseen circumstances



Grade 10 Grade 11 Grade 12

BIOLOGY

Biological molecules • Chemical constituents of carbohydrates, lipids and proteins

• Monosaccharides as monomers of other carbohydrates

• Amino acids as monomers of proteins

• Structure of starch, cellulose and proteins

• Structure of glucose, amino acids, glycerol and fatty acids

• Composition of triglycerides and phospholipids

• Primary, secondary and tertiary structure of proteins

• Relationships between structure and function and size and properties of biological molecules

• Identification tests for proteins, sugars and starch

• Separation and identification of compounds by chromatography and electrophoresis

Cellular structures and processes

• Structure and ultrastructure of prokaryotic and eukaryotic cells

• Cell organelles (nucleus, mitochondrion, chloroplast, endoplasmic reticulum, ribosome) and their functions

• Use of electron microscope and ultracentrifuge in study of cellular structures

• Structure and role of mitochondria in respiration

• Fluid mosaic model of cell membrane in relation to function

• Diffusion, osmosis and active transport

• Structure and role of chloroplasts in photosynthesis

Biological energetics • Enzymes as proteins and biological catalysts

• Importance of enzymes in lowering activation energies

• Enzyme–substrate complex action of enzymes

• Competitive and non-competitive enzyme inhibition

• Effects of change in temperature, pH, substrate concentration on enzyme action

• Mechanism of enzyme action in terms of their structure

• ATP as the immediate supply of energy for biological processes

• Basic stages in biochemistry of aerobic respiration (glycolysis, Krebs cycle, oxidative phosphorylation)

• Role of ATP in respiration

• Leaf structure in relation to photosynthesis

• Limiting factors for photosynthesis

• Basic stages in biochemistry of photosynthesis (light dependent reaction, light independent reaction)

• Role of ATP in photosynthesis



Transport systems • Need for a transport system in multicellular animals

• External and internal structure of human heart in relation to function

• Human cardiac cycle

• Initiation and regulation of human heart beat

• Human blood system as a double closed circulation system

• Major blood vessels in humans

• Structure of arteries, veins and capillaries

• Red blood cells as carriers of oxygen

• Need for a transport system in multicellular plants

• Structure, function and distribution of phloem and xylem in roots, stems and leaves of dicotyledonous plants

• Translocation

• Movement of water between plant cells and between cells and their environment in terms of water potential

• Transpiration

Control, coordination and homeostasis

• Organisms increase their chances of survival by responding to changes in their environment

• Similarities and differences between hormonal and nervous systems

• Homeostasis

• Principles of negative feedback

• Process of thermoregulation in mammals

• Role of LH and FSH, oestrogen and progesterone in the mammalian oestrous cycle

Human health and disease • Categories of disease and illness

• Endemic, epidemic and pandemic diseases

• Balanced diet

• Energy and nutrient requirements

• Consequences of malnutrition

• Anorexia and obesity

• Coronary heart disease

• Diabetes

• Gaseous exchange system

• Tidal volume and lung capacity

• Effects of smoking and disease on gaseous exchange and cardiovascular systems

• Bronchitis, emphysema, asthma and lung cancer

• Blood pressure

• Pulse rate and exercise

• Causes, transmission, control and significance of HIV/AIDS

• Production of antibodies by the body and their mechanism of action against antigens



Biological basis of inheritance • Structure and replication of DNA

• Roles of DNA, mRNA and tRNA in protein synthesis

• DNA as genetic code controlling sequence of amino acids in polypeptides

• Changes in base sequence of DNA can change the amino acid sequence of a polypeptide and consequent function of a protein

• DNA as vehicle of inheritance

• Chromosomes as carriers of DNA

• Structure and function of chromosomes

• Diploid and haploid numbers

• Sexual reproduction as a mechanism of passing genetic material from one generation to the next

• How male and female gametes differ in size, number and motility

• Homologous chromosomes

• Stages of mitosis

• Mitosis as a mechanism to enable a constant number of chromosomes to be passed from cell to cell

• Stages of meiosis

• Meiosis as mechanism to enable a constant number of chromosomes to be passed from generation to generation

• Genes and alleles as sections of DNA

• Changes in structure of DNA as a source of genetic variation

• Causes of mutation

• Mutation as a change in DNA

• Mutations can reduce the efficiency of or block enzyme action

• Random assortment and crossing over creates genetic variation

• Genetic basis of sex determination in humans

• Sex linkage

• Dominant and recessive alleles

• Monohybrid crosses

Diversity, selection and evolution

• Causes of variation within populations

• Continuous and discontinuous variation

• Species are classified into groups with shared features

• The kingdom, phylum, class, order, family, genus, species classification system

• Key features of the five kingdoms and of the major phyla of animals and plants

• Evolution over a long period of time has given rise to the diversity of living organisms

• Species are adapted to survive in particular environmental conditions

• Predation, disease and competition result in differential survival and reproduction

• Organisms with a selective advantage are more likely to survive and pass on genes to next generation

• Natural selection and isolation can lead to new species

Ecological relationships • Relationship of pyramids of numbers, biomass and energy to food chains and webs

• Energy flow through ecosystems

• Interactions between organisms can cause changes in the size of population

• Inter- and intra-specific competition for food and space, predation and disease limit the size of populations

• Ecosystems are dynamic and subject to change

• Impact of human activities on the environment



Microbiology and biotechnology

• Role of micro-organisms in recycling

• Carbon cycle

• Nitrogen cycle

• Mutualistic relationships in nitrogen fixation

• Features of viruses, bacteria and fungi

• Culture techniques for micro-organisms and cells


• Moral and ethical issues of genetic engineering


• Treatment of waste water

CHEMISTRY

Matter • Atomic structure

• Relative atomic and molecular mass

• Isotopes

• Ionic, covalent and metallic bonding

• Ionic and covalent giant structures

• Bonding and physical properties

• Write balanced molecular and ionic equations

• Main characteristics of the three states of matter

• Ceramics and composites

• Induced dipole intermolecular forces

• Hydrogen bonding

• Dative bonding

• Relationship between physical properties and bond types

• Calculations of reacting quantities using the mole concept, molarity and molar volume

• Empirical and molecular formulae calculations

Industrial processes • Purification techniques

• Properties and uses of the main gases of the air

• Fractionation of liquid air

• Fractionation of petroleum

• Hardness of water

• Distillation of water

• Electrolysis of electrolytes, both molten and in solution, and commercial applications

• Manufacture of steel, copper, aluminium

• Environmental issues related to chemical production

• Recycling

• Haber process for making ammonia, its oxidation to nitric acid and manufacture of fertilisers

• Sulfur and the contact process for making sulfuric acid

• Limestone and its products; cement



Patterns in chemical reactivity • Periodicity in physical properties

• Trends in chemical properties across the third period

• Trends down groups I, II, VII and VIII

• Common characteristics of transition metals

• Strong and weak acids and alkalis, pH

• Neutralisation, indicators, salts, buffer solutions

• Metal reactivity series

• Alloys, their properties and uses

• Oxidation and reduction in terms of oxygen transfer and in terms of electron transfer

• Relating cell potentials to metal reactivity series

• Environmental issues related to rechargeable cells

• Chemistry of oxygen and sulfur

• Chemistry of nitrogen, including ammonia and its compounds

• Chemistry of carbon and silicon

• Chemistry of the transition metals

Environmental chemistry • Carbon, nitrogen and water cycles

• Pollution from the combustion of hydrocarbons

• Atmospheric warming and climate change

• Measures to reduce atmospheric pollution

• Purification of water

• Water pollution, eutrophication

• Disposal of waste heat in industrial complexes

Reaction kinetics and energetics

• Conditions affecting reaction rate

• Explanation of kinetics in terms of kinetic particle model

• Catalysis

• Bimolecular reaction in terms of particle collisions and energy

• Reversible reactions and dynamic equilibria

• Exothermic and endothermic changes

• Activation energy and energy profiles

• Effect of a catalyst on the activation energy

• Energy considerations associated with bond breaking and making

Organic chemistry • Nomenclature, structure, bonding and shape

• Alkanes and alkenes

• Sources of organic compounds

• Aliphatic electrophilic and nucleophilic addition and substitution reactions

• Alcohols, halogen compounds, aldehydes and ketones, carboxylic acids and derivatives

• Arenes, phenol and bromobenzene; comparison with aliphatic compounds

Macromolecules • Addition and condensation polymerisation reactions

• Fats and oils, unsaturation, soap

• Natural polymers: proteins, cellulose and nucleic acids



PHYSICS

Measurement • SI units

• Standard form

• Precision and accuracy

• Simplifying assumptions in problem solving

• Vectors and scalars

Mechanics and kinematics • Displacement, speed, velocity and acceleration, equations of motion

• Effects of forces

• Dynamic and static friction

• Newton’s laws of motion and their application

• Gravitational and inertial mass, weight

• Conservation of momentum

• Centre of gravity

• Principle of moments and its applications

• Potential and kinetic energy

• Work, energy and power

Matter and energy • Kinetic particle theory of matter

• Properties of solids and liquids, expansion, deformation and surface tension

• Anomalous expansion of water

• Pressure and density, floating and sinking


• Transmission of heat by conduction, convection and radiation

• Ocean and atmospheric convection currents and weather

• Specific heat capacity and specific latent heat

Waves and oscillations, light and optics, sound

• Waves as a way of transmitting energy; longitudinal and transverse waves

• Wave frequency, wavelength, velocity, period, displacement, amplitude and phase

• Determination of velocity of sound and its dependence on the medium

• The ear and limits of hearing

• Reflection, refraction and dispersion of light and their consequences and applications

• Mirrors and lenses and their applications

• Total internal reflection and its applications

• The eye and sight correction

• Reflection, refraction, superposition, interference and diffraction of waves

• Electromagnetic spectrum

• Diffraction and interference of electromagnetic waves

Electricity and magnetism • Conductors, semiconductors and insulators

• Charging by friction, rules of electrostatics

• Electric force fields

• Making magnets; properties of magnets; rules of magnetism

• Magnetic fields

• Magnetic flux patterns due to a wire, a coil and a solenoid, and their many applications

• Use of Q = It, V = W/Q and V = IR

• Resistors in series and parallel

• Voltage, e.m.f. and internal resistance

• Use of different kinds of resistors as potential dividers

• Function and use of capacitors

• The transistor

• Logic gates

• Bistable and astable switching and memory

• Electromagnetic induction; factors affecting induced e.m.f.,

• AC generation

• Transformers and AC transmission



Quantum and nuclear physics • Nuclear atom and subatomic particles

• Radioactive decay, half-life, properties of α-, β-and γ-radiation

• Background radiation

• Radioisotopes and some of their uses

• Nuclear fission and fusion: occurrence and uses

• Properties of the electron and applications of electron beams

51 | Qatar science standards | Scope and sequence chart | Grades 10 to 12 Advanced © Supreme Education Council 2004

Science scope and sequence chart: Grades 10 to 12 Advanced Grade 10 Grade 11 Grade 12

SCIENTIFIC ENQUIRY

Methods of scientific investigation

• Identification of a focused research question with predictions related to it

• Selection of appropriate equipment and materials for the investigation

• Identifying and controlling variables

• Working constructively and adaptively with others

• Evaluating experimental design, identifying weaknesses and developing realistic strategies for improvement

• Working in an ethical manner with regard to acknowledging data sources and authenticity of results and with regard to living things and the environment

• Making critical use of secondary information


Know how scientists work • Historical development of major scientific ideas

• Dissemination of scientific ideas

• Balancing the opportunities offered by science with the environmental threats


• Handling scientific controversies; scientific value of controversy around competing models




• Development of scientific ideas entails periods of major changes followed by periods of slow elaboration



Processing and communicating information

• Presenting and processing raw data appropriately

• Drawing valid conclusions, allowing for errors and uncertainties

• Communicating results and conclusions


Handling equipment and making measurements

• Handling equipment competently with due regard for safety of self and others

• Following instructions accurately while adapting to unforeseen circumstances




BIOLOGY

Biological molecules • Chemical constituents of carbohydrates, lipids and proteins

• Monosaccharides as monomers of other carbohydrates

• Amino acids as monomers of proteins

• Structure of starch, cellulose and proteins

• Structure of glucose, amino acids, glycerol and fatty acids

• Composition of triglycerides and phospholipids

• Primary, secondary and tertiary structure of proteins

• Relationships between structure and function and size and properties of biological molecules

• Identification tests for proteins, sugars and starch

• Separation and identification of compounds by chromatography and electrophoresis

• Structure of ATP and ADP

Cellular structures and processes

• Structure and ultrastructure of prokaryotic and eukaryotic cells

• Cell organelles (nucleus, mitochondrion, chloroplast, endoplasmic reticulum and ribosome) and their functions

• Use of electron microscope and ultracentrifuge in study of cellular structures

• Structure and role of mitochondria in respiration

• Structure and role of chloroplasts in photosynthesis

• Fluid mosaic model of cell membrane in relation to function

• Diffusion, osmosis and active transport



Biological energetics • Enzymes as proteins and biological catalysts

• Importance of enzymes in lowering activation energies

• Enzyme substrate-complex action of enzymes

• Competitive and non competitive enzyme inhibition

• Effects of change in temperature, pH, substrate concentration on enzyme action

• Mechanism of enzyme action in terms of their structure

• ATP as the immediate supply of energy for biological processes

• Basic stages in biochemistry of aerobic respiration (glycolysis, Krebs cycle, oxidative phosphorylation)

• Leaf structure in relation to photosynthesis

• Limiting factors for photosynthesis

• Basic stages in biochemistry of photosynthesis (light-dependent reaction, light-independent reaction)

• Role of ATP in respiration and photosynthesis

• Basic stages in biochemistry of anaerobic respiration

• Comparison of reaction pathways in aerobic and anaerobic respiration

• Biochemical reactions in respiration

• Role of NAD in respiration

• Generation of ATP in aerobic and anaerobic respiration

• Decarboxylation and dehydrogenation reactions in respiration

• Relative energy values of carbohydrates, proteins and lipids as respiratory substrates

• Respiratory quotient

• Biochemical reactions in photosynthesis

• Cyclic and non-cyclic photophosphorylation in photosynthesis

• Use of ATP and NADP in light-independent stage of photosynthesis

• Calvin cycle

• Use of carbon-14 in study of photosynthesis

• Spectra of light absorbed and reflected by chlorophyll

• Separation of chlorophyll pigments by chromatography

Transport systems • Need for transport system in multicellular animals

• External and internal structure of human heart in relation to function

• Human cardiac cycle

• Initiation and regulation of human heart beat

• Human blood system as a double closed circulation system

• Major blood vessels in humans

• Structure of arteries, veins and capillaries

• Red blood cells as carriers of oxygen

• Need for a transport system in multicellular plants

• Structure, function and distribution of phloem and xylem in roots, stems and leaves of dicotyledonous plants

• Movement of water between plant cells and between cells and their environment in terms of water potential

• Translocation

• Transpiration

• Structure and function of red and white blood cells

• Role of blood, tissue fluid and lymph in transport

• Composition of blood and role of constituents in transport of oxygen and carbon dioxide

• Blood groups and their significance for blood transfusions

• Mechanisms for translocation

• Factors affecting transpiration

• Xerophytic adaptations for water conservation



Control, coordination and homeostasis

• Organisms increase their chances of survival by responding to changes in their environment

• Homeostasis

• Principles of negative feedback

• Process of thermoregulation in mammals

• Roles of oestrogen, progesterone LH and FSH in the mammalian oestrous cycle

• Similarities and differences between hormonal and nervous systems

• Structure, function and control of mammalian kidney in regulation of water and metabolic waste

• Role of ADH

• Temperature regulation

• Role of thermoreceptors in hypothalamus

• Causes and effects of heat stroke

• Structure and function of neurones

• Role of sensory receptors in mammals converting different forms of energy into nerve impulses

• Structure and function of brain

• Sodium and potassium ions in nerve impulse transmission

• Human endocrine glands and their functions

• Control of blood glucose concentration in humans

• Role of auxins in plants

• Role of gibberellins in plants

• Role of abscisic acid in plants

Human health and disease • Categories of disease and illness

• Endemic, epidemic and pandemic diseases

• Balanced diet

• Energy and nutrient requirements

• Consequences of malnutrition

• Anorexia and obesity

• Coronary heart disease

• Diabetes

• Gaseous exchange system

• Tidal volume and lung capacity

• Effects of smoking and disease on gaseous exchange and cardiovascular systems

• Bronchitis, emphysema, asthma and lung cancer

• Blood pressure

• Pulse rate and exercise

• Causes, transmission, control and significance of HIV/AIDS

• Production of antibodies by the body and their mechanism of action against antigens

• Stem cells and monoclonal antibodies

• Immune system and allergies

• Active and passive immunity and vaccination

• Action of antibiotics and development of resistance

• Causes, transmission, control and significance of cholera, influenza, malaria and TB

• Gene therapy



Biological basis of inheritance • Structure and replication of DNA

• Roles of DNA, mRNA and tRNA in protein synthesis

• DNA as genetic code controlling sequence of amino acids in polypeptides

• Changes in base sequence of DNA can change the amino acid sequence of a polypeptide and consequent function of a protein

• DNA as vehicle of inheritance

• Chromosomes as carriers of DNA

• Structure and function of chromosomes

• Diploid and haploid numbers

• Sexual reproduction as a mechanism of passing genetic material from one generation to the next

• How male and female gametes differ in size, number and motility

• Homologous chromosomes

• Stages of mitosis

• Mitosis as a mechanism to enable a constant number of chromosomes to be passed from cell to cell

• Stages of meiosis

• Meiosis as mechanism to enable a constant number of chromosomes to be passed from generation to generation

• Genes and alleles as sections of DNA

• Changes in structure of DNA as a source of genetic variation

• Causes of mutation

• Mutation as a change in DNA

• Mutations can reduce the efficiency of or block enzyme action

• Dominant and recessive alleles

• Monohybrid crosses

• Random assortment and crossing over creates genetic variation

• Genetic basis of sex determination in humans

• Sex linkage

• Incomplete dominance

• Dihybrid crosses

• Back cross

• Co-dominance and multiple allele inheritance

• Use of chi-squared test to determine significance of observed and expected results

• Human Genome Project

• Genetic fingerprinting, genetic screening and genetic counselling

Diversity, selection and evolution

• Species are classified into groups with shared features

• The kingdom, phylum, class, order, family, genus, species classification system

• Key features of the main groups of animals and plants

• Causes of variation within populations

• Continuous and discontinuous variation

• Evolution over a long period of time has given rise to the diversity of living organisms

• Species are adapted to survive in particular environmental conditions

• Predation, disease and competition result in differential survival and reproduction

• Organisms with a selective advantage are more likely to survive and pass on genes to next generation

• Natural selection and isolation can lead to new species

• Structural and physiological adaptations of organisms to their environment

• Acclimatisation and adaptation



Ecological relationships • Relationship of pyramids of numbers, biomass and energy to food chains and webs

• Energy flow through ecosystems

• Interactions between organisms can cause changes in the size of population

• Inter- and intra-specific competition for food and space, predation and disease limit the size of populations

• Ecosystems are dynamic and subject to change

• Impact of human activities on the environment

• Carrying capacity

• Natural colonisation and ecological succession

• Population growth curves

• Biological control of populations

• Production and conservation interest conflict

• Preservation and conservation

Microbiology and biotechnology

• Role of micro-organisms in recycling

• Carbon cycle

• Nitrogen cycle

• Mutualistic relationships in nitrogen fixation

• Features of viruses, bacteria and fungi

• Culture techniques for micro-organisms and cells


• Moral and ethical issues of genetic engineering


• Treatment of waste water

• Biosensor use in monitoring blood glucose levels in relation to diabetes

• Treatment of human diabetes with insulin produced by genetic engineering

• Applications of monoclonal antibodies

• Use of immobilised enzymes

CHEMISTRY

Matter • Atomic structure

• Relative atomic and molecular mass

• Isotopes

• Ionic, covalent and metallic bonding

• Ionic and covalent giant structures

• Allotropy

• Bonding and physical properties

• Write balanced molecular and ionic equations

• Main characteristics of the three states of matter

• Ceramics and composites

• Induced dipole intermolecular forces

• Hydrogen bonding

• Dative bonding

• Relationship between physical properties and bond types

• s, p, d, and f orbitals and hybridisation

• Electron-pair repulsion and shapes of covalent molecules

• σ and π bond overlap and molecular shape

• Calculations of reacting quantities using the mole, molarity and molar volume

• Empirical and molecular formulae calculations

• Use the equation PV = nRT to describe ideal gas behaviour



Industrial processes • Purification techniques

• Properties and uses of the main gases of the air

• Fractionation of liquid air

• Fractionation of petroleum

• Hardness of water

• Distillation of water

• Electrolysis of electrolytes, both molten and in solution, and commercial applications

• Industrial importance of the halogens and their compounds

• Manufacture of steel, copper, aluminium

• Environmental issues related to chemical production

• Recycling

• Haber process for making ammonia, its oxidation to nitric acid and manufacture of fertilisers

• Sulfur and the contact process for making sulfuric acid

• Limestone and its products; cement

• Economics of the alkali industry

• Economic balance between industrial processes and the environment

• Exploitation of Qatar’s natural gas

Patterns in chemical reactivity • Periodicity in physical properties

• Trends in chemical properties across the third period

• Trends down groups I, II, VII and VIII

• Common characteristics of transition metals

• Metal reactivity series

• Alloys, their properties and uses

• Strong and weak acids and alkalis, pH

• Neutralisation, titrations and indicators, salts, buffer solutions

• Brønsted–Lowry theory of acids

• Chemistry of oxygen and sulfur

• Chemistry of nitrogen and phosphorus, including ammonia and its compounds

• Chemistry of carbon and silicon

• Chemistry of the transition metals

• Oxidation and reduction in terms of oxygen transfer and in terms of electron transfer

• Redox reactions and oxidation number

• Variable oxidation states and transition metals

• Relating cell potentials to metal reactivity series

• Half-cell reactions and standard electrode potentials

• Fuel cells

• Environmental issues related to rechargeable cells

• The faraday and quantitative electrochemistry

• Periodicity in ionisation energy, electron affinity and electronegativity

• s-block elements: properties, compounds and trends

• p-block elements: properties, compounds and trends

• d-block elements: properties, compounds and trends

• Amphiprotic elements



Environmental chemistry • Carbon, nitrogen and water cycles

• Pollution of the atmosphere, natural sinks and residence time

• Pollution from the combustion of hydrocarbons

• Ozone layer and its protection

• Atmospheric warming and climate change

• Structure of the atmosphere

• Low-level free radical generation

• Oceans as sinks and climate drivers

• Measures to reduce atmospheric pollution

• Purification of water

• Water pollution, eutrophication

• Disposal of waste heat in industrial complexes

Reaction kinetics and energetics

• Conditions affecting reaction rate

• Explanation of kinetics in terms of kinetic particle model

• Catalysis

• Multiple-step reactions

• Bimolecular reaction in terms of particle collisions and energy

• Reversible reactions and dynamic equilibria

• Exothermic and endothermic changes

• Activation energy and energy profiles

• Effect of a catalyst on the activation energy

• Standard enthalpy change

• Energy considerations associated with bond breaking and making

• Rate and equilibrium constants and equations

• Order of reaction and half-life

• Rate constant and temperature and energy of activation

• Le Chatelier’s principle

• Acidity, titrations, pH, pKa and Kw

• Buffer solutions

• Solubility product

• Enthalpy change and Hess’s law

• Born–Haber cycle

• Entropy and disorder and the second law of thermodynamics

• Standard entropy and free energy changes and reaction spontaneity



Organic chemistry • Nomenclature, structure, bonding and shape

• Sources of organic compounds

• Alkanes, alkenes and arenes

• Aliphatic electrophilic and nucleophilic addition and substitution reactions

• Alcohols, halogen compounds, aldehydes and ketones, carboxylic acids and derivatives

• Phenol and bromobenzene, comparison with aliphatic compounds

• Amines and amides

• Shape of organic compounds and electronic structure

• Electrophilic and nucleophilic reaction mechanisms

• Nomenclature, structure and bonding of aromatic compounds

• Chemistry of arenes and derivatives

• Mechanism of electrophilic substitution and factors affecting it

• Nitroarenes, amines and azo-compounds

Macromolecules • Addition and condensation polymerisation reactions

• Fats and oils, unsaturation, soap

• Natural polymers: proteins, cellulose and nucleic acids

• Amino acids and proteins: structure and function

• Nucleotides and nucleic acids: structure and function

• Relationship between structure of polymers and physical properties

• Polymer additives, plasticisers, foams

PHYSICS

Measurement • SI units

• Standard form

• Precision and accuracy

• Simplifying assumptions in problem solving

• Vectors and scalars

Mechanics and kinematics • Displacement, speed, velocity and acceleration, equations of motion

• Effects of forces

• Dynamic and static friction; coefficients of friction

• Newton’s laws of motion and their application

• Gravitational and inertial mass, weight

• Conservation of momentum

• Centre of gravity

• Principle of moments and its applications

• Potential and kinetic energy

• Work, energy and power

• Circular motion, angular velocity and momentum

• Universal gravitation

• Kinetic and potential energy of orbiting objects



Matter and energy • Kinetic particle theory of matter

• Properties of solids and liquids, expansion, deformation and surface tension

• Anomalous expansion of water

• Pressure and density, floating and sinking


• Transmission of heat by conduction, convection and radiation

• Ocean and atmospheric convection currents and weather

• Specific heat capacity and specific latent heat

• Classification of solids in terms of tensile strength, compressive and shear stress

• Stretching a solid; the Young modulus

• Surface tension

• Theoretical treatment of ideal gas particle movement

• Absolute zero of temperature

• Internal energy, kinetic energy and temperature

• Laws of thermodynamics

Waves and oscillations, light and optics, sound

• Waves as a way of transmitting energy; longitudinal and transverse waves

• Wave frequency, wavelength, velocity, period, displacement, amplitude and phase

• Determination of velocity of sound and its dependence on the medium

• The ear and limits of hearing

• Standing and progressive waves, node and antinode

• Reflection, refraction and dispersion of light and their consequences and applications

• Mirrors and lenses and their applications

• Total internal reflection and its applications

• The eye and sight correction

• Reflection, refraction, superposition, interference and diffraction of waves

• Diffraction and interference of electromagnetic waves

• Doppler effect in sound and light

• Electromagnetic spectrum

• Coherence and polarisation of electromagnetic waves and applications

• Simple harmonic motion

• Forced oscillation, resonance and damping

Electricity and magnetism • Conductors, semiconductors and insulators,

• Charging by friction, rules of electrostatics

• Electric force fields

• Making magnets; properties of magnets; rules of magnetism

• Magnetic fields

• Magnetic flux patterns due to a wire, a coil and a solenoid, and their many applications

• Use of Q = It, V = W/Q and V = IR

• Resistors in series and parallel

• Voltage, e.m.f. and internal resistance

• Function and use of capacitors

• Use of different kinds of resistors as potential dividers

• The transistor

• Logic gates

• Bistable and astable switching and memory

• Electromagnetic induction; factors affecting induced e.m.f.; Faraday’s and Lenz’s laws

• Eddy currents and their applications

• AC generation

• Transformers and AC transmission

• Electric field strength and force on charges in a field; Coulomb’s law

• Potential gradients

• Capacitance and the relationship between coulombs, volts and energy; construction of capacitors



Quantum, atomic and nuclear physics

• The nuclear atom and subatomic particles

• Radioactive decay, half-life, properties of α-, β-and γ-radiation

• Background radiation

• Radioisotopes and some of their uses

• Nuclear fission and fusion, occurrence and uses

• Properties of the electron and applications of electron beams

• Emission and absorption spectra and electron orbitals

• E = hf, photons and the photoelectric effect

• Quantisation of charge and Millikan’s experiment

• Wave–particle duality

• Interconversion of matter and energy

Astrophysics and cosmology • Structure of the visible Universe; stars and galaxies

• Star life cycles and the nuclear reactions in them

• Planetary formation

• ‘Big bang’ theory, expansion of the Universe and the background radiation

63 | Qatar science standards | Kindergarten © Supreme Education Council 2004

3 Science standards


Science standards

Summary of students’ performance by the end of Kindergarten

Scientific enquiry

Students ask questions about living things and their environment. They develop intuitive ideas about the properties of materials and their environment. They group objects according to common characteristics. They use words and drawings to describe things that they see, hear, smell and touch.

Life science

Students know that different organisms have different body forms, shapes and sizes. They recognise some common animals and plants. They know the names of the external parts of their bodies. They know that keeping clean helps them to stay healthy.

Materials

Students describe common materials and use them to make things; they know that some materials are better than others for this purpose. They make and test structures and know that some structures fall over more easily than others. They know that we can change materials by doing things to them, such as mixing, dissolving, heating, cooking. Students develop intuitive concepts of weight, volume and density of materials.

Physical processes

Students know that we use our eyes to see things and our ears to hear things and that we can discover things about objects by touching them. They know that we can use inventions to enhance our senses. They know that daylight comes from the Sun and that it is dangerous to look at the Sun.

The balance between scientific enquiry and the subject content strands

The science standards for Kindergarten are grouped into four strands: three content strands – life science, materials and physical processes – and the scientific enquiry skills strand, which addresses the development of scientific practical and intellectual skills across all the content strands.

The teaching of the content standards in life science, materials and physical processes should take approximately half the total time allocated to science in Kindergarten. It is intended that the remaining time is devoted to developing further science enquiry skills and the language, mathematical and communication skills that are important for science. This may be done using any science content topics, not just the content topics prescribed in these standards.

Assessment weightings for Kindergarten

There are three general assessment objectives for the science curriculum:


K




The balance between these three general objectives will vary from grade to grade. As students’ scientific proficiency and experience develops, there should be a greater emphasis on the application of knowledge to solve problems in new situations.

For Kindergarten, the weightings of the subject content strands are as follows:

Life science Materials Physical processes

Assessment weighting

30 to 40% 30 to 40% 30 to 40%

For Kindergarten, the weightings of the assessment objectives to be applied to each content strand are as follows:



Scientific enquiry skills and

procedures


20 to 30% 0 to 10% 65 to 75%


Science standards

Scientific enquiry

By the end of Kindergarten, students ask questions about living things and their environment. They develop intuitive ideas about the properties of materials and their environment. They group objects according to common characteristics. They use words and drawings to describe things that they see, hear, smell and touch.

Students should:

1 Use methods of scientific investigation

1.1 Ask questions about objects, living things and the environment.

Play games with roles for common objects such as wind, sea, Sun and Moon.

1.2 Use all their senses to develop intuitive ideas about the properties of materials and objects in their environment.

Play with different sizes and shapes of blocks made from a variety of materials.

Describe the relative position of objects by using one reference (e.g. above, below, in front of, behind).

Make collections of different commonly available materials.

Pour water and sand into containers of different shape and size.

1.3 Sort objects into groups according to common characteristics.

Make collections of interesting objects. Sort them by chosen criteria. Talk about them, giving them names and naming the criteria (e.g. big, small, heavy, light, smooth, rough, cold, hot).

Count objects. Put in groups of the same number.

2 Process and communicate information

2.1 Communicate observations orally and by drawing.

Describe some of the objects in collections.

Describe groups of objects that have been classified according to a specific criterion.

Life science

By the end of Kindergarten, students know that different organisms have different body forms, shapes and sizes. They recognise some common animals and plants. They know the names of the external parts of their bodies. They know that keeping clean helps them to stay healthy.

K

Key standards

Key performance standards are shown in shaded rectangles, e.g. 1.3.

Examples of learning exercises

The examples of active learning exercises shown in italics are intended to be illustrative and do not represent the full range of possible exercises.

Cross-references to scientific enquiry skills

Some of the suggested learning exercises are cross-referenced where appropriate to scientific enquiry skills.


Students should:

3 Recognise some common animals and plants

3.1 Know that different types of organism differ in body shape, form and size and have different names.

Look at pictures and make field observations of animals and plants.

Keep an outdoor or indoor garden with a variety of plants.

Make wall displays of common animals and plants.

Listen to stories about animals and plants.

Sing songs, play games and do actions relating to common animals and plants.

4 Know the external parts of their bodies

4.1 Know the names of the external parts of their bodies (e.g. head, ears, eyes, legs, toes, arms, hands, fingers).

Play games that involve or name parts of the body.

Make models of people.

Act out play situations with dolls.

Identify body parts on charts and pictures.

5 Know that keeping clean is important to good health

5.1 Understand that regular washing is an important way to help keep healthy.

Wash hands after activities and before eating.

Materials

By the end of Kindergarten, students describe common materials and use them to make things; they know that some materials are better than others for this purpose. They make and test structures and know that some structures fall over more easily than others. They know that we can change materials by doing things to them, such as mixing, dissolving, heating, cooking. Students develop intuitive concepts of weight, volume and density of materials.

Students should:

6 Use common materials

6.1 Use common materials to make and test structures.

Make structures using materials such as bricks, wet and dry sand, and clay, and test them.

Enquiry skills 1.1, 2.1


Enquiry skill 1.2


6.2 Know that objects can be described in terms of the materials they are made from, such as plastic, clay, paper, cloth.

Using real objects or matching games, classify objects according to what they feel like or what they are made out of.

6.3 Know that objects can be described in terms of their physical properties, such as colour, size, shape, weight, texture, flexibility, floating, sinking.

Using real objects or teaching materials such as jigsaws, carry out simple classification exercises (e.g. floating/sinking, light/heavy, soft/hard, big/small).

6.4 Know that materials can change in different conditions.

Explore the differences between wet and dry sand or clay.

Explore the conditions that cause water to evaporate.

6.5 Develop intuitive concepts of weight, volume and density.

Pour sand and water between containers; count how many small containers are needed to fill a larger one.

Classify collections of objects according to how heavy they are and how big they are.

Physical processes

By the end of Kindergarten, students know that we use our eyes to see things and our ears to hear things and that we can discover things about objects by touching them. They know that we can use inventions to enhance our senses. They know that daylight comes from the Sun and that it is dangerous to look at the Sun.

Students should:

7 Use their senses to make observations

7.1 Know that we make observations using all our senses and that we can use inventions to assist us.

Use inventions that assist human senses (e.g. magnifying glass, binoculars, stethoscope).

Explore the use of everyday objects to improve our perceptions (e.g. listening to something through a tin or a stick and using a bottle of water as a magnifying glass).

Play games that focus on only one sense (e.g. identifying objects by touch or smell when blindfolded).

Reflect on objects in the environment that move, particularly the children’s own bodies. Use words to describe the different kinds of movement (e.g. bouncing jumping, walking) and different ways of shifting objects (e.g. lift, carry, push, pull).

7.2 Know that daylight comes from the Sun and that it is dangerous to look at the Sun.

Play games chasing shadows and making differently shaped shadows. Perform a shadow play.

Enquiry skill 1.3

ICT opportunity

Virtual object-matching games.

Enquiry skill 1.1

Enquiry skill 1.2

Enquiry skill 1.3

Enquiry skill 1.2

Enquiry skill 2.1

71 | Qatar science standards | Grade 1 © Supreme Education Council 2004

Science standards

Summary of students’ performance by the end of Grade 1

Scientific enquiry

Students recognise the importance of using all their senses when collecting evidence. They use both experience and information to answer questions. They sort objects into groups according to common characteristics. They represent the data pictorially. They use descriptive words when making observations. They ask questions about the objects and know and use words that describe what things feel, look and sound like, and the names of objects they have observed. They know words and phrases related to safety. They follow simple instructions safely.

Life science

Students describe how the appearance of some organisms changes over time. They recognise and respect a variety of different places where organisms live. They know some of the ways in which living and non-living things differ. They know that animals need air and food and water and that green plants need water and sunlight.

Materials

Students name some common materials and describe how use them. They use descriptive words to describe the important characteristics of common materials and classify objects according to the material from which they are made. They classify common materials according to shared characteristics.

Physical processes

Students recognise that things move in different ways. They observe and compare different movements and describe what causes different things to move. They know that pushes and pulls start and stop things moving, and that some moving objects can be dangerous. They know that we use our senses to detect heat, light and sound, and that light is needed for us to see things. They know that we see things with our eyes, hear things with our ears and feel things with our skin. They use words that describe what things feel, look and sound like. They name light sources and sound sources. They make observations and simple measurements related to heat, sound and light and represent them in picture charts.


The science standards for Grade 1 are grouped into four strands: three content strands – life science, materials and physical processes – and the scientific enquiry skills strand, which addresses the development of scientific practical and intellectual skills across all the content strands.

The teaching of the content standards in life science, materials and physical processes should take approximately half the total time allocated to science in Grade 1. It is intended that the remaining time is devoted to developing further science enquiry skills and the language, mathematical and communication skills that are important for science. This may be done

Grade 1


using any science content topics, not just the content topics prescribed in these standards.

Assessment weightings for Grade 1






For Grade 1, the weightings of the subject content strands are as follows:



30 to 40% 30 to 40% 30 to 40%

For Grade 1, the weightings of the assessment objectives to be applied to each content strand are as follows:




procedures


20 to 30% 0 to 10% 65 to 75%


Science standards

Scientific enquiry

By the end of Grade 1, students recognise the importance of using all their senses when collecting evidence. They use both experience and information to answer questions. They sort objects into groups according to common characteristics. They represent the data pictorially. They use descriptive words when making observations. They ask questions about the objects and know and use words that describe what things feel, look and sound like, and the names of objects they have observed. They know words and phrases related to safety. They follow simple instructions safely.

Students should:


1.1 Use all their senses to collect evidence.

1.2 Use both experience and information to answer questions.

1.3 Make regularly changing collections of objects of scientific interest from the local environment.

Make thematic collections of objects of natural or of human origin (e.g. rock samples, metallic objects, manufactured objects, objects made from wood, seashells, photographs of plants and animals).

Collect seashells during a visit to the coast. Display them. Identify common species and label them.

Make a collection of pictures of native animals and plants. Identify these and label them.

Take photographs of an area with plants at different seasons of the year and display these with the date taken.

Make a collection of metal objects and label them, naming both the metals and the the objects. Use adjectives such as shiny, dull, bright, sharp, cold to describe the metal.

Make a collection of different magnets. Use them to test metals in the metal collection to classify them as magnetic or non-magnetic.

Make a collection of glass objects and label them, naming the objects and stating what they are used for.


2.1 Classify objects into groups according to common characteristics.

2.2 Use pictorial means to record observations and data collected.

2.3 Create a display using collected information.

Grade 1

Key standards







2.4 Undertake project work on a particular topic. This should involve obtaining primary and secondary information, and carrying out oral work and, where appropriate, drawing, writing and number work.

Use a collection of shells to make a booklet about the shells collected. These can be sketched and labelled, and the numbers of each kind collected can be indicated.

Collect photographs of different animals (including not only mammals but fish, amphibians, reptiles, birds, spiders and insects) from magazines. Group them according to common characteristics (e.g. whether they are furry, how many legs or wings they have).

2.5 Describe how things feel, appear and what they sound like.

2.6 Know and use words related to safety.

3 Handle equipment and make measurements

3.1 Follow simple oral and visual instructions carefully and safely.

Life science

By the end of Grade 1, students describe how the appearance of some organisms changes over time. They recognise that organisms live in a variety of different places and show respect for both organisms and the environment. They state some of the ways in which living and non-living things differ. They know that animals use their senses and need air and food and water. They recognise parts of green plants and know that plants need water and sunlight.

Students should:

4 Describe how the appearance of organisms changes over time

4.1 Describe how the appearance of some common organisms changes as they age and with the seasons of the year.

Record the appearance of a tree or other plant over a period of time.

Make oral descriptions of people of different ages.

Describe how some common animals (e.g. camels, cats) change as they age.

5 Recognise that organisms live in a variety of places and that habitats are vulnerable

5.1 Describe some of the places where some common plants and animals live and know that some of these are easily disturbed.

Tour the school and its environs and describe the different places where animals and plants are found.

Make a display of photographs of animals and plants in their natural surroundings.

Examine photographs of places before and after human intervention and describe the changes in the living organisms present.

Find out about places where animals and plants are being conserved.

ICT opportunity

Use digital photography to record the collected items for the project.

Enquiry skill 2.5

Enquiry skills 1.1, 2.1, 2.2, 2.5


6 Know distinguishing characteristics of living things

6.1 Know that living organisms need food, water and air, that they are sensitive, and that they grow and reproduce, and that it is these characteristics that distinguish them from non-living things.

Watch videos of animals eating and drinking and discuss observations.

Set up, maintain and observe an aquarium.

Match drawings or photographs of adult animals and their young at different stages of growth.

Sort collections of pictures of living and non-living things and talk about their similarities and differences.

6.2 Know that that green plants have roots, stems and leaves and need water and light.

Determine what happens to a green plant when it is kept in the dark.

Compare plants that are watered regularly with those that are not.

Examine a plant dug up from a garden.

Make a model plant.

Materials

By the end of Grade 1, students name some common materials and describe how we use them. They use descriptive words to describe the important characteristics of common materials and classify objects according to the material from which they are made. They classify common materials according to shared characteristics.

Students should:

7 Identify and describe a number of common materials

7.1 Name a number of common materials and show some of the ways we use them.

Write the name of the material of which an object is made next to a picture of that object (common materials include glass, wood, clay, fabrics, paper, metal, plastic and rubber).

7.2 Describe the important physical characteristics of common materials.

Use the senses of sight, smell and touch to help describe the properties of materials.

Use words to describe materials (e.g. hard, soft, strong, breakable, light, heavy, flexible, rough, smooth, shiny, dull). Record observations by writing descriptions next to pictures of objects, or by sticking pictures of objects that have similarities together in sets.

7.3 Classify common objects according to the material from which they are made.

Search the classroom and its environs for common materials being used (e.g. wood, plastic, metals, paper, glass) and note the ways they are used. Make a record of the uses of materials by, for example, drawing the objects grouped according to materials.

Using a collection of objects made from different materials, select words to describe how the materials look, feel and smell. Group the materials together and stick descriptive words onto the materials.


Enquiry skill 2.5

Enquiry skills 2.1, 2.2, 2.5



7.4 Show that one material can often be used to make a variety of different objects.

Display different objects made from the same material (such as wood).

Physical processes

By the end of Grade 1, students recognise that things move in different ways. They observe and compare different movements and describe what causes different things to move. They know that pushes and pulls start and stop things moving, and that some moving objects can be dangerous. They know that we use our senses to detect heat, light and sound, and that light is needed for us to see things. They know that we see things with our eyes, hear things with our ears and feel things with our skin. They use words that describe what things feel, look and sound like. They name light sources and sound sources. They make observations and simple measurements related to heat, sound and light and represent them in picture charts.

Students should:

8 Know that objects can be made to move

8.1 Recognise that objects move in different ways and use words to describe how they move.

Watch different kinds of movement around the school. List the different ways in which things move.

8.2 Observe and compare different movements.

Observe the different ways their friends move. Note which parts of the body move and how they move. Record this on a picture of a person by writing descriptive words next to the part that moves.

8.3 Describe what causes different objects to move.

Identify the causes of movement around the school.

Make soap bubbles and describe how they move and what causes them to move.

Make and test something that can be made to move using wind or water. Work on the design to make it move better.

8.4 Know that pushes and pulls can start and stop objects moving.

Identify objects in the classroom that can be made to move by pushing or pulling.

Identify some moving objects in the classroom that they can stop easily.

8.5 Recognise that moving objects can be dangerous.

Identify moving objects that it would be dangerous to try to stop.

9 Use their senses to tell them about the world around them

9.1 Use senses of touch, sight and hearing to detect heat, light and sound.

Identify objects from recordings of the sounds that they make.

Identify objects in a ‘black box’ by just feeling them.

Enquiry skill 2.3

Enquiry skill 1.1

Enquiry skill 2.3

Enquiry skill 3.1


9.2 Know which organs we use to detect heat, light and sound.

Develop a game using matching-pair cards to link organs with sensations.

Use words and draw pictures to describe what they see, feel and hear.

9.3 Know that light is needed for us to see things.

Develop games based on finding and identifying common objects in dark places, which can be made lighter to make the task easier.

9.4 Know that shiny objects do not make their own light; they need light sources to make them visible.

Carry out tests to show how objects can be made more visible (e.g. shine more lights on objects, attach reflective strips to objects).

Discuss the use of reflective strips to make people and traffic more visible at night.

9.5 Name some common sources of light, sound and heat.

Look around the school for different sources of light.

In the school grounds, find out if they can see the Sun when they stand in the shade.

Classify common sounds using descriptive words such as loud, soft, high, low, pleasant, musical, nasty. Record this by writing the words next to a picture of the sound source.

Investigate how sounds are made by different objects, including musical instruments.

List and draw some of the common sources of heat around the school and home. Classify them in various ways (e.g. natural or made by people, dangerous or not dangerous).

9.6 Know that having two ears helps us to identify where a sound is coming from.

With both eyes shut and one ear covered, try to point out where a sound is coming from. Repeat the activity with both ears uncovered.

Enquiry skill 2.5

Enquiry skill 1.1

Safety

Students should not look directly at the Sun.



Science standards


Scientific enquiry

Students draw conclusions from observations and evidence, make predictions about what might happen in an investigation and then test them. They know and use correct scientific terminology and communicate results in a variety of ways. They make picture graphs with simple scales representing data collected. They label pictures and make tables to record observations. They measure length and follow instructions to assemble simple circuits and apparatus.

Life science

Students give examples of how living things are suited to their habitats. They know that the natural environment must be cared for. They match external parts of their bodies to those of other organisms and relate structures to functions. They know their sense organs and their functions. They know that teeth and that they must be kept clean. They know that flowering plants grow from seeds and that they take in water through their roots and transport this to all parts of the plant.

Materials

Students use their senses to help describe some properties of materials and devise simple tests for these properties. They classify materials according to whether they occur naturally or not. They know that some flexible materials can be permanently changed by bending, twisting and stretching whereas others only change temporarily. They know that many materials can be changed temporarily or permanently by heating.

Physical processes

Students identify the effects of forces, such as squashing, twisting and stretching, and know how pushes and pulls are used to make familiar objects speed up and slow down. They name and use some common electrical devices and are aware of the dangers of mains electricity. They make connections to the positive and negative poles of a cell and make a bulb light. They know that a battery will discharge after it has been used for a while, and recognise that the chemicals inside batteries can be dangerous. They know that a battery-operated electrical device will not work if there is no battery or if the battery is discharged.



The teaching of the content standards in life science, materials and physical processes should take approximately 60% of the time allocated to science in Grade 2. It is intended that the remaining time is devoted to developing

Grade 2


further science enquiry skills and the language, mathematical and communication skills that are important for science. This may be done using any science content topics, not just the content topics prescribed in these standards.










30 to 40% 30 to 40% 30 to 40%





procedures


20 to 30% 0 to 10% 65 to 75%


Science standards

Scientific enquiry

By the end of Grade 2, students draw conclusions from observations and evidence, make predictions about what might happen in an investigation and then test them. They know and use correct scientific terminology and communicate results in a variety of ways. They make picture graphs with simple scales representing data collected. They label pictures and make tables to record observations. They measure length and follow instructions to assemble simple circuits and apparatus.

Students should:


1.1 Collect data in a systematic manner.

1.2 Draw conclusions from observations and data.

1.3 Make predictions about the outcome of an investigation.

1.4 Look for simple patterns in observations made.

1.5 Devise fair ways of testing predictions.


2.1 Know and use the names of phenomena and objects they have observed.

2.2 Sort objects into groups, make simple comparisons and identify trends and patterns.

2.3 Use correct names of objects and processes when describing an investigation.

2.4 Make a display of data collected.

Display data classified numerically, such as data obtained from members of the class (e.g. height, shoe size, hand-span).

Collect objects made from paper and use paper to make a variety of objects (including papier-mâché) to show the versatility of the material. Display the objects and classify them according to their function.

2.5 Use project work on a specific topic as a means of collecting and recording information.

Study a patch of watered ground on which plants are growing over time. Keep a diary of observations made each week. Include measurements of the height of specific plants.

2.6 Make pictograms with simple scales to assist in data display.

Grade 2

Key standards






ICT opportunity

Use digital photography to record plant growth.


2.7 Label pictures correctly.


3.1 Use a tape measure and ruler correctly.

3.2 Connect simple electrical devices in a circuit so that they work.

3.3 Follow instructions to assemble simple equipment correctly and safely.

Life science

By the end of Grade 2, students give examples of how living things are suited to their habitats. They know that the natural environment must be cared for. They match external parts of their bodies to those of other organisms and relate structures to functions. They know their sense organs and their functions. They know that teeth and that they must be kept clean. They know that flowering plants grow from seeds and that they take in water through their roots and transport this to all parts of the plant.

Students should:

4 Know that living things are suited to their habitats and that the natural environment must be respected and cared for

4.1 Recognise that the characteristic features of an organism make it well suited to certain environments and less well suited to others.

Using pictures, models or specimens, examine the general characteristics of various mammals, birds, reptiles, amphibians and fish, and relate these to the environments in which they are found.

From field-trip observations or a collection of pictures of plants growing in different habitats, make a list of places where plants grow and the key features of the plants growing there.

4.2 Know that the natural environment must be cared for and habitats protected.

Talk about local, national and international news stories on care for the environment.

Take part in environmental care projects.

4.3 Illustrate how local industry takes steps to care for the environment.

Collect and display information on how local industry helps to protect the environment.

5 Know that organisms have specialised structures for particular functions

5.1 Recognise the visible body parts of animals that are similar to those of humans and relate structure to function.

Using pictures, specimens or models of various mammals and other animals, identify the animals’ main body (trunk), head, limbs, mouth, eyes, ears and nose.


Enquiry skills 1.2, 2.4,

Enquiry skill 2.5



5.2 Identify that skin is sensitive to touch, the nose detects smells, eyes detect light and colour, ears detect sounds and the tongue detects tastes.

Place hands in cold and warm water, touch rough and smooth materials, smell various odours, observe lights of different brightness and colour, make and listen to sounds of different volume and pitch, and taste salty, sweet and sour flavours.

5.3 Know that teeth are important for eating and that they must be cleaned regularly.

Bite off and chew bread and discuss the use of the different teeth in the mouth.

Survey the number of times people brush their teeth each day.

Make a display of different types of toothbrush.

Examine a model of teeth and discuss areas that must be given special attention when brushing.

Ask a dental hygienist to demonstrate good teeth-brushing technique.

6 Know that seeds grow into flowering plants; know that plants take in water through their roots and transport this to all parts of the plant

6.1 Know that, given the right conditions, the seeds of flowering plants can sprout and grow into new plants.

Sow seeds of plants such as cress, peas, beans, oats or sunflowers on moist paper or cotton wool in glass containers and observe germination and growth over time.

Sow seeds of colourful flowers in a garden plot, water and observe or photograph regularly until they flower and set seed.

6.2 Know that flowering plants take in water through their roots and transport this to all parts of the plant.

Position Take a rooted plant with white or light-coloured petals and position it so that its roots hang into a container of water coloured with red ink. Observe the movement of the ink through the plant and into the petals.

Place a stick of celery with attached leaves into a glass of water coloured with red ink. Leave it until the red colour appears in the leaves. Cut transverse sections across the stem and observe the red colour in the vessels.

6.3 Recognise that many local plants can live with little water.

Make a record of the plants that can grow in dry places.

Materials

By the end of Grade 2, students use their senses to help describe some properties of materials and devise simple tests for these properties. They classify materials according to whether they occur naturally or not. They know that some flexible materials can be permanently changed by bending, twisting and stretching whereas others only change temporarily. They know that many materials can be changed temporarily or permanently by heating.


Safety

The materials for tasting should be prepared in hygienic conditions and care taken to prevent cross-contamination.

Enquiry skill 1.2

Enquiry skill 1.2

Enquiry skill 1.2

Safety

Take care with cutting.

Enquiry skill 1.2


Students should:

7 Investigate simple properties of common materials

7.1 Describe the properties of materials in terms of how they look, feel and smell.

How many common materials can children identify correctly with their eyes closed? Use materials such as paper, plastics, leather, polished and unpolished wood, pottery, bricks and concrete.

7.2 Devise simple tests for some properties of materials.

Consider simple tests such as heavy/light, float/sink, rigid/flexible, how easily it breaks. Make up sentences that describe the materials using words related to the tests.

7.3 Classify materials according to whether they occur naturally or are synthetic.

Sort materials into the two groups. Distinguish between, for example, natural and synthetic fibres or stone and concrete.

7.4 Know that both natural and synthetic materials are often changed further before they are used.

Classify common materials according to whether they have been changed further before they are used. Introduce words to describe the changes (e.g. polishing, shaping, spinning, weaving). Make a display of the materials with such words next to each material as appropriate.

Make a display showing the different stages of processing a material undergoes (e.g. raw wool from a sheep, spun wool, fabric, a garment).

7.5 Know that some flexible materials can be permanently changed by bending, twisting and stretching whereas others are changed temporarily.

Group some materials into the two classes. Note also that some materials may break more easily than others when they are bent or stretched.

7.6 Know that many materials can be changed either temporarily or permanently by heating.

Investigate changing materials such as Plasticine, clay, dough, with and without the final heating stage.

Investigate the changes in familiar foods when they are cooked (e.g. dough, potatoes, eggs).

7.7 Know that solids such as ice and candle wax can turn into liquids when they are warmed.

Warm candle wax in water until it melts. When it is solid and soft as it cools, mould it into different shapes. Make new candles of different shapes using a string wick. Devise a fair test for comparing the new candles.

Devise a fair test to investigate how fast ice melts in different places in and near the classroom. Predict the results. Draw conclusions about which places are warmest.

7.8 Know that when water is heated in a kettle it boils and that the steam that is produced can be turned back to water.

Demonstrate condensation of steam on a cold surface near a boiling kettle.

Enquiry skill 1.5

Enquiry skill 2.2

Enquiry skill 2.2

Enquiry skill 2.4

Enquiry skill 2.2

Safety

Take adequate care when breaking materials.

Safety

Children should not be allowed to eat food prepared in a classroom unless it is prepared in a clean environment, such as a home economics room.

Safety

Burning of candles and heating water should be properly supervised by the teacher in a special place set aside for the work.

Enquiry skill 1.3, 1.5

Safety

Steam can cause burns. This work should be demonstrated by the teacher.


Physical processes

By the end of Grade 2, students identify the effects of forces, such as squashing, twisting and stretching, and know how pushes and pulls are used to make familiar objects speed up and slow down. They name and use some common electrical devices and are aware of the dangers of mains electricity. They make connections to the positive and negative poles of a cell and make a bulb light. They know that a battery will discharge after it has been used for a while, and recognise that the chemicals inside batteries can be dangerous. They know that a battery-operated electrical device will not work if there is no battery or if the battery is discharged.

Students should:

8 Show how forces cause objects to change

8.1 Know that forces are pushes and pulls.

List all the ways they have used forces coming to the classroom.

Draw pictures of objects that are commonly associated with the use of forces (e.g. door, football, school bag, bicycle). Write words near each picture that describe the force or what it does (e.g. close, open, kick, lift, pedal, push).

8.2 Identify different effects on objects of forces such as squashing, twisting and stretching.

Make different shapes out of Plasticine or dough. Describe the kinds of force they are using (e.g. squashing, pulling, twisting, stretching).

8.3 Show how forces can make familiar objects speed up and slow down.

Push toy cars and measure the distance they travel.

Compare the distances moved by different toy cars that are set off down ramps. Discuss how to make the test fair (e.g. standardise the length and steepness of the ramp). Use the results to draw a block graph or pictogram. Predict what might happen when the conditions are changed. Repeat the test under different conditions, and note and explain any different results.

9 Know how simple electrical devices work

9.1 Name and use some common devices that use electricity.

Name and draw some appliances around the school that use electricity.

Classify appliances according to whether they use mains electricity or batteries.

9.2 Know that common electrical devices can make light, sound, heat and movement.

Classify appliances according to what they do (e.g. make sound, produce light or heat, or move.

9.3 Know that connections with wires to the positive and negative poles of a cell can make a bulb light.

Make simple circuits from cells, wires, buzzers and bulbs.

Look at pictures of simple circuits and predict what will happen in the circuits (some will not work). Test these predictions.

Find out by experiment what is wrong with some simple battery-driven appliances that do not work.


Enquiry skills 1.3, 1.4, 1.5, 2.6, 3.1

Enquiry skill 2.2

Enquiry skill 1.3


9.4 Know that after some use a battery will discharge, and that a battery-operated electrical device will not work if there is no battery or if the battery is discharged.

9.5 Know that the chemicals inside batteries can be harmful and that batteries should be recycled when possible.

Set up a school collecting point for used batteries. Sort them and dispose of them correctly.

9.6 Know about the dangers of mains electricity.

Watch video clips showing the dangers of mains electricity.


Science standards


Scientific enquiry

Students devise fair tests based on predictions and recognise when a conclusion is justified. They identify patterns in their observations. They collect and organise observations and data in tabular and pictorial forms. They draw valid conclusions from observations and data and use pictures and explanations to communicate what they have found out. They use scientific equipment correctly without risk to themselves or others.

Life science

Students recognise that individuals of the same species (including humans) show variation. They group animals and plants together on the basis of common characteristics. They know that humans and other animals have lungs for gas exchange, intestines for absorbing food, kidneys for dealing with waste and a heart for circulating blood around the body. They know that the blood carries gases, food and waste. They explain how exercise affects heart rate and know that exercise and diet are important to good health. They give examples of animals that have a skeleton and know that the skeleton functions in protection, support and movement. They know that light, air, water and heat affect the growth of green plants and that the leaves of green plants are important to their growth. They know that some organisms are too small to seen by the unaided eye.

Materials

Students classify simple materials on the basis of their physical properties. They show how we use different materials for different purposes, such as food, clothing, shelter and transport, and recognise that some materials have many different uses. They compare materials according to common properties and test the properties of materials to find out how appropriate they are for the use made of them. They recognise that the properties of materials can be modified by the way they are processed.

Physical processes

Students recognise that a force acts in a particular direction. They know that there are forces of attraction and repulsion between magnets, recognise that only certain kinds of materials are magnetic and state some of the ways magnets are used in everyday life. They recognise that a stretched or a compressed spring can exert a force. They know that shadows occur when a light source is blocked by an object and correctly apply the words transparent and opaque to objects. They know that the shape of a shadow is similar to the shape of the object that makes it. They use a mirror to reflect light and a magnifying glass to focus it.

Grade 3




The teaching of the content standards in life science, materials and physical processes should take approximately 70% of the time allocated to science in Grade 3. It is intended that the remaining time is devoted to developing further science enquiry skills and the language, mathematical and communication skills that are important for science. This may be done using any science content topics, not just the content topics prescribed in these standards.


There are three assessment objectives for the science curriculum:








30 to 40% 30 to 40% 30 to 40%





procedures


35 to 45% 20 to 30% 30 to 40%


Science standards

Scientific enquiry

By the end of Grade 3, students devise fair tests based on predictions and recognise when a conclusion is justified. They identify patterns in their observations. They collect and organise observations and data in tabular and pictorial forms. They draw valid conclusions from observations and data and use pictures and explanations to communicate what they have found out. They use scientific equipment correctly without risk to themselves or others.

Students should:


1.1 Devise a fair test or comparison and recognise when conclusions are justified.

1.2 Make and test predictions and draw conclusions from observations and data.

1.3 Make systematic observations and identify patterns.

1.4 Design, make and test a device to help investigate or solve a scientific or technological problem.


2.1 Classify data according to shared characteristics and identify trends and patterns.

2.2 Display data and observations in tables.

2.3 Use labelled pictures to communicate observations.

2.4 Use words in their scientific context.

2.5 Use a variety of methods to record and communicate observations and data collected.

Make a project booklet on telling the time. Include secondary information as well as primary information from experiments and measurements (e.g. making and testing a candle clock and a sundial).


3.1 Handle simple equipment correctly, safely and without damage to carry out simple experiments.

3.2 Use appropriate equipment to measure length, mass, time and temperature.

3.3 Use a hand lens to study small objects.

Grade 3

Key standards






ICT opportunity

Use word processing and simple DTP programs to create topic booklets, including digital images.


Life science

By the end of Grade 3, students recognise that individuals of the same species (including humans) show variation. They group animals and plants together on the basis of common characteristics. They know that humans and other animals have lungs for gas exchange, intestines for absorbing food, kidneys for dealing with waste and a heart for circulating blood around the body. They know that the blood carries gases, food and waste. They explain how exercise affects heart rate and know that exercise and diet are important to good health. They give examples of animals that have a skeleton and know that the skeleton functions in protection, support and movement. They know that light, air, water and heat affect the growth of green plants and that the leaves of green plants are important to their growth. They know that some organisms are too small to seen by the unaided eye.

Students should:

4 Identify similarities and differences between organisms of the same type

4.1 Describe qualitative and quantitative similarities and differences between humans and between individuals of the same type of other organisms.

Using a collection of specimens of the same plant species, measure and describe the key features of each.

Using a collection of pictures of different breeds of one animal species (e.g. dogs, cats or horses), describe how one breed is similar to and different from others.

Using qualitative and quantitative features such as hair colour, eye colour, height, hand-span and shape of ear lobes, determine how students look similar and different.

Using pictures of people from different areas of the world, make observations of similarities and differences.

5 Group animals and plants together on the basis of common characteristics

5.1 Use the observable characteristics of animals and plants to cluster them into meaningful groupings.

Use specimens, models or pictures of plants and animals of different species to create displays of organisms that have common characteristics.

Using specimens, models or pictures of groups of animals, decide what features they have in common and which distinguish one group from another.

6 Know that living things have internal structures with specialised functions

6.1 Know that inside living things are structures with specialised functions.

Examine specimens, models, drawings or pictures that show the internal organs of various animals.

Enquiry skills 1.3, 2.1, 2.2, 2.3


ICT opportunity

Construct a simple database of animals and/or plants.

Enquiry skill 1.3


6.2 Know that humans and other animals have lungs for gas exchange, intestines for absorbing food, kidneys for dealing with waste and a heart for circulating blood.

Examine a model, chart or diagram of the human torso and identify the lungs, intestines, kidneys and heart.

Design a T-shirt that shows the position of the lungs, intestines, kidneys and heart.

Dissect a fish and identify its internal organs.

6.3 Know that the heart pumps blood around the body in blood vessels to carry gases, food and waste.

Examine a model of a human heart (or pictures of a heart).

Make a model heart from paper and card.

Examine a model (or pictures) of the circulatory system.

Use rubber tubing of different diameter and wall thickness to demonstrate different blood vessels.

6.4 Know how exercise affects heart rate and that regular exercise and a proper diet is important to health.

Measure pulse rate before and immediately after exercise and again after resting. Draw tables and graphs to show the differences in pulse rate.

Keep a food diary and exercise record; discuss what and how much people eat in relation to the exercise they take.

Discuss the information on food labels.

6.5 Compare the structure of humans and animals and recognise that some have an internal skeleton that provides protection and support and allows for movement.

Make an exhibition of specimens, models or pictures of different vertebrate and invertebrate animals.

Examine skeletons (or model skeletons) of different animals.

Using hollow cardboard tubes to represent the bones of a skeleton, determine the mass that can be supported by tubes of different length and diameter.

Make a model skeleton.

Examine the joints on butchered meat.

6.6 Know that organisms have organs specialised for reproduction.

7 Identify environmental factors that affect the growth of green plants and know the importance of leaves of green plants

7.1 Identify that light, air, water and heat affect the growth of green plants.

Observe and record over time the growth of similar green plants of the same species kept in different conditions.

7.2 Know that the leaves of green plants are important to their growth.

Remove some of the leaves of one of a pair of similar green plants of the same species and compare their growth over time.



Enquiry skills 1.2, 1.3, 2.2, 3.1

Enquiry skills 1.3, 1.4, 2.5, 3.1




8 Know that some organisms are too small to see with the unaided eye

8.1 Know that individual micro-organisms cannot be seen by the unaided eye.

Look at scale pictures or drawings of micro-organisms and compare their size with that of objects such as grains of rice, beads and small stones.

Make scale models of micro-organisms.

Look at prepared slides of micro-organisms.

Materials

By the end of Grade 3, students classify simple materials on the basis of their physical properties. They show how we use different materials for different purposes, such as food, clothing, shelter and transport, and recognise that some materials have many different uses. They compare materials according to common properties and test the properties of materials to find out how appropriate they are for the use made of them. They recognise that the properties of materials can be modified by the way they are processed.

Students should:

9 Compare the properties of materials

9.1 Classify simple materials in various ways on the basis of their physical properties.

Set up an exhibition of objects brought in by children. Classify the objects in various ways (e.g. ‘things that are used in the home’, ‘things made of wood’). This exhibition can be put to many uses to support other standards.

Classify the objects as living, once lived and never lived. Discuss and write down the questions that are asked to make this classification.

9.2 Identify and recall a range of common materials such as different cloths, plastics, paper, ceramics and construction materials.

Conduct a survey around the school showing how different materials are used for different purposes. Classify materials according to their main uses. Make a project booklet showing the use of different building materials.

9.3 Realise that some materials are used for many different purposes.

Display, in the exhibition, different objects made from the same material (such as wood).

9.4 Compare materials according to common properties, such as hardness, strength, flexibility, transparency.

Use descriptive words to refer to the main properties of materials. Draw up a table showing the main properties of materials such as wood, concrete, glass, metals, ceramics, cloth, rubber, plastic.


Enquiry skill 1.3


ICT opportunity

Use digital photography in project work.

Enquiry skill 2.2

ICT opportunity

Construct a simple database of materials’ properties.


9.5 Know that the use we make of materials depends on their properties and devise tests to find out how appropriate they are for the use made of them.

Devise a test for comparing what happens to different materials when they are rubbed.

Devise a test for comparing how much water different cloths and papers can absorb.

Devise a fair strain test to compare different fibres.

Devise a hardness test by marking with a dropped object.

Test clothes for coolness in hot weather.

Draw conclusions from all the tests on the appropriateness of the materials for the use that is made of them.

9.6 Show and understand how the way in which the material is used can affect its properties. Make a strong rope out of grass or polythene bags and test it.

Make a mat from palm leaves or twigs.

Make bricks out of mud and test them.

Make new paper out of newspaper.

Consider how the cost of the material affects how it is used.

Physical processes

By the end of Grade 3, students recognise that a force acts in a particular direction. They know that there are forces of attraction and repulsion between magnets, recognise that only certain kinds of materials are magnetic and state some of the ways magnets are used in everyday life. They recognise that a stretched or a compressed spring can exert a force. They know that shadows occur when a light source is blocked by an object and correctly apply the words transparent and opaque to objects. They know that the shape of a shadow is similar to the shape of the object that makes it. They use a mirror to reflect light and a magnifying glass to focus it.

Students should:

10 Know that there are many different kinds of force

10.1 Know that the effects of a force depend on its direction as well as its size.

Investigate a variety of everyday examples of forces, such as pushing, throwing and kicking a ball to show the importance of size and direction.

10.2 Demonstrate that there are forces of attraction and repulsion between magnets.

Use a variety of different magnets to explore what happens when they are brought together.

Devise a test to compare the strength of different magnets (such as the ‘paperclip chain’ test). Record the results graphically.

Enquiry skill 1.1

Enquiry skill 1.1

Enquiry skill 1.1


10.3 Know that some metal objects are attracted to a magnet but others, such as aluminium cans, are not.

Classify materials into magnetic and non-magnetic.

Devise activities that show clearly between magnetic materials and materials that are magnetised.

Investigate fridge magnets showing that they are plastics that contain tiny particles of iron that have been magnetised.

10.4 Know that magnetic forces can act through non-metallic materials.

Devise a test for showing how well magnetism works through different materials (e.g. cloth, plastic, magnetic and non-magnetic metals).

10.5 Give examples of some of the ways that magnets are used in everyday life.

Search the environment, books and the Internet for examples of magnets being used in everyday life. Make a display of the uses, including the names of the devices.

10.6 Show that a stretched or a compressed spring can exert a force.

Collect examples of springs being used in everyday life. Classify them according to whether they are being compressed or extended. Describe the direction of forces exerted by the springs.

Make a simple forcemeter from elastic bands for propelling toy cars or containers along a flat surface.

Predict and then measure what happens to objects propelled by stretching the bands by different amounts. Explain the result in terms of the size of the force exerted.

11 Understand how light can cause shadows

11.1 Explain that shadows occur when a light source is blocked by an object.

11.2 Recognise that the shape of a shadow is similar to the shape of the object that makes it.

Use the overhead projector (or a torch) to make differently shaped shadows from folded paper or their hands.

Note the position of the shadow of an object in relation to the light source.

Study how the size and position of a shadow changes throughout the day.

11.3 Show that light can pass through a transparent object but not through an opaque one.

Use the overhead projector to classify objects as transparent or opaque. Recognise that there are degrees of opacity.

11.4 Know that many objects are transparent only to light of a particular colour.

Place some coloured transparent objects on the overhead projector and note that they let through only light of their particular colour.

11.5 Know that light can be reflected by mirrors.

Reflect the light of the sun onto the wall using a mirror or other bright object. Note that blocking the ray of light from the mirror destroys the reflection.

Light up a dark space in the room using reflected light.

Reflect the light from the Sun several times using more than one mirror.

Look at instruments that use mirrors (e.g. a kaleidoscope, a periscope). Work out how they work. Make models of them from mirrors.



ICT opportunity

Access information on the Internet.



11.6 Use a magnifying glass to focus light.

Focus sunlight on a piece of paper and note that the light is concentrated into a spot

Use a magnifying glass to look at small things.

11.7 Know that heat and light have many similar properties.

Repeat the activity in Standard 11.6 and note that the paper catches fire, showing that heat is focused as well as light.

Observe that the Sun generates heat as well as light.

Reflect radiant heat (from the Sun) using a mirror onto the back of a hand or a thermometer.

See Standard 8.1

Safety

Fire hazard. Use strict supervision.

Do not allow the light to be focused on anyone’s skin or clothes.


Science standards


Scientific enquiry

Students make observations and collect data systematically, plan a fair test by deciding how to control variables, and check and repeat observations to improve accuracy. They recognise when conclusions are justified. They construct and interpret two-way tables, bar charts and diagrams to communicate their results. They handle more complex equipment correctly, and measure length, temperature, mass and liquid volume accurately.

Life science

Students recognise the importance of identifying organisms correctly and use simple branching keys to do this. They know that habitats and their inhabitants are diverse and understand why habitats need to be protected. They know that life processes are internally regulated and can be disturbed by injury, illness and inappropriate actions. They recognise the main stages in the life histories of fish, amphibians, reptiles, birds, mammals and insects, and describe the main stages in the reproduction of flowering plants, including seed dispersion. They know the general effects of tobacco, alcohol and drugs on the body. They know that some micro-organisms can cause illness and that good hygiene offers protection against this.

Materials

Students know that there are three states of matter and that each has particular characteristics; they know that ice, water and steam are different forms of the same substance. They measure evaporation rates, identify examples of changes of state in everyday life and know that changes of state are reversible. Students recognise that air is a gaseous material and that it fills spaces between solids. They recognise that gases have mass, can flow and can change their volume. They know that there are many different gases and that many are important to us. They know that metals are an important class of materials and list some uses of common ones. They name the properties of metals that make them useful.

Earth and space

Students know that the Sun casts shadows and that the length of a shadow depends on the time of day; they use this knowledge to make a shadow clock. They investigate how people used to tell the time using sundials. They know the cause of day and night and that the spin of the Earth on its axis causes shadow length and position to change. They know that the Sun is a source of heat and light.

Physical processes

Students know the difference between heat and temperature, measure temperature accurately and know that the temperature of an object rises when it is heated. They know what causes an object to warm up or cool down. They know that some substances are better conductors of heat than others and compare the insulating properties of different materials. They know that sound is a vibration and can vary in loudness and in pitch. They

Grade 4


know that we hear sounds when they travel through the air to our ears, that having two ears helps us tell where a sound is coming from, and that there are sounds that are either too low or too high for us to hear. They know that loud sounds can damage the ears and that people who work where there is a lot of noise should wear ear protectors. They know that sound travels at a certain speed and explain the occurrence of echoes. They show that sounds can travel through liquids and solids as well as through gases such as air.


The science standards for Grade 4 are grouped into five strands: four content strands – life science, materials, Earth and space, and physical processes – and the scientific enquiry skills strand, which addresses the development of scientific practical and intellectual skills across all the content strands. The teaching of the enquiry skills strand should be an integral part of the teaching of the content strands.









space Physical

processes


30 to 40% 25 to 35% 5 to 15% 30 to 40%





procedures


35 to 45% 20 to 30% 30 to 40%


Science standards

Scientific enquiry

By the end of Grade 4, students make observations and collect data systematically, plan a fair test by deciding how to control variables, and check and repeat observations to improve accuracy. They recognise when conclusions are justified. They construct and interpret two-way tables, bar charts and diagrams to communicate their results. They handle more complex equipment correctly, and measure length, temperature, mass and liquid volume accurately.

Students should:


1.1 Outline a simple plan, deciding what evidence should be collected and what conclusions are justified, and collect relevant data and make observations in a systematic manner.

1.2 Design a fair test by identifying key factors to vary.

1.3 Understand the importance of accuracy and the need to check observations.

1.4 Develop skills of estimation of quantities such as temperature and length.


2.1 Construct and interpret two-way tables.

2.2 Express results in the form of bar charts.

2.3 Record observations in diagrammatic form and interpret simple diagrams.

2.4 Classify data and observations and draw conclusions from the classification.


3.1 Handle more complex equipment correctly, safely and without damage to carry out experiments.

3.2 Use a datalogger to collect data automatically.

3.3 Measure length, temperature and the mass and volume of a liquid accurately using appropriate equipment.

Grade 4

Key standards







Life science

By the end of Grade 4, students recognise the importance of identifying organisms correctly and use simple branching keys to do this. They know that habitats and their inhabitants are diverse and understand why habitats need to be protected. They know that life processes are internally regulated and can be disturbed by injury, illness and inappropriate actions. They recognise the main stages in the life histories of fish, amphibians, reptiles, birds, mammals and insects, and describe the main stages in the reproduction of flowering plants, including seed dispersion. They know the general effects of tobacco, alcohol and drugs on the body. They know that some micro-organisms can cause illness and that good hygiene offers protection against this.

Students should:

4 Identify organisms correctly

4.1 Recognise the importance of correctly identifying organisms and use simple branching tree keys to make correct identifications.

Illustrate the diversity of living things by making a display of a wide range of specimens, models, pictures and drawings of plants and animals.

Use pictures of the same animals with different names to illustrate how misidentification causes difficulties.

Use pictorial and word keys to identify and name common plants and animals.

Construct simple keys and use these to identify common plants and animal.

5 Know that different organisms live in different habitats and that habitats and their inhabitants are diverse

5.1 Recognise similarities and differences in terrestrial, marine and freshwater habitats and explain how differences in habitats can determine the organisms that live there.

From field studies or other information sources, make lists (or drawings or sets of pictures) of animals and/or plants found in different places. Students could work in teams and deal with different groups of animals/plants (e.g. birds, insects, mammals, flowering plants, fungi, algae).

From field studies, video clips, photographs or drawings, investigate the features that different habitats have in common and those that are unique.

From field studies, video clips, photographs or drawings, determine the organisms that are common to different habitats and those that are unique to particular habitats.

Match pictures or cards with habitat information to the organisms that live there.

5.2 Know that there is a need to protect habitats as changes to habitats can affect the numbers and types of organism that can live there.

Watch video clips of natural and disrupted habitats and observe the diversity and number of organisms they support.

Make field trips to natural and disrupted sites.

Take part in a Qatar conservation project.

Enquiry skill 2.3

Enquiry skill 1.1


6 Know that life processes are internally regulated

6.1 Know that life processes are controlled.

Draw bar charts to show body temperature and water intake and output when at rest and when engaging in vigorous exercise.

6.2 Know that injury, illness and inappropriate actions disturb life processes.

Use a thermometer to measure body temperature.

Study graphs of the body temperatures of healthy and ill people.

Draw charts of the lung capacity of smokers and non-smokers.

7 Know that animals produce offspring that become adults

7.1 Describe the young of some common mammals.

Based on observations, photographs and diagrams, construct descriptions of the young of some common mammals.

Visit a farm or animal sanctuary.

7.2 Recognise the young of some common animals other than mammals.

Use observations, photographs and diagrams to match the young with the parents of some common animals.

7.3 Recognise the main stages in the life cycles of fish, amphibians, reptiles, birds, mammals and insects.

Use a card-sort exercise to sequence the stages of birth, baby, juvenile, adult, mating, old age and death.

Hatch chickens from eggs.

Discuss video clips of life cycles.

Compile charts and discuss the increase in weight and size of human babies over the first years of life.

8 Know the cycle of reproduction of flowering plants

8.1 Describe the main stages in the reproduction of flowering plants.

Examine the structure of several flowers and relate structure to function.

Cut open a selection of fruits and examine the seeds.

Plant seeds and observe their germination and growth.

Examine pollen with a hand lens or microscope.

Make a model flower.

8.2 Illustrate ways in which seeds are dispersed.

Make a collection of seeds representative of various forms of dispersal (e.g. wind, animal, explosive).

8.3 Know ways in which plants are pollinated.

9 Be aware of factors affecting health

9.1 Know the general effects of alcohol, tobacco and harmful drugs on humans.

Use a smoking machine to demonstrate the tar in cigarette smoke.

Observe and compare the effects of placing small pieces of liver in water and in alcohol.

Use the Internet to gain information on the negative effects of drugs on the body.

Enquiry skill 2.2

Enquiry skill 3.3

Enquiry skill 2.2





Enquiry skill 2.3

Enquiry skills 1.1, 1.2, 2.4, 3.1

ICT opportunity

Use the Internet as an information source.


10 Recognise that micro-organisms can affect health

10.1 Know that some micro-organisms can cause illness.

Make a chart of illnesses caused by micro-organisms and their symptoms.

Discuss how micro-organisms that cause illness can be controlled.

Debate the motion that micro-organisms are more harmful than helpful.

Examine the newspapers for stories about micro-organisms.

10.2 Know that good hygiene is important in protection from illness caused by micro-organisms.

Demonstrate the spread of micro-organisms by moistening a student’s hands with a starch solution. Have the student shake hands with several peers and they with others. Test for the spread of the starch by asking students to rub their hands on white paper tissues to which iodine solution is then added.

Materials

By the end of Grade 4, students know that there are three states of matter and that each has particular characteristics; they know that ice, water and steam are different forms of the same substance. They measure evaporation rates, identify examples of changes of state in everyday life and know that changes of state are reversible. Students recognise that air is a gaseous material and that it fills spaces between solids. They recognise that gases have mass, can flow and can change their volume. They know that there are many different gases and that many are important to us. They know that metals are an important class of materials and list some uses of common ones. They name the properties of metals that make them useful.

Students should:

11 Know the characteristics of the states of matter

11.1 Know that there are three states of matter – solid, liquid and gas – and that each state of matter has particular characteristics.

Investigate ice, water and steam to show that they are different states of the same substance and that most other substances undergo the same changes on heating.

Pour a given volume of water into several differently shaped containers to show that the volume of liquid is constant but changes shape according to the container.

Show that a liquid such as water finds its own level; it settles in the lowest part of the container. Use or make a container from several containers joined by tubes at the bottom to show that all containers fill to the same depth.

Use a large syringe to show that gases can be compressed but liquids cannot.

11.2 Know that changes of state are reversible.

11.3 Know that liquids can change to gases through evaporation without boiling.

Measure the change of depth of water in a beaker over time, plotting the change graphically. Predict how the shape of the beaker or its place in the classroom or outside will affect evaporation. Test the prediction.

Enquiry skill 1.1

Enquiry skill 1.1

Safety

Steam can cause burns.

Enquiry skill 3.3

Enquiry skill 2.2


11.4 Identify and explain examples of changes of state in everyday life.

List examples such as clouds forming rain, clothes drying, softening of chocolate.

11.5 Know that the water used in Qatar is made by evaporating seawater and condensing the pure water vapour formed.

11.6 Know and demonstrate that air is a material and that it fills spaces between solids.

Squeeze air out of a sponge under water.

Put some soil from the ground in water and watch the air bubbles rise from it. Speculate on where the air has come from and its importance in the soil.

Make and fly a kite or make and use a parachute. Explain the effect of air on them.

11.7 Recognise that gases flow and change their volume, that they have mass, and that many are important to us.

11.8 Know that gases are often used in a compressed state, as in car tyres and gas cylinders.

Use a tube to connect an inflated balloon to one that is not inflated. Blow up the uninflated baloon by squeezing the inflated one.

Balance two identical balloons inflated to different pressures on scales.

Open a fizzy drink bottle and notice the gas bubbles. Speculate on where they have come from. Notice the difference in taste between a fizzy drink and the same drink when it is flat.

11.9 Know the names of some common gases, such as air, methane, carbon dioxide, and know that methane is a fuel gas found underground in Qatar.

Find out about how methane is obtained out of the ground and stored in Qatar.

Use secondary sources to find out more about where we get gases and what we use them for.

12 Know some of the properties of common metals that make them useful

12.1 Know that metals are an important class of materials and list some of their common uses.

Handle examples of common metals such as steel, aluminium, jewellery and coins.

Make a table showing the uses of well-known metals, particularly uses that can be identified in the classroom and school.

12.2 Know that metals, particularly steel, are useful for making machines that have moving parts, such as cars and aeroplanes, and that steel is used in making buildings.

12.3 Explain the properties of metals that make them useful.

Devise simple experiments for testing the physical properties of different metals.

Create a display that shows how the different uses of metals depend on their properties (e.g. strength, malleability, shiny appearance, ability to conduct electricity).

Consider why steel, which is a form of iron, is very common and has many uses.

Enquiry skill 1.1

ICT opportunity

Use the Internet as an information resource on gases.

Enquiry skill 2.1

Enquiry skill 1.1


Earth and space

By the end of Grade 4, students know that the Sun casts shadows and that the length of a shadow depends on the time of day; they use this knowledge to make a shadow clock. They investigate how people used to tell the time using sundials. They know the cause of day and night and that the spin of the Earth on its axis causes shadow length and position to change. They know that the Sun is a source of heat and light.

Students should:

13 Know how the Sun causes shadows

13.1 Know that the Sun is a source of light and that this causes shadows of objects.

Record the pattern of the (apparent) movement of the Sun during the day.

Use a torch and a shadow stick to show how the length of the shadow depends on where the torch is in relation to the stick.

13.2 Know how people used to tell the time before the age of clocks.

Use secondary sources to investigate the use of sundials in the past to tell the time.

Investigate other ways of telling the time (e.g. burning candles, falling water or sand).

13.3 Explain how the movement of the Earth on its axis causes day and night.

Use models to explain that the apparent movement of the Sun is actually a movement of the Earth.

13.4 Know how the spin of the Earth on its axis causes shadow length and position to change such that the length of a shadow depends on the time of day.

Make observations of shadow length systematically at regular intervals throughout the day. Display results graphically.

13.5 Know that the Sun is a source of heat as well as light and that this explains the change in temperature between day and night.

Measure the temperature change in the school grounds throughout the day and night. Plot the result graphically. .


Safety

Looking at the Sun can damage the eyes.

ICT opportunity

Use the Internet as an information source on sundials.

Enquiry skills 1.1, 1.2, 1.3, 2.2

ICT opportunity

Use of a datalogger to record temperature.


Physical processes

Students know the difference between heat and temperature, measure temperature accurately and know that the temperature of an object rises when it is heated. They know what causes an object to warm up or cool down. They know that some substances are better conductors of heat than others and compare the insulating properties of different materials. They know that sound is a vibration and can vary in loudness and in pitch. They know that we hear sounds when they travel through the air to our ears, that having two ears helps us tell where a sound is coming from, and that there are sounds that are either too low or too high for us to hear. They know that loud sounds can damage the ears and that people who work where there is a lot of noise should wear ear protectors. They know that sound travels at a certain speed and explain the occurrence of echoes. They show that sounds can travel through liquids and solids as well as through gases such as air.

Students should:

14 Distinguish between heat and temperature

14.1 Estimate temperature using touch, and measure it accurately using a liquid-in-glass thermometer.

Estimate temperature in different parts of the room and check the estimates with a thermometer.

Use the sense of touch (back of the hand) to estimate the temperature of warm water. Check the estimate with a thermometer.

Monitor the temperature day and night in the classroom, or in the school grounds, using a maximum–minimum thermometer or electronically. Plot a graph of the results.

14.2 Know that when the temperature of an object is different from the temperature of its surroundings, heat will move into or out of the object until it is at the same temperature as its surroundings.

At regular intervals, measure the temperature of cold or hot water brought into the classroom. Plot heating or cooling curves.

14.3 Know that substances differ in their conducting and insulating properties. Monitor rates of cooling of water in vessels made of different materials.

Devise a fair test for comparing the insulating properties of various materials.

Devise a test for measuring how well substances conduct heat and classify materials according to how well they do so.

Prepare a class presentation on the insulating properties of different materials.

15 Know how sounds are made and how we hear them

15.1 Know that sound can vary in loudness and in pitch.

Tour the school and listen for all the different sounds. Describe them in terms of loudness, pitch and pleasantness.

Make objects that make sounds of different pitch and loudness when they are hit or plucked or stroked. Form a band to play them.

Note the relationship between the size of an object making the sound and its pitch.

Enquiry skill 1.4

Enquiry skill 2.2

See Standard 13.5


Enquiry skill 3.1

IT opportunity

Use a datalogger.



15.2 Know that sound is a vibration.

Place a piece of paper on the strings of a guitar or a grain of rice on the skin of a drum and watch what happens when a sound is made. Put the tip of a vibrating tuning fork in water. Gently feel the source of a sound with the fingers.

15.3 Know that we hear sounds when they travel to our ears but that there are sounds that are either too low or too high for us to hear.

Make a string telephone from a piece of string and two plastic pots and test it.

15.4 Know that having two ears helps us tell where a sound is coming from.

Investigate how well we can detect where sound is coming from with one, and then the other, ear covered.

15.5 Know that loud sounds can damage the ears and that people who work where there is a lot of noise wear ear muffs to protect their ears.

Devise a fair test to find out which materials are best for muffling sounds.

15.6 Demonstrate echoes and explain them in terms of the speed of sound.

Show echoes by clapping some way from a large wall. Try to measure the time for the echo to reach the ear by clapping again just when the echo arrives each time and estimating the time between claps.

15.7 Show that sounds can travel through liquids and solids as well as through the air.

Listen to the sound of a watch held in the air, and then put it on a table, press your ear against the table and listen again.

Enquiry skill 1.1

Enquiry skill 1.2


Science standards


Scientific enquiry

Students plan and conduct systematic controlled investigations. They identify patterns in observations and draw generalised conclusions from them, and make simple calculations from experimental data. They use simple diagrams and charts to show relationships, chains and processes and draw conclusions. They use equipment correctly and adapt everyday objects to carry out scientific investigations. They make accurate measurements of time, distance and force.

Life science

Students know the main characteristics of the five groups of vertebrates and how vertebrates differ from invertebrates. They recognise that characteristics can vary between members of the same type of organism. They know that organisms within a habitat have feeding relationships and that green plants are the basis of many food chains. They name the life processes common to all living things and relate the life processes of some organisms to the environment in which they live. They know that sexual reproduction requires mating. They know that food provides energy for the body. They know the importance of a balanced diet. They can describe the main stages in the human life cycle.

Materials

Students know that water is essential for life, that water should be conserved and that water pollution should be avoided. They describe the water cycle and, in outline, the processes used in Qatar for getting drinking water from seawater. They know that although water is a good solvent, not all substances dissolve in it, and that seawater contains dissolved substances, mainly salt. They classify the ways we change materials as temporary or permanent changes and give examples.

Earth and space

Students compare different rocks and group them according to readily observable characteristics. They devise tests for making simple comparisons between different rock types. They realise that how we use rocks depends on their properties. They know that there is rock under all the Earth’s surfaces and that soil is formed from rocks by the processes of weathering. They compare different soils.

Physical processes

Students know that friction is a force that opposes movement and that air and water resistance slow objects down. They calculate how fast something is moving and perform tests to show what shapes move best through water and air. Students know that electrostatic charges are caused by friction when an insulator is rubbed and that there are two types of charge. They know that unlike charges attract each other and like charges repel. They know that only certain metals can be made into magnets, that magnets have two poles and that unlike poles attract each other and like poles repel.

Grade 5


They know that magnets attract iron but not other metals. They construct simple circuits using bulbs, switches and cells. They know that a circuit must be complete and have a power source for it to work, and that the electricity flows round a circuit from the positive pole of the cell to the negative one. They test materials to discover whether they are good or bad conductors of electricity. They know that increasing the number of cells in a circuit will make bulbs shine brighter and that increasing the number of bulbs in the circuit makes them shine less brightly.











space Physical

processes


30 to 40% 25 to 35% 5 to 15% 30 to 40%





procedures


35 to 45% 20 to 30% 30 to 40%


Science standards

Scientific enquiry

By the end of Grade 5, students plan and conduct systematic controlled investigations. They identify patterns in observations and draw generalised conclusions from them, and make simple calculations from experimental data. They use simple diagrams and charts to show relationships, chains and processes and draw conclusions. They use equipment correctly and adapt everyday objects to carry out scientific investigations. They make accurate measurements of time, distance and force.

Students should:


1.1 Plan investigations with an understanding of the importance of controlling variables and of collecting an appropriate range of evidence, observations and relevant data in a systematic manner.

1.2 Identify patterns in observations and data, draw appropriate, generalised conclusions and use the data to test predictions.


2.1 Use simple diagrams and charts to show relationships, chains and processes and to record observations and conclusions.

2.2 Use ICT methods where appropriate to communicate observations, data and results.

2.3 Classify observations according to shared characteristics and make generalised conclusions from them.

2.4 Perform simple calculations using experimental data.


3.1 Select and use simple specialised equipment correctly, safely and without damage to carry out simple experiments

3.2 Adapt everyday items to help carry out scientific investigations

3.3 Make accurate measurements of time, distance and force.

Grade 5

Key standards







Life science

By the end of Grade 5, students know the main characteristics of the five groups of vertebrates and how vertebrates differ from invertebrates. They recognise that characteristics can vary between members of the same type of organism. They know that organisms within a habitat have feeding relationships and that green plants are the basis of many food chains. They name the life processes common to all living things and relate the life processes of some organisms to the environment in which they live. They know that sexual reproduction requires mating. They know that food provides energy for the body. They know the importance of a balanced diet. They can describe the main stages in the human life cycle.

Students should:

4 Recognise characteristics of some major groups of organisms

4.1 Recognise the main distinguishing features of the vertebrate groups (fish, amphibian, reptile, bird, mammal) and know how vertebrates differ from invertebrates.

Using specimens, models, photographs and drawings, compare the features of various types of vertebrate and draw tables to indicate common features.

4.2 Know that individual members of the same type of organism show variation.

Measure the arm length of students in the class and draw charts to show the degree of variation.

Make a collection of leaves from a tree. Measure their length and breadth. Make a display to show variation.

5 Know that the organisms in a habitat have a feeding relationship

5.1 Know that some organisms in a habitat feed off green plants, others prey on other animals and some eat dead animals.

Make a field trip or watch an appropriate video and observe the feeding habits of animals. Note those that eat green pants (or parts of plants), those that eat other animals (or parts of them) and those that eat both.

5.2 Know that green plants make their own food.

6 Know the life processes common to all living organisms

6.1 Know that living organisms require air, food and water, and that they release waste; know that they are sensitive and that they grow and reproduce to create more organisms like themselves.

6.2 Relate the life processes of some organisms to the environment in which they live.

Examine the behaviour of some fish, birds and mammals (in the field or on video). Observe how they feed, drink and get air. Relate the observations to the environment in which they live.

Enquiry skill 2.3

ICT opportunity

Make a database of the features of specimens of the major groups of plants.

Enquiry skill 2.3

Enquiry skills 2.1, 2.2, 2.3,

Enquiry skill 1.2


6.3 Know that sexual reproduction in fish, amphibians, reptiles, birds, mammals and insects requires adult males and females to mate.

Breed fish or small mammals.

Watch and discuss video material.

7 Know that the human body requires food

7.1 Know that humans require food as an energy source.

Ignite a Brazil or other nut and use the flame to heat a small quantity of water in a test tube. Measure the temperature increase and the time taken to reach maximum temperature. Compare this with a spirit burner.

7.2 Estimate energy intake.

Using tables of energy values of different foods, students estimate their daily energy intake and compare this with recommended levels.

7.3 Know that a balanced diet is essential to good health.

Make a collection of food labels (or use equivalent data). Draw up tables to show the amounts of carbohydrate, protein and fat contained in different foods. Indicate which foods contain vitamins. Decide which combinations of foods could form a balanced diet.

7.4 Know that a balanced diet must contain carbohydrate, protein and fat.

Make up diets for different people(e.g. office workers, builders, athletes) to illustrate how different lifestyles require a different balance of carbohydrate, protein and fat.

7.5 Know that the body needs vitamins and fibre.

Visit a health food shop or obtain information to determine the range of vitamins required for good health and the usual source of these.

Examine food packets to see which foods contain fibre.

7.6 Determine if they have a healthy diet.

Keep a food diary for a week. Work out the proportions of carbohydrate, protein and fat and discuss whether the diet is healthy.

8 Describe the human life cycle

8.1 Know that the human life cycle involves stages of birth, babyhood, childhood, adolescence (i.e. reproductive maturity), reproductive capability, old age and death.

Make a poster to show the main stages in the human life cycle.

8.2 Compare and contrast the life cycle of humans with those of other mammals.

Make charts to show the life spans of various mammals, their age of maturity and the number of young in a typical birth.

Enquiry skill 1.2


Safety

Check for nut allergies beforehand.

Enquiry skill 2.2

Enquiry skill 2.3

Enquiry skill 2.2

Enquiry skill 1.1

Enquiry skill 2.4

Enquiry skill 2.2

Enquiry skill 2.1


Materials

By the end of Grade 5, students know that water is essential for life, that water should be conserved and that water pollution should be avoided. They describe the water cycle and, in outline, the processes used in Qatar for getting drinking water from seawater. They know that although water is a good solvent, not all substances dissolve in it, and that seawater contains dissolved substances, mainly salt. They classify the ways we change materials as temporary or permanent changes and give examples.

Students should:

9 Know some of the properties of water and how it is used

9.1 Know that water is essential for life; recognise the importance of water conservation and of not polluting seas, rivers and other water supplies.

9.2 Describe the water cycle.

Identify the physical changes involved in the water cycle.

Make a poster, a PowerPoint presentation or a web display showing the water cycle.

Explain, using the water cycle, why Qatar gets less rainfall than nearby more hilly areas such as Oman.

9.3 Investigate how waste water is treated in Doha.

Make a model sewage works.

9.4 Describe the process of getting drinking water from seawater in Qatar and know that the distillation process uses waste heat from producing electricity and that the steam is condensed using seawater as a coolant.

9.5 Know that the boiling point of water at atmospheric pressure is 100 °C but this reduced when the pressure is below atmospheric pressure and hence the distillation process to produce water from seawater in Qatar is carried out under reduced pressure.

Make a display about the Ras Abu Aboud power station and distillation plant.

Organise a class visit to the power station and distillation plant.

9.6 Know that water is a good solvent but that not all substances dissolve in water.

Explore the solubility in water of a number of common solids (e.g. sand, sugar, salt, flour, powder paint, plaster of Paris). Group them according to similar behaviour.

9.7 Know that water is not the only liquid and solvent; other common ones are methylated spirit and petrol.

Show that some liquids (e.g. oil), do not mix with water, but others (e.g. ethanol), do.

Show that some solids dissolve in water but not in methylated spirits.

9.8 Know that seawater contains dissolved substances, mainly salt.

Evaporate a sample of seawater by leaving it in a dish to evaporate slowly. Look carefully at the product using a magnifying glass to see if there is more than one kind of crystal in it.

9.9 Know that the waste salt from water distillation in Doha is returned to the sea.

See Standard 7.1

IT opportunity

Use drawing or web-page applications.

Enquiry skill 3.2

Enquiry skill 2.2



Discuss the environmental issues related to returning water that is either too warm or too salty to the sea.

10 Change substances temporarily and permanently

10.1 Give examples of ways in which we change materials: for example, cooking, firing clay, setting cement. Know that these changes are permanent.

10.2 Describe the differences between the substances before and after a permanent change.

Make and test bricks from fired clay and cement. Use a magnifying glass to describe them before and after the process.

Cook some biscuits or cake in class and make a table comparing the physical properties of the ingredients with the properties of the product.

10.3 Give examples of the ways we can change material temporarily: for example, making objects out of clay without firing, dissolving table salt, melting a candle.

Carry out some temporary changes on substances and later recover the original substance.

10.4 Describe the differences in substances before and after a temporary change and know how the change can be reversed.

10.5 Classify common changes as temporary or permanent.

Classify a wide variety of changes (e.g. the evaporation and boiling of water, melting ice, burning, cooking food, eating and digesting food, setting concrete, softening of chocolate).

Earth and space

By the end of Grade 5, students compare different rocks and group them according to readily observable characteristics. They devise tests for making simple comparisons between different rock types. They realise that how we use rocks depends on their properties. They know that there is rock under all the Earth’s surfaces and that soil is formed from rocks by the processes of weathering. They compare different soils.

Students should:

11 Compare rocks from different places

11.1 Compare different rocks and group them according to readily observable characteristics; devise tests for making simple comparisons between different rock types, such as the effect of rubbing and porosity.

Make a collection of different rocks and classify them according to characteristics (e.g. texture, colour, whether they easily mark other rocks or a concrete floor). Some of the rocks should be collected from the seashore.

Devise and conduct simple physical tests on a variety of rock samples.

11.2 Realise that the use we make of rocks depends on their properties.

Enquiry skill 1.1

Safety

Do not eat anything unless it is prepared under hygienic conditions


Enquiry skill 1.1


Use secondary sources to find out the uses for common rocks (e.g. limestone, marble, granite, rocks that are rich in mineral crystals).

11.3 Know that there is rock under all the Earth’s surfaces and that soil is formed from rocks by the processes of weathering.

Use the rock collection to show some of the effects of weathering (e.g. wearing smooth by movement in water).

Soak some rocks (including porous rocks such as limestone or sandstone) in water and leave overnight in the freezing compartment of a refrigerator to test the weathering effect of ice formation.

11.4 Know that soils from different rocks have different physical characteristics and properties.

Examine different soils under a magnifying glass.

Compare the particle size in different soils by sieving.

Devise a way of finding out how well water is absorbed by soils or how well water flows though soils.

Physical processes

By the end of Grade 5, students know that friction is a force that opposes movement and that air and water resistance slow objects down. They calculate how fast something is moving and perform tests to show what shapes move best through water and air. Students know that electrostatic charges are caused by friction when an insulator is rubbed and that there are two types of charge. They know that unlike charges attract each other and like charges repel. They know that only certain metals can be made into magnets, that magnets have two poles and that unlike poles attract each other and like poles repel. They know that magnets attract iron but not other metals. They construct simple circuits using bulbs, switches and cells. They know that a circuit must be complete and have a power source for it to work, and that the electricity flows round a circuit from the positive pole of the cell to the negative one. They test materials to discover whether they are good or bad conductors of electricity. They know that increasing the number of cells in a circuit will make bulbs shine brighter and that increasing the number of bulbs in the circuit makes them shine less brightly.

Students should:

12 Understand friction

12.1 Know that forces are pushes and pulls, and that the unit of force is the newton.

Use a forcemeter to measure a number of forces (e.g. the force needed to lift a bag or close a door).

Recognise, through experience, the approximate size of a newton (the weight of a small apple) and estimate, before measuring, the magnitude of forces such as those in the previous activity.

ICT opportunity

use the Internet as a resource on the uses of rocks.

Enquiry skill 3.1


12.2 Measure short time intervals and distance, and use these to calculate the speed of an object.

Develop techniques for measuring short time intervals (e.g. the time taken to run one step – measure the time taken to run many steps and divide by the number of steps).

Use appropriate measuring instruments (ruler, tape and trundle wheel to measure distance).

Calculate the average speed of a student running and walking.

Use a trolley to switch light-operated switches to stop and start a clock and so calculate the speed of the trolley.

12.3 Know that friction is a force that opposes movement and that the nature of the surfaces in contact influences the size of the frictional force. Distinguish between dynamic and static friction.

Pull a variety of objects along surfaces to become familiar with forces of different sizes and with friction caused by different surfaces. Note the difference between dynamic and static friction.

Place various objects on an inclined plane and increase the angle of the plane until the object slides. Note the effect of changing the surfaces between the plane and the object. Investigate the difference between dynamic and static friction by comparing the angle at which the object will begin to slide by itself with the angle at which the object will continue to slide if pushed.

12.4 Know that water and air resistance slow an object down when it moves through water or air and that the shape of an object affects the size of this resistance.

Investigate the relationship between the force needed to pull a boat through water and how deep the boat floats in the water. Change the depth with weights on the boat.

Perform tests to show what shaped objects move best through water and relate the results to the shapes of fish and boats.

Use Plasticine to make different shapes that are then dropped into a tall cylinder of water.

Explore how spinners weighted with clips fall. Devise a problem relating the number of clips to the time taken to fall. Investigate it fairly and display the results.

13 Understand electrostatic and magnetic forces

13.1 Know that electrostatic charge is generated by friction when an insulator is rubbed and that two kinds of charge can be created in this way.

Give an electrostatic charge to a rod made from an insulator by rubbing it with a cloth.

13.2 Know that unlike charges attract each other and like charges repel.

Use hanging rods of opposite charge (polythene negative, acrylic positive) to show attraction and repulsion of electrostatic charges. Show that electrostatic force acts at a distance.

13.3 Know that certain metals, such as iron and nickel, can be made into magnets.

Use a permanent magnet to make a magnet from a screwdriver.

13.4 Know that magnets have two poles and that unlike poles attract and like poles repel each other.

Use suspended magnets to show attraction and repulsion. Show that magnetic force acts at a distance.


Enquiry skill 2.3


ICT opportunity

Use electronic gates to start and stop an electronic timer.

Enquiry skill 2.1




13.5 Know that magnets attract objects that contain iron, but not those that contain other metals such as aluminium or copper.

Test a variety of metals for magnetic attraction.

13.6 Distinguish between a metal that is magnetic and a metal that is magnetised.

Test metals with a magnet. A metal that is magnetic will always be attracted to both poles of a magnet but one that is magnetised will have magnetic poles, one of which will be repelled by the same pole of the magnet.

14 Make simple electrical circuits

14.1 Construct simple circuits using bulbs, switches and cells, and know that a circuit must be complete and have a source of electrical power in order to work.

Investigate the basic properties of electricity by constructing simple series and parallel circuits with bulbs, cells and switches.

14.2 Know that the electricity flows round a circuit from the positive pole of the cell to the negative one.

14.3 Test whether a material is a good or bad conductor of electricity and recognise that metals conduct electricity whereas non-metals do not.

Test a variety of substances for conductivity, including carbon (pencil lead). Classify the substances and draw conclusions about which classes of substances are good or bad conductors

14.4 Know that increasing the number of cells in series in a circuit will make bulbs shine brighter but that increasing the number of bulbs in series in the circuit makes them shine less brightly.

Construct circuits with different numbers of cells in series.

14.5 Represent circuits using circuit diagrams.

Set tasks that allow students to design and test circuits, for example:

• design and make a circuit with two cells that has one bright bulb and two dimmer ones;

• design and make a circuit with two bulbs, one of which can be switched off with a switch.

Enquiry skill 3.1

Enquiry skill 3.1

Enquiry skill 1.1


Science standards


Scientific enquiry

Students conduct systematic investigations, make predictions from and identify patterns in data and observations, and consider whether evidence supports a conclusion, prediction or hypothesis. They recognise patterns in results and perform calculations with data. They know when to use bar charts and line graphs to express discontinuous and continuous data and can interpret such graphs. They use a variety of methods, including ICT, to communicate their results. They measure accurately, using the correct units, the mass and volume of solids and liquids. They make simple models. They use specialised equipment correctly, including a simple microscope.

Life science

Students classify animals and plants into their major groups. They know that cells are the fundamental building blocks of living organisms and that cells can have specialised features for specific functions. They list the main organs of animals and parts of plants and their functions. They differentiate between internal and external fertilisation. They understand the changes that occur during puberty. They describe the overall anatomy of the human digestive system. They know the structure of a human tooth and can explain the functions of different teeth. They know how to care for their teeth. They understand how to protect food from contamination by micro-organisms and that good hygiene will help protect them from microbial illness.

Materials

Students recognise that the rate of dissolving is affected by various factors, that some solids are more soluble than others and that there are many useful solvents. They know that dissolving can be used to separate a soluble from an insoluble solid using filtration and evaporation and that crystallisation is used to obtain pure samples of substances from solution. They list everyday examples of filtration. They distinguish between reversible and irreversible changes. They know that mixing materials together or heating materials can cause them to change temporarily or permanently. They understand that reversible, temporary, changes are usually physical, whereas irreversible, permanent, changes are usually chemical and new materials are formed.

Earth and space

Students know that the Sun and stars are light sources but that the Moon is an illuminated object that reflects light from the Sun. They know the shape and approximate relative sizes of the Sun, the Earth and the Moon. They know that the revolution of the Moon around the Earth causes the phases of the Moon. They know the causes of the tides and of eclipses. They know that the Earth orbits the Sun once every year, why the Sun appears higher in the sky in the summer than in the winter, and how this causes the summer to be hotter than the winter.

Grade 6


Physical processes

Students know that there are two kinds of forces: contact forces and those that act at a distance. They recognise all bodies exert gravitational attraction and that the Earth’s force of gravity on a mass of 1 kg is approximately 10 N towards the centre of the Earth. They distinguish between mass and weight. They know that a force on an object can cause it to move or change shape. They know that there is often more than one force acting on a body and that when forces on a moving object are unbalanced, the object will speed up or slow down. They recall that air and water resistance are forms of friction and know that the terminal velocity of a falling body is reached when the forces on it are balanced. They represent the forces acting on a body with arrows that point in the direction of the force. Students know that light travels very fast in straight lines. They know that we see illuminated bodies by reflected light and that shiny objects reflect light better than dull objects. They recall that objects placed in front of a light source create shadows and know that white light is composed of light of different colours.









For Grade 6, the weightings of the subject content strands are as follows.


space Physical

processes


30 to 40% 25 to 35% 5 to 15% 30 to 40%





procedures


35 to 45% 20 to 30% 30 to 40%


Science standards

Scientific enquiry

By the end of Grade 6, students conduct systematic investigations, make predictions from and identify patterns in data and observations, and consider whether evidence supports a conclusion, prediction or hypothesis. They recognise patterns in results and perform calculations with data. They know when to use bar charts and line graphs to express discontinuous and continuous data and can interpret such graphs. They use a variety of methods, including ICT, to communicate their results. They measure accurately, using the correct units, the mass and volume of solids and liquids. They make simple models. They use specialised equipment correctly, including a simple microscope.

Students should:


1.1 Plan investigations, controlling variables and collecting an appropriate range of evidence, identify patterns in observations and data, draw appropriate generalised conclusions and test predictions.

1.2 Consider the extent to which evidence justifies a conclusion or supports a prediction or hypothesis.

1.3 Turn questions into forms that can be investigated and plan the investigation.


2.1 Use a range of methods, such as description, diagrams, pictures, tables and charts, using ICT methods where appropriate, to communicate observations, data, results and conclusions.

2.2 Know when to use bar charts and when to use line graphs to represent discontinuous and continuous data and be able to interpret such graphs.

2.3 Draw carefully labelled diagrams that show relationships, processes and observations.

2.4 Carry out simple calculations using experimental data and recognise patterns in the results.


3.1 Make models from everyday materials to help explain scientific phenomena and technological solutions.

3.2 Measure accurately, using the correct units, the mass and volume of solids and liquids.

3.3 Select and use specialised equipment correctly, safely and without damage to carry out experiments.

3.4 Use a simple microscope.

Grade 6

Key standards







Life science

By the end of Grade 6, students classify animals and plants into their major groups. They know that cells are the fundamental building blocks of living organisms and that cells can have specialised features for specific functions. They list the main organs of animals and parts of plants and their functions. They differentiate between internal and external fertilisation. They understand the changes that occur during puberty. They describe the overall anatomy of the human digestive system. They know the structure of a human tooth and can explain the functions of different teeth. They know how to care for their teeth. They understand how to protect food from contamination by micro-organisms and that good hygiene will help protect them from microbial illness.

Students should:

4 Classify animals and plants into the major groups of organisms

4.1 Place an animal into its major vertebrate (fish, amphibian, reptile, bird, mammal) or invertebrate (single cell, coelenterate, arthropod (e.g. crustacean and insect), echinoderm, flatworm, mollusc, round worm, segmented worm) taxonomic group.

Using specimens, models, photographs and drawings, compare the features of various types of vertebrates and invertebrates.

Use a simple branching key to identify the group to which an animal belongs.

Given descriptions of unknown animals, use knowledge and/or a simple branching tree key to place each in the appropriate taxonomic group.

Record the groups of animals seen on a field trip.

4.2 Place a plant into its major flowering (dicotyledon, monocotyledon) or non-flowering (algae, conifer, fern, fungi, liverwort, moss) taxonomic group.

Given specimens or descriptions of unknown plants, use a simple branching key to place each in the appropriate taxonomic group.

Plant the seeds of different plants and observe their growth.

Make a collection of algae from specimens washed up on the seashore.

4.3 Know which major groups of plants and animals are most abundant in Qatar.

5 Know that living organisms are made up of cells

5.1 Know that living organisms are made up of cells.

Prepare slides of cheek cells and onion epidermis and examine them under the microscope.

Use photographs and drawings to illustrate a range of cells.

5.2 Know that cells have cytoplasm, a nucleus and a cell membrane and that plant cells have a cell wall.

Draw diagrams of cells from microscope observations.

Enquiry skill 1.2

Enquiry skill 1.2




5.3 Know that some cells are structured for specialised functions.

Use a microscope to examine prepared slides of specialised cells of animals (e.g. nerve cells, muscle cells, sperm cells) and plants (e.g. xylem cells, phloem cells, palisade cells).

Use a microscope to examine prepared slides of tissues of animals (e.g. brain tissue, muscle tissue) and plants (e.g. stem tissue, leaf tissue).

5.4 Know that collections of cells with the same function form tissues (such as muscle) and that organs (such as the stomach) are made of tissues of different types.

5.5 Know that cells grow in size and increase in number by dividing in two.

6 Know the functions of organs of animals and parts of plants

6.1 Know the names of the main organs of vertebrates that are responsible for circulation (heart, blood vessels), food processing (stomach, liver and intestines), gas exchange (lungs, gills), locomotion (fins, legs, wings) reproduction (ovaries, testes), sensitivity (brain, nerves, sense organs) and waste removal (kidneys).

Examine specimens, models, charts, photographs and drawings, and identify the key organs.

6.2 Differentiate between internal and external fertilisation; know that animals that have internal fertilisation have organs specialised for this purpose.

Observe video clips of animals laying eggs and using external fertilisation (e.g. amphibians, fish) and of animals mating and using internal fertilisation (e.g. birds, mammals).

6.3 Know the parts of flowering plants that are responsible for anchorage (roots), circulation (xylem and phloem), gas exchange (stomata), food production (leaves and stems), reproduction (flowers) and waste removal (stomata).

Examine specimens, models, charts, photographs and drawings and identify the key organs.

Dissect flowers of several plant species.

Use a microscope to examine prepared slides of transverse sections of roots, stems and leaves.

6.4 Be able to locate, identify and compare the relative size of the main internal organs of humans (brain, lungs and windpipe, heart, thyroid, salivary glands, oesophagus, stomach, liver, gall bladder, pancreas, spleen, large and small intestine, kidneys, bladder, uterus, ovaries).

7 Understand puberty

7.1 Understand that during puberty the body changes to enable reproduction and that this also results in the development of secondary sexual characteristics.

View and discuss suitable videos.

8 Know the simple anatomy of the human digestive system

8.1 Identify and describe the general structure of the human digestive system and know how the mouth, salivary glands, oesophagus, stomach, liver, gall bladder, pancreas, large and small intestine, and anus are connected.

Use specimens, models, charts and dissection to examine the anatomy of the digestive system.


Enquiry skill 1.1

Enquiry skill 1.1




8.2 Know that blood carries dissolved food to cells of the body.

8.3 Know the differences in structure of arteries, veins and capillaries.

8.4 Know that the heart is a four-chambered muscular organ that pumps blood to the lungs and round the body.

9 Know about the structure, function and care of human teeth

9.1 Know that humans grow two sets of teeth.

Do a survey to determine how many students have their first and how many have their second teeth.

9.2 Describe the structure of a tooth as consisting of enamel, dentine and pulp and know that teeth are connected to the blood and nervous systems.

Examine teeth or model teeth.

9.3 Know the names and normal numbers of the types of human teeth (molars, premolars canines and incisors) and explain how they are adapted for their functions.

Match pictures of teeth with functions.

9.4 Know the causes of tooth decay and how the risk of this can be avoided by good oral hygiene.

Place some teeth in dilute acid and some in water and compare them after a few days.

Measure the pH of different toothpastes and relate this to function.

Compare teeth that have been kept in water and fizzy drink.

9.5 Compare the dentition of humans with that of other animals and explain the differences in terms of diet.

10 Know about harmful micro-organisms

10.1 Know that if left unprotected, most foods will be contaminated by micro-organisms in the air and become unfit to eat.

Leave some moist bread in the open for a few days then compare its appearance with a similar piece kept beside it but in an airtight bag.

10.2 Understand that some micro-organisms can cause human illness and that regular washing and good food hygiene can reduce the risk of such illness.

Using agar plates, try to grow micro-organisms from unwashed and washed hands and compare the results.

10.3 Find out about common human diseases caused by micro-organisms.

Use reference sources to make a list of common human diseases caused by micro-organisms. Indicate those that are prevalent in Qatar.


Enquiry skill 1.2

Enquiry skill 1.2







Materials

By the end of Grade 6, students recognise that the rate of dissolving is affected by various factors, that some solids are more soluble than others and that there are many useful solvents. They know that dissolving can be used to separate a soluble from an insoluble solid using filtration and evaporation and that crystallisation is used to obtain pure samples of substances from solution. They list everyday examples of filtration. They distinguish between reversible and irreversible changes. They know that mixing materials together or heating materials can cause them to change temporarily or permanently. They understand that reversible, temporary, changes are usually physical, whereas irreversible, permanent, changes are usually chemical and new materials are formed.

Students should:

11 Understand solubility

11.1 Recognise that the rate of dissolving is affected by several factors, such as heat, particle size and stirring.

Design a fair test to compare rate of dissolving under different conditions. Express the results graphically in a line graph.

11.2 Know that some solids are more soluble in a solvent than others and that there is always a limit to the amount of solute that will dissolve.

Design a test to compare the solubility of different substances in water.

11.3 Know that a solute can often be recovered by evaporating the solvent, which can then be recovered by condensing it.

Show that the condensate contains no solute by leaving a little on a piece of glass to evaporate.

11.4 Separate insoluble solids from a liquid by filtration and state everyday examples of filtration, such as coffee making, sewage works and water purification.

Use filtration to separate a mixture of water and sand.

Make and test a sand filter to purify dirty water.

Separate sand from salt by a combining the processes of solution, filtration and evaporation.

11.5 Use crystallisation to obtain pure samples of a solute from a solution.

‘Grow’ crystals of ionic solids such as copper sulfate, alum and common salt.

11.6 Know that there are many useful solvents (common ones are water, methylated spirit and petrol) and that these do not always mix with each other.

Show that some liquids, such as oil, do not mix with water, but others, such as ethanol, do.

Show that some solids that dissolve in water do not dissolve in methylated spirits, and vice versa.

Enquiry skill 2.2

Enquiry skill 3.3

Enquiry skill 3.1


12 Distinguish between temporary and permanent changes

12.1 Distinguish between reversible and irreversible changes and know that reversible ones are physical and irreversible ones involve chemical changes in which new substances are formed.

Refer back to activities done in earlier years on changing materials and classify the changes as temporary or permanent. Examples are changing the shape of a lump of clay by making a pot (temporary); then changing the clay again by firing the pot (permanent).

12.2 Know that when substances are added to water, some will react while others either dissolve or remain suspended.

Mix a number of different substances with water (e.g. salt, sand, plaster of Paris, antacid powder, baking powder, flour) and then attempt to recover the original solute. Try other mixtures (e.g. dissolve sodium bicarbonate in vinegar) to test for chemical changes. List evidence, such as the escape of gas, that suggests that a change cannot be reversed.

12.3 Know that heating can bring about temporary, physical, changes in some materials and permanent, chemical, changes in others. Distinguish between heating and burning.

Classify all the changes investigated in these exercises as chemical or physical.

Heat with a flame a variety of substances including some common chemicals (e.g. copper sulfate, copper carbonate, sodium chloride) and some everyday materials (e.g. sugar, flour, egg, paper, wood, ice, various metals). Show that when materials are only heated they can often be recovered but materials burn they are changed permanently.

Construct a concept map around reversible and irreversible changes using process words as well as substances.

Earth and space

By the end of Grade 6, students know that the Sun and stars are light sources but that the Moon is an illuminated object that reflects light from the Sun. They know the shape and approximate relative sizes of the Sun, the Earth and the Moon. They know that the revolution of the Moon around the Earth causes the phases of the Moon. They know the causes of the tides and of eclipses. They know that the Earth orbits the Sun once every year, why the Sun appears higher in the sky in the summer than in the winter, and how this causes the summer to be hotter than the winter.

Students should:

13 Know some of the consequences of the movement of the Earth and the Moon

13.1 Know that the Sun and stars are light sources and that the Sun is the source of our daylight.

During a field trip into the desert away from towns, note that we can see stars at night, especially when there is no Moon in the sky.

13.2 Explain that we see the Moon at night because it is an illuminated object that reflects light from the Sun.

Enquiry skill 1.2

Enquiry skill 1.1

Enquiry skill 1.1

Safety

Wear eye protection during chemical investigations.


Draw diagrams to show how the light from the Sun can be reflected from the Moon to our eyes. Discuss why we cannot usually see the Moon during the day.

13.3 Know that the Sun, the Earth and the Moon are all roughly spherical objects in space and know their approximate relative sizes.

Make a scale model of the Earth–Moon–Sun system (from a pea, a bead and a football).

Make a display of pictures of the Moon, the Sun and the Earth from space.

Investigate how scientists in the past described the movements of the Sun, the Earth and the Moon.

13.4 Know that the Moon revolves around the Earth once every 28 days and show how this causes the phases of the Moon.

Model the rotation of the Moon and the spinning of the Earth using a torch and objects such as an orange (or a model globe) and a table-tennis ball to show day and night and the phases of the Moon.

Keep a diary showing, by a drawing, the phase of the Moon each day.

Discuss the Islamic calendar based on the phases of the Moon and why it differs from the more widely used calendar in which a month is no longer the time of one rotation of the Moon.

13.5 Know that the gravitational attraction of the Moon and the Sun on the Earth’s seas causes the tides.

Measure distances between the high and low tide over a period of a month, by measuring how far they are from a marked position on the shore.

13.6 Know the causes of eclipses of the Sun and the Moon.

Make a model to show eclipses of the Sun and the Moon.

Use the Internet to find when the next eclipses are due and where they can be seen.

13.7 Know that the Earth orbits the Sun once every year.

Show how the calendar has evolved around this observation and how the months in a modern calendar are approximations to the lunar month adjusted so that there are exactly 12 months in the year.

13.8 Understand why the Sun is higher in the sky during the summer than in the winter and why it is hotter in summer than in winter.

Use a globe to show the tilt in axis of the Earth and how this causes the position of the Sun in the sky to be different in winter and summer.

Use a torch in a dark room to show that the area illuminated is smaller (and therefore the light and heat from it is more concentrated) when the torch shines directly down on a bench than when it shines at angle.

Keep a diary at home of the position of the Sun when it rises and sets over the whole year.

Enquiry skill 3.1

ICT opportunity

Use the Internet to obtain pictures of the Moon, Sun and Earth.

Enquiry skill 3.1

Enquiry skill 1.3

Enquiry skill 3.1

IT opportunity


See Standard 13.4



Physical processes

By the end of Grade 6, students know that there are two kinds of forces: contact forces and those that act at a distance. They recognise all bodies exert gravitational attraction and that the Earth’s force of gravity on a mass of 1 kg is approximately 10 N towards the centre of the Earth. They distinguish between mass and weight. They know that a force on an object can cause it to move or change shape. They know that there is often more than one force acting on a body and that when forces on a moving object are unbalanced, the object will speed up or slow down. They recall that air and water resistance are forms of friction and know that the terminal velocity of a falling body is reached when the forces on it are balanced. They represent the forces acting on a body with arrows that point in the direction of the force. Students know that light travels very fast in straight lines. They know that we see illuminated bodies by reflected light and that shiny objects reflect light better than dull objects. They recall that objects placed in front of a light source create shadows and know that white light is composed of light of different colours.

Students should:

14 Distinguish between contact forces and those that act at a distance

14.1 Distinguish between forces that act at a distance (such as gravity, magnetism and electrostatic force) and contact forces.

Classify the different kinds of forces that have been encountered so far (e.g. push, pull, strain, friction, air resistance, water resistance, gravity, magnetism), noting which require contact and which act at a distance.

14.2 Know that all bodies exert a gravitational attraction which is stronger close to the body than further away and that the force of gravity on the surface of the Earth on a mass of 1 kg is approximately 10 N.

Use a forcemeter to establish the force of gravity acting on objects of known mass.

14.3 Distinguish between mass and weight.

Investigate the effect on the length of an elastic band of hanging different weights on it. Plot a graph of the results and try to identify any trends.

Consider and compare the force of gravity on humans on Earth, in the International Space Station and on the Moon. Look at pictures or videos from the space station that illustrate weightlessness.

Work out the weight of an object of known mass on Earth, in space and on the Moon (where gravity is one-sixth of that on Earth).

15 Identify the effects of forces

15.1 Know that a force on a stationary object can cause it to move or to change shape and that a force on a moving object can cause it to change direction, or speed.

15.2 Realise that there is often more than one force acting on a body and that these are balanced if the body is stationary.

15.3 Know that an object at rest on the ground has two equal and opposite forces acting on it.


ICT opportunity

Obtain video clips of weightlessness from the Internet.


Hang an object from a string and then from a rubber band. Note that the object is not moving so the forces acting on it are balanced. Discuss the effect of the two forces (tension and weight) on the string and the rubber band.

15.4 Know that when forces on an object are unbalanced, there is a resultant force on it that can cause it to change its shape, speed or direction of movement.

15.5 Know that air resistance and water resistance are forms of friction that affect the speed of objects moving through the air or the water, and know that the terminal velocity of a falling body is reached when the forces acting on it are balanced.

Investigate how different ways of folding an A4 piece of paper affects the time it takes it to fall to the ground. Consider reasons for the differences.

Measure the terminal velocity of a small ball falling in different liquids.

15.6 Represent the forces acting on a body with arrows that point in the direction of the force.

16 Understand the properties of light

16.1 Know that light moves in straight lines and, in consequence, objects placed in front of a light source create shadows.

Make a single hole in each of three pieces of cardboard, put the pieces of cardboard in a line, one behind the other, and show that light can only travel through all three holes when the holes are in a straight line.

Show, by drawing, how shadows form; represent light rays as straight lines.

16.2 Know that light has a velocity that is very high.

Discuss some of the consequences of the speed of light, such as the time delay between seeing an event that causes a sound and hearing the sound (e.g. thunder and lightning).

16.3 Know that we see light sources because light travels from them to our eyes and that we see objects that are not light sources because they are illuminated by light sources and light is reflected into our eyes.

Classify bright objects around the school, and in the sky, as light sources or illuminated objects.

16.4 Know that objects can absorb or reflect the light that shines on them, that shiny objects reflect light better than dull objects and that dark objects reflect less light than light coloured objects.

Show, using diagrams, the difference between the reflection by a shiny object and by a dull object.

Measure the intensity of light reflected by shiny and dull objects.

List objects (e.g. mirror, paper, shiny and rough wood, painted surface) according to how well they reflect an image and the beam of light from a torch.

16.5 Know that white light is composed of light of different colours.

Make a spectrum on the ceiling of the classroom by reflecting light from the Sun using a mirror in a bowl of water placed at an angle to the water surface. Name the colours.

Make a circular spinner from cardboard and a matchstick. Colour segments with the colours of the spectrum. Show how it appears to turn white as it spins.

16.6 Know that coloured objects reflect only their colour and absorb other colours when illuminated in white light.

Illuminate a coloured object in light of different colours and note what colour it appears to be.

Enquiry skill 1.3

Enquiry skill 1.1

Enquiry skill 2.3

ICT opportunity

Use electronic detectors to measure light intensity.


Science standards


Scientific enquiry

Students plan investigations, make predictions, collect data and make observations in a systematic way, identify patterns, and draw appropriate generalised conclusions and test predictions. They use secondary evidence and information critically. They make estimates of size and quantity that they then check by accurate measurement. They understand the need for accuracy and know how to achieve it. They know that scientists in different disciplines all work by building conceptual models which can be tested by experiment. They recognise that our understanding of science has developed over time and is the work of many countries. They manipulate observations and data and use tables, graphs and ICT methods to communicate them. Students accurately read analogue meters and measure length, use laboratory glassware and heat sources safely, and follow complex written instructions. They successfully solve problems in electrical circuits. They use a microscope, prepare a slide and examine objects such as root hairs and leaf structures.

Life science

Students distinguish between environmental and inherited variation. They know that selective breeding creates organisms with desirable characteristics. They construct food chains and food webs and know why human and environmental change can alter a food web. They describe and draw typical animal and plant cells, know the function of cell structures and relate the functions of specialised cells to their structures. They know that cells form tissues and organs. They know the basic anatomy of the human reproductive system. They know about human reproduction and about the growth, development and birth of a baby. They know the importance of good nutrition during pregnancy and the importance of good nutrition and hygiene to the health of babies. They describe how water and nutrients enter and pass through a plant, and know that nitrogen and other nutrients are required for plant growth. They understand the importance of micro-organisms in nitrogen fixation, decomposition and nutrient recycling.

Materials

Students describe the characteristic movement of particles in a solid, a liquid and a gas, and use it to explain a number of common observations. They are familiar with common physical methods for purifying substances. They understand that compounds are pure substances and that pure substances are characterised by sharp melting and boiling points. They know that elements are the building blocks from which compounds are made and name some common elements and compounds made from them. They show that the properties of compounds are very different from the properties of the elements from which they are made. Students know the composition of the air and the properties of its main constituents. They name some common acids and alkalis and classify solutions as alkaline, acidic or neutral. They use indicators and understand the pH scale. They describe what happens to the pH of an acid when it is neutralised, display continuous change in pH graphically and give everyday examples of

Grade 7


neutralisation. They know the reaction between acids and carbonates and the test for carbon dioxide and express reactions as word equations..

Earth and space

Students describe different rocks in terms of texture, porosity and density. They know the typical features and the origins of sedimentary, metamorphic and igneous rocks. They understand the main features of geological time. They know the internal structure of the Earth.

Physical processes

Students recall that all objects exert a gravitational attraction on other objects that depends on the objects’ masses and how far apart they are, and that the force of gravity due to the Earth on a 1 kg mass on its surface is approximately 10 N. They know that forces can cause objects to move and to change shape, and use the concept of centre of gravity. They represent forces in diagrams using arrows that indicate the direction and magnitude of the forces. They measure length and mass, calculate derived quantities, and express large and small units correctly using appropriate prefixes. They understand and use the concept of density. They use an electroscope to detect and identify charge and know the origin of lightning. They distinguish between magnetic and non-magnetic materials and make a permanent magnet and an electromagnet. They recognise that that the Earth has a magnetic field. They demonstrate the field pattern around a magnet, distinguish between the north and south poles, and know that magnetic fields act through non-magnetic materials but not through magnetic ones. They construct simple series and parallel circuits from circuit diagrams and investigate the current flow in them. They understand why bulbs in parallel are brighter than the same bulbs in series and recognise the implications for household circuits. They know the purpose of safety devices such as fuses and circuit breakers and explain how they work.












space Physical

processes


30 to 40% 25 to 35% 5 to 15% 30 to 40%





procedures


45 to 55% 25 to 35% 20 to 25%


Science standards

Scientific enquiry

By the end of Grade 7, students plan investigations, make predictions, collect data and make observations in a systematic way, identify patterns, and draw appropriate generalised conclusions and test predictions. They use secondary evidence and information critically. They make estimates of size and quantity that they then check by accurate measurement. They understand the need for accuracy and know how to achieve it. They know that scientists in different disciplines all work by building conceptual models which can be tested by experiment. They recognise that our understanding of science has developed over time and is the work of many countries. They manipulate observations and data and use tables, graphs and ICT methods to communicate them. Students accurately read analogue meters and measure length, use laboratory glassware and heat sources safely, and follow complex written instructions. They successfully solve problems in electrical circuits. They use a microscope, prepare a slide and examine objects such as root hairs and leaf structures.

Students should:


1.1 Plan investigations, controlling variables and collecting an appropriate range of evidence, identify patterns in observations and data, draw appropriate generalised conclusions and test predictions.

1.2 Use secondary evidence and information selectively and critically.

1.3 Make estimates of size and quantity, and check estimates against accurate measurement.

1.4 Understand the importance of accuracy and use techniques such as repetition of measurements to ensure it.

2 Know how scientists work

2.1 Know that scientists work by looking for patterns in data, building conceptual models that explain the patterns.

2.2 Know that science is divided into many different fields of study and realise that although scientists working in these fields may use very different techniques, they share a common methodology.

2.3 Know that our understanding of science has accumulated and changed over time and is the result of work in many countries.


3.1 Use a range of methods, such as description, diagrams, pictures, tables, graphs and calculations, using ICT methods where appropriate, to communicate observations, data, results and conclusions.

Grade 7

Key standards






Use of laboratories

The Grade 7 standards have been written in such a way as to allow consolidation of work done in earlier grades using laboratory conditions and more extensive equipment.


3.2 Display data in the form of tables, including secondary data derived from primary data through calculation.

3.3 Display data using appropriate graphical methods, such as diagrams, pie charts, bar charts and line graphs.

3.4 Express quantitative data using the appropriate prefixes to the units and be able to convert data from one unit to another.


4.1 Follow complex written instructions accurately.

4.2 Accurately read analogue meters with unitary and more complex divisions.

4.3 Use a trundle wheel, tape measure, ruler, callipers and micrometer for measuring lengths to an appropriate degree of accuracy.

4.4 Use laboratory glassware and heat sources safely.

4.5 Prepare a microscope slide correctly; use a microscope to examine objects such as leaf surfaces and root hairs.

4.6 Select and use electrical components appropriately and successfully solve problems in malfunctioning electrical circuits.

Life science

By the end of Grade 7, students distinguish between environmental and inherited variation. They know that selective breeding creates organisms with desirable characteristics. They construct food chains and food webs and know why human and environmental change can alter a food web. They describe and draw typical animal and plant cells, know the function of cell structures and relate the functions of specialised cells to their structures. They know that cells form tissues and organs. They know the basic anatomy of the human reproductive system. They know about human reproduction and about the growth, development and birth of a baby. They know the importance of good nutrition during pregnancy and the importance of good nutrition and hygiene to the health of babies. They describe how water and nutrients enter and pass through a plant, and know that nitrogen and other nutrients are required for plant growth. They understand the importance of micro-organisms in nitrogen fixation, decomposition and nutrient recycling.

Students should:

5 Distinguish between environmental and inherited variation

5.1 Know that some features of organisms are inherited while others are determined by their environment.

Germinate some oat seeds in a number of small containers. Place several containers in each of a variety of conditions of light and temperature. Measure the height of the seedlings at regular intervals. Compare the results and present the outcomes.

5.2 Know that selective breeding can produce organisms with desirable characteristics.



Study the pedigree charts of such animals as champion racehorses or racing camels, or prize-winning cattle.

6 Construct and interpret food webs

6.1 Construct food chains and food webs.

Play a game in which cards depicting simple feeding relationships are organised to form food chains and a more complex food web.

6.2 Know why human action and environmental change can alter a food web.

Discuss data on the organisms living in an area before and after development or environmental change.

Interview adults about their memories of the plants and animals that were found in different places in their youth and compare this with what is found today.

Obtain data on fish catches over time and discuss possible reasons for changes in species and quantities.

7 Relate cell structure to function

7.1 Describe and draw typical animal and plant cells; know that cells are the basic building blocks of organisms and form tissues and organs.

Use a microscope to observe and draw a wide variety of animal and plant cells.

Make slide preparations from various parts of plants (e.g. onion epidermis, leaf tissue, plant stems). Observe with a microscope and draw.

7.2 Recognise and know the function of the cell nucleus, cell membrane, cytoplasm, vacuole and cell wall, and relate the overall structure of some specialised cells (e.g. nerve cells, sperm cells, xylem cells, palisade cells) to their functions.

From the study of microscope slides, photographs, drawings, pictures and models, construct charts to illustrate common and unique cell structures and relate these to their function.

Make a display of large drawings or models of specialised cells and label them with their function.

8 Know about human reproduction

8.1 Know the simple anatomy of the human female and male reproductive systems; know the basic facts about human reproduction and about the growth, development and birth of a baby.

Construct scale drawings to illustrate the growth of a baby over the duration of a pregnancy.

Collect and chart the birth weights of members of the class.

View and discuss suitable videos and models.

8.2 Know the importance of good nutrition during pregnancy and of good nutrition and hygiene to the health of babies.

Compare the nutritional information given on the labels of baby food and other foodstuffs.

Listen to a nurse talking about baby care.

Enquiry skill 1.2

Enquiry skill 3.1

Enquiry skill 1.2

Enquiry skill 2.1

Enquiry skill 4.5





9 Know about water and nutrient uptake in green plants

9.1 Describe how water and nutrients enter a root hair and pass up through a plant.

Use a microscope to examine the surfaces of roots and leaves and the cellular structures of plant stems, roots and root hairs.

Place a cut shoot in coloured dye and observe the movement of the dye.

Place a leafy plant in good light. Cover some of the leaves in a clear polythene bag and make a seal. Observe the water from transpiration gather on the sides of the bag.

9.2 Know that nitrogen and other nutrients are required for plant growth.

Examine plants (e.g. oats) that are growing in compost with different amounts of nitrogen fertiliser.

10 Know the beneficial value of micro-organisms in nitrogen fixation and decomposition

10.1 Know that specialised bacteria in the soil and in the roots of some plants fix atmospheric nitrogen.

Examine the roots of some legumes and locate the root nodules.

Use a microscope to examine prepared slides of sections of root nodules.

10.2 Know that micro-organisms in soil decompose organic matter and dead organisms and help to recycle nutrients.

Bury some leaves or fruit in garden soil. Place a similar amount of leaves and fruit in a sealed container and bury this alongside. Predict what will happen. Leave for some time and dig up. Compare the two samples.

Start a compost heap.

Make a field trip to a sewage farm.

Materials

By the end of Grade 7, students describe the characteristic movement of particles in a solid, a liquid and a gas, and use it to explain a number of common observations. They are familiar with common physical methods for purifying substances. They understand that compounds are pure substances and that pure substances are characterised by sharp melting and boiling points. They know that elements are the building blocks from which compounds are made and name some common elements and compounds made from them. They show that the properties of compounds are very different from the properties of the elements from which they are made. Students know the composition of the air and the properties of its main constituents. They name some common acids and alkalis and classify solutions as alkaline, acidic or neutral. They use indicators and understand the pH scale. They describe what happens to the pH of an acid when it is neutralised, display continuous change in pH graphically and give everyday examples of neutralisation. They know the reaction between acids and carbonates and the test for carbon dioxide and express reactions as word equations.

Enquiry skill 4.5

Enquiry skill 1.1

Enquiry skill 4.5

Enquiry skill 1.1


Students should:

11 Understand the particulate nature of matter

11.1 Know that solids remain the same volume and shape, that liquids remain the same volume but take up the shape of the container, and that gases expand to fill any container they are placed in.

11.2 Know of, and cite evidence for, the movement of particles in solids, liquids and gases, and draw diagrams to represent particles in solids, liquids and gases; know that this process is called diffusion.

Observe that coloured particles from a crystal placed at the bottom of a beaker of water will slowly move throughout the water, eventually colouring the whole solution equally.

Observe that a coloured gas (e.g. nitrogen dioxide) in a beaker will quite quickly move into a beaker of air placed upside down on top of it.

Observe that a coloured gas (e.g. bromine vapour) appears to move much faster through a partial vacuum than through air and explain this in terms of collision with particles in air.

Model, using students as particles, the changes in the movement of particles in matter as it is heated and turns from a solid to a liquid and to a gas.

11.3 Explain, in terms of the particle model, a variety of common phenomena, such as thermal expansion, gas pressure, the compressibility of gases (but not liquids and solids) and the regular growth of crystals in a saturated solution.

Explain in terms of particles, the behaviour of a balloon or a tyre as it is inflated.

Refer to a distribution of energy in particles which means that some are moving much faster than the average speed of the particles and have sufficient energy to escape from the liquid.

Show the expansion of a heated metal rod with one end firmly clamped. The movement of the other end can be detected by placing it on top of a roller to which is attached a needle, which moves as the rod expands.

Grow a variety of crystal types (e.g. copper sulfate or aluminium chromium sulfate) to show regularities.

Cleave a crystal to show that the split faces are parallel.

Compare the ease with which a syringe full of air can be compressed compared with a syringe full of water.

Explain everyday observations in terms of particle theory (e.g. clothes drying, water leaking from an air conditioner, ice in a refrigerator, smelling a perfume, the pressure in a balloon).

11.4 Cite evidence for the existence and size of particles.

Demonstrate the oil-drop experiment to give a maximum diameter for an oil particle.

Demonstrate Brownian motion using a smoke cell.

Study and discuss the evolution of the particle model of matter, considering evidence for and against it.

Safety

Nitrogen dioxide is toxic.

Safety

Bromine is toxic.

Enquiry skill 1.1

Oil-drop experiment

The mathematics required for the full treatment of this is demanding.

Enquiry skill 2.1


12 Distinguish between mixtures, compounds and elements

12.1 Explain how the processes of solution, filtration, evaporation and distillation can be used to make pure substances from mixtures and cite common examples of the use of each.

Separate salt from sand by filtration and evaporation.

Purify dirty water by distillation.

Collect information on the distillation of sea water to provide drinking water for Qatar.

12.2 Perform chromatographic separations and explain why chromatography is widely used as a method for analysing mixtures.

Use chromatography to show whether a dye is a single substance or a mixture.

12.3 Explain qualitatively the mechanism of chromatography.

12.4 Know that fractional distillation is used widely in the oil industry for separating liquids of different boiling points, and explain how fractional distillation works.

Separate alcohol from a mixture of alcohol and water.

Demonstrate the distillation of crude oil.

12.5 Know that most pure substances are characterised by sharp melting and boiling points and that they are either compounds or elements.

Compare freezing and boiling points of pure water and seawater.

12.6 Use electrolysis to separate compounds into their elements.

Demonstrate the electrolysis of water.

Deposit copper on an electrode by electrolysis.

12.7 Know that all matter is made from a small number of elements and that they can be classified as solids, liquids or gases, metals or non-metals.

Make an exhibition of different elements and classify them.

Draw a Carroll diagram showing the overlapping of different categories.

12.8 Know that elements combine to form compounds and that the properties of compounds are different from the properties of their constituent elements.

Carry out the reaction between carbon and oxygen (air).

Demonstrate the reaction between hydrogen and oxygen (air).

Demonstrate the reaction between magnesium and oxygen.

Carry out the reaction between iron filings and (powdered roll) sulfur, testing both the starting materials and the product with a magnet to show changes in properties.

Find information about elements on the Internet.

Design an experiment to show whether a pure substance is an element or a compound. Substances used can include copper carbonate or copper sulfate and sugar.

12.9 Know that compounds can react chemically with each other to form new compounds.

Carry out a number of test-tube chemical reactions (e.g. sodium carbonate plus iron (II) chloride, dilute acid on a carbonate, ammonia solution on copper sulfate solution).

Enquiry skill 1.1

Safety

Take fire precautions.

See Standards 20.1–7

Enquiry skill 3.1

Safety

Take care with burning magnesium burning and handling hydrogen.

ICT opportunity

Use the Internet as a source of information.

Enquiry skill 4.4


13 Know the composition of air and understand the principles of combustion

13.1 Know that air consists of one-fifth oxygen, four-fifths nitrogen, small quantities of other gases, principally argon and carbon dioxide, and a variable proportion of water.

Express the composition of air in the form of a pie chart.

13.2 Demonstrate that part of the air is used up by burning.

Show that when a jar is placed over a burning candle, the time taken for the candle to go out depends on the size of the jar.

Show that when a candle burns in a container floating on water under a bell jar, the water in the bell jar rises.

Show that when a fixed volume of air is passed repeatedly over hot, clean copper, black copper oxide is formed and the volume of the air decreases by 20%.

13.3 Know that when a substance burns, it combines chemically with the oxygen in the air and that the overall mass of the product(s) is greater than the original mass of the material.

Show that when magnesium is heated in a covered crucible so that it burns, the mass of the magnesium oxide formed is greater than the mass of the magnesium used.

Investigate the rise and fall of the phlogiston theory of combustion.

13.4 Know the common properties of oxygen and nitrogen, such as the reactivity of oxygen towards both metals and non-metals forming oxides and the relative chemical unreactivity of nitrogen.

Compare the combustion of a number of materials in oxygen and nitrogen.

Carry out the tests for oxygen and nitrogen.

13.5 Use word equations to describe the reactions when elements burn.

14 Know that acidity is an important property of aqueous solutions

14.1 List the widely known characteristics of common acids and alkalis, such as the sharp taste of acids and the soapy feel and bitter taste of alkalis.

Cite examples of the common characteristics of acids and alkalis (e.g. the sharp taste of acids such as lemon juice and vinegar, the bitter taste of alkalis such as sodium hydrogencarbonate and the soapy feel of alkalis).

14.2 Know that some acids and alkalis can be corrosive and hazardous, and be aware of the use of hazard symbols to describe this.

Display a list of hazard symbols in the laboratory and discuss how chemical spills should be safely treated.

14.3 Know that litmus solution is an indicator that can be used to classify some common solutions as acidic or alkaline.

Make solutions of fruit (lemon) juice, vinegar, toothpaste, baking powder, tartaric acid, and test with litmus.

14.4 Know that many naturally occurring colours act as indicators.

Make and test a natural indicator by extracting a natural pigment (e.g. red hibiscus flowers, red cabbage) in alcohol.

Enquiry skill 3.3

Enquiry skill 1.1

Enquiry skill 4.4


Enquiry skill 4.4

Safety

Take care with burning in oxygen.

Safety

Chemicals should not be tasted in a laboratory.

Safety

Wear eye protection when using acids and alkalis.

Enquiry skill 1.1


14.5 Know that the pH scale is a measure of the acidity of an aqueous solution and that the pH of a solution can be determined by universal indicator colour changes.

Measure the pH of a number of common solutions using universal indicator paper.

Demonstrate the use of a pH meter.

14.6 Know where strong and weak acids, strong and weak alkalis, and pure water occur on the pH scale.

Display a large pH scale showing regions of strong and weak acids and alkalis. Include examples of common acids and alkalis on the scale.

14.7 Know that acids and alkalis react with each other and that the process is called neutralisation.

Neutralise a common acid such as lemon juice by adding small fixed amounts of baking soda and noting the pH after each addition. Plot a graph of pH (y-axis) against the amount of alkali added to some acid.

Investigate the action of an antacid tablet on the pH of vinegar or lemon juice.

14.8 Know that acids react with carbonates to liberate carbon dioxide, which can be identified by bubbling it through fresh limewater.

Investigate the reaction between acids and carbonates using several different acids and several different carbonates.

Test the gas produced when an acid reacts with a carbonate with fresh limewater.

14.9 Express chemical reactions in the form of word equations.

Write word equations for the reactions in this section.

Earth and space

By the end of Grade 7, students describe different rocks in terms of texture, porosity and density. They know the typical features and the origins of sedimentary, metamorphic and igneous rocks. They understand the main features of geological time. They know the internal structure of the Earth.

Students should:

15 Recognise and describe the origins and properties of rocks

15.1 Recognise properties of rocks, such as texture, porosity and density.

Make a rock collection suitable for all the standards in this section, containing samples of rock that have a wide variety of distinguishing features and represent all three basic types of rock.

Compare the shapes of naturally occurring crystals with those grown in the laboratory.

15.2 Describe how igneous rocks crystallise from magma released during movements of the surface of the Earth, and relate crystal size to cooling rate.

Compare densities and colour of iron-rich igneous rocks (e.g. granite) and silicon-rich rocks (e.g. basalt).

Enquiry skill 3.1



Enquiry skill 1.1

Enquiry skill 1.1


15.3 Use the distinctive features of igneous, sedimentary and metamorphic rocks to distinguish between them.

Examine rock samples using a magnifying glass for evidence of structure, such as individual mineral crystals or layering.

Study the effects of immersing rocks in water, weighing them before and after.

Calculate the densities of different rocks.

Name and describe some typical common sedimentary, metamorphic and igneous rocks in the collection.

15.4 Describe how sedimentary rocks are formed from sediment under the influence of pressure.

Carry out an investigation into how limestone and chalk arose from layers of shells that are formed at the bottom of oceans and look for evidence of this by examining rock specimens with a magnifying glass.

Study the chemical and physical changes that led to the formation of coal. Examine samples or pictures of coal for evidence of things that have lived in the past.

15.5 Know that metamorphic rocks are formed from sedimentary rocks that are subjected to high pressure and/or temperature.

Compare metamorphic rocks with the sedimentary ones from which they were derived: marble and limestone; sandstone and quartzite; shale and slate.

15.6 Know that rocks are made up of pure compounds called minerals, many of which are important raw materials for industry.

Make a display of some common examples of minerals and their uses.

15.7 Describe the formation of oil and gas and how it is now extracted and used.

Make a study of the origins of the Qatar gas field.

Show, using a flow chart, how Qatar gas is used.

15.8 Know that Earth’s history can be conveniently divided into periods categorised by particular geological and climatic conditions and by the nature of the things that were living during the periods.

Construct a timescale and include any interesting or significant geological and biological activity.

15.9 Know the main features of the internal structure of the Earth.

15.10 Know that the surface of the Earth consists of moving continental plates floating on a layer of molten rock below the surface.

15.11 Show how the theory of plate tectonics can explain the main mountain ranges and volcano and earthquake zones.

Investigate, using secondary sources, some major earthquakes and volcanoes that have happened in the past, noting that these happen at plate boundaries.

Enquiry skill 1.1

Enquiry skill 1.1

Enquiry skill 1.2

Enquiry skill 1.2

Enquiry skill 1.2

ICT opportunity

Use the Internet as a secondary data source.


Physical processes

By the end of Grade 7, students recall that all objects exert a gravitational attraction on other objects that depends on the objects’ masses and how far apart they are, and that the force of gravity due to the Earth on a 1 kg mass on its surface is approximately 10 N. They know that forces can cause objects to move and to change shape, and use the concept of centre of gravity. They represent forces in diagrams using arrows that indicate the direction and magnitude of the forces. They measure length and mass, calculate derived quantities, and express large and small units correctly using appropriate prefixes. They understand and use the concept of density. They use an electroscope to detect and identify charge and know the origin of lightning. They distinguish between magnetic and non-magnetic materials and make a permanent magnet and an electromagnet. They recognise that that the Earth has a magnetic field. They demonstrate the field pattern around a magnet, distinguish between the north and south poles, and know that magnetic fields act through non-magnetic materials but not through magnetic ones. They construct simple series and parallel circuits from circuit diagrams and investigate the current flow in them. They understand why bulbs in parallel are brighter than the same bulbs in series and recognise the implications for household circuits. They know the purpose of safety devices such as fuses and circuit breakers and explain how they work.

Students should:

16 Understand the effects of forces

16.1 Know that all objects exert a gravitational attraction on other objects, the size of which depends on their mass and distance apart, and that the force of gravity on a mass of 1 kg on the Earth’s surface is approximately 10 N.

Measure the force of gravity on objects.

Consider and compare the force of gravity on humans on Earth, in the International Space Station and on the Moon. Look at pictures or videos from the space station to illustrate weightlessness.

Work out the weight of an object of known mass on Earth, in space and on the Moon, where gravity is one-sixth of that on Earth.

16.2 Give and explain everyday examples of how forces can cause stationary objects to move and can change the direction and speed of an object that is already moving.

Measure the force required to perform everyday operations (e.g. opening a door, picking up a book).

16.3 Give and explain everyday examples of how forces can cause objects to change shape.

Plot a graph of the extension of a spring against the force causing it and show that they are proportional.

16.4 Know that more than one force is acting on an object that is resting on the floor and know that these forces are balanced so that the object is stationary.

ICT opportunity

Obtain video clips of weightlessness from the Internet.

Enquiry skill 3.3


16.5 Represent the forces acting on an object diagrammatically, using arrows that show direction and magnitude.

16.6 Recognise that there may be many forces acting on an object that may not be in balance, and be able to represent them in diagrams and to make deductions about the size and direction of any resultant forces.

16.7 Know that the centre of gravity of an object is the point through which its weight appears to act.

Determine the centre of gravity of an irregular lamina.

16.8 Know that if the centre of gravity is not above the base of an object, the object will be unstable.

Pour water into a container whose shape is such that it will topple over as its centre of gravity changes as it fills.

17 Understand density and its application to floating and sinking

17.1 Measure mass and length, use correctly the units of mass (kilogram) and length (metre), and calculate derived quantities, such area and volume of regular objects.

Measure various masses using a top-pan balance and measure various distances using a metre rule and a trundle wheel.

17.2 Express large and small units correctly using appropriate prefixes.

Produce a table showing the relative sizes of common objects from the very large (e.g. the distance to the Sun) to the very small (e.g. the size of a bacterium).

17.3 Calculate the density of liquids, gases and regular and irregular solids.

Determine the densities of regular solids made from various materials.

Determine the volume of an irregular solid such as a stone by displacement of water, and hence determine its density.

Determine the density of a liquid.

Determine the density of air.

17.4 Know that the weight of an object is less in water because of the upthrust of the water acting on it.

Lower objects hanging from a spring balance into water and measure the change in weight.

Measure the densities of floating and sinking objects and compare them with the density of water.

17.5 Know that the difference in weight of an object when it is lowered into water is equal to the weight of the water displaced by the object.

Weigh objects in and out of water. Measure the volume and weight of water displaced by objects when they are lowered into water. Compare the weight of the displaced water with the loss in weight of the object when it is lowered into water.

17.6 Know that air also causes upthrust and explain why helium and hot air balloons rise in the air.

Enquiry skill 4.3

Enquiry skill 3.2





18 Understand electrostatics

18.1 Know that electrostatic charges are caused by friction when an insulator is rubbed, that two kinds of charge, positive and negative, can be created in this way and that unlike charges attract each other and like charges repel.

Show attraction and repulsion of electrostatic charges using hanging rods of opposite charge (polythene negative, acrylic positive). Show that electrostatic force acts at a distance.

18.2 Explain the movement of the gold leaf when an electroscope is used to detect charge.

Use an electroscope to detect charge and to distinguish between positive and negative charge (by contact, not induction).

18.3 Know that lightning is an electrical discharge caused by a static charge that results from friction between moving air masses, and that it can be dangerous.

Demonstrate electrical discharge using a Van de Graaff generator.

Collect traditional views worldwide on what causes lightning and what you should, and should not, do in a thunderstorm. Discuss the extent to which these ideas are scientific.

18.4 Show that electrostatic charges discharge most easily at a point and know some applications of this, such as pointed lightning conductors.

Show point discharge and related phenomena using the Van de Graaff generator.

19 Understand magnetism

19.1 Distinguish between magnetic and non-magnetic materials.

Test a variety of metals and non-metals for magnetism.

19.2 Distinguish between an object that is a magnet and one that is attracted to a magnet but which is not itself a magnet. Know how magnets can be made and understand that the test for magnetism is repulsion.

Show repulsion and attraction using two bar magnets.

Make a magnet from a large nail by the stroking method.

19.3 Recognise that the Earth has a magnetic field and realise that the Earth’s south magnetic pole is in its geographical north and vice versa.

Suspend a magnet from an unspun thread and note that it settles in a north–south direction. Place a magnet on a floating cork and note that the same thing happens.

Make a compass and use it for navigation.

19.4 Distinguish between the north and south poles of a magnet and know that similar magnetic poles repel each other and opposite poles attract each other.

Use a compass to identify the north and south poles of a magnet.

Demonstrate attraction and repulsion using suspended bar magnets.

19.5 Demonstrate the pattern of the lines of force of a magnetic field around a magnet using both iron filings and plotting compasses.

Plot the lines of force around a bar magnet using a plotting compass. Show that the lines of force have direction and do not cross each other.

19.6 Know that magnetic fields act through non-magnetic materials.

Devise a test to show which materials stop the action of a magnetic field.

Safety

The Van de Graaff generator produces high voltages, which can be dangerous under certain circumstances.

Enquiry skill 3.3

Enquiry skill 1.1


20 Understand how electricity flows in circuits

20.1 Know that electricity requires a complete circuit to flow.

Make simple circuits and investigate the current flow in them.

Set up circuits using cells and bulbs to investigate the brightness of bulbs in series and parallel circuits.

20.2 Represent circuits by circuit diagrams and construct circuits given a circuit diagram.

Set up and test circuits from diagrams. Draw diagrams of circuits set up.

20.3 Know that current flows around a circuit from the positive to the negative pole of the cell and that in a series circuit it is the same at all points in the circuit but it divides along the branches of a parallel circuit.

Use an ammeter to measure current in different parts of a circuit.

20.4 Know why bulbs in parallel are brighter than the same bulbs in series and recognise the implications for household circuits.

Test the brightness of bulbs in series and parallel circuits.

20.5 Understand why adding cells in series will increase the current flowing in a circuit and that adding cells in parallel will not increase the current that flows but will allow the current to flow for a longer time before the cells run down.

Measure the current taken from cells in series and in parallel.

20.6 Know that batteries are cells connected in series.

Take apart and examine a 5 V or 9 V battery.

20.7 Be aware of the hazards of mains electricity and explain the purpose of safety devices such as fuses and circuit breakers and how they work.

Demonstrate the working of a model fuse when too large a current is passed along the circuit.


Enquiry skill 3.3

Enquiry skill 4.2

Enquiry skill 4.2


Science standards


Scientific enquiry

Students plan, collect data and make observations in a systematic way, identify patterns, consider the validity of evidence, the extent to which it supports a prediction, and draw conclusions. They make working models to illustrate scientific ideas and solve scientific problems. They consider how to take representative samples during large investigations and carry out a preliminary investigation to assess practicability. They know that scientific work is often done collaboratively, sometimes with colleagues in other countries and they assess the contributions of specific scientists. They express qualitative and quantitative information through a range of techniques, including graphs and scale diagrams, and use word equations to represent chemical reactions. They process electronically logged data in appropriate ways and select and use optical equipment safely and accurately.

Life science

Students can construct and interpret a pyramid of numbers and biomass. They understand why toxins increase in concentration along a food chain. They know the structure of the digestive system and understand the functioning of enzymes. They distinguish between digestion and absorption of food. They know the basic anatomy of the lungs and describe the role of the lungs in breathing. They know that inhaled air has more oxygen and less carbon dioxide than exhaled air, and that these gases are carried to and from the body’s cells in blood vessels. They know why smoking affects health. They know the difference between red and white blood cells. They know the basic structure and function of the human heart and the names and locations of the major blood vessels. They can relate the structure of arteries, veins and capillaries to their functions. They know about diabetes and obesity. They describe the structure and function of plant cells involved in photosynthesis. They know that green plants make their own food by photosynthesis, which requires light and the chlorophyll in chloroplasts, together with water and carbon dioxide, and that oxygen is produced. They can give examples of the use of micro-organisms in food production.

Materials

Students know that the smallest particle of an element is an atom and that atoms of one element are different from atoms of every other element. They know that compounds are formed from elements and that a molecule is the smallest particle of a compound. They represent elements by symbols and compounds by formulae. They classify elements according to whether they are solids, liquids or gases, and whether they are metals or non-metals. They know where the metallic and the non-metallic elements occur in the periodic table, and can identify reactivity trends for metals in the table. They arrange metals in order of reactivity based on their reactions with air, oxygen, water and dilute acids, and know the products of these reactions. They know that reactive metals can displace less reactive ones from their compounds. They test for hydrogen. They know that we use a variety of

Grade 8


methods to prevent iron from rusting, according to the use we make of the metal. They know that the ease of extraction of a metal from its ore depends on its position in the reactivity series. They know that metals are malleable, ductile and good conductors of heat and electricity, and they link the uses we make of well-known metals to their particular chemical and physical properties. They contrast the physical properties of metallic and non-metallic elements. They know the reactions of acids with metals, carbonates and metal oxides. They name a number of common salts and state their uses.

Earth and space

Students explain night and day, eclipses, seasons and phases of the Moon in terms of the Sun–Earth–Moon system. They describe the relative positions of the planets and their conditions compared with conditions on Earth, and identify some planets in the night sky. They know that the Sun is a star and that it radiates light and heat but that we can see the Moon and the planets because they reflect light from the Sun. They recount a number of uses for artificial satellites. They assess evidence for our modern understanding of the Solar System and show how this understanding has evolved over time.

Physical processes

Students classify common energy forms as kinetic or potential and measure it in joules. They know that energy can be transformed from one form to another, and that the total energy remains constant during a transformation. They know heat is always produced during energy transformations and that getting rid of it is often an engineering problem. They distinguish between temperature and heat. They know that heat is transferred by conduction, convection and radiation, and that radiation can occur in a vacuum. They know that the heat conductivity of different materials varies. They know the cause of convection currents and how these affect the weather. They know how the nature of a surface affects how well it absorbs and radiates heat. They know how shadows form, and represent a ray of light by a line. They know how light is reflected and refracted and describe applications and examples of reflection and refraction. They show how white light can be split into coloured light by refraction and give everyday examples of dispersion. They know that white light results from the superimposition of red, green and blue light and apply this to television and to colour vision. Students name factors affecting the strength of an electromagnet and describe some applications of electromagnets in everyday life. They know how a current-carrying wire moves in a magnetic field and can apply this to make an electric motor.












space Physical

processes


30 to 40% 25 to 35% 5 to 15% 30 to 40%





procedures


45 to 55% 25 to 35% 20 to 25%


Science standards

Scientific enquiry

By the end of Grade 8, students plan, collect data and make observations in a systematic way, identify patterns, consider the validity of evidence, the extent to which it supports a prediction, and draw conclusions. They make working models to illustrate scientific ideas and solve scientific problems. They consider how to take representative samples during large investigations and carry out a preliminary investigation to assess practicability. They know that scientific work is often done collaboratively, sometimes with colleagues in other countries and they assess the contributions of specific scientists. They express qualitative and quantitative information through a range of techniques, including graphs and scale diagrams, and use word equations to represent chemical reactions. They process electronically logged data in appropriate ways and select and use optical equipment safely and accurately.

Students should:


1.1 Plan investigations, controlling variables and collecting an appropriate range of evidence, using appropriate techniques to ensure accuracy, identify patterns in observations and data, draw generalised conclusions and test predictions.

1.2 Consider the extent to which the evidence justifies a conclusion or supports a prediction or hypothesis, and identify further investigations that might be needed.

1.3 Make working models to illustrate scientific concepts and applications.

1.4 Take representative samples during large investigations and decide how many measurements are required for the results to have an acceptable reliability.

1.5 Conduct preliminary investigations to assess the practicality of larger scale ones.

1.6 Search for, select and make critical use of secondary information sources, such as sources on the Internet.


2.1 Know that scientists often work in collaboration and with colleagues in other countries.

2.2 Assess the importance of the work of specific scientists in developing our understanding of science.

Grade 8

Key standards

Key standards are shown in shaded rectangles, e.g. 1.3.







3.1 Present qualitative and quantitative data using a range of methods, such as descriptions and tables and through pictures, graphs and diagrams, using ICT methods where appropriate, and draw conclusions from them.

3.2 Use graphical methods for discounting experimental error.

3.3 Process electronically logged data in appropriate ways and draw conclusions from them.

3.4 Express chemical reactions in the form of word equations.


4.1 Use datalogging equipment to collect experimental data.

4.2 Use time-lapse digital photography to record slow events.

4.3 Select and use optical equipment safely and accurately.

Life science

By the end of Grade 8, students construct and interpret a pyramid of numbers and biomass. They understand why toxins increase in concentration along a food chain. They know the structure of the digestive system and understand the functioning of enzymes. They distinguish between digestion and absorption of food. They know the basic anatomy of the lungs and describe the role of the lungs in breathing. They know that inhaled air has more oxygen and less carbon dioxide than exhaled air, and that these gases are carried to and from the body’s cells in blood vessels. They know why smoking affects health. They know the difference between red and white blood cells. They know the basic structure and function of the human heart and the names and locations of the major blood vessels. They can relate the structure of arteries, veins and capillaries to their functions. They know about diabetes and obesity. They describe the structure and function of plant cells involved in photosynthesis. They know that green plants make their own food by photosynthesis, which requires light and the chlorophyll in chloroplasts, together with water and carbon dioxide, and that oxygen is produced. They can give examples of the use of micro-organisms in food production.

Students should:

5 Construct and interpret quantitative representations of feeding relationships

5.1 Relate changes in numbers of organisms in a habitat to their feeding relationships.

Use a spreadsheet to model the changes in numbers of organisms in a food web as a consequence of increasing or decreasing the numbers of primary consumers.

Use food web diagrams to predict general changes in population numbers of animals at the top of a food chain when population numbers at the bottom of the chain change.

Construct a card game to illustrate what eats what in a range of environments.

Select examples of predator–prey relationships from video clips.


ICT opportunity

Use a spreadsheet.


5.2 Interpret pyramids of numbers and biomass representing the organisms linked in a food chain.

Use numerical data on animal populations in various habitats to draw a pyramid of numbers for each habitat.

5.3 Explain why toxins increase in concentration along a food chain.

Use data on the concentration of pesticides in small mammals and birds of prey (such as falcons) to draw charts to illustrate changes in concentration per unit of body mass.

6 Know the simple anatomy and basic functioning of the human digestive system

6.1 Recall the general structure of the human digestive system and explain the functions of the digestive organs (mouth, oesophagus, small and large intestines and colon, stomach, liver, gall bladder and pancreas).

Use specimens, models, charts and, if appropriate, a mammal dissection to illustrate the anatomy of the digestive system.

Make a life-size model or wall chart of the human digestive system and label the organs and their functions.

6.2 Explain digestion as the breakdown of large insoluble food molecules into smaller soluble molecules that can be absorbed into the blood stream for transport round the body.

Use visking tubing to model the intestine. Have one model intestine filled with starch and the other with starch and amylase. Place each in separate breakers of warm water. Leave for some time and test the water in both beakers for the presence of starch and sugar.

Examine molecular models of starch, protein and fat and compare their sizes with those of glucose, amino acids and fatty acids.

Test some common foods for the presence of starch, protein and fat.

6.3 Relate the digestive enzymes amylase, protease and lipase to their substrates and products, and explain how secretions of enzymes, stomach acid and bile control digestive processes.

Carry out simple chemical tests to establish if amylase acts on starch, protein or fat.

Using plates of starch agar, determine the rate at which amylase digests starch.

Test the product of a starch and amylase reaction to demonstrate the presence of sugar.

Make a life-size model or wall chart of the human digestive system and label the organs and their functions.

Carry out experiments to determine the substrate and products of amylase, protease and lipase.

Determine the rate of enzyme action in different pH conditions.

Do experiments to test ideas on the action of indigestion tablets.

7 Know how gases get to and from body cells

7.1 Know the basic structure of the lungs and their role in gas exchange (breathing).

Use specimens, models and charts to identify the structure of the lungs and relate structure to function.

Measure lung capacity.

Measure breathing rate in different conditions (e.g. at rest and during exercise).

Enquiry skill 3.1




Enquiry skill 1.2

Enquiry skill 1.3

Enquiry skill 3.1


7.2 Know that inhaled air has more oxygen than exhaled air, and that exhaled air has more carbon dioxide than inhaled air.

Use limewater and/or bicarbonate indicator to illustrate that exhaled air contains carbon dioxide.

7.3 Know that oxygen and carbon dioxide are carried round the body to and from cells in blood vessels.

Discuss data on the gaseous composition of blood in arteries and veins.

7.4 Know that smoking damages the lungs and reduces the efficiency of gas exchange.

Using a smoking machine, collect the tar and other residues produced by cigarette smoke.

7.5 Compare and contrast the similarities and differences between red and white blood cells and their functions.

Use a microscope to examine and draw prepared slides of red and white blood cells.

8 Know the structure and function of the heart and associated blood vessels

8.1 Know the basic structure of the heart and relate this to its function.

Examine the structure of the heart using a model of a human heart or a specimen of an animal heart obtained from a butcher.

Find out which scientists have made a contribution to our knowledge of the heart and blood system.

8.2 Know the different valves of the heart and how they function.

Examine a model valve to illustrate the one-way flow.

Use the Internet to find out about artificial heart valves.

Calculate the number of times a heart valve opens and closes in a day, week and year.

8.3 Know the positions, functions and names of the major blood vessels.

Prepare a wallchart of the blood system.

Play a card game to match blood vessels, positions and functions.

8.4 Recognise the differences between arteries, veins and capillaries, and relate their structure to their function.

Examine slides of blood vessels with a microscope.

8.5 Explain blood pressure and why high blood pressure is an indicator of circulatory problems.

9 Know about some common metabolic problems

9.1 Know the symptoms, causes and problems of diabetes and obesity.

Chart the statistics on the frequency of diabetes and obesity in Qatar and compare with other countries.

Consult an encyclopaedia to find out which scientists have contributed to our understanding of diabetes.

Enquiry skill 3.5

Enquiry skill 3.1

Enquiry skill 1.2

Enquiry skill 3.1

Enquiry skill 2.2

ICT opportunity

Obtain information from the Internet.

Enquiry skill 3.1

Enquiry skill 1.2


Enquiry skill 2.2


10 Know the requirements for green plants to make their own food by photosynthesis and the products released

10.1 Describe the structure and function of plant cells involved in photosynthesis.

Make sections and slides of the leaves of green plants, examine them under a microscope and draw their structures.

10.2 Know that green plants make their own food by photosynthesis and that water and carbon dioxide are required and oxygen is produced.

Test green leaves for the presence of starch.

Keep green plants (e.g. oats) in conditions of low and high light and low and high levels of carbon dioxide and record their growth over time.

Develop an exhibition of human food that is produced by green plants.

10.3 Know that light energy and chlorophyll contained in chloroplasts are requirements for photosynthesis.

Extract chlorophyll from green leaves and show that it absorbs light.

Make models of cells with chloroplasts.

Use a microscope and photomicrographs to study the structure of cells containing chlorophyll.

10.4 Construct the chemical equation for photosynthesis in words and symbols.

11 Give examples of the use of micro-organisms in food production

11.1 Know that micro-organisms are used in making foods such as bread, cheese and yoghurt.

Using a starter culture of live bacteria, make pots of yoghurt.

11.2 Know that micro-organisms are used to make beer and wine.

Materials

By the end of Grade 8, students know that the smallest particle of an element is an atom and that atoms of one element are different from atoms of every other element. They know that compounds are formed from elements and that a molecule is the smallest particle of a compound. They represent elements by symbols and compounds by formulae. They classify elements according to whether they are solids, liquids or gases, and whether they are metals or non-metals. They know where the metallic and the non-metallic elements occur in the periodic table, and can identify reactivity trends for metals in the table. They arrange metals in order of reactivity based on their reactions with air, oxygen, water and dilute acids, and know the products of these reactions. They know that reactive metals can displace less reactive ones from their compounds. They test for hydrogen. They know that we use a variety of methods to prevent iron from rusting, according to the use we make of the metal. They know that the ease of extraction of a metal from its ore depends on its position in the reactivity series. They know that metals are malleable, ductile and good conductors of heat and electricity, and they link the uses we make of well-



Enquiry skill 1.2

Enquiry skill 3.5

Safety

If the yoghurt is to be tasted, work in a food preparation area, not a laboratory.


known metals to their particular chemical and physical properties. They contrast the physical properties of metallic and non-metallic elements. They know the reactions of acids with metals, carbonates and metal oxides. They name a number of common salts and state their uses.

Students should:

12 Distinguish between compounds and elements

12.1 Know that the smallest particle of an element is an atom and that atoms of one element are of one kind and are different from atoms of every other element.

Develop an exhibition of mixtures and compounds of various kinds. Indicate the main elements present in each exhibit.

Make a display of common elements and classify them according to whether they are solids, liquids or gases, metals or non-metals and consider the work of Mendeleev in developing a classification system for the elements.

12.2 Know that elements join together chemically to form compounds, that the smallest particle of a compound is a molecule, and that all molecules of a compound are made up of the same fixed number of atoms of the constituent elements.

Study the reaction between iron filings and powdered roll sulfur.

Compare properties of some common compounds with those of the elements from which they are made.

Recall Grade 7 activities that distinguish mixtures from pure compounds to emphasise the difference between mixtures and compounds.

Electrolyse solutions of ionic compounds to obtain their constituent elements (e.g. copper II chloride, water, molten lead bromide).

12.3 Know that all elements can be represented by a symbol, compounds by formulae and reactions by equations.

Use symbols routinely in displays and on the chalkboard. (A suggested minimum list of elements for which symbols should be known and used is Na, K, Mg, Ca, Al, Fe, Cu, Zn, Au, Ag, H, O, S, C, Cl.)

Use symbols and formulae in the labelling of the exhibition of mixtures and compounds.

Use molecular models to represent elements and compounds and to show how atoms rearrange during simple reactions.

12.4 Know that mass is conserved during a chemical reaction and that the number of atoms of each element taking part in the reaction remains unchanged.

Use models to show that there is always the same number of atoms of each element in the products of a reaction as in the starting materials.

12.5 Recognise Mendeleev’s periodic table as a means of classifying elements according to their properties. Identify where the more reactive and the less reactive metals occur on the periodic table and where the metals and the non-metals occur.

12.6 Know that elements with similar properties are arranged in columns in the periodic table and that the properties of elements change gradually along the rows.

Refer to experiments with the alkali metals in section 13.

Enquiry skill 2.2

Enquiry skill 1.1

ICT opportunity

Use applets of molecules to show reactions.

Enquiry skill 3.5

Enquiry skill 2.2

See Standard 13.1


Compare the properties of the common transition metals and note their positions on the periodic table.

Compare the properties of the elements, their oxides and chlorides from sodium to argon.

13 Deduce a reactivity series for metals

13.1 Deduce a reactivity series for common metals based on their reactions with air, oxygen, water and dilute acids.

Investigate how metals corrode or tarnish when left in dry or moist air.

Demonstrate: • the spontaneous combustion of sodium and/or potassium; • the reaction between metals and oxygen; • the production of hydrogen when sodium reacts with water; • the reaction between iron or magnesium and steam.

Investigate the reaction between calcium or lithium and water.

13.2 Know that the test for hydrogen is that it explodes when mixed with air and ignited.

Carry out small-scale generation of, and testing for, hydrogen from zinc and dilute acid.

13.3 Know that when metal reacts with air, oxygen or water, an oxide or hydroxide is formed and that if this is soluble in water, the solution is alkaline.

Use the products of the reactions with air and water in Standard 13.1. Dissolve them in water, where possible, and test the resulting solution with an indicator.

13.4 Correctly place a metal in the reactivity series based on experimental evidence.

Carry out tests on an unknown metal (e.g. nickel) and place it on the reactivity series.

13.5 Account for the anomalous behaviour of aluminium in its reactions with air, water and dilute acids.

13.6 Know that iron will rust in the presence of air and water, and that it can be protected from rusting by oiling, painting, galvanising, coating with plastic, electroplating and tin plating.

Investigate rusting of iron under a variety of conditions.

Investigate the effectiveness of the different ways of preventing rusting.

13.7 Understand that reactive metals can displace less reactive ones from their compounds.

Investigate the displacement of metals from solutions of their salts and from solid compounds.

Demonstrate the thermit reaction.

13.8 Know that the ease of extraction of a metal from its ore depends on its position in the reactivity series.

Discuss the occurrence of uncombined metals at the bottom of the reactivity series and methods used to recover alluvial gold. Link this natural low reactivity with the use of these metals in jewellery.

Enquiry skill 1.1

Enquiry skill 4.2

Safety

Take appropriate care when using potassium and sodium and when using gas from cylinders.

Safety

Hydrogen gas is explosive.

Enquiry skill 1.1

Enquiry skill 3.1

Safety

The thermit reaction should only be done outdoors.


Study the displacement of metals in the middle of the reactivity series from their oxides by carbon. Extract copper from copper oxide on a charcoal block using a blowpipe.

Show that the most reactive metals (e.g. group 1 and 2 metals and aluminium) cannot be extracted on a charcoal block. Obtain information on their extraction by electrolysis from the Internet.

13.9 Know that metals are ductile, malleable and good conductors of heat and electricity, and that these physical properties vary from metal to metal.

Recall the experiments in earlier years showing the conductivity of heat and electricity.

13.10 Link the properties and uses of some well-known metals, such as gold, silver, copper, iron and aluminium.

Create a display or make a PowerPoint presentation showing the main uses of common metals.

Make a study, using information from the Internet, of the history of our knowledge of metals, noting that the order in which they were discovered and exploited is the reverse reactivity order.

13.11 Know that some metals, such as iron and nickel, can be magnetised.

Recall the experiments in earlier years on which metals are magnetic and can be magnetised.

13.12 Contrast the physical properties of metallic and non-metallic elements.

13.13 Explain the physical properties of metals by the particle theory.

14 Know that salts are important compounds of metals and that they can be made in a variety of ways

14.1 Know the different reactions by which salts can be made.

Prepare salts (e.g. zinc chloride, calcium nitrate) by the reaction of a metal and dilute acid.

Prepare salts by adding a number of different carbonates to different dilute acids.

Prepare copper sulfate from copper oxide.

Neutralise vinegar with portions of slaked lime (calcium hydroxide). Test the solution with litmus paper to determine when the reaction is complete.

14.2 Explain why calcium carbonate does not react easily with sulfuric acid.

14.3 Name a number of common salts and state their uses.

Earth and space

By the end of Grade 8, students explain night and day, eclipses, seasons and phases of the Moon in terms of the Sun–Earth–Moon system. They describe the relative positions of the planets and their conditions compared with conditions on Earth, and identify some planets in the night sky. They know that the Sun is a star and that it radiates light and heat but that we can see the Moon and the planets because they reflect light from the Sun. They recount a number of uses for artificial satellites. They assess evidence for our modern understanding of the Solar System and show how this understanding has evolved over time.

Safety

Fire risk. Charcoal blocks must be carefully extinguished after use.

ICT opportunity


ICT opportunities

Obtain secondary information from the Internet.

Make a PowerPoint presentation.

Enquiry skill 3.5

For all examples in this standard.


Students should:

15 Know about the Solar System

15.1 Explain night and day, eclipses, seasons, tides, and phases of the Moon in terms of the movement and relative sizes of the Sun, Earth and Moon.

Show night and day, eclipses, seasons and phases of the Moon using a model of the Sun–Earth–Moon system.

Collect and interpret data on temperature and time of day and the position of the Sun.

Examine tide tables (or measure high-tide marks) for neap and spring tides and link them with the relative orientations of the Sun and the Moon.

15.2 Describe the relative positions of the planets, and their conditions compared with conditions on Earth.

Construct a scale model of the Solar System (note that different scales must be used for distance from the Sun and planet diameter). Collect data on size, composition, density, day and year length, and on special features, such as moons, rings and atmospheric phenomena.

Make a collection and display of photographs of planets sent back by various spacecraft.

Make a study, with the help of the Internet, of the historical development of our understanding of the Solar System. Note particularly the events leading to the discovery of Neptune, the existence and position of which was predicted, based on scientific evidence, before it was sighted.

Debate why life seems to exist on only one planet – the Earth.

15.3 Be able to identify some planets in the night sky; know that we can see them and the Moon because they reflect light from the Sun.

Make observations of the night sky at regular intervals over the year. Keep an astronomical diary and make displays. Interpret a star map.

15.4 Know that the Sun is a star and that, like all stars, it radiates light and heat.

15.5 Know that the source of the Sun’s heat and light is a nuclear reaction in which matter is turned into energy.

15.6 Recount a number of uses for artificial satellites.

Observe large satellites, such as the international space station, passing overhead at night; obtain orbital details from the Internet.

Use a GPS (global positioning system) receiver to determine the position and height above sea level of the school gate or other landmark. Understand how the GPS uses satellites.

Realise why satellites that broadcast TV channels to Earth are geostationary with an orbital period the same as the Earth’s rotational period.

15.7 Assess evidence for our modern understanding of the Solar System and show how this understanding has evolved over time.

Use secondary sources to find out how the Solar System was interpreted in the past. Interpret the evidence that refuted these ideas.

15.8 Understand the importance of the Sun–Earth–Moon system in telling the time. Know the reasons for the differences between the Islamic calendar and the Gregorian calendar.

Enquiry skill 4.1

ICT opportunity

Use a datalogger.

Enquiry skill 2.1

Enquiry skill 1.2

ICT opportunity

Obtain secondary information from the Internet.

ICT opportunity



Physical processes

By the end of Grade 8, students classify common energy forms as kinetic or potential and measure it in joules. They know that energy can be transformed from one form to another, and that the total energy remains constant during a transformation. They know heat is always produced during energy transformations and that getting rid of it is often an engineering problem. They distinguish between temperature and heat. They know that heat is transferred by conduction, convection and radiation, and that radiation can occur in a vacuum. They know that the heat conductivity of different materials varies. They know the cause of convection currents and how these affect the weather. They know how the nature of a surface affects how well it absorbs and radiates heat. They know how shadows form, and represent a ray of light by a line. They know how light is reflected and refracted and describe applications and examples of reflection and refraction. They show how white light can be split into coloured light by refraction and give everyday examples of dispersion. They know that white light results from the superimposition of red, green and blue light and apply this to television and to colour vision. Students name factors affecting the strength of an electromagnet and describe some applications of electromagnets in everyday life. They know how a current-carrying wire moves in a magnetic field and can apply this to make an electric motor.

Students should:

16 Understand how energy is transformed

16.1 Classify common forms of energy as either kinetic or potential energy.

16.2 Give examples of processes and devices that transform one form of energy into others.

Make some devices that convert one form of energy into others.

Create an exhibition of energy transducers, listing the energy forms changed and whether they are kinetic or potential.

List some common everyday examples of energy transformations; represent them diagrammatically in a manner that also indicates the relative proportions of the different forms of energy formed in a transformation.

16.3 Know that during energy transformations energy is converted from one form to others but that the total energy remains the same.

16.4 Know that heat is produced in all energy transformations and that getting rid of waste heat energy is an engineering problem in many energy transformations.

List a number of important energy transformations in living and physical systems and describe how waste heat is removed.

16.5 Know that the petrochemical complexes in Qatar use seawater to remove waste heat and know why there are strict regulations that control the temperature of the seawater that is returned to the sea.

Make an industrial visit to study cooling by seawater.

16.6 Know and use the joule as the unit of energy.

Measure or calculate energy transformed in some simple processes.

Enquiry skill 1.3


17 Understand the concepts of heat and temperature, and know how heat is transferred

17.1 Know that temperature is a measure of how hot something is and the common unit of temperature is the degree Celsius.

17.2 Know that the amount of heat energy in an object depends on the mass of the object and what it is made of as well as than how hot it is.

17.3 Know that heat is transferred by conduction, convection and radiation and cite everyday examples of each.

List everyday objects that are associated with heat production and transfer, and classify them according to how the heat is transferred (consider objects such as a refrigerator, a cooker, a fire, a water boiler, a car radiator).

17.4 Know that some materials are better conductors of heat than others; know the differences in the ability to conduct heat between solids, liquids and gases, and between metals and non-metals, and know some applications of these differences.

Test the heat conductivity of rods made of different materials.

Compare the heat insulating properties of a variety of materials.

Use models to compare the effectiveness of different roof structures and materials in keeping buildings cool.

17.5 Explain the cause of convection currents in air and water.

Demonstrate convection currents in a liquid.

Draw a diagram of a domestic water system, showing how it depends on convection to operate correctly.

17.6 Show how convection currents in air cause weather features.

Explain why onshore and offshore winds are common at different times of the day.

17.7 Know that the nature of a surface influences how well it absorbs and radiates heat.

Measure radiant heat from different surfaces at the same temperature.

Show that absorption of heat depends on the nature of the material covering a thermometer bulb.

17.8 Know that heat can be radiated through a vacuum and that this is how the heat from the Sun reaches the Earth.

Make a study of the different ideas incorporated into the design of buildings and clothing that make them cool in hot weather.

18 Understand the reflection, refraction and dispersion of light

18.1 Know that light travels in straight lines and that objects in the path of light cast shadows.

Show a laser beam travelling though dust.

18.2 Know that the intensity of light can vary depending on the light source and its distance away; measure the intensity using a light sensor.

Use light sensors to study light from different sources. Show the 50 Hz switching in a fluorescent tube.


Enquiry skill 1.2

Safety

Take care when handling lasers.


ICT opportunity

Use a datalogger to show how light intensity varies over time.


18.3 Represent a ray of light by a line in diagrams showing reflection, refraction and dispersion of light.

Show, in diagrammatic form, the pathway of light in examples cited in Standards 18.4–9.

18.4 Describe how light is reflected at a surface and understand the difference between reflection by rough and smooth surfaces. Know the characteristics of an image formed in a plane mirror. Describe everyday applications of reflection.

Measure the intensity of light before and after reflection.

Plot the path of a ray of light reflected in a mirror using a ray box or optical pins.

Determine the nature and position of an image in a plane mirror.

Make a model periscope; make a kaleidoscope; make a model illustrating ‘Pepper’s ghost’.

18.5 Describe how light is refracted at a plane surface and describe everyday applications of refraction.

Investigate the path of a ray of light refracted through a glass block.

Perform the ‘disappearing coin’ experiment, showing how a coin can be made visible at the bottom of an opaque beaker by filling it with water.

Study the formation of mirages on a hot day, noting how they can be explained by refraction.

Study examples of real and apparent depth (e.g. the ‘bent stick’ in water).

18.6 Demonstrate how white light can be split into coloured light by refraction and explain examples of dispersion in everyday life (e.g. oil on water, rainbows).

Create a spectrum from sunlight using a mirror in a bowl of water.

Draw diagrams showing how the separate paths of red and blue light result in the formation of a visible spectrum.

Study the formation of primary and secondary rainbows in a watering spray.

18.7 Know that objects appear coloured when viewed in white light because some colours are reflected by the object but others are absorbed.

18.8 Explain why objects appear one colour in white light but a different colour in coloured light.

18.9 Know the effect of superimposing red, green and blue colour filters.

Show overlapping red, green and blue filters on the top of an overhead projector.

18.10 Know that red, green and blue light, when superimposed, create white light and apply this knowledge to television screens and to colour vision.

Show overlapping beams of red, green and blue light from a projector.

18.11 Know that red–green colour-blindness is common among males.

Carry out red–green colour-blindness tests on students.

19 Make an electromagnet and explain some of its applications

19.1 Know that a coil of wire carrying a current produces a magnetic field similar to a bar magnet; list the factors affecting the strength of an electromagnet.

Make an electromagnet and test it (by finding out how many paperclips it can pick up in a chain). Test its strength while varying the number of coils, the current and nature of the core.


Enquiry skill 3.1

Enquiry skill 1.2


Enquiry skill 3.1


19.2 Explain the function of the electromagnet in some everyday examples, such as in relays, electric bells and lifting devices.

19.3 Demonstrate that a wire carrying a current creates a magnetic field.

Detect the magnetic field produced by a straight wire carrying a current.

19.4 Demonstrate and explain how a wire and a coil carrying a current moves in a magnetic field.

Show how a wire in a magnetic field will move when a current is switched on in it.

19.5 Know how the movement of a current-carrying wire in a magnetic field can be exploited to make an electric motor; know how and why an electric motor turns and understand the function of the commutator.

Make and test a model electric motor.

19.6 List and explain the main differences between a model electric motor, with a single coil and a permanent magnet, and commercial electric motors.

Enquiry skill 1.3


Science standards


Scientific enquiry

Students carry out systematic investigations, process data and evaluate evidence before drawing generalised conclusions. They find, and make critical use of, secondary information sources. They apply scientific knowledge and procedures to real situations. They are familiar with the processes of handling large datasets and using statistical sampling, and understand the importance of working collaboratively. They estimate margins of error and know how to deal with them. They understand that while science can bring great advantages to humanity, it can also damage the environment. They know how scientists work, and understand that the context in which they work affects what they do. They know that science can raise ethical issues and that there are many questions that cannot be answered by science. They know that scientists develop conceptual models to explain evidence collected, and understand the importance of evaluating conflicting models. They communicate their results using a variety of techniques. Students routinely use mathematical relationships to calculate unknown quantities, and they extrapolate straight-line graphs. They represent simple chemical reactions with symbol equations. They use a datalogger when necessary to collect a lot of data, connect voltmeters and ammeters correctly in circuits and read them accurately, and use various other meters correctly. They grow and handle micro-organisms safely.

Life science

Students distinguish between sexual and asexual reproduction, know that sexual reproduction is a major source of genetic variation and know the nature of a clone. They know how sex is inherited. They distinguish between genes and alleles and understand monohybrid inheritance. They know that a gene is a section of DNA and can explain the basic principle of genetic engineering and some of its social and economic dimensions. They know what mutation is and that random mutations cause variation. They know of organisms adapted to live in various conditions and that evolution by natural selection is an explanation for the diversity of living organisms. They know that some disorders are inherited. They explain how substances get into and out of cells. They know how mitosis and meiosis differ. Students explain and give equations for aerobic and anaerobic respiration and fermentation, and know how conditions affect respiration. They describe how skeletal joints and muscles enable locomotion. They know how insulin operates and contrast hormone and nervous control systems. They understand the importance of homeostatic mechanisms and can explain temperature and water regulation. They know the structures and function of nerve cells and about nerve impulses. They know the importance of the reflex arc and the structure and function of the ear and the eye. Students can explain and give the formula for photosynthesis. They give examples of organisms that cause disease. They know about the body’s defence systems. They know the function of antibiotics and vaccination. They know that fermentation by micro-organisms produces alcohol.

Grade 9


Materials

Students know that atoms combine in different ways, use symbol equations to show these processes and know that mass is conserved during a chemical reaction. They explain the structure of atoms in terms of protons, neutrons and electrons and describe the structure of any of the first 20 elements. They know how atoms combine by transferring and sharing electrons, and can explain properties of compounds in terms of their bonding. They know what isotopes are. They know that carbon forms covalent compounds with four bonds and that life is based on structures of carbon atoms. They know that polymers are compounds based on long chains of carbon atoms and that their properties and uses are related to their structure. They know that changes in molecular structure account for the changes in properties of clay when it is fired and cement when it sets. Students list the most significant sources of air pollution and explain ‘global warming’ – what causes it and why it is a reason for concern. They describe the processes that put carbon dioxide into the atmosphere and those that remove it. They describe the processes that lead to acid rainfall and list the consequences of it. They list the main sources of water pollution and some of the processes that use up dissolved oxygen in water; they describe what happens to water that has become depleted in oxygen. Students know the difference between endothermic and exothermic reactions and are familiar with the energy profile of a reaction. They compare the heat energy available from different fuels. They distinguish between renewable and non-renewable energy forms, classify any energy source into one of these categories and explain the origins of fossil fuels. They explain the importance of fossil fuels to the economy of Qatar. They recognise that the Sun is the origin of the energy in all renewable energy sources and was originally the source of energy in fossil fuels.

Earth and space

Students know that stars are grouped in galaxies and that our Sun is a star in the Milky Way galaxy. They know how stars are born and how their ultimate fate depends on their mass. They describe supernovae, neutron stars, pulsars, black holes and white dwarfs and know how they form. They know that the elements that make up the planets of the Solar System originated in a star and understand the process of planetary formation. They have a concept of the magnitude of the Universe in terms of numbers of stars in a galaxy, sizes and numbers of galaxies and the distance between them, and they know the size of a light year. They explain, in outline, our current understanding of the evolution of the Universe and understand how we can use powerful telescopes to look back in time at the early Universe.

Physical processes

Students calculate the pressure exerted by a force. They know that pressure in a fluid depends on its depth and density, and that the pressure at any point in it is the same in all directions. They know that gases and liquids can be put under external pressure and describe some applications of this. They know how a lever can make work easier, and describe applications of this. They calculate the moment of a force and know that the algebraic sum of all moments acting on an object in equilibrium is zero. They distinguish between compressive and tensile strengths of materials and relate this to how materials are used in structures such as bridges. They measure the potential difference between two points in a circuit and know that the sum of the potential differences between the ends of each component in a series circuit is equal to the total potential drop around the


whole circuit. They recognise that the potential difference across a component is a measure of the energy carried by the current and transferred by the component, and know that the electrical energy comes from the cell or power generator. They know how energy is generated commercially from fuels and from hydroelectric generators. They use the relationship between the voltage across a conductor and the current flowing through it, and know that all conductors have resistance, measured in ohms, that impedes the flow of electricity through them. They know how the resistance of a wire depends on its diameter, length and the material it from which it is made. They distinguish AC from DC, are familiar with household ring main circuits, are aware of the dangers of mains electricity and are familiar with safety devices such as fuses, circuit breakers and the earth wire. They calculate the cost of running household appliances. Students distinguish between longitudinal and transverse waveforms and apply the relationship between velocity, frequency and wavelength to water waves, sound and light. They explain reflection and refraction of light in terms of waves They know that the electromagnetic spectrum can be considered as a spectrum of different forms of the same radiation and that each part of the spectrum, of which visible light is one, has different properties and applications. They understand the concepts of pitch and amplitude applied to sound and study sound waves using an oscilloscope and microphone. They explain, in terms of particles, how sound travels through a medium. They roughly measure the velocity of sound in air and know that it is higher in liquids and solids. They know how the ear detects sounds.












space Physical

processes


30 to 40% 25 to 35% 5 to 15% 30 to 40%





procedures


45 to 55% 25 to 35% 20 to 25%


Science standards

Scientific enquiry

By the end of Grade 9, students carry out systematic investigations, process data and evaluate evidence before drawing generalised conclusions. They find, and make critical use of, secondary information sources. They apply scientific knowledge and procedures to real situations. They are familiar with the processes of handling large datasets and using statistical sampling, and understand the importance of working collaboratively. They estimate margins of error and know how to deal with them. They understand that while science can bring great advantages to humanity, it can also damage the environment. They know how scientists work, and understand that the context in which they work affects what they do. They know that science can raise ethical issues and that there are many questions that cannot be answered by science. They know that scientists develop conceptual models to explain evidence collected, and understand the importance of evaluating conflicting models. They communicate their results using a variety of techniques. Students routinely use mathematical relationships to calculate unknown quantities, and they extrapolate straight-line graphs. They represent simple chemical reactions with symbol equations. They use a datalogger when necessary to collect a lot of data, connect voltmeters and ammeters correctly in circuits and read them accurately, and use various other meters correctly. They grow and handle micro-organisms safely.

Students should:


1.1 Plan investigations, controlling variables and collecting an appropriate range of evidence, using appropriate techniques to ensure accuracy, carry out calculations, identify patterns in observations and data, draw generalised conclusions and test predictions.

1.2 Evaluate the strength of evidence and assess the validity of conclusions before arriving at a viewpoint.

1.3 Search for, select and use critically, secondary information sources, such as sources in libraries and on the Internet.

1.4 Apply scientific knowledge and investigative procedures to real situations.

1.5 Understand the importance of working collaboratively when collecting large quantities of data, and plan, assign responsibilities, organise and set work targets.

1.6 Estimate margins of error and know how these affect their results.


2.1 Know that science can bring great advantages to humanity but can, if misused, cause irreversible damage to the environment.

Grade 9

Key standards







2.2 Know how scientists carry out work such as monitoring the environment and controlling industrial processes.

2.3 Know that science can raise ethical and moral issues, and discuss them.

2.4 Know that there are many kinds of question that cannot be answered by science.

2.5 Know that scientists work by developing conceptual models to explain the evidence they collect and that an important scientific process is the evaluation of conflicting models.

2.6 Trace the historical development of some key scientific models and understand the roles of specific scientists in their development.

2.7 Know that scientific work may be affected by the context in which it is undertaken.


3.1 Present qualitative and quantitative data using a range of methods, such as descriptions and tables and through pictures graphs and diagrams, using ICT methods where appropriate, and draw conclusions from them.

3.2 Use mathematical relationships routinely to calculate physical quantities.

3.3 Perform calculations based on data from straight-line graphs, distinguish between dependent and independent variables, and understand and use extrapolation in drawing conclusions from graphical data.

3.4 Process data in large datasets and report outcomes.

3.5 Use symbol equations to represent simple chemical reactions and physical relationships.


4.1 Use a datalogger to investigate phenomena that require the collection of large quantities of data.

4.2 Connect voltmeters and ammeters correctly in an electrical circuit and read them accurately; read a domestic electricity meter.

4.3 Use an oscilloscope to study varying voltages.

4.4 Grow and handle micro-organisms with safety.

4.5 Use an oxygen meter, a respirometer, a barometer and a manometer safely and accurately.


Life science

By the end of Grade 9, students distinguish between sexual and asexual reproduction, know that sexual reproduction is a major source of genetic variation and know the nature of a clone. They know how sex is inherited. They distinguish between genes and alleles and understand monohybrid inheritance. They know that a gene is a section of DNA and can explain the basic principle of genetic engineering and some of its social and economic dimensions. They know what mutation is and that random mutations cause variation. They know of organisms adapted to live in various conditions and that evolution by natural selection is an explanation for the diversity of living organisms. They know that some disorders are inherited. They explain how substances get into and out of cells. They know how mitosis and meiosis differ. Students explain and give equations for aerobic and anaerobic respiration and fermentation, and know how conditions affect respiration. They describe how skeletal joints and muscles enable locomotion. They know how insulin operates and contrast hormone and nervous control systems. They understand the importance of homeostatic mechanisms and can explain temperature and water regulation. They know the structures and function of nerve cells and about nerve impulses. They know the importance of the reflex arc and the structure and function of the ear and the eye. Students can explain and give the formula for photosynthesis. They give examples of organisms that cause disease. They know about the body’s defence systems. They know the function of antibiotics and vaccination. They know that fermentation by micro-organisms produces alcohol.

Students should:

5 Know the processes leading to genetic uniformity, variation and evolution

5.1 Distinguish between sexual and asexual reproduction; know that sexual reproduction is a major source of genetic variation in animals and plants, while a clone produced by asexual reproduction has the same genetic materials as its parent and will be identical.

Make a collection of plants (or drawings or photographs of plants) to illustrate various forms of asexual reproduction.

Examine the flowers of various plants and identify the sexual organs.

Use coloured beads to show that the genetic material of an organism with two parents is different from that of an organism with just one parent, and that within a population, different breeding partners will produce offspring with genetic variation.

Grow plants from cuttings as an example of asexual reproduction.

5.2 Know what is meant by mutation and that random mutations cause variation among members of the same group of organisms.

Write a set of instruction to do a task. Change one of the instructions and try and do the task.

Make a model of the base sequences of DNA and relate these to codes for amino acids. Change one of the base sequences and try to relate these to amino acids.


Enquiry skill 2.5


5.3 Give examples of organisms that are adapted to live in various conditions, some of which change over time.

Compare and contrast observed characteristics of fish that live at different depths in the sea.

Using fieldwork, specimens, photographs, charts and drawings, examine plants that live in tidal zones, on shorelines and in the desert. Identify and describe structures that enable their growth in these conditions.

Make monthly observations of different types of plants (including bushes and trees) growing in the desert.

5.4 Explain the basic principle of genetic engineering and discuss some of the social and economic implications.

Use the Internet to research Dolly the sheep.

Debate the pros and cons of genetic engineering.

Make a display or a series of models to illustrate the steps involved in gene cloning.

5.5 Know that evolution by natural selection is an explanation for the diversity of living organisms.

Role play a scientific debate on the evidence for and against evolution.

Use the Internet to find out about scientists who have made a contribution to the study of evolution.

6 Explain how characteristics are inherited

6.1 Explain how sex is inherited in humans.

Make sets of model chromosomes for male and female parents and use these to investigate the segregation of sex chromosomes into gametes and the formation of male and female offspring.

6.2 Distinguish between genes and alleles and explain the mechanism of monohybrid inheritance where there are dominant and recessive alleles.

Use coloured beads to represent dominant and recessive alleles in parental genes and to illustrate how these alleles pass to gametes and on to progeny.

Find out about the work of Mendel.

6.3 Know that a gene is a section of DNA.

Make a simple model of DNA (e.g. using coloured card).

Research the work on the development of the model of DNA.

6.4 Explain how colour blindness, haemophilia, cystic fibrosis and Huntington’s chorea are inherited.

Collect information on the frequency of common inherited disorders in Qatar.

Given the genetic make-up of parents carrying a deleterious allele, calculate the probability of this showing in the progeny.

7 Explain cell division and how substances cross cell membranes

7.1 Explain how cells divide by mitosis during growth and by meiosis to produce gametes.

Examine microscope slides, photomicrographs or diagrams and use these to make a presentation on the movement of chromosomes in mitosis and in meiosis.


Enquiry skill 2.2


ICT opportunity

Use the Internet as a resource.

Enquiry skill 2.3, 2.5, 2.6

ICT opportunity






Enquiry skill 3.1


7.2 Explain diffusion and osmosis as mechanisms for the movement of substances into and out of cells.

Use ink in water and smoke or perfume in a room to demonstrate diffusion.

Make model cells from visking tubing. Fill with different concentrations of sugar solution. Place the cells in water and sugar solutions. Leave for some time and observe if water has passed into or out of the cells.

Hollow out a well in a peeled potato and place some salt in the well. Put the potato in a dish with a little water. Leave for some time and observe the movement of water into the well to dissolve the salt.

8 Explain aerobic respiration

8.1 Give the word and formula equations for aerobic respiration; explain the process as a cellular biochemical reaction in animals and plants in which food acts as a respiratory substrate and reacts with oxygen to release energy and produce carbon dioxide and water.

Use a respirometer to investigate gas exchange in respiration.

Place germinating beans in one vacuum flask and boiled beans in another. Leave for some days and compare the temperatures of the flasks. Test for both oxygen and carbon dioxide.

Investigate the energy content of foodstuffs by experiment and from their labels.

8.2 Know how the rate of respiration is affected by temperature, oxygen concentration and the availability of a respiratory substrate.

Use a respirometer to measure insects’ respiration rates at different temperatures.

9 Describe how skeletal joints and muscles enable locomotion

9.1 Describe the structure of a joint and the types of joints in the human skeleton.

Examine a skeleton, models, charts or pictures to locate and classify different types of joint.

Make model joints.

9.2 Describe how the contraction and relaxation of muscles enables locomotion.

Use specimens, models, charts or photographs to study the position of muscles in relation to joints.

Make a model arm using pieces of wood or strong card for bones and rubber bands as muscles.

10 Explain hormone and nervous homeostatic control systems

10.1 Explain the importance of maintaining a constant internal environment.

10.2 Explain the ways in which hormonal control occurs and the effects of insulin.

Determine the number of students who know someone with diabetes. Collect case studies of how people control diabetes with insulin.

Research the commercial production of human insulin.

10.3 Know the general structure and functions of the human nervous system, the structure and function of types of nerve cells, and the pathways taken by a nerve impulse in response to a stimulus.

Enquiry skill 1.2

Enquiry skills1.3, 3.5, 4.1, 4.5






Use a microscope to examine nerve cells.

Act out a nerve impulse transmission.

Make a poster to illustrate the main parts of the nervous system.

10.4 Know the functioning and importance of the reflex arc.

Test students’ reflexes by getting them to try to catch a ruler dropped between their fingers.

Examine the size of the pupil of the eye in bright and dark conditions.

10.5 Know the structure and function of the human eye and ear.

Examine models of the eye and ear.

Use empty and water-filled round-bottom flasks to investigate the image formed on the eye.

Make a pin-hole camera.

Investigate the blind spot and peripheral vision.

Investigate the frequencies of sounds that can be heard.

Compare the sizes and positions of ears of different animals.

10.6 Know how the body controls temperature and water balance.

Examine data on the body’s water intake and output in cool and hot conditions.

Record variations in body temperature over the course of a day and when in different environmental temperature conditions.

10.7 Know the similarities and differences between hormone and nervous control systems.

Discuss case studies of reactions in response to different stimuli and discuss evidence for these being nervous or hormonal.

11 Explain the biochemistry of photosynthesis

11.1 State the word and formula equations for photosynthesis; explain the process as a biochemical reaction in chloroplasts that involves the absorption of light energy, which causes water and carbon dioxide to react to generate glucose and oxygen.

Place a water plant in a weak solution of sodium bicarbonate. Place in bright light. Observe bubbles of gas being released. Collect the gas and test for oxygen with an oxygen meter.

Use a microscope to examine the chloroplasts in a green leaf.

Place a plant with de-starched leaves in bright light. Leave for some hours. Test the plant’s leaves for starch. Compare with a similar plant kept in darkness.

12 Know how harmful micro-organisms can be controlled and that micro-organisms cause fermentation

12.1 Provide examples of diseases caused by micro-organisms (bacteria, fungi, protozoa and viruses).

Make posters to display types, shapes and sizes of micro-organisms that cause disease.

Do a survey to find out who has had an illness caused by a micro-organism. Draw charts to show the frequencies of different illnesses.

Enquiry skill 2.5

Enquiry skill 3.1

Enquiry skill 2.5




Enquiry skill 1.1, 1.2, 3.5, 4.5



12.2 Know that antibiotics are effective against bacterial illness and explain why vaccination can protect against viral illness.

Place antibiotic discs on bacterial cultures and observe the effect on the growth of the bacteria round the disc.

Visit a pharmacy and collect information on the range of antibiotics available and the infections against which they are effective.

12.3 Know that antibodies help protect the body from the effects of microbial infection. Watch a video on antibody action and write a review.

Discuss the effects of a malfunctioning antibody system.

12.4 Give the word equations for anaerobic respiration; explain the process as a cellular biochemical reaction in which a respiratory substrate reacts without oxygen to release energy and produce carbon dioxide and alcohol or lactic acid; know that when carried out by micro-organisms, this is termed fermentation.

Use library resources to investigate the use of fermentation to produce useful products.

Materials

By the end of Grade 9, students know that atoms combine in different ways, use symbol equations to show these processes and know that mass is conserved during a chemical reaction. They explain the structure of atoms in terms of protons, neutrons and electrons and describe the structure of any of the first 20 elements. They know how atoms combine by transferring and sharing electrons, and can explain properties of compounds in terms of their bonding. They know what isotopes are. They know that carbon forms covalent compounds with four bonds and that life is based on structures of carbon atoms. They know that polymers are compounds based on long chains of carbon atoms and that their properties and uses are related to their structure. They know that changes in molecular structure account for the changes in properties of clay when it is fired and cement when it sets. Students list the most significant sources of air pollution and explain ‘global warming’ – what causes it and why it is a reason for concern. They describe the processes that put carbon dioxide into the atmosphere and those that remove it. They describe the processes that lead to acid rainfall and list the consequences of it. They list the main sources of water pollution and some of the processes that use up dissolved oxygen in water; they describe what happens to water that has become depleted in oxygen. Students know the difference between endothermic and exothermic reactions and are familiar with the energy profile of a reaction. They compare the heat energy available from different fuels. They distinguish between renewable and non-renewable energy forms, classify any energy source into one of these categories and explain the origins of fossil fuels. They explain the importance of fossil fuels to the economy of Qatar. They recognise that the Sun is the origin of the energy in all renewable energy sources and was originally the source of energy in fossil fuels.


Enquiry skill 3.1



Students should:

13 Understand the structure of atoms and molecules

13.1 Know that atoms are made up of a nucleus consisting of protons and neutrons surrounded by electrons in specific orbitals or shells.

Study how our understanding of atomic structure has changed over time.

13.2 Define and use the terms proton number, mass number and isotope, and represent isotopes symbolically using the numbers.

13.3 Know that electron shells can contain only a fixed number of electrons and that this can explain the structure of the periodic table.

Draw a diagram, or make a display, of the periodic table up to element 20 (calcium) showing the atomic structure of each element.

13.4 Know the charges and approximate masses of the proton, neutron and electron and use these to calculate the mass and overall charge of any atom or ion.

13.5 Know how a full outer shell leads to the lack of chemical reactivity of the group VIII elements and know that the uses of the group VIII elements derive from their lack of chemical reactivity.

Make a collection of common devices that use inert gases.

13.6 Know how atoms combine using ionic (electrovalent) or covalent bonds.

Make displays or draw diagrams showing how a number of atoms combine using electrovalent and covalent bonds.

13.7 Know that ionic compounds form crystals containing a giant lattice of ions whereas covalent compounds form discrete molecules.

13.8 Know the number of bonds formed by the elements hydrogen, oxygen, carbon and nitrogen in covalent compounds and be able to represent compounds of these elements diagrammatically.

Draw the structures of compounds such as water, ammonia, methane and carbon dioxide.

13.9 Explain the difference in the physical properties of ionic and covalent compounds in terms of their bonding.

Make a display of typical electrovalent and covalent compounds that contrasts their properties.

13.10 Explain how atoms are bonded together in metals and how this can explain why they are good conductors of heat and electricity.

13.11 Know what is meant by the valency of an element and how to use this in determining the formulae of its compounds.

Make a set of ‘valency cards’ for positive and negative ions, which have a common width but a length that reflects the valency. Use the cards to deduce the formulae of ionic compounds by placing them together.


ICT opportunity

Find out from the Internet about the work of scientists involved with the development of atomic theories.

Enquiry skill 3.1

ICT opportunity

Use graphics software.

Enquiry skill 3.1


14 Know that the properties of materials, and the use we make of them, depend on their molecular structure

14.1 Know that materials such as wood, wool and cotton, that are derived from living things, have molecular structures that consist of a skeleton of carbon atoms with atoms of a small number of other elements joined to them.

Draw structures of simple carbon compounds such as methane, ethane and ethanol, and also the polymer polythene.

14.2 Know that a polymer is a compound made up of repeating small units joined together by covalent bonds and that many polymers have a structure that is based on long chains of carbon atoms.

Make a collection of natural and synthetic polymers and classify them according to their physical properties.

14.3 Give examples of natural and synthetic polymers and show an understanding of how the use that we make of a polymer is related to the characteristic features of its molecular structure.

Test polythene by determining the force needed to stretch it in two perpendicular directions and relate this information to the arrangement of the polymer’s molecules.

Devise a test to compare the rigidity of different polymers (e.g. different plastics, wood) and relate rigidity to cross-linking between the polymer chains.

Test cloth made from different fibres (e.g. wool, cotton, nylon, polyester) for the capacity to absorb water and relate this to the ability of certain polymer molecules to attract water. Relate this also to the comfort of clothes made from the cloth.

Test different fibres (e.g. wool, cotton, nylon, polyester) for their ability to stretch when pulled and then return to the original length, and relate this to the ability of the polymer to form a coiled structure by links between one part of the chain and another.

14.4 Know that oil and natural gas are the raw materials from which synthetic polymers (plastics and synthetic fibres) are commonly made and that many are made in Qatar.

Make a study of what polymers are made in Qatar.

Visit a plastics plant, such as those at Mesaieed.

14.5 Know that an important constituent of wood is a natural polymer called cellulose, which is arranged in long chains with cross-links between the chains, and that this structure gives wood its tensile strength.

Tear a sheet of newspaper (made from wood) in two directions. Notice that it is easier to tear the paper in the direction of the lay of the fibres than across it.

Compare the tensile strength of wood with that of steel.

14.6 Know that changes in molecular structure account for the changes in the properties of clay when it is fired.

14.7 Know that clay consists of small molecules that can easily move around next to each other when molecules of water are present and that this is why wet clay is soft; know that when clay is fired, links are made between the molecules that make pottery strong, and that this process is irreversible.

Test the compressive strength of unfired and fired clay bricks.

Devise a test for comparing the hardness of fired and unfired clay.

Enquiry skill 1.1

Enquiry skill 1.1


Enquiry skill 1.2

Enquiry skill 1.1


14.8 Know that the setting of concrete is an irreversible process by which a network of interlocking crystals is formed, and that this is what gives concrete its strength.

Discuss the slow hydration of calcium and aluminium silicate crystals during the setting of concrete and the role of the water, sand and aggregate in the process.

Make some concrete and allow it to set slowly over many days by keeping it moist. Look at its crystalline structure with a magnifying glass before and after setting.

Test concrete bricks made from different mixtures for breaking strength.

Devise tests to compare the strength of concrete that has set quickly and concrete that has set slowly over a week by being kept moist.

14.9 Discuss the ethical and moral questions raised by the way we exploit our understanding of materials to make explosives, nerve agents, biocides, etc.

15 Understand the sources of chemical pollution of the environment and the need to minimise it

15.1 List and explain the most significant sources of air pollution.

List important global sources and important local sources of air pollution.

15.2 Explain the causes of ‘global warming’; know why scientists are concerned about it and the steps they propose to counter it.

Make a study of the processes that put carbon dioxide and other greenhouse gases into the atmosphere in Qatar and in the wider world.

Test car exhaust gases for carbon dioxide.

Study the ways that carbon dioxide emissions could be reduced.

Use the Internet to obtain data on how global carbon dioxide concentrations have increased in the last 100 years and demonstrate this graphically.

Discuss the merits of various proposals made by scientists to remove carbon dioxide from the atmosphere, including those proposed under the Kyoto protocol.

15.3 Know that air pollution is an inevitable consequence of the petrochemical and petroleum industries and explain steps taken by companies to minimise it.

15.4 Describe the processes that lead to acid rainfall and list the consequences of it.

Bubble air through water containing universal indicator.

Make a study of gas production in Qatar, with particular reference to the way that sulfur impurities in the gas are removed before the gas is used.

Make a study of the consequences of acid rainfall in some other parts of the world (e.g. northern Europe).

Visit an industrial plant that uses Qatar gas and find out how sulfur is removed from the gas.

15.5 List and explain the main sources of pollution of water.

Make a study of how sewage water is treated in Doha to prevent pollution of the sea and the groundwater.

15.6 Know that pollution of the sea by waste heat from industry is a major problem for Qatar industry; know how this form of pollution is being prevented.

Make a study of the cooling of industrial processes in Qatar, including a visit to a cooling plant such as the one at the Ras Laffan.

Enquiry skill 1.1

Enquiry skill 2.3


ICT opportunity

Explore secondary information sources on the Internet.

Enquiry skill 2.7

Enquiry skills 1.3, 1.4, 2.1, 2.2

ICT opportunity

Explore secondary information sources on the Internet.



15.7 Explain the importance of maintaining the concentration of dissolved oxygen in water and describe some of the processes that reduce it.

Measure/monitor the dissolved oxygen content of a natural water source or an aquarium.

Make a presentation on air or water pollution in Qatar, and the steps taken to combat it.

16 Understand the importance of energy resources

16.1 Know that in some reactions energy is given out and in others it is taken in.

Study examples of exothermic and endothermic reactions (e.g. the burning of magnesium and the action of acid on potassium hydrogencarbonate).

16.2 Construct and interpret an energy profile of a reaction.

Draw example profiles showing exothermic and endothermic reactions and showing the effect of a catalyst on a profile.

16.3 List the main sources of energy available to us and classify them as renewable and non-renewable.

Make an exhibition of different fuels and classify them as renewable and non-renewable.

16.4 Name the common fossil fuels and explain their origin.

Make a display to show the formation of fossil fuels and how they are obtained, with particular reference to the Qatar gas field.

16.5 Know what chemical reactions take place when fuels burn.

Compare the heat given out by different fuels.

16.6 Describe the different ways in which we can harness energy from the Sun, either directly or indirectly through wind energy and hydropower.

Design a thermal solar panel and investigate its effectiveness.

Carry out a research project into the latest ways being developed of harnessing solar energy directly or indirectly.

Carry out research into how satellites and the International Space Station obtain their energy.

16.7 Know that plants and animals require energy to survive and that their source of energy is ultimately the Sun.

Investigate the energy content of foodstuffs by experiment and from their labels.

16.8 Explain how the Sun was the source of energy now stored in fossil fuels.

Earth and space

By the end of Grade 9, students know that stars are grouped in galaxies and that our Sun is a star in the Milky Way galaxy. They know how stars are born and how their ultimate fate depends on their mass. They describe supernovae, neutron stars, pulsars, black holes and white dwarfs and know how they form. They know that the elements that make up the planets of the Solar System originated in a star and understand the process of planetary formation. They have a concept of the magnitude of the Universe in terms of numbers of stars in a galaxy, sizes and numbers of galaxies and the distance between them, and they know the size of a light year. They explain, in outline, our current understanding of the evolution of the Universe and understand how we can use powerful telescopes to look back in time at the early Universe.

Enquiry skills 1.3, 2.2, 3.1, 4.1

ICT opportunities

Use a datalogger to monitor dissolved oxygen in water. Create a PowerPoint presentation.

Enquiry skill 1.2


ICT opportunity



Students should:

17 Describe the structure of the visible Universe today and show an understanding of its evolution

17.1 Know that stars are grouped by gravitational attraction in galaxies, and that our Sun is a star in the Milky Way galaxy.

Study stars in the night sky with binoculars, noting different brightnesses and colours.

Download pictures of galaxies from the Internet.

17.2 Develop a concept of the size and number of stars and galaxies, the distances between them, and the size of the Universe; know the size of the light-year.

Identify a number of bright stars in the night sky using star maps. Find out on the Internet how big they are compared with our Sun and how far away they are.

17.3 Show an understanding of how stars are created, that they are made mainly from the element hydrogen, and that their ultimate fate depends on their size and can lead to supernovae, white dwarfs, neutron stars (pulsars) or black holes.

Download photographs of nebulae (clouds of hot glowing gas) where new stars are being created and also nebulae that are the remnants of stars that have exploded as supernovae in the past.

Make an Internet study of the known history of the Crab Nebula, the remnants of a supernova that exploded in the thirteenth century, at the centre of which is now a pulsar.

Make an Internet study of the evidence for the existence of black holes.

17.4 Explain the process of element formation in stars.

17.5 Understand how the process of element formation produces the energy of the star.

17.6 Describe how planets are formed when a star attracts the remains of an older exploded star into a disc around it by gravitational attraction.

17.7 Explain why powerful telescopes allow us to look back in time to a period when the Universe was much younger than it is now.

Download images of the early Universe taken by the Hubble Space Telescope and compare them with the structure of galaxies downloaded in the exercise with Standard 17.1.

17.8 Explain, in outline, the theory that all matter in the Universe was generated in a ‘big bang’ around 14 billion years ago, that the Universe has been expanding ever since, and that time and space also started with the ‘big bang’.

Make a display charting of the evolution of the Universe.

17.9 Show an understanding of how the Universe can be finite but limitless.

ICT opportunity

Important information and pictures covering this whole topic are widely available on the Internet.

Enquiry skills

Enquiry skills 2.4 and 2.5 can be developed throughout this topic.


Physical processes

By the end of Grade 9, students calculate the pressure exerted by a force. They know that pressure in a fluid depends on its depth and density, and that the pressure at any point in it is the same in all directions. They know that gases and liquids can be put under external pressure and describe some applications of this. They know how a lever can make work easier, and describe applications of this. They calculate the moment of a force and know that the algebraic sum of all moments acting on an object in equilibrium is zero. They distinguish between compressive and tensile strengths of materials and relate this to how materials are used in structures such as bridges. They measure the potential difference between two points in a circuit and know that the sum of the potential differences between the ends of each component in a series circuit is equal to the total potential drop around the whole circuit. They recognise that the potential difference across a component is a measure of the energy carried by the current and transferred by the component, and know that the electrical energy comes from the cell or power generator. They know how energy is generated commercially from fuels and from hydroelectric generators. They use the relationship between the voltage across a conductor and the current flowing through it, and know that all conductors have resistance, measured in ohms, that impedes the flow of electricity through them. They know how the resistance of a wire depends on its diameter, length and the material it from which it is made. They distinguish AC from DC, are familiar with household ring main circuits, are aware of the dangers of mains electricity and are familiar with safety devices such as fuses, circuit breakers and the earth wire. They calculate the cost of running household appliances. Students distinguish between longitudinal and transverse waveforms and apply the relationship between velocity, frequency and wavelength to water waves, sound and light. They explain reflection and refraction of light in terms of waves They know that the electromagnetic spectrum can be considered as a spectrum of different forms of the same radiation and that each part of the spectrum, of which visible light is one, has different properties and applications. They understand the concepts of pitch and amplitude applied to sound and study sound waves using an oscilloscope and microphone. They explain, in terms of particles, how sound travels through a medium. They roughly measure the velocity of sound in air and know that it is higher in liquids and solids. They know how the ear detects sounds.

Students should:

18 Understand the concept of pressure and its applications

18.1 Calculate the pressure exerted by a force knowing the area over which it acts.

Measure the force exerted by a brick placed on foam plastic and show that the compression of the foam is related to the pressure exerted by the brick when it is placed face, edge and end downwards on the foam.

List and display devices that are designed to exert low pressure (e.g. wide car tyres, camel’s feet) and high pressure (e.g. pin, knife blade).

Enquiry skill 3.1


18.2 Know that pressure in a fluid depends on the depth and density of the fluid, and that the pressure at any point in it is the same in all directions.

Make a device that shows that pressure varies with water depth.

Use barometers to measure air pressure.

18.3 Know that gases and liquids can be put under external pressure and describe some applications of this.

Study the history of the steam engine and demonstrate a model steam engine.

Create a display of objects that use compressed gas to work.

Make a model of a car braking system.

Demonstrate a hydraulic jack lifting a heavy weight using a small force.

19 Apply knowledge of forces to understand simple machines and structures

19.1 Know how a simple machine such as a lever can make work easier and that it has many applications.

Study a number of simple levers (e.g. wheelbarrow, crowbar) and compare the force required to lift a load with and without the lever.

Identify devices and situations in which a turning force is used (e.g. in machines such as a bicycle, in games, in gymnastics, in tools).

19.2 Know that the turning effect of a force is called its moment and calculate the moment of a given force.

19.3 Know that, in a system of moments in equilibrium, the anticlockwise moment is equal to the clockwise moment and use this in calculating unknown forces.

Investigate balancing using a pivoted metre rule; find the balancing law.

19.4 Distinguish between compressive and tensile strength of materials and relate this to the way the materials are used in structures such as buildings and bridges.

19.5 Know that structures such as bridges are systems of moments in equilibrium that take best advantage of the specific properties of the materials from which they are made.

Devise experiments for investigating the tensile strength of some common materials (e.g. polythene, cotton yarn, nylon fibre fishing line, lengths of spaghetti) and the compressive strengths of others (e.g. mud or clay bricks when wet, dry and after firing).

Build model bridges from simple materials such as mud bricks (high compressive strength but low tensile strength), spaghetti (good tensile strength but easily broken) and cotton (flexible and good tensile strength). Use different kinds of bridge construction (e.g. arch, cantilever, girder, suspension) that make the best use of the properties of the materials. Test the bridges to destruction.

20 Understand how energy is transmitted in the form of waves

20.1 Know that energy can be transmitted down a rope or through water in the form of waves.

Show the transmission of waves using everyday items (e.g. a rope, a slinky spring, a pool or water in a ripple tank).

20.2 Distinguish between longitudinal and transverse waves.

Use a slinky spring to demonstrate longitudinal and transverse waves.


Enquiry skill 1.4

Enquiry skill 1.2

See Standards 17.5, 17.6

Enquiry skill 1.1

Enquiry skill 1.4


20.3 Understand the relationship between velocity, frequency and wavelength, and perform calculations using the relationship.

Use waves in a ripple tank or a swimming pool to demonstrate the relationship between velocity, frequency and wavelength.

20.4 Explain the reflection of sound and light in terms of waves.

Show reflection and refraction of water waves using a ripple tank and show the similarities with the transmission of light and sound.

20.5 Explain the refraction of light and water waves in terms of the change in velocity of waves.

20.6 Know that the electromagnetic spectrum can be considered as a spectrum of different forms of the same radiation, and that each part of the spectrum, of which visible light is one, has different properties and applications.

Make a diagram or display showing the velocity and frequency range of different parts of the electromagnetic spectrum and the uses we make of each part.

20.7 Know that the velocity of all electromagnetic radiation in a vacuum is the same.

Make a table of calculation results showing how long light takes to get to us from different light sources (e.g. a television set, a distant streetlight, the Moon, the Sun, a nearby star, the Andromeda galaxy – our nearest neighbour galaxy).

20.8 Know how, in terms of the movement of particles, sound is transmitted through a medium and how the ear detects sounds.

20.9 Know that pitch is determined by the frequency of a sound and that amplitude is a measure of the loudness and is measured in decibels, which is a logarithmic scale.

Investigate the limits of human hearing in terms of pitch and find out the limits in terms of loudness.

Investigate the differences between pure sounds from a tuning fork or a signal generator and mixtures of sounds, such as those produced by musical instruments and the human voice.

20.10 Make an estimate of the velocity of sound in air.

Determine an approximate value for the velocity of sound by the echo method.

20.11 Know why sound travels faster and more efficiently through solids and liquids than through gases such as the air and list some common applications of this.

Compare the transfer of sound vibrations through solids and liquids with the transfer of sound through air.

Investigate how we detect vibrations from earthquakes as far away as the other side of the world.

21 Understand potential difference and resistance

21.1 Understand the concept of electrical potential between two points on a circuit and know that it is measured in volts using a voltmeter.

21.2 Know that the total potential drop around a circuit is equal to the sum of the potential differences across each series component.

Measure the potential difference between successive points around a circuit. Also measure the current flowing through each component of the circuit.

Mathematics

An understanding of logarithms to the base 10 is helpful but not essential.

Enquiry skill 1.6

Enquiry skill 4.2


21.3 Recognise that the potential difference across a component is a measure of the energy carried by the current and transferred by the component, and that a potential difference only occurs in a circuit when a component offers some resistance to the flow of the current.

Compare the potential difference across different components in a series circuit to show that different components offer different resistances to the flow of current.

21.4 Show the relationship between the voltage across a conductor and the current flowing through it.

Explore Ohm’s law for a resistance wire.

Plot V against I for a non-Ohmic conductor such as a light bulb.

21.5 Know that electrical components have resistance that impedes the flow of electricity through them and that this is measured in ohms.

21.6 Calculate the resistance of a component knowing the current passing through it and the potential difference between its ends.

21.7 Know how the resistance of a wire depends on its diameter, length and the material rom which it is made.

Devise fair tests to explore the relationship between voltage and current for resistance wires of different length, diameter and material.

21.8 List, and account for, the electrical uses of metals such as gold, copper, nichrome and tungsten.

22 Know how household electricity is made and used, and recognise the dangers associated with it

22.1 Distinguish alternating current (AC) from direct current (DC) and know why household electricity is AC and not DC.

Look at fluorescent light with a CCD light detector and datalogger.

22.2 Know that household electrical energy comes from a cell which generates DC or from an electrical power generator which generates AC.

Show the inside of a dry cell and establish that there is a chemical change in it that converts chemical energy to electrical energy.

22.3 Know how AC is produced commercially using a generator that is usually driven by a steam turbine, a gas turbine or a diesel engine, or by moving water from a dam.

Show how an electric motor can be used as a generator.

Show that a bicycle dynamo is a simple generator.

Show how a generator produces AC through slip rings and DC through a commutator.

22.4 Know that electricity in Qatar is generated using gas turbines and that much of the waste heat from the turbines is used to make potable water from seawater.

Carry out research to assess the environmental consequences of different ways of generating electricity.

22.5 Know that transducers such as radios and light bulbs convert less electrical energy over a given time than appliances such as heaters and cookers.


ICT opportunity

Use a datalogger.



22.6 Be familiar with household ring main circuits, with the common dangers of household electricity, and with the purpose and operation of safety devices such as fuses, circuit breakers and the earth wire.

Make a model ring main.

22.7 Know why mains circuits that supply the sockets are make of thicker wires and have higher rated circuit breakers than lighting circuits.

22.8 Know that the unit of household electrical energy is the kilowatt-hour and be able to work out the cost of running different appliances from their power rating.

Establish the power rating of different appliances and work out the cost of running them for 1 hour.

Perform calculations converting kilowatt-hours to joules and vice versa.

183 | Qatar science standards | Grade 10 foundation © Supreme Education Council 2004

Science standards

Foundation level


Scientific enquiry

Students identify, develop and make predictions related to a clearly focused research question. They control variables, work as a team and use appropriate equipment and materials. They evaluate experimental design, identify weaknesses and develop realistic strategies for improvement. They work in an ethical manner. Students know how scientists disseminate their ideas, understand the historical development of major ideas and balance the opportunities of science against its environmental threats. They record and process raw data appropriately and draw valid conclusions, allowing for errors and uncertainties. They handle equipment competently with due regard to safety. They follow instructions accurately but are able to adapt to unforeseen circumstances.

Biology

Students know the composition and molecular structure of glucose, amino acids, glycerol, fatty acids, triglycerides, phospholipids, chlorophyll and haemoglobin. They know that monosaccharides and amino acids are the monomers of other carbohydrates and proteins, respectively. They describe the primary, secondary and tertiary structures of proteins. They understand the relationship between the structure and the function and properties of biological molecules. They recognise test results for protein, sugar and starch. They know that biological molecules can be separated and identified by chromatography and electrophoresis. They know the structure of prokaryote and eukaryote cells. They recognise various parts of a cell and know their functions. They know how the electron microscope and ultracentrifuge have aided the study of cell ultrastructure. They recall that enzymes are proteins and are biological catalysts. They explain enzyme action as a substrate–enzyme complex reaction. They know that enzymes lower the activation energy for a reaction and that the mechanism for their functioning depends on their structure. They distinguish between competitive and non-competitive enzyme inhibition. They explain the effects of changes of temperature, pH and substrate concentration on enzyme action and relate these to structure. They classify diseases and illnesses into different types and distinguish between endemic, epidemic and pandemic diseases. They know what constitutes a balanced diet and the energy and nutrient requirements for different lifestyles. They know why an inappropriate diet can lead to malnutrition, anorexia or obesity. They link poor diet to coronary heart disease and diabetes. They know the double-helix structure of DNA and how this replicates. They know the role of DNA, mRNA and tRNA in protein synthesis. They understand how the base sequence on DNA controls the function of a protein. They know that the base sequence on DNA forms the inherited genetic code. They know the structure and function of chromosomes and that chromosomes carry DNA. They know that somatic cells have the diploid (2n) number of chromosomes

Grade 10


and gametes the haploid number (n). They know that sexual reproduction is a mechanism for passing genetic materials from one generation to another. They understand why male and female gametes differ in size, number and motility. They identify causes of variation within populations and distinguish between continuous and discontinuous variation. They understand how energy flows through an ecosystem. They relate pyramids of numbers, biomass and energy to food chains and food webs. They know the roles of micro-organisms in recycling and how they function in the carbon and nitrogen cycles. They know that the nitrogen-fixing micro-organisms in root nodules have a mutualistic relationship with the host plant.

Chemistry

Students know the distribution of mass and charge in atoms and ions up to element 56, show how the electronic structure explains the pattern of elements in the periodic table and manipulate quantities such as proton number and mass number. They understand ionic, covalent and metallic bonding and explain the properties of compounds in terms of bond types. They write balanced molecular and ionic equations for simple reactions. They explain the macro-properties of the different states of matter in terms of their micro-structure. They know a variety of processes by which useful substances are made from raw materials, including alkalis, chlorine and useful metals. They know that the extractive industries can cause environmental degradation and understand a variety of ways this can be minimised. Students recognise periodicity in the properties of elements and their compounds, with particular reference to elements of groups I, II, VII and VIII and the first transition series. They know the origins of metallic properties and know that how metals vary in reactivity is linked to their position in the periodic table. They distinguish between strong and weak acids and alkalis, perform neutralisation titrations, make salts and know how the basicity of the oxides changes across the third period of the periodic table. They know the properties of the main constituents of air and understand how carbon, nitrogen and water are recycled in nature and that many of our activities interfere with these processes. They know the main atmospheric pollutants and many of their effects. They understand the importance of not polluting water courses and know the processes by which potable water is made. They understand the processes by which run-off enriched in nutrients can cause water sources, including the sea, to become depleted in oxygen and life. Students know the factors that affect reaction rate and explain them in terms of the particle model and they understand the concept of dynamic equilibrium. They understand the energy profile of a reaction and know how catalysts work by altering it.

Physics

Students are familiar with fundamental and derived SI units, and use appropriate prefixes for small and large measurements. They handle inaccuracies and uncertainties when taking and manipulating measurements and distinguish between vector and scalar quantities. They understand, manipulate and represent graphically the concepts of displacement, speed, velocity and acceleration to solve problems related to moving objects. They know that a force can cause a change in velocity or shape of an object, resolve multiple forces acting on an object and distinguish between dynamic and static friction. They explain observations such as expansion, freezing, melting, boiling, evaporation, crystallisation, the Brownian motion and fluid pressure in terms of particle interactions. They have knowledge of the anomalous expansion of water and its


importance. They understand density, flotation and pressure in solids and fluids, which they apply to hydraulics and pneumatics. Students know that energy is transferred in the form of pulses and waves, and understand and manipulate the measurable parameters associated with waves. They know that sound is a waveform that requires a medium, they measure its velocity in air and know how the ear detects sounds. Students generate electrostatic charge in insulators, know the rules of electrostatic attraction, know how to use an electroscope to investigate charge and understand distribution of charge on a conductor. They detect electric fields and know that they can exert a force on a conductor. They know that magnets have north and south poles and generate fields, the shape of which they plot, that exert forces on other magnets and on wires carrying a current.






The science standards for Grade 10, foundation level, are grouped into four strands: three subject content strands – biology, chemistry and physics – and the scientific enquiry skills strand, which addresses the development of scientific practical and intellectual skills across all the content strands. The teaching and the assessment of the scientific enquiry skills strand should be carried out as an integral part of the teaching of the content strands.

For Grade 10, foundation level, each of the three subject content strands – biology, chemistry and physics – carries an equal weighting.

For Grade 10, foundation level, the weightings of the assessment objectives to be applied to each content strand are as follows:




procedures


45 to 55% 25 to 35% 20 to 25%


Science standards

Foundation level

Scientific enquiry

By the end of Grade 10, students identify, develop and make predictions related to a clearly focused research question. They control variables, work as a team and use appropriate equipment and materials. They evaluate experimental design, identify weaknesses and develop realistic strategies for improvement. They work in an ethical manner. Students know how scientists disseminate their ideas, understand the historical development of major ideas and balance the opportunities of science against its environmental threats. They record and process raw data appropriately and draw valid conclusions, allowing for errors and uncertainties. They handle equipment competently with due regard to safety. They follow instructions accurately but are able to adapt to unforeseen circumstances.

Students should:


1.1 Identify and develop a clearly focused research question.

Investigate the effect of pH on rate of enzyme action.

Investigate variability of height and foot size and links between them.

Investigate particulate deposition from the atmosphere.

Determine the acceleration due to gravity.

Devise a way of comparing the hardness of aluminium with the hardness of some of its alloys.

1.2 Make predictions directly related to a research question.

Predict the structure of biological molecules from their properties.

Predict the properties of a metal from its position in the reactivity series.

Predict the characteristic properties of an element based on its position in the periodic table.

1.3 Identify and control variables.

Determine the effect of temperature on enzyme action.

Determine factors affecting rates of reaction.

1.4 Work constructively and adaptively with others as a team on a scientific investigation.

Determine trends in national statistics for medical disorders.

1.5 Evaluate experimental design, identify weaknesses and develop realistic strategies for improvement.

Grade 10

Key standards





Design and evaluate an experiment to determine the constituents of foodstuffs.

Compare the influence of pH and temperature on enzyme action.

Minimise heat losses during the measurement of heat lost or gained during a reaction.

Assess accuracy and precision when making physical measurements.

Improve the accuracy of the measurement of the acceleration due to gravity.

Make and test a model thermostat from a bimetallic strip.

Make and test an electric motor.

1.6 Work in an ethical manner with regard to acknowledging data sources and authenticity of results.

Report on library and Internet studies with due acknowledgement to the original author.

1.7 Work in an ethical manner with regard to living things and the environment.

Minimise environmental damage during field excursions.

1.8 Identify, and make critical use of, secondary information.

Use WHO sources to determine incidences of diseases in various regions of the world.

Study the changes in atmospheric carbon dioxide concentration and mean Earth surface temperature over time.


2.1 Understand the historical development of the major scientific ideas.

Study the historical development of the understanding of micro-organisms.

Role-play situations to illustrate changing conceptions of disease.

Chart the changes in the techniques used to extract metals from their ores from earliest times to the present day.

Show how empirical work on the classification of elements by Mendeleev was later explained by the electronic structure of the elements.

2.2 Know how scientists disseminate their ideas and results to encourage discussion and further development.

Download from the Internet, and study, key original papers (e.g. the papers by Rutherford and others on alpha particle scattering and by Watson and Crick on the structure of DNA).

Hold a class conference to share and discuss experimental results.

Check the news for reports of advances in science.

2.3 Know that science can bring great advantages to humanity but can also cause considerable damage to the environment.

Discuss the role of the carbon cycle in relation to the generation of carbon dioxide by industrial processes.

Debate the benefits and the environmental impact of some of the industrial processes covered in section 17, particularly those that are established in Qatar.

Discuss the threats to the environment posed by our frequent disposal of waste gases into the atmosphere, as noted in section 20.


3.1 Record raw data appropriately in a manner that allows easy interpretation.


Produce charts to show the results of tests on foodstuffs.

Tabulate results of comparative experiments down groups and across periods in the periodic table.

Show the difference between several ohmic and non-ohmic conductors graphically on the same V/I graph.

3.2 Process raw data by the most appropriate means.

Calculate the mean and range of the hand spans of students of different ages.

Show graphically the pH change during neutralisation.

Process graphically data on velocity and acceleration.

3.3 Draw valid conclusions, allowing for errors and uncertainties.

From experimental testing of samples of DNA decide which matches a given profile.

Arrange metals in order of reactivity based on experimental results.

3.4 Use an appropriate range of methods to communicate scientific information.

Produce wall charts to illustrate the replication of DNA.

Create a radio documentary on the nitrogen cycle.

Use ICT to create displays of dynamic processes (e.g. electron migration during a chemical reaction).

Make models to show complex three-dimensional molecular structures (e.g. diamond, graphite, fullerene).

Use flow charts to summarise industrial and biological processes.


4.1 Select and use correctly and competently the appropriate equipment and materials for an investigation, with due regard for the safety of self and others.

Use an appropriate microscope and magnification to study cells and cell structures.

Use chromatography and electrophoresis apparatus.

Use an oscilloscope to study sound waves.

Use optical equipment safely.

4.2 Follow instructions accurately but be able to adapt to unforeseen circumstances.

Biology

By the end of Grade 10, students know the composition and molecular structure of glucose, amino acids, glycerol, fatty acids, triglycerides, phospholipids, chlorophyll and haemoglobin. They know that monosaccharides and amino acids are the monomers of other carbohydrates and proteins, respectively. They describe the primary, secondary and tertiary structures of proteins. They understand the relationship between the structure and the function and properties of biological molecules. They recognise test results for protein, sugar and starch. They know that biological molecules can be separated and identified


by chromatography and electrophoresis. They know the structure of prokaryote and eukaryote cells. They recognise various parts of a cell and know their functions. They know how the electron microscope and ultracentrifuge have aided the study of cell ultrastructure. They recall that enzymes are proteins and are biological catalysts. They explain enzyme action as a substrate–enzyme complex reaction. They know that enzymes lower the activation energy for a reaction and that the mechanism for their functioning depends on their structure. They distinguish between competitive and non-competitive enzyme inhibition. They explain the effects of changes of temperature, pH and substrate concentration on enzyme action and relate these to structure. They classify diseases and illnesses into different types and distinguish between endemic, epidemic and pandemic diseases. They know what constitutes a balanced diet and the energy and nutrient requirements for different lifestyles. They know why an inappropriate diet can lead to malnutrition, anorexia or obesity. They link poor diet to coronary heart disease and diabetes. They know the double-helix structure of DNA and how this replicates. They know the role of DNA, mRNA and tRNA in protein synthesis. They understand how the base sequence on DNA controls the function of a protein. They know that the base sequence on DNA forms the inherited genetic code. They know the structure and function of chromosomes and that chromosomes carry DNA. They know that somatic cells have the diploid (2n) number of chromosomes and gametes the haploid number (n). They know that sexual reproduction is a mechanism for passing genetic materials from one generation to another. They understand why male and female gametes differ in size, number and motility. They identify causes of variation within populations and distinguish between continuous and discontinuous variation. They understand how energy flows through an ecosystem. They relate pyramids of numbers, biomass and energy to food chains and food webs. They know the roles of micro-organisms in recycling and how they function in the carbon and nitrogen cycles. They know that the nitrogen-fixing micro-organisms in root nodules have a mutualistic relationship with the host plant.

Students should:

5 Describe the composition and molecular structure of some biologically important molecules

5.1 Describe the composition and molecular structure of glucose, amino acids, glycerol, fatty acids, triglycerides, phospholipids, chlorophyll and haemoglobin.

Study three-dimensional molecular models.

Make simple molecular models.

5.2 Recognise that monosaccharides and amino acids are monomers for other carbohydrates (e.g. starch and cellulose) and proteins (e.g. enzymes), respectively.

Carry out chemical tests for carbohydrates.

Separate amino acids by chromatography.

5.3 Describe the primary, secondary and tertiary structure of proteins.



6 Relate the properties of some biologically important molecules to their size and structure

6.1 Know that smaller molecules are soluble, can be transported and are mostly involved in metabolism, while large molecules tend to have storage (e.g. starch), structural (e.g. cellulose) and informational (e.g. DNA) roles.

Determine the solubility of compounds with large and small molecules.

Given the relative size of molecules, carry out matching exercises to relate molecules to functions.

6.2 Recognise the results of tests for proteins, sugars and starch.

Carry out standard tests for proteins, sugars and starch.

Identify an unknown compound as protein, sugar or starch.

6.3 Know that biological molecules can be separated and identified by chromatography and electrophoresis.

Use chromatography and/or electrophoresis to separate mixtures of compounds.

Identify biological molecules from electrophoresis and/or chromatography data.

7 Recognise features of cell ultrastructure and know their functions

7.1 Differentiate between prokaryote and eukaryote cells.

Examine cells with a microscope.

Analyse photomicrographs of cells.

7.2 Recognise and know the function of a nucleus, mitochondria, chloroplasts, endoplasmic reticulum and ribosomes.

Using information cards, match electron microscope pictures of cell structures to their function.

Study electron micrographs of cell structures and write descriptions.

Make scale models of cell organelles.

7.3 Know how the electron microscope and the ultracentrifuge have contributed to our knowledge of cell ultrastructure.

Make a visit to see an electron microscope and/or an ultracentrifuge.

Use the Internet to learn how an electron microscope works.

Construct a model to show the difference between the magnification of a light microscope and an electron microscope.

8 Explain enzyme action

8.1 Know that enzymes are globular proteins that act as biological catalysts; explain how they operate by forming a substrate–enzyme complex on an active site, so lowering the activation energy for a reaction.

Construct physical models of enzyme action.

8.2 Explain how the structure of an enzyme leads to its substrate specificity.

Use card to create simple two-dimensional models of enzymes and substrates. Allocate cards to different students. Get students to match enzymes and substrates.

ICT opportunity

Use the Internet to gather information.


8.3 Differentiate between the mechanisms of competitive and non-competitive inhibition of enzyme action.

Construct diagrammatic representations of enzyme inhibition.

8.4 Describe and explain why changes of temperature, pH and substrate concentration affect the rate of enzyme action.

Investigate the rate of catalase reaction with hydrogen peroxide at different temperatures and plot a graph of the oxygen released.

9 Know about some aspects of human health, illness and disease

9.1 Classify diseases or illnesses as physical, mental, social, infectious, non-infectious, degenerative, inherited or deficiency.

Make a wall display of types of diseases and illnesses.

9.2 Distinguish between endemic, epidemic and pandemic diseases.

Each student selects a country as a possible holiday, study or work destination. They then use the library and the Internet to find out which diseases are endemic to that country and if it has recently had any disease epidemics.

9.3 Know what constitutes a balanced diet and how the nutrient balance and energy content of a diet should relate to the lifestyle of the consumer.

Prepare diet sheets for people of different ages and occupations.

9.4 Know why an inappropriate diet can lead to anorexia, obesity, coronary heart disease or diabetes.

Form the class into teams and ask each to make contact with a different health-promoting organisation in Qatar. The class should work together to find out the trend of national statistics for anorexia, obesity, coronary heart disease and diabetes, and to discover what actions the health-promoting organisations are taking.

10 Know the importance of DNA

10.1 Describe the double-helix structure and semi-conservative replication of DNA, and recognise the importance of the base pairings.

Construct a simple model of DNA.

Use the library and/or the Internet to find out about work on the structure of DNA by Watson and Crick, and Franklin.

10.2 Describe the role of DNA, mRNA and tRNA in protein synthesis and understand how a base sequence on DNA controls the structure and function of a protein.

Role-play the construction of a protein from a base sequence on DNA.

10.3 Know that the base sequence on DNA forms the genetic code and is passed from generation to generation.

Make up a class mnemonic to help remember the base pairings of DNA.

11 Know the role of sexual reproduction and chromosomes in genetic inheritance

11.1 Describe a chromosome and know that chromosomes carry DNA and that all somatic cells are diploid (2n), and have a double set of chromosomes, while gametes are haploid (n), having a half set of chromosomes.

Use a microscope to observe and draw chromosomes.

ICT opportunity


ICT opportunity



Study photographs and drawings of chromosomes of different organisms.

Compare pictures or drawings of the chromosomes of somatic and sex cells.

Make model chromosomes.

11.2 Know that sexual reproduction allows genetic material to be passed from one generation to the next and understand why the sex cells of males and females differ in size, number and motility.

Use a microscope to compare prepared slides of sperm and egg cells.

12 Know about variation in populations

12.1 Identify environmental and genetic causes of variation and distinguish between continuous and discontinuous variation within a population.

Collect data on discrete and continuous variables for the class and display in graphical form.

Use a census database (e.g. for birds) and plot data for continuous and discrete variables.

Germinate seeds from the same seed packet. Plant out 10 seedlings into each of a number of separate containers. Place the containers in different conditions. Measure the growth of the seedlings over time. Determine which variations are due to genetics and which to environment.

13 Know about energy flow in an ecosystem

13.1 Describe how the organisms in a pyramid of numbers relate to their biomass and to energy flow through food chains and food webs.

Construct pyramid diagrams to show species numbers and biomass in food chains and food webs.

13.2 Draw energy-flow diagrams to illustrate how energy flows through an ecosystem.

Obtain data on energy flow and use this to construct energy-flow diagrams for various ecosystems.

14 Know the importance of micro-organisms in recycling

14.1 Know that micro-organisms act as decomposers and help to recycle organic material.

Investigate the rate of decomposition of various organic and inorganic materials kept in different conditions.

14.2 Know the roles of micro-organisms in the different stages of the carbon and nitrogen cycles.

Shake up samples of different soil with water. Plate out a few drop of the liquids onto nutrient agar in Petri dishes and incubate. Observe the range and number of bacterial and fungal colonies in different soils.

Draw wall charts of the nitrogen and carbon cycles.

14.3 Know that nitrogen-fixing bacteria have a mutualistic relationship with the leguminous plants on which they form root nodules.

Observe and draw the roots and root nodules of leguminous plants.

Use a microscope to examine a cross-section of the root nodules of a leguminous plant.

ICT opportunity

Use a database for data extraction.

See Standard 19.1

Safety

Plates should be sealed, incubated at no more than 30°C and destroyed after study.


Chemistry

By the end of Grade 10, students know the distribution of mass and charge in atoms and ions up to element 56, show how the electronic structure explains the pattern of elements in the periodic table and manipulate quantities such as proton number and mass number. They understand ionic, covalent and metallic bonding and explain the properties of compounds in terms of bond types. They write balanced molecular and ionic equations for simple reactions. They explain the macro-properties of the different states of matter in terms of their micro-structure. They know a variety of processes by which useful substances are made from raw materials, including alkalis, chlorine and useful metals. They know that the extractive industries can cause environmental degradation and understand a variety of ways this can be minimised. Students recognise periodicity in the properties of elements and their compounds, with particular reference to elements of groups I, II, VII and VIII and the first transition series. They know the origins of metallic properties and know that how metals vary in reactivity is linked to their position in the periodic table. They distinguish between strong and weak acids and alkalis, perform neutralisation titrations, make salts and know how the basicity of the oxides changes across the third period of the periodic table. They know the properties of the main constituents of air and understand how carbon, nitrogen and water are recycled in nature and that many of our activities interfere with these processes. They know the main atmospheric pollutants and many of their effects. They understand the importance of not polluting water courses and know the processes by which potable water is made. They understand the processes by which run-off enriched in nutrients can cause water sources, including the sea, to become depleted in oxygen and life. Students know the factors that affect reaction rate and explain them in terms of the particle model and they understand the concept of dynamic equilibrium. They understand the energy profile of a reaction and know how catalysts work by altering it.

Students should:

15 Understand the structures of atoms and molecules and how these determine their physical and chemical properties

15.1 Describe the distribution of mass and charge within an atom and deduce the numbers of protons, neutrons and electrons present in both atoms and ions, given proton and nucleon numbers.

Study and interpret the Rutherford experiment, in which gold foil is bombarded with a beam of alpha particles. Invite the students to interpret the results of the experiment as though they were scientists alive at the time.

15.2 Deduce the atomic structure of an atom or ion of any given element up to barium (56) and show how the structures explain the pattern of elements in the periodic table.

Make a display showing the full atomic structures of the first 20 (or 56) elements. This can be done as an ICT exercise in HTML, with the structure and a picture of a sample of the element displayed in a link.

Make a flow chart showing the development of atomic theory from ancient times to Schrödinger.

ICT opportunity

Use HTML.

Download images from the Internet.


15.3 Define the terms relative isotopic mass, relative atomic mass, relative molecular mass and relative formula mass based on the carbon-12 scale and be able to calculate the relative molecular mass of a compound, given its formula and a relative atomic mass table.

Calculate relative molecular masses of a variety of compounds from atomic mass tables.

15.4 Know that mass spectrometry can furnish information on relative isotopic masses and isotopic abundance.

15.5 Know that isotopes can be distinguished by their different numbers of neutrons and explain why the relative atomic mass of many elements is not a whole number.

Make a display showing the structure of some well-known isotopes (e.g. chlorine-35 and chlorine-37).

Calculate the isotopic abundance of chlorine from its observed relative atomic mass.

Make models of nuclei of different isotopes of the same element from polystyrene balls with pins stuck in them.

15.6 Describe ionic (electrovalent) and covalent bonding.

Use Lewis (‘dot and cross’) diagrams to show bonding in a variety of common compounds (e.g. ionic bonding in sodium chloride, magnesium oxide, calcium chloride; covalent bonding in hydrogen, oxygen, water, hydrogen chloride, carbon dioxide, methane).

Design and make a display, using moveable valency electrons, to show bonding.

Make a dynamic ICT display (using a package such as PowerPoint) to show electron migration as bonds are formed.

15.7 Explain metallic bonding in terms of a lattice of positive ions surrounded by a sea of mobile electrons, and explain the physical properties of metals and alloys in terms of this bonding.

15.8 Know that some covalent compounds, such as the element carbon and the compound silicon(IV) oxide, form giant molecular structures.

Make models of the structures of diamond, graphite, fullerene and silica.

15.9 Show an understanding of allotropy.

Study allotropy in a number of common elements (e.g. carbon, sulfur, tin); draw structures of the different allotropes and compare their physical properties.

Show that graphite conducts electricity and explain this in terms of molecular structure.

Study three-dimensional models or rotatable applets of the structure of graphite, diamond and fullerene, and relate these structures to the properties of the allotropes.

Prepare samples of rhombic and monoclinic sulfur.

Study the difference in physical properties and reactivity between the red and white allotropes of phosphorus.

15.10 Explain the differing physical properties of covalent and ionic compounds in terms of their bonding and be able to deduce the type of bond from information about physical properties.

Show, using models or an overhead projector, such phenomena as crystal cleavage, gas molecule movement and giant structures, and explain how these molecular considerations explain macro-properties.

ICT opportunity

Use dynamic graphics.

Safety

Use methylbenzene, not carbon disulfide (carcinogen and flammable) as the solvent from which to crystallise rhombic sulfur.

White phosphorus should only be handled by an appropriately trained teacher.


15.11 Explain why molten ionic compounds and solutions of ionic compounds conduct electricity.

Electrolyse a variety of solutions to show that only aqueous solutions of ionic compounds conduct electricity well. Demonstrate the electrolysis of a low-melting ionic solid (e.g. lead bromide).

Demonstrate the movement of coloured ions during electrolysis.

15.12 Write balanced equations with state symbols for simple reactions, including ionic equations for reactions in aqueous solution, given the formulae of reactants and products.

Make a display showing how all the atoms move during a chemical reaction so that the need for balancing an equation is illustrated clearly.

15.13 Use the kinetic particle theory to explain the main characteristics of the three states of matter and changes between the states:

• the basic assumptions of the kinetic theory as applied to an ideal gas;

• the liquid state, including melting, vaporisation and vapour pressure;

• the lattice structure of a crystalline solid.

Demonstrate particle behaviour during phase changes using models and Java applets. Show macro-properties of particle interactions (e.g. floating a razor blade on water, cleaving a quartz crystal, Brownian motion in smoke particles).

Discuss exceptions to the model (e.g. glass, which behaves like a solid but has the structure of a liquid).

15.14 Explain the strength, high melting point and electrical insulating properties of ceramics in terms of their giant molecular structure and relate these properties to their uses.

Tabulate some important uses of ceramics (e.g. furnace linings, Space Shuttle heat tiles, electrical insulators).

15.15 Know the commercial and industrial importance of composite materials that combine the properties of their constituents, and give examples.

Make an illustrated display (possibly using display software) of the use of composites, showing how the properties of the constituents are used. Refer not only to composites that involve different solid structures but also to those that incorporate materials in different phases (e.g. insulating materials that contain trapped gases).

16 Understand the principles behind some of the industrial processes that we use to obtain pure chemicals

16.1 Know how purification techniques such as filtration, evaporation, distillation, fractionation and chromatography are used to obtain pure compounds from mixtures.

Revise the practical purification methods carried out in earlier grades and match them to purification techniques used in the chemical industry in Qatar.

16.2 Know the properties and uses of the main gases of air; describe and understand the process of fractionation of liquid air to produce pure gases.

Prepare a flow chart showing the stages of the fractionation of air.

16.3 Know how a variety of fuels and other useful compounds can be obtained from petroleum and natural gas.

Prepare a flow chart showing the different fractions obtained in an oil refinery and the main uses of each fraction.

Safety

Bromine is poisonous – use a fume cupboard.

ICT opportunity

Draw and manipulate models.

ICT opportunity

Find out about uses of ceramics from the Internet.

ICT opportunity

Use display software.

Industrial visits

Study industrial techniques of purification.


Demonstrate the fractionation of crude oil and the physical properties and combustion characteristics of each fraction.

Visit the plant and study the process by which liquid fuel is made from natural gas in Qatar.

16.4 Know what is meant by hardness in water and how it is produced naturally. Distinguish between temporary and permanent hardness.

Test samples of water with soap to determine hardness. Distinguish between temporarily hard and permanently hard water. Characterise the water in the Doha supply.

Study how and why the distilled water from the sea in Qatar is processed to make it harder.

16.5 Explain, including the electrode reactions, industrial electrolytic processes such as:

• the electrolysis of brine using a diaphragm cell;

• the extraction of aluminium from molten aluminium oxide in cryolite;

• the electrolytic purification of copper.

Produce flow charts outlining each process illustrated with photographs downloaded from the Internet. Visit the aluminium smelter at Ras Laffan when it is operational.

16.6 Know the industrial importance of the halogens and their compounds as in, for example, the manufacture of bleaches, PVC, halogenated hydrocarbons as solvents and refrigerants, and insecticides, and be aware of the main environmental hazards associated with these uses.

List the industrial uses of chlorine in Qatar and study the processes put in place to minimise environmental impact.

16.7 Describe, with essential chemical reactions, the extraction of steel from iron ore and recycled scrap iron in the electric arc furnace.

Produce a flow chart of the process of the electric arc furnace, including the reasons for adding limestone. List the reactions that take place in the furnace.

Visit the steelworks in Qatar.

Chart the changes in the techniques for extracting iron from its ore from earliest times to the present day.

16.8 Describe, with essential chemical reactions, the extraction of pig iron from iron ore in the blast furnace and its subsequent conversion into steel in the basic oxygen furnace.

List the chemical reactions that take place at different places in the blast furnace.

16.9 Describe the production of copper from its ores.

Produce a flow chart showing the production of copper from its sulfide ore. Use equations to illustrate the process and describe common mechanisms employed to minimise atmospheric pollution.

16.10 Be aware that large-scale extraction and refining processes are often damaging to the environment and that this has to be balanced against the benefits of the processes; list some of the steps taken to minimise environmental degradation in the processes studied.

Make a list of the potential negative effects on the environment of a specific Qatari industry or plant and find out what the company is doing to minimise these effects.

16.11 Understand the importance of recycling products such as metals and plastics and of designing products to make recycling easier.

Set up recycling operations in school with assistance from Friends of the Environment.

Safety

Fire risk. Have a working extinguisher to hand.

ICT opportunity

Use the Internet as an information source on industrial processes.

ICT opportunity

Use secondary information sources from the Internet.

See Standard 16.5


17 Recognise periodicity in the properties of elements

17.1 Relate the periodic classification of Mendeleev to the electronic structure of the elements.

Study the original work of Mendeleev, noting how he was able to predict accurately the properties of then undiscovered elements such as germanium.

Show in a table the relationship between group number and the number of outer shell electrons, and how the similarities in properties of transition metals can be related to the constancy in the number of outer electrons.

17.2 Account qualitatively for the periodic trends in atomic radius, ionic radius, melting point and electrical conductivity of the elements, and show how these properties are periodic.

Plot graphs showing the variation with proton number of atomic radius, ionic radius, melting point and electrical conductivity.

Discuss how these parameters could possibly be related to proton number and electronic structure.

17.3 Describe trends in the reactions, if any, of the elements of the third period (sodium to argon) with water, oxygen and chlorine, and of the resulting oxides and chlorides with water.

Investigate the properties of the oxides, hydroxides and hydrides of the third period.

17.4 Describe trends in the physical and chemical properties of the elements, and their simple compounds, within groups I, II, VII and VIII, and account for these trends in terms of electronic structure.

Investigate the properties of the elements of these groups and their common compounds. Develop experimentally, where appropriate, displacement series for the elements.

17.5 Know the common uses of elements and compounds in groups I, II, VII and VIII, and relate these to their properties.

Make a display showing some of the common uses of elements of these groups and their compounds.

17.6 Predict the characteristic properties of an element in a particular group using knowledge of periodicity in the properties of elements.

Predict the properties of elements such as rubidium, barium, selenium, astatine and xenon and compare the predictions with the actual properties.

17.7 Know that the elements of the first transition series (titanium to copper) have similar physical and chemical properties and relate this to their electronic structures.

Investigate the typical physical and chemical properties of the more common elements (e.g. iron, nickel, copper) and some of their compounds (e.g. their oxides and common salts).

18 Understand the characteristic properties of acids and bases

18.1 Understand the characteristic properties of acids and bases in aqueous solution.

Use a variety of acids and bases to:

• show the effects of different acidic and alkaline solutions on indicators;

• show typical reactions of acids with metals, carbonates and bases;

• show and explain the anomalous reaction between sulfuric acid and calcium carbonate.

ICT opportunity

Use the Internet to discover the main uses of the compounds.


18.2 Explain qualitatively the differences in behaviour between strong and weak acids and alkalis in terms of the extent of dissociation and relate this to the pH scale.

Test the pH of a number of common acids and bases using pH paper and a pH meter.

18.3 Explain the changes in pH during neutralisation and justify the choice of indicator.

Measure the pH changes during a neutralisation and determine the end-point graphically. Relate the choice of indicator to pH at the end-point.

18.4 Make salts from acids and bases by a variety of methods.

Make salts using techniques such as acid + insoluble base, acid + carbonate, precipitation and neutralisation using an indicator.

18.5 Know the mechanism by which the pH of buffer solutions remains stable, give examples and state their composition.

Study the effect on pH of adding small quantities of acid to some solutions (e.g. ethanoic acid/ethanoate solution, ammonia/ammonium solution), using water as a comparison.

Note some buffer solutions in nature (e.g. blood).

18.6 Know how the basicity/acidity of oxides changes across groups of the periodic table and that some oxides show both acidic and basic properties.

Investigate the action of acids and alkalis on the oxides of the elements sodium to chlorine in the periodic table.

18.7 Understand and use the Brønsted–Lowry theory of acids and bases.

Perform Brønsted–Lowry neutralisations such as the reaction between hydrogen chloride and ammonia.

List the conjugate acid–base pairs in equilibrium in a number of common solutions.

19 Know about the chemistry of our environment

19.1 Understand how carbon and nitrogen are recycled in nature and recognise that many of our activities interfere with these processes.

Draw diagrams of the carbon and nitrogen cycles.

19.2 Know that human activities often involve the release into the atmosphere of undesirable gases and that, in most cases, there are natural processes (sinks) that remove these. Recognise that the concept of residence time relates to the relative rates at which a substance is supplied to and removed from the atmosphere.

Investigate what is known about the main sinks and residence times for some significant pollutants (e.g. carbon dioxide).

19.3 Know that carbon particles, carbon monoxide, sulfur dioxide and oxides of nitrogen may be released as a result of the combustion of hydrocarbon-based fuels and know the damage that these emissions can inflict on the environment.

Perform simple investigations on the concentration of particulate matter in the atmosphere.

19.4 Know that ozone is a form of oxygen formed when oxygen is subject to electrostatic discharges or high-energy radiation, such as in the upper atmosphere.

Investigate and discuss the smell a photocopier, noting why photocopiers must be used only in a well-ventilated room.

ICT opportunity

Automatically follow the pH during a titration.

See Standard 14.2

ICT opportunity

Use the Internet to access up-to-date information.


19.5 Know that the pollutants from vehicle emissions can have consequences such as acid rain and the formation in the lower atmosphere, by photochemical free-radical reactions, of a number of hazardous compounds (such as peroxyacetyl nitrate and ozone).

Study the formation of secondary pollutants in photochemical smog and the importance of weather conditions in this process. Obtain measurements of key secondary pollutants (e.g. ozone) in Doha and study their variation with the seasons.

19.6 Know the main features of the structure of the atmosphere and describe the role of ozone in the stratosphere in reducing the intensity of harmful ultraviolet radiation reaching the Earth’s surface; describe the process by which this layer is being damaged by free halogen atoms resulting from indiscriminate use of chlorofluorocarbons (CFCs).

Study the science behind the discovery of the ‘ozone hole’; what the ozone layer is, how it is formed and why it is important; why the ‘hole’ occurs mainly in the southern hemisphere in spring, what causes it, what its implications are and what international agreements have been reached to address these.

19.7 Know why the build up of some gases, such as methane and carbon dioxide, in the atmosphere is leading to a warming of the atmosphere and climate changes.

Make a study of changes over time of the concentration of carbon dioxide in the atmosphere and of changes in the mean surface temperature of the Earth.

List and evaluate evidence for global warming (e.g. the break-up of ice flows, the loss of snow and ice from the summit of Mount Kilimanjaro, changes in average temperatures in Europe).

19.8 Outline developments and processes that have been introduced to reduce the main sources of atmospheric pollution.

Study international treaties such as the Montreal and Kyoto protocols. Consider processes developed to reduce air pollution (e.g. lean burn car engines and catalytic converters, flue desulfurisation, alternatives to CFCs) and make a display, possibly using ICT software.

19.9 Recognise the many functions of the oceans in regulating climate.

Compare the specific heat capacity and the specific latent heat of water with that of other liquids to demonstrate the effectiveness of the oceans as energy sinks and energy sources to the atmosphere.

Study the effects of major ocean circulations (e.g. the North Atlantic Gyre and the Benguela Current) on the climate of contingent continents.

19.10 Describe the water cycle and be aware of the importance of maintaining unpolluted groundwater, waterways and seas.

Debate the advantages and disadvantages of dumping waste at sea (including sewage as a source of nutrients and the problems associated with oil spillages).

19.11 Explain the preparation of potable water from impure water by the separation of solid material and purification by chlorine.

Make and test a model sewage works. Study the process of sewage purification in the main centres in Qatar.

Obtain information on what additives are put into water in Doha and why.

19.12 Explain the need for nitrogen- and phosphate-containing fertilisers and describe how their indiscriminate use can lead to pollution of ground- and riverwater.

19.13 Describe the process of eutrophication and its effect on water sources.

Investigate the eutrophication of an artificial pond in the school environment; include measurements of temperature, light and oxygen concentration.

ICT opportunity

Obtain data on the ozone layer and the Montreal protocol from the Internet.

ICT opportunity

Use ICT software.

ICT opportunity

Use a datalogger.


19.14 Understand the problems associated with the disposal of waste heat in large industrial complexes.

Study the mechanisms used to dispose of waste heat at one of the industrial complexes in Qatar.

20 Understand the fundamentals of reaction kinetics and equilibria

20.1 Know that reaction rates vary considerably and be able to produce, and analyse graphically, data from rate experiments.

20.2 Know and measure the effect on reaction rates of concentration, temperature and particle size, and explain the effect in terms of a kinetic particle model.

Show how the rate of the reaction between calcium carbonate and hydrochloric acid varies with concentration, heat and particle size.

Demonstrate the effect of a catalyst in reactions such as the combustion of hydrogen (platinum catalyst) and the decomposition of hydrogen peroxide (manganese dioxide catalyst).

20.3 Explain that in the presence of a catalyst a reaction will have a different mechanism with a lower activation energy, and that such a reaction will proceed faster.

Construct qualitative energy profiles for reactions used to study the effect of catalysts.

20.4 Distinguish between surface action catalysis (heterogeneous) and intermediate compound catalysis (homogeneous) and give important examples of both.

Examples of surface action catalysts could centre on the use of transition metals and their compounds in industrial processes and in catalytic converters in vehicles. Intermediate compound catalysis could focus on enzyme action with examples from the biology standards.

20.5 Know that many reactions occur in multiple steps and that only one determines the reaction rate.

Discuss the very low probability of a three-way collision as a possible mechanism for a reaction such as 2H2 + O2 → 2H2O and suggest alternatives involving sequences of two-way collisions.

20.6 Explain a bimolecular reaction in terms of particle collisions and recognise that the chance of a reaction depends on particle concentration and particle energy.

Discuss and illustrate (the use of applets is desirable) the necessary prerequisites for a reaction in terms of particle theory, the necessity for a collision between reacting particles and for the collision to be energetic enough to cause a rearrangement of atoms.

20.7 Understand, in terms of rates of the forward and reverse reactions, what is meant by a reversible reaction and dynamic equilibrium.

Show the reversible reaction between anhydrous copper sulfate or hydrated cobalt chloride (paper) and water.

Demonstrate the reduction of iron oxide by hydrogen gas and its reverse, the combustion of iron in the presence of steam. Consider, as a ‘thought experiment’, what might happen if a mixture of iron filings were heated in an enclosed vessel to arrive at the concept of a dynamic equilibrium.

Safety

Take appropriate care over the use of hydrogen and hydrogen peroxide solution.

ICT opportunity

Use Java applets to illustrate molecular collisions and reactions.

Safety

Both these reactions are hazardous and should not be done by students.


Physics

By the end of Grade 10, students are familiar with fundamental and derived SI units, and use appropriate prefixes for small and large measurements. They handle inaccuracies and uncertainties when taking and manipulating measurements and distinguish between vector and scalar quantities. They understand, manipulate and represent graphically the concepts of displacement, speed, velocity and acceleration to solve problems related to moving objects. They know that a force can cause a change in velocity or shape of an object, resolve multiple forces acting on an object and distinguish between dynamic and static friction. They explain observations such as expansion, freezing, melting, boiling, evaporation, crystallisation, the Brownian motion and fluid pressure in terms of particle interactions. They have knowledge of the anomalous expansion of water and its importance. They understand density, flotation and pressure in solids and fluids, which they apply to hydraulics and pneumatics. Students know that energy is transferred in the form of pulses and waves, and understand and manipulate the measurable parameters associated with waves. They know that sound is a waveform that requires a medium, they measure its velocity in air and know how the ear detects sounds. Students generate electrostatic charge in insulators, know the rules of electrostatic attraction, know how to use an electroscope to investigate charge and understand distribution of charge on a conductor. They detect electric fields and know that they can exert a force on a conductor. They know that magnets have north and south poles and generate fields, the shape of which they plot, that exert forces on other magnets and on wires carrying a current.

Students should:

21 Measure and manipulate physical quantities and handle uncertainty in experimental results

21.1 Be familiar with fundamental and derived SI units and use appropriate prefixes, manipulate ranges of magnitude and express quantities correctly in standard form in SI format.

Tabulate objects of differing sizes from a proton to the Milky Way galaxy and indicate the size using the appropriate SI unit of measurement. Convert measurements from one unit to another, expressing the result in standard form.

21.2 Distinguish between precision and accuracy; know how to ensure both in physical procedures.

Use a micrometer screw gauge to measure length and an electronic timer to measure time intervals precisely to a known margin of error. Repeat the measurements and take a mean to ensure accuracy.

21.3 Use and understand simplifying assumptions made in solving problems.

Draw attention, at the appropriate time, to sources of error that may be ignored in problem solving, such as air resistance in projectile motion, heat loss in thermal physics and cell internal resistance in electricity.

21.4 Distinguish between vector and scalar quantities, manipulate them appropriately and interpret their meaning.

Use examples in this and subsequent grades to show:

• the addition and subtraction of vectors;

• the representation of vectors by lines;

Mathematics

Knowledge of standard form and SI format is required.


• (advanced) the resolution of vectors into perpendicular components and their addition by the method of components.

22 Understand mechanics and kinematics

22.1 Understand the concepts of displacement, speed, velocity and acceleration, represent them graphically and interpret graphs that represent them.

Make calculations of velocity and acceleration using equipment such as an air track and interval timers or trolleys and ticker-timers.

22.2 Derive, from the definitions of velocity and acceleration, equations that represent uniformly accelerated motion in a straight line and use them to solve problems relating to the motion of objects under uniform acceleration.

Study qualitatively and quantitatively the motion of bodies falling in a uniform gravitational field in air or water. Measure the acceleration of a ball bearing due to gravity with an electronic timer and appropriate gates. Study the movement of an object moving under gravity using multiflash digital photography.

Use the equations of motion to solve problems relating the movement of objects under uniform acceleration in one and two dimensions (e.g. the movement of projectiles).

22.3 Know that a force acting on an object can cause deformation or velocity change.

Study the stretching of a spring up to and beyond its elastic limit.

22.4 Identify forces acting on a body, determine resultants, resolve forces into components and use the vector triangle to represent forces in equilibrium.

Study the forces (including their direction) acting an object suspended by two threads. Perform calculations on real objects in translation equilibrium with a number of forces acting on them.

22.5 Show a qualitative knowledge of frictional forces and viscous forces, including air and water resistance, and distinguish between static and dynamic friction.

Measure the static and dynamic frictional force required to move a variety of objects across a variety of surfaces.

22.6 Identify factors affecting friction and use the concepts of static and dynamic coefficients of friction.

Determine the coefficient of static friction for two surfaces in contact by measuring the friction angle.

23 Understand the nature of matter

23.1 Describe the kinetic particle model for solids, liquids and gases, and relate the difference in the structures and densities of solids, liquids and gases to the spacing, ordering and motion of particles.

Demonstrate, using models, the changes that occur as a solid is gradually heated. Dramatise the processes using the class as particles.

23.2 Use the kinetic particle model to explain fluid pressure, freezing, melting, boiling, evaporation, crystallisation and the Brownian motion.

Study the Brownian motion using a smoke cell.

Grow crystals of chromium potassium sulfate or copper sulfate. Cleave a quartz or fluorspar crystal.

Explain a variety of common observations in terms of the particle model.

ICT opportunity

Use multiflash digital photography.


23.3 Use the kinetic particle model to explain the thermal expansion of solids and liquids. List some of the problems this phenomenon can cause and how we solve them, and also list ways in which we make use of this phenomenon.

Study qualitatively the expansion of various solid rods.


23.4 Use the concept of expansivity to solve numerical problems related to thermal expansion.

23.5 Explain how the anomalous expansion of water results in ice forming on the surface of water and not at the bottom, and understand the importance of this to the survival of living things.

Show how freezing water can break a sealed container.

Study the freezing of other liquids (e.g. ethanoic acid) to show that solids usually form at the bottom of the container first.

23.6 Know and use the concept of density.

Measure the density of a liquid, a gas and a regular and irregular shaped solid.

23.7 Understand and use the term pressure in the contexts of pressure exerted by a solid object and fluid pressure, and derive and use the relationship p = ρgh.

Use a manometer to study how pressure increases with depth in water and how such fluid pressure is directionless.

23.8 Explain, in terms of the particle model, the hydraulic transmission of a force and know and explain quantitatively some common applications.

Make a model braking system or hydraulic jack using syringes of different sizes.

23.9 Understand why some objects float on water but others do not, and relate upthrust on a floating body to the weight of the fluid displaced.

Show that the weight of the water displaced by an irregular solid floating in water is equal to the loss in weight of the object.

24 Understand the properties of waves and know that sound is a waveform

24.1 Distinguish between a wave pulse and a continuous travelling wave, give examples of both and understand what is meant by wavefront.

Study simple examples of pulses and travelling waves. Study the movement of circular and plane wavefronts in a ripple tank.

24.2 Know that waves transfer energy and distinguish between transverse and longitudinal waves.

Show examples of longitudinal and transverse water and shock waves causing remote objects to move.

Show transverse and longitudinal pulses using a long spring or child’s toy ‘slinky’.

24.3 Know and use the terms crest, trough, compression, rarefaction, displacement, amplitude, phase difference, period, frequency, wavelength and velocity, and perform calculations using the relationships between velocity, frequency and wavelength.

Make measurements of the frequency and wavelength of water waves and calculate their velocity.


24.4 Know that sound is a longitudinal vibration transmitted through a medium, and that it is created by a vibrating object such as a vibrating string or air column.

Show how the pitch of a string or pipe depends on its length.

24.5 Know that the velocity of sound depends on the medium though which it travels, and that it travels faster and more efficiently through media in which the particles are close together.

Determine the velocity of sound in air using the echo method.

Compare qualitatively, the efficiency of transmission of sound through air and through a solid.

(Advanced) Use an oscilloscope to measure the velocity of sound in a metal rod.

24.6 Describe the way in which the ear detects sounds and know the approximate limits of human hearing.

Test the limits of hearing among class members using a signal generator and loudspeaker.

24.7 Distinguish between standing waves and progressive waves in terms of the production of sound by a musical instrument. Know how harmonics are produced and how the frequency and sound of the harmonics relate to the fundamental.

Show the relationship between the fundamental and harmonics using a violin or guitar string or the length of the closed pipe in a wind instrument.

Measure the frequency of a standing wave using a xenon stroboscope. Show harmonics using a wire or cord illuminated by a stroboscope set vibrating using a vibrator linked to a signal generator.

24.8 Distinguish between a standing and a travelling wave, know the meaning of the terms node and antinode, and illustrate the phenomenon of resonance with particular reference to vibrating stretched strings and air columns.

Show resonance of an air column using a column of varying length and a tuning fork.

Study nodes and antinodes in a vibrating string, using a strobe light, and in an air column using a Kundt tube.

25 Understand the basic principles of electrostatics, magnetism and electromagnetism

25.1 Distinguish between conductors, semiconductors and insulators with reference to moving electrons or ions; know how the properties of semiconductors can be influenced by the presence of small quantities of impurities.

Demonstrate the movement of coloured ions in an electric field.

Define conductivity and compare the conductivities of different conductors, semiconductors and insulators.

(Advanced) Discuss the changes in conductivity of semiconductors doped with certain impurities and show how these can be exploited through npn and pnp junctions.

25.2 Know that friction can generate two kinds of electric charge on an insulator and that opposite charges attract but like charges repel each other.

Recall activities from earlier grades showing the production and properties of charged rods. Determine the charge on an object.

Use an electroscope to investigate charge.

Safety

Stroboscopes are dangerous to sufferers from epilepsy


(Advanced) Show the principles of charging an electroscope by induction.

Use a Van de Graaff generator to show properties of a charge-carrying conductor (e.g. point discharge, Faraday cage).

25.3 Describe an electric field as an example of a field of force and know that electric field strength can be defined as force per unit positive charge and that an electric field can be represented by means of field lines.

View electrostatic field patterns between high-voltage terminals (generated safely using a piezo-electric gaslighter) in castor oil containing grains of semolina or small seeds.

25.4 Make magnets from magnetic materials by a variety of methods. Know that they have north and south poles and that unlike poles attract and like poles repel each other.

Recall activities from earlier grades showing the production and properties of magnets.

25.5 Describe a magnetic field as an example of a field of force and know that it can be represented by means of field lines.

Plot the magnetic fields of a variety of magnets using a plotting compass.

Plot the field due to two magnets with like poles adjacent to show the neutral point.

Plot the field around a magnet placed in a fixed position in the Earth’s field and show the neutral points.

25.6 Explain the properties of ferromagnetic materials in terms of the magnetic moment of unpaired electrons.

25.7 Know the pattern of the magnetic flux due to a single current-carrying wire, a coil and a solenoid, and know how an iron core can affect the field due to a solenoid.

Show the effect of varying parameters in a solenoid (e.g. core material, current, number of coils).

Recall the main uses of electromagnets and make models of simple electromagnetic devices (e.g. a bell and a relay).

25.8 Know that the magnetic field around a current-carrying conductor (both a straight wire and a solenoid) can interact with a fixed magnetic field in which it is placed, generating a force that can be detected, measured and exploited.

Show the movement of a wire suspended in a magnetic field when a current is passed through it.

(Advanced) Use a Hall probe to investigate magnetic field strength and direction.

Measure the force on a wire in a magnetic field using a sensitive top-pan balance.

Make and test a simple DC motor and explain its operation.

25.9 Show how a consideration of the force between two current-carrying wires leads to the definition of the ampere.

Safety

High voltages. Students should not use a mains powered high-voltage generator.


Science standards

Foundation level


Scientific enquiry

Students identify, develop and make predictions related to a clearly focused research question. They control variables, work as a team and use appropriate equipment and materials. They evaluate experimental design, identify weaknesses and develop realistic strategies for improvement. They work in an ethical manner. They understand the historical development of major ideas, through the evolution of competing models, and know that science can generate controversies, which they take part in. They record and process raw data appropriately and draw valid conclusions, allowing for errors and uncertainties. They handle equipment competently with due regard for safety. They follow instructions accurately but are able to adapt to unforeseen circumstances.

Biology

Students describe the structural features of mitochondria and how these relate to the chemical processes of respiration. They understand the mechanisms of diffusion, osmosis and active transport, and relate these processes to the fluid mosaic model of a cell membrane. They know that ATP is the immediate energy source in cellular processes and relate this to respiration. They outline the reaction steps in the glycolysis, Krebs cycle and oxidative phosphorylation stages of respiration. They explain why multicellular animals need a transport system for respiratory gases, water, food and waste, and describe the structure and function of the human circulatory system. They describe the features of the gaseous exchange system and relate these to function. They differentiate between tidal volume and lung capacity. They understand relationships between pulse rate and exercise and the importance of blood pressure. They understand the links between smoking and impairment of the gaseous exchange and cardiovascular systems. They know the nature of asthma, bronchitis, emphysema and lung cancer and how they affect the efficiency of gaseous exchange. They know the nature of homologous chromosomes. They describe mitosis and meiosis and recognise the chromosome configurations in different stages. They understand how mitosis enables a constant number of chromosomes to be passed from cell to cell while meiosis enables a constant number to be passed from generation to generation. They know the difference between genes and alleles and that they are sections of DNA. They understand that a changes in DNA bases cause variation. They know causes of mutation. They understand that a mutation causes a change in DNA and that this can reduce the efficiency or block an enzyme. They know that species are clustered into groups. They know about the hierarchy of classification and the key features of the kingdoms and main phyla of animals and plants. They understand that interactions between organisms can cause changes in the size of populations. They understand that ecosystems are dynamic and subject to change, and that

Grade 11


human activities have an impact on the environment. They recognise the main features of viruses, bacteria and fungi. They know how micro-organisms and cells can be cultured.

Chemistry

Students know the processes for manufacturing ammonia, nitric acid and sulfuric acid, and the chemistry behind the limestone industry. They know the origins of metallic properties and that metals vary in reactivity in a manner linked to their position in the periodic table. They know how useful properties of metals can be designed into alloys. They know that reactions are accompanied by energy changes and that endothermic changes are associated with bond breaking and exothermic ones with bond making. They know and use the concepts of enthalpy of reaction and activation energy. They know that oxidation and reduction reactions are associated with gain or loss of electrons and explain redox reactions in terms of change in oxidation number. They know that transition metals are important redox reagents because they exhibit multiple oxidation states. Students have an understanding of the general chemistry of alkanes, alkenes, halogenoalkanes, alcohols, aldhehydes, ketones, carboxylic acids, esters, acyl chlorides, amines, nitriles, amides and amino acids. They know that the main sources of organic compounds are fossil fuels and living materials. They understand the importance of alkanes as fuels.

Physics

Students state Newton’s laws of motion and use them to solve problems of motion in two dimensions. They distinguish between mass and weight, know that momentum is conserved during collisions and apply the knowledge to collisions and explosions in one dimension. They determine the centre of gravity of a lamina and apply the principle of moments to real problems. They define and measure temperature and know how thermal energy moves from place to place. They know that heat is transferred by conduction, convection and radiation and can give examples of each. They know that some substances are better conductors than others, that convection currents are the basis of weather patterns and that some surfaces radiate and absorb heat better than others. They use the concepts of specific heat capacity and specific latent heat to calculate heat transferred to bodies. They know that light travels in straight lines and how it is reflected and refracted; they are aware of some of the applications of these properties. They understand dispersion and recognise some of its natural consequences, and know how the eye receives and focuses light. Students know that an electric current is a stream of charged particles and solve problems related to current and potential difference. They use capacitors in real circuits and use thermistors, diodes, transistors and light-dependent resistors as potential dividers to drive gates in logic circuits. They know how astable and bistable switches can be used in memory circuits.













procedures


45 to 55% 25 to 35% 20 to 25%


Science standards

Foundation level

Scientific enquiry

By the end of Grade 11, students identify, develop and make predictions related to a clearly focused research question. They control variables, work as a team and use appropriate equipment and materials. They evaluate experimental design, identify weaknesses and develop realistic strategies for improvement. They work in an ethical manner. They understand the historical development of major ideas, through the evolution of competing models, and know that science can generate controversies, which they take part in. They record and process raw data appropriately and draw valid conclusions, allowing for errors and uncertainties. They handle equipment competently with due regard for safety. They follow instructions accurately but are able to adapt to unforeseen circumstances.

Students should:



Research to determine if there is a link between heart rate and body size.

Compare the tar content of different brands of cigarette.

Investigate whether the number of chromosomes an organism has is linked to characteristics such as body size or sensitivity.

Determine the percentage of sodium bicarbonate in a sample of baking powder.

Investigate the effect of different concentrations of sulfur dioxide on growing plants.

Design an experiment to show that the time taken by a object to drop is independent of its mass under conditions of negligible air resistance.

Design experiments to measure the power output of a muscle under varying conditions.

Compare the insulating properties of different roof materials and structures.

Demonstrate that infrared radiation is reflected and refracted in the same way as light.


Predict relationships between lung capacity and body size.

Predict whether heat will be reflected and refracted in the same way as light.

Predict the output a given logic circuit.


Investigate the effect of exercise on the heart rates of people of different size.


Grade 11

Key standards







Form teams to carry out a field study of seashore plants.

Work as a class to compare the power output of muscles.


Devise a way of determining the impact of humans on a selected habitat.

Develop an effective way of making soap by traditional methods.

Devise an effective way to compare fairly the insulating properties of different materials.


Interview people about their smoking habitats and present the data in a newspaper article.

Obtain information on fertiliser use over time from the Internet.


Develop ethical guidelines to be followed when doing biological fieldwork.


Consult reports to compare the levels of lung cancer in Qatar and neighbouring countries.


Study material related to the Chernobyl explosion.



Find out how we have come to our present understanding of the human blood system.

Study the development of the understanding of mutations.

Study the quest for an artificial nitrogenous fertiliser in agriculture.

Study the development of our understanding of the phenomenon of radioactivity.

Study the development of our understanding of the nature of the electron.

2.2 Know that many scientific topics are controversial, causing debates both between scientists and also among the general public, and be able to take part in such debates in an informed manner.

Research and debate different explanations for the increased numbers of people with asthma.

Present evidence related to the possible effects of passive smoking.

Debate the use of renewable versus fossil fuels.

Debate the desirability of increasing our use of nuclear energy.

2.3 Know that scientists work by building conceptual models that can be tested by experiment, and realise the value of controversy around competing models.

Find out why the Krebs cycle is so named.


Study the development of competing models of atomic structure and chemical bonding.

Study the development of our understanding of the nature of the electron, from a wave to a particle to wave–particle duality.



Prepare charts to illustrate differences in tidal volume and lung capacity and whether this differs with chest size.

Use graphical extrapolation to show absolute zero.

Use multiflash photography to illustrate the acceleration of a falling ball.


Use graphs to depict changes in heart rate over time.

Draw conclusions on the half-life of radioisotopes using a graphical method.


Understand the importance of multiple readings of radioactive disintegrations to arrive at a statistical average.


Write a magazine article aimed at alerting young people to the health risks of smoking.

Use models to show organic molecular structures.

Use flow charts to show industrial processes.



Use a spirometer to measure lung capacity and tidal volume.

Use an oscilloscope to study alternating current and induced voltages.

Carry out work with radioactive materials safely.


Biology

By the end of Grade 11, students describe the structural features of mitochondria and how these relate to the chemical processes of respiration. They understand the mechanisms of diffusion, osmosis and active transport, and relate these processes to the fluid mosaic model of a cell membrane. They know that ATP is the immediate energy source in cellular processes and relate this to respiration. They outline the reaction steps in the glycolysis, Krebs cycle and oxidative phosphorylation stages of respiration. They explain why multicellular animals need a transport system for respiratory gases, water, food and waste, and describe the structure and function of the human circulatory system. They describe the features of the


gaseous exchange system and relate these to function. They differentiate between tidal volume and lung capacity. They understand relationships between pulse rate and exercise and the importance of blood pressure. They understand the links between smoking and impairment of the gaseous exchange and cardiovascular systems. They know the nature of asthma, bronchitis, emphysema and lung cancer and how they affect the efficiency of gaseous exchange. They know the nature of homologous chromosomes. They describe mitosis and meiosis and recognise the chromosome configurations in different stages. They understand how mitosis enables a constant number of chromosomes to be passed from cell to cell while meiosis enables a constant number to be passed from generation to generation. They know the difference between genes and alleles and that they are sections of DNA. They understand that a changes in DNA bases cause variation. They know causes of mutation. They understand that a mutation causes a change in DNA and that this can reduce the efficiency or block an enzyme. They know that species are clustered into groups. They know about the hierarchy of classification and the key features of the kingdoms and main phyla of animals and plants. They understand that interactions between organisms can cause changes in the size of populations. They understand that ecosystems are dynamic and subject to change, and that human activities have an impact on the environment. They recognise the main features of viruses, bacteria and fungi. They know how micro-organisms and cells can be cultured.

Students should:

5 Link biological structures to their functions

5.1 Describe the structure of mitochondria and relate this to the biochemical reactions of respiration.

Study electron microscope pictures of cell structures.

Make a model of a mitochondrian.

5.2 Explain the structure and functioning of the fluid mosaic model of the cell membrane in relation to the properties of phospholipids and the mechanisms of diffusion, osmosis and active transport.

Study diagrammatic and physical models.

Use visking tubing to model the osmosis of water through a semi-permeable membrane.

6 Know the stages in the biochemistry of aerobic respiration

6.1. Describe the role of ATP as the universal energy currency in all living organisms and relate this to respiration.

6.2. Describe the reaction steps in the three stages of aerobic respiration (glycolysis, Krebs cycle and oxidative phosphorylation), including the roles of oxygen and ATP.

Make a wall chart to illustrate the reactions in aerobic respiration.

Use the library and the Internet to find out about the work of Hans Krebs. ICT opportunity



7 Know about the human blood system as an example of a transport system in a multicellular animal

7.1 Explain why large animals need transport systems for respiratory gases, water, food and waste in terms of their surface to volume ratio.

Construct cubes of different sizes and calculate their surface to volume ratios.

Investigate the time taken for a drop of coloured dye to diffuse completely in different volumes of water.

7.2 Describe the external and internal structure of the heart. Relate features to functions in pumping blood round the body and maintaining separation of oxygenated and deoxygenated blood.

Dissect a heart or study a model.

Find out about artificial heart valves.

Watch and discuss a video of heart action.

7.3 Know how the heartbeat is initiated and maintained, and describe the cardiac cycle.

Measure heart rate.

Study charts of heart rate.

Use the library and the Internet to find out how a heart pacemaker works.

7.4 Know that the human blood system is a double closed system and know the names, locations and roles of the major blood vessels.

Study charts of the human blood system.

Play a card game in which the names of blood vessels have to be matched with the organs they are attached to.

Use the library and the Internet to investigate claims for the first description of the human blood system.

7.5 Differentiate between arteries, veins and capillaries in terms of wall thickness and valves, and relate their structure to their function.

Use a microscope to observe and draw cross-sections through arteries, veins and capillaries.

7.6 Know that red blood cells carry oxygen.

Use a microscope to observe and draw red blood cells.

Determine the number of red cells in various volumes of blood.

Use a video clip to observe the changes in colour of oxygenated and deoxygenated blood.

8 Understand the importance of an efficient gaseous exchange system

8.1 Explain the structure, anatomy and function of the human lungs and related structures for gaseous exchange and the muscle and skeletal systems that enable breathing.

Examine lungs obtained from a butchery.

Study a model of the human torso and lungs.

Make a simple model of the chest and lungs to show how the lungs inflate and deflate.

ICT opportunity

Use video for illustration.

ICT opportunity


ICT opportunity


ICT opportunity



8.2 Differentiate between tidal volume and vital capacity of the lungs.

Measure tidal volume and lung capacity.

Calculate the volume of air exchanged in an hour.

8.3 Describe the effects of tar and carcinogens in tobacco smoke on the gaseous exchange system and the cardiovascular system.

Use a smoking machine to illustrate the tar content of cigarettes.

8.4 Describe the symptoms of chronic bronchitis, emphysema, asthma and lung cancer and their effects of on the gaseous exchange system.

Collect and display pictures and diagrams of healthy and diseased lungs.

Find out the incidence of lung cancer in Qatar and other countries.

9 Understand the importance of blood pressure and pulse rate as indicators of health

9.1 Explain blood pressure and factors that affect it.

Ask a nurse or a doctor to demonstrate how blood pressure is measured and recorded.

9.2 Explain pulse rate and the effect of exercise on the pulse rate of fit and unfit individuals.

Measure resting pulse rate and the time taken for it to be re-established following exercise.

10 Understand mitotic and meiotic cell division

10.1 Explain the significance of organisms having a set of homologous chromosomes

Use drawings or photographs of chromosomes to match homologous pairs.

10.2 Recognise and describe the behaviour of chromosomes during mitosis and explain how this enables a constant number of chromosomes to be passed from cell to cell.

View a video of mitosis.

Arrange photographs of stages of mitosis into sequence.

10.3 Recognise and describe the behaviour of chromosomes during meiosis and explain how this enables a constant number of chromosomes to be passed from generation to generation.

View a video of meiosis.

Arrange photographs of stages of meiosis into sequence.

11 Understand genetic inheritance

11.1 Know that a base sequence in a location on DNA forms a gene and that different functional base sequences at that location form alleles of that gene; know that differences in the base sequences of DNA of the individuals of a species result in variation.

Make a model of DNA with base sequences.

11.2 Know some causes of mutation and that a mutation is a change in the base sequence of DNA that can lead to changes in protein structure, which in turn can reduce the efficiency of or block an enzyme action.

Given a series of triplet DNA base codes, use a chart of base codes for amino acids and determine which triplets code for amino acids and which are nonsense codes.

ICT opportunity


ICT opportunity



12 Understand how organisms are classified and know the key features of the major groups

12.1 Understand the term species, know that species can be placed in groups with shared features, and that the groupings of kingdom, phylum, class, order, genus and species form a hierarchy of classification.

Use keys to classify organisms.

12.2 Know the distinguishing features of the five kingdoms: Prokaryotae, Fungi, Protoctista, Plantae and Animalia.

Use specimens, models, photographs and drawings to illustrate examples of organisms from each of the kingdoms.

Make a wall display to illustrate the different kingdoms.

12.3 Use knowledge of the key features of the major phyla of animals and plants to recognise a typical member.

Use specimens, models, photographs and drawings to classify organisms.

Make a photographic record of local members of selected phyla.

13 Understand ecological relationships and population dynamics

13.1 Explain examples of a predator–prey relationship and the possible effects on the population size of both the predator and the prey.

Analyse and interpret population curves of predator and prey.

Use a computer simulation to investigate how changes in predator numbers affect the population of their prey and consequently the predator population itself.

13.2 Explain examples of inter- and intra-specific competition for food and space and the effects on the distribution and size of the populations of organisms.

Use video to study how animals defend their territory against members of their species.

Analyse records of the increase in numbers of invading species of plants (e.g. water weed) and animals (e.g. crown of thorns).

13.3 Explain how disease affects the size of population of organisms and the significance of limiting factors in determining the ultimate size of a population.

Examine case studies of population data, discuss possible causes for population changes and compare interpretations with those of the scientists who investigated the populations.

13.4 Explain how the diversity and numbers of organisms and the environmental factors in an ecosystem form a dynamic relationship that is open to disruption.

Analyse and interpret population curves of a predator and its prey.

Use a computer simulation to investigate how changes in predator numbers affect the population of its prey and consequently the predator population itself.

13.5 Explain examples of short- and long-term human impact on a variety of environments.

Study pictures of a range of environments taken at different times and determine the human impact.

ICT opportunity

Use a computer simulation to investigate a dynamic relationship.

ICT opportunity


ICT opportunity



14 Understand the form and culture of micro-organisms

14.1 Know the basic distinguishing features of viruses and types of bacteria and microbial fungi.

Study microscope slides or photographs of different forms of bacteria.

Use electron microscope photographs to study the morphology of viruses.

14.2 Know methods for the laboratory and bulk culture of micro-organisms and cell lines.

Use the Internet to determine how micro-organisms are grown in bulk.

Grow colonies of micro-organisms on agar slopes and Petri plates.

Chemistry

By the end of Grade 11, students know the processes for manufacturing ammonia, nitric acid and sulfuric acid, and the chemistry behind the limestone industry. They know the origins of metallic properties and that metals vary in reactivity in a manner linked to their position in the periodic table. They know how useful properties of metals can be designed into alloys. They know that reactions are accompanied by energy changes and that endothermic changes are associated with bond breaking and exothermic ones with bond making. They know and use the concepts of enthalpy of reaction and activation energy. They know that oxidation and reduction reactions are associated with gain or loss of electrons and explain redox reactions in terms of change in oxidation number. They know that transition metals are important redox reagents because they exhibit multiple oxidation states. Students have an understanding of the general chemistry of alkanes, alkenes, halogenoalkanes, alcohols, aldhehydes, ketones, carboxylic acids, esters, acyl chlorides, amines, nitriles, amides and amino acids. They know that the main sources of organic compounds are fossil fuels and living materials. They understand the importance of alkanes as fuels.

Students should:


15.1 Know the essential details of the Haber process for making ammonia from nitrogen.

Study the history of the development of the Haber process using images from the Internet.

15.2 Know the essential details of the commercial oxidation of ammonia to nitric acid and of the main commercial uses of nitric acid.

Draw a flow chart showing the essential reactions of the Haber process and the subsequent oxidation of ammonia to nitric acid. Illustrate with images from the Internet.

15.3 Understand the industrial importance of ammonia and nitrogen compounds derived from ammonia and nitric acid.

ICT opportunity


ICT opportunity


ICT opportunity



Represent graphically, using statistics from the Internet or elsewhere, the growth in worldwide production and use of nitrogenous fertilisers since the Haber process was invented.

Summarise, using a flow chart, the industrial uses of ammonia and nitric acid.

15.4 Know that the Qatar natural gas field is also a source of sulfur and that this has consequences for the processes that exploit the gas.

Obtain statistics on the sulfur content of Qatar gas as part of an industrial visit and find out what is done with the sulfur extracted.

15.5 Know the essential details of the contact process for manufacturing sulfuric acid and understand the industrial importance of sulfuric acid.

Demonstrate the production of sulfur trioxide (solid) in the laboratory.

Prepare an illustrated flow chart showing the production and use of sulfuric acid using information and graphics from the Internet or elsewhere.

15.6 Know that limestone is a source of many important agricultural and industrial chemicals and describe the conversion of limestone into quicklime and slaked lime.

Make and test quicklime and slaked lime in the laboratory. Make limewater with the slaked lime made and test it.

Show the many uses for limestone and its derivatives in a flow chart or an HTML presentation.

15.7 Describe the manufacture of cement and know how changes at the molecular level that take place during the setting of concrete give it its strength and durability.

Make a variety of concrete bricks using identical moulds, using different mixes and setting conditions. Devise investigations for testing the blocks for tensile strength, hardness, etc.

16 Know the important properties of metals and how these can be modified by the formation of alloys

16.1 Know that metals can be arranged in order of reactivity according to their reaction with agents such as air, water and acids, and that this order is related to their position in the periodic table.

Selectively revisit work done on metal reactions and the reactivity series in earlier grades. Investigate additional characteristics (e.g. the thermal stability of carbonates and nitrates) Predict the properties of a less common metal (e.g. nickel) from its position in the series and carry out investigations to test the predictions.

Account for the anomalous unreactivity of aluminium, given its position in the reactivity series.

16.2 List a number of alloys, including the common forms of steel, and their uses, and compare their properties with those of the metals from which they are made.

Tabulate the properties and uses of some common alloys with the help of information from sites on the Internet. Note specifically the importance of alloys of aluminium.

16.3 Explain, in terms of particle theory, why alloys are often much harder and more rigid than the pure metal from which they are predominantly made.

Download and study applets showing how the presence of foreign atoms in a metal lattice can affect its physical properties.

ICT opportunity


ICT opportunity

Download information and images from the Internet; use HTML.

ICT opportunity


ICT opportunity

Use applets to illustrate a concept.


17 Understand reaction energetics

17.1 Know that chemical reactions are accompanied by energy changes, usually in the form of heat energy, and that the energy changes can be exothermic or endothermic.

Investigate exothermic and endothermic reactions. Suitable exothermic reactions are neutralisations and suitable endothermic reactions are those that involve the production of gases (e.g. the reaction between potassium carbonate or bicarbonate and hydrochloric acid).

17.2 Construct reaction energy profiles showing enthalpy changes in the reaction and activation energy.

Show similar examples where the heat produced by the reaction is sufficient to sustain it (e.g. the combustion of magnesium) and those where it is not (e.g. the oxidation of copper).

17.3 Know that a catalyst can provide an alternative energy profile with a lower activation energy.

Demonstrate and discuss the energy profile of a reaction such as the combustion of hydrogen with and without the presence of a platinum catalyst or the decomposition of hydrogen peroxide in the presence of manganese dioxide or dust as a catalyst

17.4 Explain and use the concept of standard enthalpy change (∆H), with particular reference to combustion, formation, solution and neutralisation, and calculate enthalpy changes from experimental results.

Measure experimentally some standard enthalpy changes (e.g. combustion and neutralisation).

Use the relationship ∆H = (mcp∆T)/n, where (mcp∆T) represents the heat produced from the reactions and absorbed by an appropriate medium, such as water, of specific heat capacity cp.

Compare the heat energy released during the burning of different fuels; calculate the molar enthalpies of the reactions.

17.5 Recognise that bond breaking is associated with endothermic changes and bond formation is associated with exothermic changes.

18 Understand redox reactions

18.1 Explain oxidation and reduction in terms of gain or loss of oxygen and in terms of electron transfer.

Investigate a number of common redox reactions, identifying starting materials and products. Show the electron transfer process for each reaction.

18.2 Explain redox reactions in terms of change in oxidation number.

Further analyse the reactions in Standard 18.1 to show changes in oxidation number.

18.3 Know that variable oxidation number is an important feature of transition metal chemistry and explain it in terms of the elements’ electronic structures.

Carry out redox reactions involving transition metal compounds (e.g. iron salts, potassium manganate(VII)). Deduce the changes in oxidation number from the equations.

18.4 Measure cell potentials and relate them to the relative position of the metals in the reactivity series; describe the chemical changes in a cell in terms of half-cell reactions.

Safety



Measure the initial e.m.f. of cells made from a variety of half-cells and deduce an order of half-cell potential.

Write ionic equations for the half-cell reactions.

18.5 Define standard electrode potentials relative to the standard hydrogen electrode and describe methods used to measure the standard electrode potentials of metals or non-metals in contact with their ions in aqueous solution. Calculate a standard cell potential by combining two standard electrode potentials.

Demonstrate the action of a standard hydrogen electrode.

18.6 Know the half-cell reactions of everyday cells, such as the dry cell and the accumulator.

Make and test a model accumulator.

18.7 Describe the function of a fuel cell with particular reference to the hydrogen–oxygen cell.

Find information on the current state of fuel-cell research and application and discuss the future of the fuel cell.

18.8 Be aware of the need to recycle modern rechargeable batteries, such as those in computers and cellular telephones, because of the poisonous heavy metals they contain (e.g. mercury and cadmium).

Set up a used-battery collection point in school.

18.9 Know and use the concept of the faraday (96 500 coulombs) as a mole of electrons.

Determine the magnitude of a faraday by the electrolysis of molten lead bromide.

Calculate the quantity of charge passed during electrolysis and the mass, or volume, of substance liberated during electrolysis in reactions such as the electrolysis of water, (with a small quantity of dilute sulfuric acid added to make it conducting) and copper sulfate solution at copper electrodes.

19 Understand basic aliphatic organic chemistry

19.1 Know, interpret and use the nomenclature and molecular and structural formulae of the following classes of compound:

• alkanes and alkenes;

• halogenoalkanes;

• alcohols;

• aldhehydes and ketones;

• carboxylic acids, esters and acyl chlorides;

• amines, nitriles, amides and amino acids.

19.2 Describe the chemistry of alkanes as exemplified by their combustion, by substitution by chlorine and by bromine, and by their general unreactivity towards electrophiles and nucleophiles.

Compare the combustion characteristics of a variety of liquid and gaseous alkanes.

Show that alkanes do not react with electrophilic reagents mentioned in the examples given with Standard 19.4.

19.3 Know that the main use of alkanes is as fuels and that the size of the molecule determines what kind of fuel it is and how it is used.

Safety

All practical organic chemistry involves a fire risk; appropriate precautions should be taken.


Tabulate the different categories of fuels together with their main uses, their approximate boiling range and their main constituents.

Note the trends in the physical properties of alkanes.


19.4 Describe the chemistry of alkenes as the chemistry of the double bond, exemplified by addition and polymerisation.

Show addition of hydrogen, steam, hydrogen halides and halogens, and oxidation by cold, dilute manganate(VII) ions to form the diol.

(Advanced) Show that all the reactions of alkenes follow the same pattern of electrophilic addition.

19.5 Illustrate structural and geometric isomerism in alkanes and alkenes.

Draw diagrams or make models (preferably space-filling) of geometric and structural isomers.

19.6 Describe the stereochemistry of alkanes and alkenes and related molecules.

Use molecular models to illustrate molecular shapes.

19.7 Know that petroleum and natural gas are sources of organic compounds and describe the processes of catalytic cracking and gas-to-liquid refining. Develop a flow chart of the gas-to-liquid process used in Qatar.

19.8 Know that many organic compounds are made from plant and animal material.

List some examples (e.g. the manufacture of ethanol from sugar, the use of plant material as the raw material for drugs in the pharmaceutical industry).

19.9 Describe the chemistry of halogenoalkanes as exemplified by substitution reactions and the elimination of hydrogen halide to form an alkene.

Investigate the reactions of bromoethane: hydrolysis; formation of nitriles; formation of primary amines by reaction with ammonia.

(Advanced) Show that these reactions fall into two general categories of nucleophilic substitution and elimination.

19.10 Know some of the important applications of halogenoalkanes.

Discuss the importance of halogenoalkanes as important reactive intermediate compounds in the synthesis of more complex compounds.

Note some specific uses of halogenoalkanes (e.g. in dry cleaning, in refrigerants, the use of chloroform as an anaesthetic). Note also the environmental issues raised by the use of some halogenoalkanes by referring to Grade 10 standards relating to the ozone layer.

19.11 Describe the chemistry of alcohols as exemplified by ethanol, including combustion, substitution reactions, reaction with sodium, oxidation to carbonyl compounds and acids, dehydration, ester formation and its commercial production.

Discuss the commercial importance of alcohol and its preparation from petroleum and from sugars by the action of yeasts. Compare the economics and the sustainability of these two methods.

Investigate the reaction of ethanol with sodium, sodium dichromate and ethanoic acid.

Prepare bromoethane from ethanol.

19.12 Classify alcohols as primary, secondary and tertiary, and describe the formation of aldehydes and ketones by oxidation of the corresponding alcohol by acidified dichromate.

Note the trends in the physical properties of primary, secondary and tertiary alcohols.


Prepare typical aldehydes and ketones by the oxidation of the appropriate alcohol with acidified dichromate with distillation and characterisation of the product.

19.13 Describe the chemistry of the carbonyl group, as exemplified by aldehydes and ketones.

Distinguish between aldehydes and ketones by their reactions with oxidising agents such as Tollens’ reagent.

Show nucleophilic addition to the carbonyl bond (e.g. the reaction with sodium hydrogensulfite).

Show halogenation of the alkyl groups by reactions such as the iodoform reaction.

Show condensation reactions to the carbonyl group (e.g. the reaction with 2,4-dinitophenylhydrazine).

19.14 Describe the formation of carboxylic acids and their reactions to form esters and salts.

Make ethanoic acid by the oxidation of ethanol.

Make the sodium salt of ethanoic acid by neutralisation of the acid with sodium hydroxide.

(Advanced) Show how ethanoic acid can also be formed from acid hydrolysis of ethanenitrile and by oxidation of ethanal.

Make ethyl ethanoate by the reaction between ethanoic acid and ethanol.

19.15 Describe the characteristic structure of esters and know that they can be hydrolysed to the alcohol and acid.

Hydrolyse ethyl ethanoate.

19.16 Know the main commercial uses of esters in perfumes and flavourings.

Physics

By the end of Grade 11, students state Newton’s laws of motion and use them to solve problems of motion in two dimensions. They distinguish between mass and weight, know that momentum is conserved during collisions and apply the knowledge to collisions and explosions in one dimension. They determine the centre of gravity of a lamina and apply the principle of moments to real problems. They define and measure temperature and know how thermal energy moves from place to place. They know that heat is transferred by conduction, convection and radiation and can give examples of each. They know that some substances are better conductors than others, that convection currents are the basis of weather patterns and that some surfaces radiate and absorb heat better than others. They use the concepts of specific heat capacity and specific latent heat to calculate heat transferred to bodies. They know that light travels in straight lines and how it is reflected and refracted; they are aware of some of the applications of these properties. They understand dispersion and recognise some of its natural consequences, and know how the eye receives and focuses light. Students know that an electric current is a stream of charged particles and solve problems related to current and potential difference. They use capacitors in real circuits and use thermistors, diodes, transistors and light-dependent resistors as potential dividers to drive gates in logic circuits. They know how astable and bistable switches can be used in memory circuits.


Students should:

20 Understand the relationships between forces and movement

20.1 State Newton’s laws of motion and apply them to real situations.

Illustrate Newton’s laws of motion with real situations. The first two laws can be illustrated by examples such as the speeding up and slowing down of a car, traffic collisions, the movement of a ball during a game of soccer or tennis. The third law can be illustrated by examples such as two vehicles involved in a traffic accident.

20.2 Know that linear momentum is the product of mass and velocity, and that a momentum change on a body is equal to the force causing it. Understand and use the relationship F = ma.

Measure, using a ticker-timer, the acceleration of a trolley pulled with a constant force on a friction-compensated runway. Vary the mass of the trolley and the force used. Measure the acceleration of a falling object in a similar way.

20.3 Distinguish between inertial and gravitational mass.

Demonstrate inertia using simple experiments (e.g. pulling a piece of paper from underneath an object, such as a large coin, without moving the object).

Discuss the distinction between gravitational mass and inertial mass as different concepts yielding the same value.

Investigate the force needed to stop objects of different masses moving with the same velocity. Find the mass of someone by (a) weighing them on bathroom scales and (b) measuring the force needed to stop them moving in a rotating chair, in comparison with the force needed to stop a known mass from moving at the same angular velocity.


Discuss the use of a top-pan balance and a beam balance for measuring mass in different gravitational fields.

20.5 Know the principle of conservation of momentum and apply it to elastic and inelastic collisions and explosions involving two bodies in one dimension.

Use ticker-timers or similar equipment to study elastic collisions and explosions between two trolleys of different mass.

20.6 Know that the weight of a body may be taken as acting at a single point known as its centre of gravity.

Find the centre of gravity of an irregular lamina.

Discuss the effect of a vehicle’s centre of gravity on its road-holding ability.

20.7 Describe and apply the moment of a force and the torque of a couple, and apply the principle of moments to a system in equilibrium.

Take appropriate measurements to calculate the torque of a couple in real situations (e.g. turning a six-sided nut using a spanner).

20.8 List and explain applications of the principle of moments to engineering systems and to the muscles of the human body.

Make a model arm showing the two lever mechanisms, using elastic bands as muscles.

Take appropriate measurements and calculate the force exerted by an arm muscle lifting a known mass.

Take appropriate measurements and calculate the force on your Achilles tendon when you stand on the ball of your foot.


21 Understand thermal physics

21.1 Define temperature and explain how a temperature scale is constructed. Know how different types of thermometer work and list their advantages and disadvantages.

Calibrate an alcohol-in-glass thermometer.

Compare the use of different types of thermometer (e.g. digital, alcohol in glass, thermocouple) to measure temperature changes in water as it is heated.

21.2 Recognise that thermal energy is transferred from a region of higher temperature to a region of lower temperature and that regions of equal temperature are in thermal equilibrium.

21.3 Know that heat is transferred by conduction, convection and radiation; explain conduction and convection in terms of particle movement.

Recall and expand learning activities from Grade 8, section 17, to demonstrate heat transfer.

21.4 Know the causes of convection currents in air and water and understand how these can affect climate and weather.

Show convection currents in a water using a crystal of potassium manganate (VII).

Draw a diagram of a domestic water system showing how it depends on convection to operate correctly. Make a model domestic water system and show convection currents with a colourant.

Study the influence of the sea on climate, both global and local. Note the effects of apparently small changes in sea temperature such as those that cause ‘El Niño’ events.

21.5 Know that heat can be radiated through a vacuum and that this is how the heat from the Sun reaches Earth.

Use a pair of parabolic reflectors with a heat source at the focus of one and a match head at the focus of the other to show that radiant heat can be reflected like light.

21.6 Define, explain in terms of the kinetic particle model and use the concepts of specific heat capacity and specific latent heat. Offer explanations for the relative magnitudes of these quantities and for differences between materials.

Plot cooling curves of liquids solidifying and explain their shape.

Determine the specific heat capacity of solids and liquids by a variety of methods.

Determine the specific latent heats of melting and boiling of ice and water.

21.7 Show an understanding of the importance of the unusually large value of the specific latent heat and the specific heat capacity of water, in terms of heat regulation in the body and the impact of the oceans on climate.

Compare the heat capacities and specific latent heats of various liquids.

Estimate the heat that can be stored in the top metre of the Pacific Ocean per degree rise in its temperature.

22 Understand light and optics

22.1 Know that light travels in straight lines and can be reflected by plane surfaces, and explain how images are formed in plane mirrors. Explain common applications of this phenomenon.

Show reflection of light and the formation of images using common optical equipment.

Study the path of light through devices such as a periscope.

See Standard 21.7

Safety

The solid traditionally used in for plotting cooling curves, naphthalene, is carcinogenic. Use alternatives.


22.2 Know that light is refracted as it passes from one medium to another. Explain the geometry of refraction, calculate the refractive index of a medium and interpret it in terms of change in the velocity of light.

Show reflection of light using common optical equipment and calculate experimentally, refractive index for several different media.

22.3 Show how images are formed by converging and diverging lenses and understand the concept of focal length. Explain common applications of these phenomena.

Study image formation by converging and diverging lenses, and determine the focal point and focal length of a converging lens.

Study the path of a light through devices such as a magnifying glass, a camera, a telescope and a microscope.

(Advanced) Develop ray diagrams experimentally to locate images formed by converging and diverging lenses, leading to a definition of the terms ‘principal axis’, ‘focal point’, ‘focal length’ and ‘linear magnification’.

22.4 Know and explain some common uses of curved mirrors.

Study the use of mirrors in applications such as car headlights and reflecting telescopes.

22.5 Explain total internal reflection and its application in fibre optics.

Study total internal reflection in a glass block.

Demonstrate the transmission of light through an optical fibre and discuss its applications in, for example, telecommunications, medicine and engineering.

(Advanced) Demonstrate and develop the concept of critical angle.

22.6 Show and explain the dispersion of light.

Show the formation of an optical spectrum (using light from the Sun and a water prism made from a mirror immersed at an angle in a bowl of water).

(Advanced) Show how dispersion can be a problem in optical instruments such as a camera or binoculars and explain how it is overcome by the use of achromatic compound lenses.

22.7 Explain, in terms of refraction and dispersion, natural phenomena such as rainbows, mirages, the colour of the sky, the colour of sunsets and the difference between real and apparent depth of water.

Carry out the ‘appearing coin’ experiment and demonstrate other common consequences of refraction.

Demonstrate the path of light that causes natural phenomena such as mirages and rainbows.

22.8 Know how the eye receives and focuses light and how short and long sight can be corrected.

Determine the near and far points of the unaided eye and the of same eye with spectacles.

23 Understand the fundamentals of current electricity

23.1 Know that electric current is the rate of flow of charged particles, define charge and the coulomb, and solve problems using the relationship Q = It.

Demonstrate that current is the flow of charged particles using a Van de Graaff generator supplying charge through a sensitive galvanometer to two plates with a conducting ball suspended between them.


23.2 Define potential difference and the volt. Solve problems using the relationships V = W/Q, P = VI, P = I2R.

Measure and compare the power consumption of a variety of electrical devices.

Measure electrical power consumption of an electric motor raising a load and compare that with the mechanical power output.

23.3 Define resistance and solve problems using the relationships V = IR and R = ρl/A for multiple resistances connected in series and in parallel.

Investigate the relationship between current and voltage for ohmic and non-ohmic conductors.

Investigate the dependence of resistance on heat and light in thermistors and light-dependent resistors.

Use different resistors as potential dividers.

23.4 Distinguish between electromotive force and potential difference and understand the concept of internal cell resistance.

Calculate internal cell resistance in a circuit by measuring the current in a circuit and the voltage across an external variable resistance as the resistance changes.

Explain why car headlights dim when the starter motor is used.

24 Use electronic devices in practical control circuits

24.1 Demonstrate an understanding of the construction of capacitors and their use in electrical circuits.

Discharge capacitors through a microammeter, an LED or a small motor.

Show full wave rectification using a diode circuit and an oscilloscope, and show the smoothing effect of a capacitor.

Design and make simple delayed-action switching circuits.

24.2 Explain the variation in resistance shown by devices such as the potentiometer, the diode, the light-dependent resistor, the transistor and the thermistor; use these resistors as potential dividers in practical circuits.

Construct practical circuits using different kinds of resistors and switches (e.g. a reed switch) in potential dividers to control a transistor, which in turn controls other transducers through a relay.

24.3 Use logic gates in practical circuits (AND, OR, NAND, NOR) and determine truth tables for the gates, individually and in combination.

Use logic gates in practical electronic control circuits.

Devise and build practical control circuits (e.g. a vehicle courtesy light circuit, an automatic curtain closer circuit, an intruder alarm).

24.4 Understand and use bistable and astable switches and know how these can constitute memory circuits.

Set up arrays of switches to count events.

(Advanced) Use simple integrated circuit devices (e.g. op-amps and timers) in control circuits.


Science standards

Foundation level


Scientific enquiry

Students identify, develop and make predictions related to a clearly focused research question. They control variables, work as a team and use appropriate equipment and materials. They evaluate experimental design, identify weaknesses and develop realistic strategies for improvement. They work in an ethical manner. They understand the historical development of major scientific ideas and know scientific work is affected by its context. They are aware of the power and limitations of science in addressing questions. They record and process raw data appropriately and draw valid conclusions, allowing for errors and uncertainties. They handle equipment competently with due regard for safety. They follow instructions accurately but are able to adapt to unforeseen circumstances.

Biology

Students describe the structural features of chloroplasts and how these relate to the chemical processes of photosynthesis. They know that ATP is the immediate energy source in cellular processes and relate this to photosynthesis. They outline the reaction steps in the light-dependent and light-independent stages of photosynthesis. They relate the structure of a plant leaf to its function in photosynthesis and understand the factors limiting the rate of photosynthesis. They understand the need for a transport system in multicellular plants. They recall the structure, function and distribution of phloem and xylem in the roots, stems and leaves of a dicotyledonous plant. They describe translocation and transpiration. They explain water movement between cells, and between cells and their environment, in terms of water potential. They know that organisms that can respond to changes in their environment have an increased chance of survival. They understand the principles of homeostasis and negative feedback. They compare and contrast the hormonal and nervous control systems. They describe mammalian thermoregulation and the oestrous cycle. They know that the body produces antibodies against antigens, and understand the causes and transmission of HIV/AIDS, its global significance and problems of control. They understand how genetic variation occurs through allele segregation and chromosome cross-overs. They understand how sex is determined in humans and the mechanism of sex linkage. They understand the difference between dominant and recessive alleles and calculate genotype and phenotype frequencies in monohybrid crosses. They understand that predation, disease and competition result in differential survival rates and reproduction, and that organisms with a selective advantage are more likely to survive and pass on genes to the next generation, that natural selection and isolation can lead to new species, and that evolution over a long period of time has given rise to the diversity of living organisms. They understand the basic principles of genetic engineering. They know how micro-organisms are used in the food industry and in the treatment of wastewater.

Grade 12


Chemistry

Students know that weak bonds caused by dipole attraction hold particles together and they know of hydrogen bonding and its consequences, describe dative bonding and know that compounds’ physical properties depend on their bonding type. They solve problems using the mole, the Avogadro constant, molar solutions, molar gas volume and the universal gas equation. They know the properties of the common compounds of silicon, nitrogen, phosphorus, oxygen and sulfur, and the characteristic properties of the first-row transition elements. They recognise the relative unreactivity of the arene ring. They know the characteristic structures of addition and condensation polymers. They know how to make soaps from fats, and how soaps and detergents solubilise oily stains.

Physics

Students know that there are many interconvertible forms of energy and perform calculations using expressions for kinetic and potential energy, work and power. They know how heat is transferred and use the concepts of specific heat capacity and specific latent heat to calculate heat transferred to bodies. They know that energy is transferred in the form of waves and perform calculations involving velocity, frequency and wavelength. They explain refraction in terms of change in velocity of the wave and relate this to refractive index, and explain diffraction, superposition and constructive and destructive interference in terms of wave motion. They know that the electromagnetic spectrum consists of electromagnetic radiation of varying frequency but with the same velocity in a vacuum and describe the properties and applications of the main parts of the spectrum. Students know that the relative motion of a conductor in a magnetic field induces an e.m.f. in the conductor and know the factors that influence the magnitude and direction of the e.m.f. They describe the commercial production of AC, perform calculations related to its parameters, and know why and how transformers are used in its distribution. They describe a simple model for the nuclear atom and the evidence for it, and recognise that some nuclides are unstable and decompose to simpler ones, emitting three forms of radiation in the process. They characterise the three radiation forms and know some of their uses. They distinguish between nuclear fission and fusion and understand the dangers associated with them. They have an understanding of the properties of the electron and some of its main uses.

Assessment weightings for Grade 12 foundation level












procedures


45 to 55% 25 to 35% 20 to 25%


Science standards

Foundation level

Scientific enquiry

By the end of Grade 12, students identify, develop and make predictions related to a clearly focused research question. They control variables, work as a team and use appropriate equipment and materials. They evaluate experimental design, identify weaknesses and develop realistic strategies for improvement. They work in an ethical manner. They understand the historical development of major scientific ideas and know scientific work is affected by its context. They are aware of the power and limitations of science in addressing questions. They record and process raw data appropriately and draw valid conclusions, allowing for errors and uncertainties. They handle equipment competently with due regard for safety. They follow instructions accurately but are able to adapt to unforeseen circumstances.

Students should:



Investigate factors limiting the rate of photosynthesis.

Determine how wind speed influences the rate of transpiration of a leafy plant.

Determine the acceleration due to gravity using a pendulum (advanced) or a free-fall method.

Determine the percentage of a commercial baking powder that is sodium bicarbonate.


Predict the progeny of a genetic cross.

Use modelling to predict changes in population density in predator–prey relationships.

Predict the characteristic properties of an element (e.g. tin, nickel) from its position in the periodic table and suggest ways to test some of the predictions.

Test the prediction that anodising a sample of aluminium increases its resistance to corrosion.


Investigate the rate of osmosis between solutions of different concentration.

Investigate the rate of photosynthesis of an algal culture at different light intensities.

Compare the behaviour of different materials under stress.

Grade 12

Key standards






Work as a team to investigate the inheritance of selected characteristics of fruit flies.

Work as a team to investigate and explain the incidence of colour blindness in a community.


Develop and evaluate an experimental design to track the impact of humans on an area of desert.

Design an experiment to measure the rate of translocation in a green plant.

Identify the main sources of error when determining g by a free-fall method.

Identify the sources of error in an experiment to measure the power output of a muscle system and develop strategies for dealing with them.


Use published literature to find out the amount of selected yeast-based products produced annually in Qatar and in some other countries.

Write an illustrated report on the structure and function of chloroplasts.

Make a picture display of areas of Qatar that have been affected by industrialisation to illustrate positive and negative impacts.


Carry out a survey of the habitats on a rocky shore to determine human impact.

Study the inheritance of characteristics of mice.


Request information on the amount of sewage processed by sewage works in different areas of Qatar and account for the data.

Search the Internet for examples of genetically modified plants and their usefulness.

Download information on the explosion at Chernobyl from various sources to cross-check their veracity.


2.1 Understand the historical development of major scientific ideas.

Make a video on the work of Mendel.

Research the development of theories of translocation.

Study the evolution of our ideas about the nature of light.

2.2 Know how scientific work is affected by its economic, social, cultural, moral and spiritual contexts.

Debate the cultural, ethical and moral constraints placed by societies on contentious scientific research (e.g. genetic manipulation and gene cloning).

Identify major scientific developments that have arisen from national needs (e.g. Germany’s need for a local source of fertiliser in 1914, the ‘space race’ of the late twentieth century).


2.3 Show an understanding of the power and limitations of science in addressing industrial, social and environmental questions.

Make a list of ways in which science can help stem the HIV/AIDS pandemic and a second list of problems associated with HIV/AIDS that science cannot resolve.

Discuss the reasons why, although we understand the biochemistry of human reproduction, some areas of the world are overpopulated and have an increasing birth rate.

Debate issues around the deliberate and accidental release of harmful chemicals into the environment.



Draw diagrams to illustrate the inheritance of alleles through generations.

Construct tables to describe the key characteristics of animals in different phyla.

Make large labelled diagrams of xylem and phloem cells.


Graph data on the rate of photosynthesis in relation to temperature at different light intensities.

Collect data on people living with HIV/AIDS in different countries and present as percentages of population and as numbers per unit area of the country.


Rework the data on Mendel's experiments with peas and discuss the certainty of the conclusions.

Use a graphical method for determining g using a pendulum that allows errors to be spotted and eliminated.


Use models to show mechanisms such as the structure of phloem and xylem.

Create a PowerPoint presentation about homeostasis.

Use applets to illustrate a variety of three-dimensional physical processes.



Use an oxygen meter in the study of photosynthesis.

Use a potometer to investigate transpiration.

Use a razor blade to cut sections and make slides of plant stems and leaves.

Use a xenon stroboscope to determine the frequency of a vibration.

Use a laser and a microwave generator to show interference.

Use a spectroscope to study emission and absorption spectra.


See Standard 18.5


Biology

By the end of Grade 12, students describe the structural features of chloroplasts and how these relate to the chemical processes of photosynthesis. They know that ATP is the immediate energy source in cellular processes and relate this to photosynthesis. They outline the reaction steps in the light-dependent and light-independent stages of photosynthesis. They relate the structure of a plant leaf to its function in photosynthesis and understand the factors limiting the rate of photosynthesis. They understand the need for a transport system in multicellular plants. They recall the structure, function and distribution of phloem and xylem in the roots, stems and leaves of a dicotyledonous plant. They describe translocation and transpiration. They explain water movement between cells, and between cells and their environment, in terms of water potential. They know that organisms that can respond to changes in their environment have an increased chance of survival. They understand the principles of homeostasis and negative feedback. They compare and contrast the hormonal and nervous control systems. They describe mammalian thermoregulation and the oestrous cycle. They know that the body produces antibodies against antigens, and understand the causes and transmission of HIV/AIDS, its global significance and problems of control. They understand how genetic variation occurs through allele segregation and chromosome cross-overs. They understand how sex is determined in humans and the mechanism of sex linkage. They understand the difference between dominant and recessive alleles and calculate genotype and phenotype frequencies in monohybrid crosses. They understand that predation, disease and competition result in differential survival rates and reproduction, and that organisms with a selective advantage are more likely to survive and pass on genes to the next generation, that natural selection and isolation can lead to new species, and that evolution over a long period of time has given rise to the diversity of living organisms. They understand the basic principles of genetic engineering. They know how micro-organisms are used in the food industry and in the treatment of wastewater.

Students should:


5.1 Describe the structure of chloroplasts and link this to the biochemical and photochemical reactions of photosynthesis.


Make a model chloroplast.

Study prepared slides of cross-sections of leaf cells under the microscope.

5.2 Describe the structure of a dicotyledonous leaf and a palisade cell and relate their structures to their roles in photosynthesis.

Cut cross-sections of leaves, prepare slides, study with a microscope and draw.

Study and draw the morphology of a range of plant leaves.

Trace round some leaves from a plant and calculate their surface areas. Estimate the total surface area of all the leaves of the plant.


6 Know the stages in the biochemistry of photosynthesis

6.1 Describe the role of ATP as the universal energy currency in all living organisms and relate this to photosynthesis.

Study diagrams of biochemical pathways and identify reactions involving ATP.

6.2 Describe the reaction steps in the light-dependent and light-independent stages of photosynthesis, including the role of ATP.

Make cards showing the reaction steps of photosynthesis and arrange these to illustrate the light-dependent and light-independent stages.

Use the Internet to find out about the contribution of Calvin to our understanding of photosynthesis.

7 Understand the factors that limit the rate of photosynthesis

7.1 Explain how carbon dioxide concentration, light intensity and temperature are interdependent limiting factors for photosynthesis.

Investigate how the rate of photosynthesis of a culture of algae is affected by light intensity, carbon dioxide and temperature.

Measure the rate of oxygen bubbles produced by Elodea when placed in different light intensities.

8 Understand the transport systems in dicotyledonous plants

8.1 Explain why large plants need transport systems for gases, water and food in terms of their surface area to volume ratios.

Calculate the surface area to volume ratios of different-sized cubes.

Measure the rate of diffusion of a drop of coloured liquid in different volumes of water.

8.2 Describe the vascular systems of the roots, stems and leaves of dicotyledonous plants and relate the structure and distribution of xylem and phloem to their functions.

Cut longitudinal and transverse sections of roots, stems and leaves, and examine with a microscope.

Examine cut sections of a tree trunk or branch.

Make a model root and stem to show the vascular bundles.

8.3 Explain the movement of water between plant cells, and between plant cells and their environment, in terms of water potential.

Make model cells from visking tubing. Fill one cell with water and put different concentrations of sugar solution in the other cells. Place the cells so that the water cell is touching all the others. Leave for some time and look for signs of movement of water into the various cells.

Examine some plant cells under the microscope. Add water to the cells and re-examine. Then add sugar solution and examine again.

8.4 Describe the processes of translocation of photosynthetic products in the phloem and transpiration of water and dissolved miners in the xylem.

Tie a polythene bag over some leaves of a healthy plant. Look for signs of water loss by the leaves.

Use a potometer to investigate water loss by leaves.

ICT opportunity


ICT opportunity

Use dataloggers and probes.


9 Understand physiological regulatory systems of mammals

9.1 Explain the importance to the survival of organisms of being able to respond to environmental stimuli.

Watch a wildlife video that illustrates a range of ways in which animals detect potential dangers.

9.2 Explain the importance of homeostasis in mammals and describe the process in terms of receptors, effectors and negative feedback.

Construct charts to compare mammalian feedback mechanisms with mechanical and electrical regulatory systems.

9.3 Describe thermoregulation in humans and the roles of TRH and TSH.

Watch and discuss a video about human survival in hot and cold conditions.

Write a play about survival in hot and cold conditions.

9.4 Describe the mammalian oestrous cycle and the roles of oestrogen, progesterone, LH and FSH.

Study and interpret data on the hormone levels in the blood system of women over a monthly cycle and when pregnant.

Use the library and the Internet to find out about the hormonal action of female contraceptive pills.

9.5 Describe the similarities and differences between nervous and hormonal control systems in mammals.

Give groups of students a set of cards that state properties of the hormonal and nervous systems. Ask them to sort the cards into sets of properties that are unique to each system and properties that are common to both systems.

10 Understand the HIV/AIDS pandemic

10.1 Explain the causes and transmission mechanisms of HIV/AIDS, how its spread may be controlled and the significance of the pandemic.

Collect data from the Internet and plot the estimates of people living with HIV/AIDS in various countries against time; discuss possible reasons for differences and changes.

Find out if there are any available HIV/AIDS statistics for Qatar and if these show any trend.

10.2 Explain the action of antibodies against antigens in the human immune system.

Make a diagrammatic model of an antibody–antigen reaction.

Survey the class to determine how many students suffer from hay fever.


11.1 Explain the terms gene, allele, phenotype, genotype, dominant, recessive and co-dominant.

Construct a quiz in which teams of students write correct and incorrect definitions of terms and ask other teams to select the correct one.

11.2 Use genetic diagrams to solve genetic problems involving monohybrid crosses.

Using fruit flies or other organisms to track the pattern of inheritance of characteristics.

Predict and check the progeny of genetic crosses.

ICT opportunity


ICT opportunity


ICT opportunity


ICT opportunity



11.3 Explain how variation occurs through segregation of alleles during gamete formation and through the crossing over of chromosome segments during meiosis.

Using coloured beads as alleles, follow the pattern of their segregation during gamete formation and possible combinations in fertilisation.

Use a microscope to study prepared slides of chromosome cross-overs.

11.4 Know how X and Y chromosomes determine sex in humans and the inheritance pattern of sex-linked characteristics.

Make model X and Y chromosomes and track their segregation during gamete formation and possible combinations in fertilisation.

Use a microscope to study prepared slides of human X and Y chromosomes.

Predict and check the progeny of parents carrying the colour-blind allele.

12 Know the mechanism and outcomes of natural selection

12.1 Know that predation, disease and competition within a population results in the survival and reproduction of the strongest individuals and that this natural selection allows the inheritance of their characteristics.

Use the library to find out about the work of Darwin and Wallace.

12.2 Know that natural selection and breeding isolation can lead to speciation.

Watch and discuss video material on evidence and argument in support of and counter to the theory of evolution by natural selection.

Find out why the Galapagos islands are of interest to those studying evolution.

12.3 Explain how natural selection and evolution over a long period of time have resulted in a great diversity of forms among living organisms.

Hold a class debate in which teams put forward scientific evidence for and against the theory of evolution by natural selection.

12.4 Give examples and explanations of how organisms are adapted to survive in particular environmental conditions.

Match pictures of organisms with descriptions of their adaptations for living in their natural habitat.

13 Understand the basis of biotechnology

13.1 Explain the principles of gene cloning and the roles of restriction enzymes, recombinant DNA, plasmids and bacteriophages.

Using coloured Plasticine or string, simulate the processes involved in gene cloning.

Make a collection of press cuttings about genetic engineering. Discuss the correctness of the science described in each report and the consequent appropriateness of the article.

13.2 Explain some of the potential advantages of, and ethical and moral concerns about, genetic engineering.

Interview people about their views on genetic engineering. Use the interviews to inform a class debate on the subject.

Write an article arguing for the use of generic engineering to help create useful organisms and then write a second article arguing why it is wrong to do so.

ICT opportunity

Use video for information.


13.3 Explain some uses of micro-organisms in food production.

Survey food shops to discover products made with the aid of micro-organisms.

Compare the time taken for milk to turn sour when kept in different conditions.

Mix flour dough with different amounts of yeast and sugar and measure the time taken for the dough to rise to a predetermined size.

13.4 Explain how micro-organisms are used in the treatment of wastewater.

Visit a wastewater treatment plant.

Chemistry

By the end of Grade 12, students know that weak bonds caused by dipole attraction hold particles together and they know of hydrogen bonding and its consequences, describe dative bonding and know that compounds’ physical properties depend on their bonding type. They solve problems using the mole, the Avogadro constant, molar solutions, molar gas volume and the universal gas equation. They know the properties of the common compounds of silicon, nitrogen, phosphorus, oxygen and sulfur, and the characteristic properties of the first-row transition elements. They recognise the relative unreactivity of the arene ring. They know the characteristic structures of addition and condensation polymers. They know how to make soaps from fats, and how soaps and detergents solubilise oily stains.

Students should:

14 Understand the structures of atoms and molecules, and know how these determine their physical and chemical properties

14.1 Know that permanent and induced molecular dipoles can give rise to intermolecular forces (van der Waals’ forces), and explain their consequences in terms of physical properties of elements and compounds.

Make a list or display of elements and compounds that have anomalous physical properties that can be ascribed to van der Waals’ forces (e.g. CHCl3(l), Br2(l) and the liquid noble gases).

14.2 Describe hydrogen bonding, using ammonia and water as simple examples of molecules containing N–H and O–H groups.

Compare graphically the physical properties of similar compounds (e.g. the group V, VI and VII hydrides) to show the influence of hydrogen bonding.

14.3 Know the importance of hydrogen bonding to the physical properties of substances, particularly ice and water, and to the structures of important organic molecules such as proteins and nucleic acids.

Discuss, and demonstrate using models, the importance of hydrogen bonding in the base pairing of DNA and RNA and in the three-dimensional structure of proteins such as haemoglobin.

14.4 Explain the shapes of simple covalent molecules in terms of electron-pair repulsion (including lone pairs) and know how molecular shape can give rise to permanent dipoles.


Attract a stream of slowly flowing tap water to a charged ruler and explain the phenomenon in terms of the shape of the molecule.

Make three-dimensional models using examples such as BF3 (trigonal), CO2 (linear), CH4 (tetrahedral), NH3 (pyramidal) and H2O (non-linear).

14.5 Describe coordinate (dative covalent) bonding, as exemplified by the formation of the ammonium and hydroxonium ions and in the structure of carbon monoxide.

Draw Lewis ‘dot and cross’ diagrams to show coordinate bonding.

14.6 Account for the differences in physical properties of substances by reference to different types of bonding: ionic bonding; covalent bonding; hydrogen bonding; other intermolecular interactions; metallic bonding.

Investigate the physical properties of a variety of common substances with different bonding types.

14.7 Describe, in simple terms, the differences between the lattice structures of crystalline solids which are: ionic, as in sodium chloride; simple molecular, as in iodine; giant molecular, as in graphite, diamond or silicon(IV) oxide; hydrogen bonded, as in ice; metallic, as in copper.

Download from the Internet Java applets showing these structures in rotatable three-dimensional diagrams. Study these compounds in the classroom to discover the macro-differences in their physical properties.

14.8 Describe the number and relative energies of the s, p, d and f orbitals for the principal quantum numbers 1, 2, 3 and 4, and show how this leads to the structure of the periodic table.

Draw an energy-level diagram showing the levels of the s, p, d and f orbitals for the principal quantum numbers 1 to 4.

14.9 Describe the shape of the s and p orbitals and their hybrids in atoms such as carbon and oxygen.

Make models or download Java applets showing the shapes of s and p hybrid orbitals.

14.10 Describe covalent bonding in terms of orbital overlap, giving σ (sigma) and π (pi) bonds; explain bond shape and angles in ethane, ethene and benzene in terms of σ and π bonds.

Make models or download Java applets, of simple compounds with π bonds to show molecular shape and areas of high electron probability.

14.11 Explain the lack of reactivity of the triple bond (as in nitrogen) in terms of bonding theory.

15 Understand the principles of stoichiometry

15.1 Write balanced equations and use them to provide information on reacting masses.

Demonstrate quantitatively the conservation of mass during a reaction using the burning of magnesium in a crucible.

15.2 Define a mole of a substance in terms of the Avogadro constant and use it in stoichiometric calculations.

Solve simple stoichiometric problems using familiar equations.

15.3 Calculate empirical and molecular formulae using combustion data or composition by mass.

Use data from the combustion of magnesium to show composition by mass.

ICT opportunity

Obtain physical properties from the Internet.

ICT opportunity

Use Java applets to show physical processes.

ICT opportunity

Use Java applets to show orbital shapes.


15.4 Determine concentrations of reactants in solutions through acid–base titrations with appropriate indicators.

Perform simple acid–base titrations using appropriate indictors.

Solve percentage purity problems (e.g. the percentage of sodium bicarbonate in baking powder).

15.5 Apply the kinetic particle model to an ideal gas and explain, in terms of molecular size and intermolecular forces, how the behaviour of real gases deviates from the ideal model at high pressures and low temperatures.

15.6 Define molar volume and use it in calculations on the reacting volumes of ideal gases.

Demonstrate the concept of molar volume by measuring the gas evolved during an acid/carbonate reaction with a known quantity of reactant.

Apply the concept of molar volume calculation to real situations (e.g. the operation of a fire extinguisher).

15.7 Use the general gas equation PV = nRT and the concept of relative molar volume at STP in calculations related to ideal gases.

Determination of Boyle’s and Charles’s laws. Extrapolate the Charles law result to show the absolute zero of temperature.

Carry out realistic calculations (e.g. bubble size in deep water, the volume of gas in weather balloons) using the gas laws to predict volume changes with changes in temperature and pressure.

16 Know some properties of common group IV, V and VI elements and their compounds

16.1 Know the main properties and uses of oxygen, and the test for it.

Demonstrate the properties of pure oxygen in supporting combustion and test the product of the combustion of an element, if soluble, for acidity.

Generate oxygen on a small scale by heating potassium manganate(VII) and test for it.

16.2 Know that water is compound of hydrogen and oxygen.

Electrolyse water at platinum electrodes and collect and test the products.

16.3 Show an understanding of the properties of hydrogen peroxide as an acid and an oxidising agent and understand the use of peroxides as oxidants in rockets and explosives.

Investigate the decomposition of hydrogen peroxide using catalysts such as manganese dioxide. Investigate the bleaching action of dilute hydrogen peroxide on cloth and hair.

Explain the properties of hydrogen peroxide and other peroxides in terms of their structure.

16.4 Know that ozone is a form of oxygen formed when oxygen is subjected to electrostatic discharges or high-energy radiation and that it is a powerful oxidising agent.

16.5 Know the physiological effects of ozone and recognise that in the lower atmosphere it is a pollutant but that in the upper atmosphere it protects living materials from destructive high-energy radiation.

Identify the presence of ozone around a photocopier by its characteristic acrid smell.

Recall the work done on the ozone layer in Grade 10.

ICT opportunity

Use electronic sensors to measure variables.

Safety

Use of oxygen from a cylinder must only be done by the teacher.

Safety

Hydrogen peroxide can cause burns. Class experiments should use ‘5 volume’ or less.


16.6 Compare the physical and chemical properties of sulfur and oxygen and their simple compounds, such as their hydrides.

Compare the physical and chemical properties of the hydrides of sulfur and oxygen, noting the importance of hydrogen bonding in water and that hydrogen sulfide displays the properties of a weak acid. Compare the properties of selected oxides and sulfides, noting particularly the displacement of hydrogen sulfide by the reaction between sulfides and acids.

16.7 Know and explain the existence of two oxidation states of sulfur in its common compounds, as typified by its two common oxides and the two acids and series of salts that they form.

Prepare sulfur dioxide by burning sulfur, dissolve it in water and test the solution.

Demonstrate the preparation of sulfur trioxide crystals by the contact process using platinised mineral wool as catalyst.

16.8 Know the importance of sulfur dioxide in the preparation of sulfuric acid and in food preservation.

16.9 Know the role of sulfur dioxide in the formation of acid rain and describe the main environmental consequences of acid rain.

Investigate the effect of sulfur dioxide on plants growing in a closed container.

16.10 Know that nitrogen is an unreactive gas but that it can form nitrides with reactive metals.

Burn magnesium in nitrogen, dissolve the product in water and test the solution for alkalinity and the presence of the ammonium ion.

Find information about the effect of lightning on the air and the resultant production of nitrate.

16.11 Know the test for ammonia, the main properties and uses of its compounds and their reaction with warm alkali.

Investigate the reaction of ammonia or ammonia solution with reagents such as hydrochloric acid and copper salts, and the action of alkali and heat on ammonium salts.

Demonstrate the fountain experiment using ammonia to illustrate its solubility in water.

Show, using Lewis diagrams, the structure of the ammonium ion and how it is formed.

16.12 Know the main properties and uses of nitrates and understand their environmental impact.

Obtain data on the world production and use of nitrogen fertilisers from the Internet and make graphical displays showing changes over time and by continent.

16.13 Know why nitrogen and phosphorus exhibit two common oxidation states in their compounds and how this leads to two series of compounds.

Investigate the properties of the oxides of nitrogen and phosphorus.

16.14 Recognise the importance of nitrogen and phosphorus to living things.

Study the structure and function of some key organic molecules (e.g. amino acids; nucleic acids) to show the importance of nitrogen and phosphorus.

16.15 Compare and contrast the physical and (inorganic) chemical properties of the group IV elements carbon and silicon and their properties.

Study the similarities and differences in the physical and chemical properties of the oxides of carbon and silicon, particularly their reaction with alkali.

Compare the reaction of solutions of sodium carbonate and sodium silicate with acid.

Safety

Sulfur dioxide should be prepared in very small quantities in a well-ventilated room. Sulfur trioxide should be prepared in a fume cupboard.

ICT opportunity

Obtain current information from the Internet.


16.16 Know the industrial importance of silicon and the requirement in many applications that it should be extremely pure.

Study the process of zone refining to obtain impurity levels of less than one part in 1012.

17 Know some properties of transition elements and their compounds

17.1 Know that transition elements typically form more than one stable ion and that they have generally similar physical and chemical properties.

Compare iron(II) and iron(III) salts with the same anion. Compare the colour of the salts and prepare the hydroxide from them. Account for the slow change of colour of iron(II) hydroxide on exposure to air.

Compare the colour and chemical and physical properties of salts containing manganese(II), manganese(III) and manganese(VII).

17.2 Know the electronic configurations and the typical properties of the first-row transition elements.

Compare the physical and chemical properties of common elements and their oxides, hydroxides, sulfates, chlorides and nitrates.

17.3 State some common uses of some transition elements, including examples of catalysis by transition metals, and relate these uses to their properties.

Make a display of the main properties of the transition elements, including their most significant alloys (such as steel).

Study the use of d-block elements and their compounds as catalysts in processes such as the contact process (vanadium(V)oxide), the Haber process (iron) and the preparation of margarine (nickel), and processes that are carried out in Qatar.

List a number of important industrial processes that involve transition metals or their compounds as catalysts. Include, particularly, processes carried out in Qatar.

17.4 Know that transition metals can form one or more stable ions through the involvement of electrons from the inner (d) orbitals and know that this results in multiple oxidation states.

Investigate the variation in oxidation state and colour of elements such as vanadium, chromium, manganese and iron through a variety of redox reactions.

18 Understand basic aromatic organic chemistry

18.1 Interpret and use the nomenclature and structural formulae of the following classes of compound:

• arenes;

• halogenoarenes;

• phenols.

18.2 Describe the chemistry of arenes (such as benzene and methylbenzene) and show an understanding of the relative unreactivity of the aromatic ring compared with an isolated double bond; know that the chemistry of side chains is similar to that of aliphatic compounds.

Compare the reactions of benzene and of methylbenzene with hot dilute potassium manganate(VII) solution.

Compare the properties of benzoic and ethanoic acids, and (advanced) of benzaldehyde with ethanal.

Safety

Benzene is carcinogenic.


18.3 Know the chemistry of phenol, as exemplified by its reactions with bases and sodium, and know of its common use as a mild disinfectant.

Compare the physical and chemical properties of phenol and ethanol.

18.4 Compare the preparation and properties of bromobenzene with bromoethane to show the effect of the benzene ring.

Prepare bromobenzene and show that it is largely unreactive towards the reagents that react readily with bromoethane.

18.5 Show an understanding of the broad issues relating to social benefits and environmental costs associated with the organic chemical industry.

Study the social benefits brought by the simple drug aspirin (acetylsalycilic acid) since its discovery over a century ago.

Study the consequences of the explosion in the Union Carbide factory at Bhopal, India.

Study issues raised by the release into the environment of potentially harmful chemicals such as DDT, polychlorinated biphenyls and certain chlorofluorocarbon refrigerants.

19 Understand the chemistry of some macromolecules

19.1 Know that a polymer is a macromolecule containing repeating units and recognise the difference between condensation and addition polymers.

Tabulate examples of natural and synthetic addition and condensation polymers, showing the monomers from which they are made and also their uses or natural functions. Note the importance of catalysts in making addition polymers.

19.2 Describe the manufacture and uses of synthetic addition polymers as exemplified by polythene and PVC, and of condensation polymers such as nylon and polyesters.

Make nylon from 1,6-diamino hexane and adipoyl chloride.

Make a study of the polymer industry of Qatar.

19.3 Know that living things produce many natural condensation polymers, such as proteins from amino acids, starch and cellulose from glucose, and DNA from nucleic acids.

Examine models and three-dimensional diagrams of naturally occurring polymers, noting the structural features that are related to their function.

19.4 Know that fats and oils are natural esters formed by the alcohol glycerol with long-chain fatty acids, and understand the meaning of the term unsaturated when applied to these esters.

Study the alleged advantages of a diet ‘low in unsaturates’.

Make soap by hydrolysing castor oil (or any animal fat or vegetable oil).

19.5 Show how the typical structural features of soaps and detergents can explain how they can readily solubilise oily stains.

Draw a diagram (or download an applet from the Internet) to show how the characteristic structure of soaps and detergents, which are hydrophilic at one end and hydrophobic at the other, can solubilise an oil drop.

See Standard 2.3

All examples.


Physics

By the end of Grade 12, students know that there are many interconvertible forms of energy and perform calculations using expressions for kinetic and potential energy, work and power. They know that energy is transferred in the form of waves and perform calculations involving velocity, frequency and wavelength. They explain refraction in terms of change in velocity of the wave and relate this to refractive index, and explain diffraction, superposition and constructive and destructive interference in terms of wave motion. They know that the electromagnetic spectrum consists of electromagnetic radiation of varying frequency but with the same velocity in a vacuum and describe the properties and applications of the main parts of the spectrum. Students know that the relative motion of a conductor in a magnetic field induces an e.m.f. in the conductor and know the factors that influence the magnitude and direction of the e.m.f. They describe the commercial production of AC, perform calculations related to its parameters, and know why and how transformers are used in its distribution. They describe a simple model for the nuclear atom and the evidence for it, and recognise that some nuclides are unstable and decompose to simpler ones, emitting three forms of radiation in the process. They characterise the three radiation forms and know some of their uses. They distinguish between nuclear fission and fusion and understand the dangers associated with them. They have an understanding of the properties of the electron and some of its main uses.

Students should:

20 Understand the relationship between work, energy and power

20.1 Define work and apply the concept of work as the product of a force and displacement in the direction of the force.

Calculate the work done in simple situations (e.g. lifting a mass). This can be done as a class activity and a spreadsheet can be used to process all the results.

(Advanced) Use a force–displacement graph to determine the work done on a body when the force on it is not constant.

20.2 Define kinetic and potential energy. Give examples of different forms of energy and their interconversion by transducers of various kinds, and classify them as potential or kinetic. Describe the principle of energy conservation and apply it to simple examples.

Draw flow charts showing the energy inputs and outputs of some everyday energy transducers. Give some idea of the relative proportions of the different forms of energy produced (e.g. by using arrows of different widths).

20.3 Recall, derive and apply the formulae Ek = 21 mv2 and Ep = mgh.

Study falling objects in air or a fluid using a video camera and calculate the velocity just before impact. Compare the gain in kinetic energy with the loss in potential and account for any difference.

20.4 Know that in practical systems energy loss, particularly in the form of waste heat, always occurs and use the concept of efficiency to solve problems. Calculate conversion efficiencies relating energy input to useful energy output.

ICT opportunity

Use a spreadsheet to process large numbers of results.

ICT opportunity

Use video or multiflash photography.


Measure or calculate energy inputs and useful energy outputs in everyday transducers (e.g. a motor vehicle).

Study ways in which production of waste heat is minimised, or is used or dispersed in Qatar industrial plants such as the power stations.

20.5 Define power as the rate of doing work or converting energy and solve problems using P = W/t.

Take appropriate measurements to calculate the power output of a muscle system (e.g. a leg or an arm). Compare maximum output with maximum sustained output.

21 Understand the properties of waves

21.1 Know what happens to waves when they are reflected and refracted; explain diffraction, superposition and constructive and destructive interference in terms of wave motion.

Study diffraction, refraction and interference of waves using a ripple tank.

Study the superposition of coherent sound waves from two identical loudspeakers.

Download a physics applet to show how interference depends on parameters such as slit width and distance apart.

Study diffraction and interference of light using a laser and two slits, and of microwaves using a microwave generator, slits and detector.

(Advanced) Demonstrate and explain the phenomenon of ‘beats’ when sound waves interfere, using two strings or pipes tuned to almost the same frequency.

(Advanced) Measure the velocity of sound using an interference method.

21.2 Explain refraction of light and water waves in terms of waves, know that the velocity of waves changes during refraction and relate this to refractive index.

Measure the refractive index of a variety of media and use it to calculate the velocity of light in each.

21.3 Use a diffraction grating to show diffraction and the production of visible spectra and to solve problems relating to interference phenomena using the relationships λ = ax/D and d sinθ = nλ.

Use a diffraction grating with a white light source to measure the wavelength of different parts of the light spectrum.

Use an infrared detector when studying the diffraction of white light to show that heat radiation is diffracted beyond the red light.

Show and explain how a light source can give rise to interference patterns when light is reflected from both sides of a parallel thin film (e.g. oil on water).

21.4 Explain the Doppler effect in terms of wave motion and give examples from sound and light.

Record the Doppler effect generated by a fast-moving car blowing its horn. Analyse the sound using an oscilloscope to determine the speed of the car.

Discuss the mechanism and use for radar speed traps.

21.5 Explain the phenomena of coherence and polarisation of transverse waves and describe applications of both.

Study the effect of crossed Polaroid sheets on the transmission of light.

Demonstrate the polarisation of microwaves by rotating the microwave diffraction grating.

Demonstrate the polarisation of light scattered on passing through slightly cloudy water.

ICT opportunity

Use Java applets to show scientific principles.

Safety

Follow safety guidelines when using lasers.


Show and explain the phenomenon of double refraction by Iceland spar crystals.

Study the mechanism of transmission of digital information in fibre-optic cables, and of the mechanism behind a liquid crystal display.

21.6 Explain electromagnetic radiation in terms of oscillating electric and magnetic fields and know that all electromagnetic waves travel with the same velocity in free space. Describe the main characteristics and applications of the different parts of the electromagnetic spectrum and give examples of the reflection, refraction and interference of electromagnetic waves.

Demonstrate ultraviolet and infrared radiation at the extremes of a visible spectrum using appropriate detectors.

Study reflection, refraction and interference of light and microwaves.



22 Understand electromagnetic induction

22.1 Describe the production of an induced e.m.f. by the relative motion between a conductor and a magnetic field and know the factors that influence the magnitude of the e.m.f.

Show, using an oscilloscope, an induced e.m.f. in a single coil moving in a magnetic field.

Show, using an oscilloscope, an induced e.m.f. in a solenoid when a magnet oscillates in and out of it.

22.2 Understand the concepts of magnetic flux and flux linkage and use Faraday’s and Lenz’s laws to solve numerical problems related to electromagnetic induction.

Demonstrate electromagnetic induction in a wire moving through a magnetic field.

Vary parameters (e.g. number of coils, rapidity of movement) when studying induced e.m.f.s.

22.3 Describe how eddy currents form and know some of the applications of eddy currents, such as zone refining of semiconductors.

Show the formation of eddy currents in q freely suspended aluminium sheet between the poles of an AC electromagnet. Show how an aluminium grid similarly suspended will fail to move.

Construct an electromagnetically damped pendulum.

Demonstrate the importance of a laminated core in a transformer.

Make an induction motor.

22.4 Know that alternating current is induced in a coil rotating in a uniform magnetic field and explain the operation of a simple AC generator.

Make and test a simple generator.

22.5 Describe the commercial production of alternating current using a gas turbine as the primary source of kinetic energy.

Visit Doha power station and develop an ICT display based on the visit. Include in the display any environmental issues and how they are dealt with.

Mathematics

An understanding of calculus is required for an adequate treatment of this standard.


22.6 Describe and use the concepts of root mean square current and voltage, period, frequency and peak value applied to alternating current; solve numerical problems related to them.

22.7 Describe the action of a transformer and explain its importance in the long-distance transmission of electricity; solve problems related to power transmission.

Make a model power transmission system and measure input and output for different transmission voltages.

Use a demountable transformer to demonstrate the structure and uses of transformers.

23 Understand the foundations of modern atomic and nuclear physics

23.1 Interpret the results of Rutherford’s scattering experiment and describe how it led to modern models of the structure of the atom.

Study the different models for explaining the structure of matter that have evolved over time and also the reasons why earlier models have been superseded by subsequent ones.

23.2 Describe a simple model for the nuclear atom in terms of protons, neutrons and electrons, use the common notation for representing nuclides and write equations representing nuclear transformations.

23.3 Understand the spontaneous and random nature of nuclear decay, interpret decay data in terms of half-life and explain the source of the background radiation.

Compare the background radiation over time and in different places of the school compound and elsewhere.

Model the decay process by repeatedly dropping a large number of drawing pins, removing all those that drop on their backs at each stage.

Measure the half-life of a short-lived isotope.

(Advanced) Determine the decay constant for the short-lived isotope.

23.4 Know the properties of α-, β- and γ-radiations, including the dangers to life and health.

Demonstrate the ability of different materials to absorb the three kinds of radiation.

Show the effect of a magnetic field on β-radiation.

Demonstrate α- and β-radiation using a cloud chamber.

23.5 Know some common uses of radioisotopes.

Demonstrate the use α-radiation in a simple fire alarm.

List the uses made of radioisotopes in industry, in scientific research, in medicine and in the home. Note the class of radiation exploited in each case.

23.6 Know the source of energy in stars, including the Sun.

23.7 Distinguish between nuclear fission and nuclear fusion, and know how heavier elements are formed in older stars by nuclear fusion.

Write isotopic equations showing the formation of common elements and show why the common isotopes of the common elements up to iron-56 have a mass number that is divisible by 4.

See Standard 2.3

Radioactivity

Radioactivity experiments must only be directed by teachers who have had appropriate training.


23.8 Understand that while nuclear fission can be used peacefully as a source of energy, there are significant social, political and environmental dimensions to its use.

Draw a flow chart showing the processes involved in generating electricity from fissile materials.

Study videos and other materials related to the Chernobyl explosion and its aftermath.

Discuss topical issues related to nuclear fission (e.g. the advantages and disadvantages of nuclear power generation).

23.9 Show an understanding of the properties of the electron and the operation of the cathode-ray tube and the television tube.

Demonstrate the properties of an electron beam using a Maltese-cross tube.

Demonstrate the type of charge on an electron by connecting the target of a Perrin tube to an electroscope.

(Advanced) Study the historical development of our understanding of the nature of the electron, including the work of Crookes and Hertz, and the evidence that the electron is both a wave and a particle.

ICT opportunity

Using the Internet as an information source.

249 | Qatar science standards | Grade 10 advanced © Supreme Education Council 2004

Science standards

Advanced level


Scientific enquiry

Students identify, develop, and make predictions related to a clearly focused research question. They control variables, work as a team and use appropriate equipment and materials. They evaluate experimental design, identify weaknesses and develop realistic strategies for improvement, and work in an ethical manner. Students know how scientists disseminate their ideas, understand the historical development of major ideas and balance the opportunities of science against its environmental threats. They record and process raw data appropriately and draw valid conclusions allowing for errors and uncertainties. They handle equipment competently with due regard to safety. They follow instructions accurately but are able adapt to unforeseen circumstances.

Biology

Students know the composition and structure of glucose, amino acids, glycerol, fatty acids, triglycerides, phospholipids, chlorophyll and haemoglobin. They know that monosaccharides and amino acids are the monomers of other carbohydrates and proteins, respectively. They describe the primary, secondary and tertiary structure of proteins. They understand the relationship between the structure and the function and properties of biological molecules. They recognise test results for protein, sugar and starch, and know the purpose of chromatography and electrophoresis. They know the structure of prokaryote and eukaryote cells. They recognise various parts of a cell and know their functions. They know how the electron microscope and ultracentrifuge have aided the study of cell ultrastructure. They recall that enzymes are proteins and are biological catalysts. They explain enzyme action as a substrate–enzyme complex reaction. They know that enzymes lower the activation energy for a reaction and that their function depends on their structure. They distinguish between competitive and non-competitive enzyme inhibition. They explain the effects of changes of temperature, pH and substrate concentration on enzyme action and relate these to structure. They explain why multicellular animals need a transport system for respiratory gases, water, food and waste, and describe the structure and function of the human circulatory system. They classify diseases and illnesses into different types and distinguish between endemic, epidemic and pandemic diseases. They know what constitutes a balanced diet and the energy and nutrient requirements for different lifestyles. They know why an inappropriate diet can lead to malnutrition, anorexia or obesity. They link poor diet to coronary heart disease and diabetes. They know the double-helix structure of DNA and how this replicates. They know the role of DNA, mRNA and tRNA in protein synthesis. They understand how the base sequence on DNA controls the structure and function of a protein. They know that the base sequence on DNA forms the inherited genetic code. They know the structure and function

Grade 10


of chromosomes and that chromosomes carry DNA. They know that somatic cells have the diploid (2n) number of chromosomes and gametes the haploid number (n). They know that sexual reproduction is a mechanism for passing genetic material from one generation to another. They understand why male and female gametes differ in size, number and motility. They identify causes of variation within populations and distinguish between continuous and discontinuous variation. They know that species are clustered into groups. They know about the hierarchy of classification and the key features of the kingdoms and main phyla of animals and plants. They understand how energy flows through an ecosystem. They relate pyramids of numbers, biomass and energy to food chains and food webs. They know the roles of micro-organisms in recycling and how they function in the carbon and nitrogen cycles. They know that the nitrogen-fixing micro-organisms in root nodules have a mutualistic relationship with the host plant.

Chemistry

Students know the distribution of mass and charge in atoms and ions up to element 56, show how electronic structure explains the pattern of elements in the periodic table and manipulate quantities such as proton number and mass number. They understand ionic, covalent and metallic bonding and explain the properties, including allotropy, of elements and compounds in terms of bond types. They write balanced molecular and ionic equations for simple reactions. They explain the macro-properties of the different states of matter in terms of their micro-structure. They know a variety of processes by which useful substances are made from raw materials, including alkalis, chlorine and useful metals. They know that the extractive industries can cause environmental degradation and understand a variety of ways this can be minimised. Students recognise periodicity in the properties of elements and their compounds, with particular reference to elements of groups I, II, VII and VIII and the first transition series. They know the origins of metallic properties, how these can be modified by alloying, and that metals vary in reactivity in a manner related to their position in the periodic table. They distinguish between strong and weak acids and alkalis, perform neutralisation titrations, make salts and know how the basicity of the oxides changes across the third period of the periodic table. They know the properties of the main constituents of air and understand how carbon, nitrogen and water are recycled in nature and that many of our activities interfere with these processes. They know the main atmospheric pollutants and many of their effects. They understand the importance of not polluting water courses and know the processes by which potable water is made. They understand the processes by which run-off enriched in nutrients can cause water sources, including the sea, to become depleted in oxygen and life. Students know the factors that affect reaction rate and explain them in terms of the particle model and they understand the concept of dynamic equilibrium. They understand the energy profile of a reaction and know how catalysts work by altering it. They know and use the concepts of enthalpy of reaction and activation energy and associate endothermic and exothermic changes with bond breaking and making.

Physics

Students are familiar with fundamental and derived SI units, and use appropriate prefixes for small and large measurements. They handle inaccuracies and uncertainties when taking and manipulating measurements and distinguish between vector and scalar quantities. They


understand, manipulate and represent graphically the concepts of displacement, speed, velocity and acceleration to solve problems related to moving objects. They know that a force can cause a change in velocity or shape of an object, resolve multiple forces acting on an object and distinguish between dynamic and static friction. They explain observations such as expansion, freezing, melting, boiling, evaporation, crystallisation, the Brownian motion and fluid pressure in terms of particle interactions. They have knowledge of the anomalous expansion of water and its importance. They understand density, flotation and pressure in solids and fluids, which they apply to hydraulics and pneumatics. They define and measure temperature and know why and how thermal energy moves from place to place. Students know that energy is transferred in the form of pulses and waves, and understand and manipulate the measurable parameters associated with waves. They know that sound is a waveform that requires a medium, they measure its speed in air and know how the ear detects sounds. They know that light travels in straight lines and how it is reflected and refracted; they are aware of some of the applications of these properties. They understand dispersion and recognise some of its natural consequences, and know how the eye receives and focuses light. Students generate electrostatic charge in insulators, know the rules of electrostatic attraction, know how to use an electroscope to investigate charge and understand distribution of charge on a conductor. They detect electric fields and know that they can exert a force on a conductor. They know that magnets have north and south poles and generate fields, the shape of which they plot, that exert forces on other magnets and on wires carrying a current. Students know that an electric current is a stream of charged particles and solve problems related to charge, current, potential difference and resistance.






The science standards for Grade 10, advanced level, are grouped into four strands: three subject content strands – biology, chemistry and physics – and the scientific enquiry skills strand, which addresses the development of scientific practical and intellectual skills across all the content strands. The teaching and the assessment of the scientific enquiry skills strand should be carried out as an integral part of the teaching of the content strands.

For Grade 10, advanced level, each of the three subject content strands – biology, chemistry and physics – carries an equal weighting.

For Grade 10, advanced level, the weightings of the assessment objectives to be applied to each content strand are as follows:




procedures


45 to 55% 25 to 35% 20 to 25%


Science standards

Advanced level

Scientific enquiry

By the end of Grade 10, students identify, develop, and make predictions related to a clearly focused research question. They control variables, work as a team and use appropriate equipment and materials. They evaluate experimental design, identify weaknesses and develop realistic strategies for improvement, and work in an ethical manner. Students know how scientists disseminate their ideas, understand the historical development of major ideas and balance the opportunities of science against its environmental threats. They record and process raw data appropriately and draw valid conclusions allowing for errors and uncertainties. They handle equipment competently with due regard to safety. They follow instructions accurately but are able adapt to unforeseen circumstances.

Students should:



Investigate the effect of pH on rate of enzyme action.

Investigate variability of height and foot size and links between them.

Investigate particulate deposition from the atmosphere.

Determine the acceleration due to gravity.

Devise a way of comparing the hardness of aluminium with the hardness of some of its alloys.


Predict the structure of biological molecules from their properties.

Predict the properties of a metal from its position in the reactivity series.

Predict the characteristic properties of an element based on its position in the periodic table.


Determine the effect of temperature on enzyme action.

Determine factors affecting rates of reaction.


Determine trends in national statistics medical disorders.


Grade 10

Key standards





Design and evaluate an experiment to determine the constituents of foodstuffs.

Compare the influence of pH and temperature on enzyme action.

Minimise heat losses during the measurement of heat lost or gained during a reaction.

Assess accuracy and precision when making physical measurements.

Improve the accuracy of the measurement of the acceleration due to gravity.


Make and test an electric motor.


Report on library and Internet studies with due acknowledgement to the original author.


Minimise environmental damage during field excursions.


Use WHO sources to determine incidences of diseases in various regions of the world.

Study the changes in atmospheric carbon dioxide concentration and mean Earth surface temperature over time.



Study the historical development of the understanding of micro-organisms.

Role-play situations to illustrate changing conceptions of disease.

Chart the changes in the techniques used to extract metals from their ores from earliest times to the present day.

Show how empirical work on the classification of elements by Mendeleev was later explained by the electronic structure of the elements.

2.2 Know how scientists disseminate their ideas and results to encourage discussion and further development.

Download from the Internet, and study, key original papers (e.g. the papers by Rutherford and others on alpha particle scattering and by Watson and Crick on the structure of DNA).

Hold a class conference to share and discuss experimental results.

Check the news for reports of advances in science.

2.3 Know that science can bring great advantages to humanity but can also cause considerable damage to the environment.

Discuss the role of the carbon cycle in relation to the generation of carbon dioxide by industrial processes.

Debate the benefits and the environmental impact of some of the industrial processes covered in section 17, particularly those that are established in Qatar.

Discuss the threats to the environment posed by our frequent disposal of waste gases into the atmosphere, as noted in section 21.




Produce charts to show the results of tests on foodstuffs.

Tabulate results of comparative experiments down groups and across periods in the periodic table.

Show the difference between several ohmic and non-ohmic conductors graphically on the same V/I graph.


Calculate the mean and range of the hand spans of students of different age.

Show graphically the pH change during neutralisation.

Process graphically data on velocity and acceleration.


From experimental testing of samples of DNA decide which matches a given profile.

Arrange metals in order of reactivity based on experimental results.


Produce wall charts to illustrate the replication of DNA.

Create a radio documentary on the nitrogen cycle.

Use ICT to create displays of dynamic processes (e.g. electron migration during a chemical reaction).

Make models to show complex three-dimensional molecular structures (e.g. diamond, graphite and fullerene).

Use flow charts to summarise industrial and biological processes.



Use an appropriate microscope and magnification to study cells and cell structures.

Use chromatography and electrophoresis apparatus.

Use an oscilloscope to study sound waves.

Use optical equipment safely.


Biology

By the end of Grade 10, students know the composition and structure of glucose, amino acids, glycerol, fatty acids, triglycerides, phospholipids, chlorophyll and haemoglobin. They know that monosaccharides and amino acids are the monomers of other carbohydrates and proteins, respectively. They describe the primary, secondary and tertiary structure of proteins. They understand the relationship between the structure and the function and properties of biological molecules. They recognise test results for protein, sugar and starch, and know the purpose of chromatography and electrophoresis. They know the structure of prokaryote and eukaryote cells.


They recognise various parts of a cell and know their functions. They know how the electron microscope and ultracentrifuge have aided the study of cell ultrastructure. They recall that enzymes are proteins and are biological catalysts. They explain enzyme action as a substrate–enzyme complex reaction. They know that enzymes lower the activation energy for a reaction and that their function depends on their structure. They distinguish between competitive and non-competitive enzyme inhibition. They explain the effects of changes of temperature, pH and substrate concentration on enzyme action and relate these to structure. They explain why multicellular animals need a transport system for respiratory gases, water, food and waste, and describe the structure and function of the human circulatory system. They classify diseases and illnesses into different types and distinguish between endemic, epidemic and pandemic diseases. They know what constitutes a balanced diet and the energy and nutrient requirements for different lifestyles. They know why an inappropriate diet can lead to malnutrition, anorexia or obesity. They link poor diet to coronary heart disease and diabetes. They know the double-helix structure of DNA and how this replicates. They know the role of DNA, mRNA and tRNA in protein synthesis. They understand how the base sequence on DNA controls the structure and function of a protein. They know that the base sequence on DNA forms the inherited genetic code. They know the structure and function of chromosomes and that chromosomes carry DNA. They know that somatic cells have the diploid (2n) number of chromosomes and gametes the haploid number (n). They know that sexual reproduction is a mechanism for passing genetic material from one generation to another. They understand why male and female gametes differ in size, number and motility. They identify causes of variation within populations and distinguish between continuous and discontinuous variation. They know that species are clustered into groups. They know about the hierarchy of classification and the key features of the kingdoms and main phyla of animals and plants. They understand how energy flows through an ecosystem. They relate pyramids of numbers, biomass and energy to food chains and food webs. They know the roles of micro-organisms in recycling and how they function in the carbon and nitrogen cycles. They know that the nitrogen-fixing micro-organisms in root nodules have a mutualistic relationship with the host plant.

Students should:

5 Describe the composition and molecular structure of some biologically important molecules

5.1 Describe the composition and molecular structure of glucose, amino acids, glycerol, fatty acids, triglycerides, phospholipids, chlorophyll and haemoglobin.


Make simple molecular models.

5.2 Recognise that monosaccharides and amino acids are monomers for other carbohydrates (e.g. starch and cellulose) and proteins (e.g. enzymes), respectively.

Carry out chemical tests for carbohydrates.

Separate amino acids by chromatography.


5.3 Describe the primary, secondary and tertiary structure of proteins.


6 Relate the properties of some biologically important molecules to their size and structure

6.1 Know that smaller molecules are soluble, can be transported and are mostly involved in metabolism, while large molecules tend to have storage (e.g. starch), structural (e.g. cellulose) and informational (e.g. DNA) roles.

Determine the solubility of compounds with large and small molecules.

Given the relative size of molecules, carry out matching exercises to relate molecules to functions.

6.2 Recognise the results of tests for proteins, sugars and starch.

Carry out standard tests for proteins, sugars and starch.


6.3 Know that biological molecules can be separated and identified by chromatography and electrophoresis.

Use chromatography and electrophoresis to separate mixtures of compounds.


7 Recognise features of cell ultrastructure and know their functions

7.1 Differentiate between prokaryotic and eukaryotic cells.

Examine cells with a microscope.

Analyse photomicrographs of cells.

7.2 Recognise and know the function of a nucleus, mitochondria, chloroplasts, endoplasmic reticulum and ribosomes.

Using information cards, match electron microscope pictures of cell structures to their function.

Study electron micrographs of cell structures and write descriptions.

Make scale models of cell organelles.

7.3 Know how the electron microscope and the ultracentrifuge have contributed to our knowledge of cell ultrastructure.

Make a visit to see an electron microscope and/or an ultracentrifuge.

Use the Internet to learn how an electron microscope works.

Construct a model to show the difference between the magnification of a light microscope and an electron microscope.

8 Explain enzyme action

8.1 Know that enzymes are globular proteins that act as biological catalysts; explain how they operate by forming a substrate–enzyme complex on an active site so lowering the activation energy for a reaction.

Construct physical models of enzyme action.

ICT opportunity



8.2 Explain how the structure of an enzyme leads to its substrate specificity.

Use card to create simple two-dimensional models of enzymes and substrates. Allocate cards to different students. Get students to match enzymes and substrates.

8.3 Differentiate between the mechanisms of competitive and non-competitive inhibition of enzyme action.

Construct diagrammatic representations of enzyme inhibition.

8.4 Describe and explain why changes of temperature, pH and substrate concentration affect the rate of enzyme action.

Investigate the rate of catalase reaction with hydrogen peroxide at different temperatures and plot a graph of the oxygen released.

9 Know about the human blood system as an example of a transport system in a multicellular animal

9.1 Explain why large animals need transport systems for respiratory gases, water, food and waste in terms of their surface to volume ratio.

Construct cubes of different sizes and calculate their surface to volume ratios.

Investigate the time taken for a drop of coloured dye to diffuse completely in different volumes of water.

9.2 Describe the external and internal structure of the heart. Relate features to functions in pumping blood round the body and maintaining separation of oxygenated and deoxygenated blood.

Dissect a heart or study a model.

Find out about artificial heart valves.

Watch and discuss a video of heart action.

9.3 Know how the heartbeat is initiated and maintained, and describe the cardiac cycle.

Measure heart rate.

Study charts of heart rate.

Use the library and the Internet to find out how a heart pacemaker works.

9.4 Know that the human blood system is a double closed system and know the names, locations and roles of the major blood vessels.

Study charts of the human blood system.

Play a card game in which the names of blood vessels have to be matched with the organs they are attached to.

Use the library and the Internet to investigate claims for the first description of the human blood system.

9.5 Differentiate between arteries, veins and capillaries in terms of wall thickness and valves, and relate their structure to their function.

Use a microscope to observe and draw cross-sections through arteries, veins and capillaries.

9.6 Know that red blood cells carry oxygen.

Use a microscope to observe and draw red blood cells.

Use a video clip to observe the changes in colour of oxygenated and deoxygenated blood.

ICT opportunity


ICT opportunity


ICT opportunity


ICT opportunity



10 Know about some aspects of human health, illness and disease

10.1 Classify diseases or illnesses as physical, mental, social, infectious, non-infectious, degenerative, inherited or deficiency.

Make a wall display of types of diseases and illnesses.

10.2 Distinguish between endemic, epidemic and pandemic diseases.

Each student selects a country as a possible holiday, study or work destination. They then use the library and the Internet to find out which diseases are endemic to that country and if it has recently had any disease epidemics.

10.3 Know what constitutes a balanced diet and how the nutrient balance and energy content of a diet should relate to the lifestyle of the consumer.

Prepare diet sheets for people of different age and occupation.

10.4 Know why an inappropriate diet can lead to anorexia, obesity, coronary heart disease or diabetes.

Form the class into teams and ask each to make contact with a different health-promoting organisation in Qatar. The class should work together to find out the trend of national statistics for anorexia, obesity, coronary heart disease and diabetes, and to discover what actions the health-promoting organisations are taking.

11 Know the importance of DNA

11.1 Describe the double-helix structure and semi-conservative replication of DNA, and recognise the importance of the base pairings.

Construct a simple model of DNA.

Use the library and /or the Internet to find out about work on the structure of DNA by Watson and Crick, and Franklin.

11.2 Describe the role of DNA, mRNA and tRNA in protein synthesis and understand how a base sequence on DNA controls the structure and function of a protein.

Role-play the construction of a protein from a base sequence on DNA.

11.3 Know that the base sequence on DNA forms the genetic code and is passed from generation to generation.

Make up a class mnemonic to help remember the base pairings of DNA.

12 Know the role of sexual reproduction and chromosomes in genetic inheritance

12.1 Describe a chromosome and know that chromosomes carry DNA and that all somatic cells are diploid (2n), and have a double set of chromosomes, while gametes are haploid (n), having a half set of chromosomes.

Use a microscope to observe and draw chromosomes.

Study photographs and drawings of chromosomes of different organisms.

Compare pictures or drawings of the chromosomes of somatic and sex cells.

Make model chromosomes.

12.2 Know that sexual reproduction allows genetic material to be passed from one generation to the next and understand why the sex cells of males and females differ in size, number and motility.

Use a microscope to compare prepared slides of sperm and egg cells.

ICT opportunity


ICT opportunity



13 Know about variation in populations

13.1 Identify environmental and genetic causes of variation and distinguish between continuous and discontinuous variation within a population.

Collect data on discrete and continuous variables for the class and display in graphical form.

Use a census database (e.g. for birds) and plot data for continuous and discrete variables.

Germinate seeds from the same seed packet. Plant out 10 seedlings into each of a number of separate containers. Place the containers in different conditions. Measure the growth of the seedlings over time. Determine which variations are due to genetics and which to environment.

14 Understand how organisms are classified and know the key features of the major groups

14.1 Understand the term species, know that species can be placed in groups with shared features, and that the groupings of kingdom, phylum, class, order, genus and species form a hierarchy of classification.

Use keys to classify organisms.

14.2 Know the distinguishing features of the five kingdoms: Prokaryotae, Fungi, Protoctista, Plantae and Animalia.

Use specimens, models, photographs and drawings to illustrate examples of organisms from each of the kingdoms.

Make a wall display to illustrate the different kingdoms.

14.3 Use knowledge of the key features of the major phyla of animals and plants to recognise a typical member.

Use specimens, models, photographs and drawings to classify organisms.

Make a photographic record of local members of selected phyla.

15 Know about energy flow in an ecosystem

15.1 Describe how organisms in a pyramid of numbers relate to their biomass and to energy flow through food chains and food webs.

Construct pyramid diagrams to show species numbers and biomass in food chains and food webs.

15.2 Draw energy-flow diagrams to illustrate how energy flows through an ecosystem.

Obtain data on energy flow and use this to construct energy-flow diagrams for various ecosystems.

16 Know the importance of micro-organisms in recycling

16.1 Know that micro-organisms act as decomposers and help to recycle organic material.

Investigate the rate of decomposition of various organic and inorganic materials kept in different conditions.

ICT opportunity

Use a database for data extraction.


16.2 Know the roles of micro-organisms in the different stages of the carbon and nitrogen cycles.

Shake up samples of different soil with water. Plate out a few drop of the liquids onto nutrient agar in Petri dishes and incubate. Observe the range and number of bacterial and fungal colonies in different soils.

Draw wall charts of the nitrogen and carbon cycles.

16.3 Know that nitrogen-fixing bacteria have a mutualistic relationship with the leguminous plants on which they form root nodules.

Observe and draw the roots and root nodules of leguminous plants.

Use a microscope to examine a cross-section of the root nodules of a leguminous plant.

Chemistry

By the end of Grade 10, students know the distribution of mass and charge in atoms and ions up to element 56, show how electronic structure explains the pattern of elements in the periodic table and manipulate quantities such as proton number and mass number. They understand ionic, covalent and metallic bonding and explain the properties, including allotropy, of elements and compounds in terms of bond types. They write balanced molecular and ionic equations for simple reactions. They explain the macro-properties of the different states of matter in terms of their micro-structure. They know a variety of processes by which useful substances are made from raw materials, including alkalis, chlorine and useful metals. They know that the extractive industries can cause environmental degradation and understand a variety of ways this can be minimised. Students recognise periodicity in the properties of elements and their compounds, with particular reference to elements of groups I, II, VII and VIII and the first transition series. They know the origins of metallic properties, how these can be modified by alloying, and that metals vary in reactivity in a manner related to their position in the periodic table. They distinguish between strong and weak acids and alkalis, perform neutralisation titrations, make salts and know how the basicity of the oxides changes across the third period of the periodic table. They know the properties of the main constituents of air and understand how carbon, nitrogen and water are recycled in nature and that many of our activities interfere with these processes. They know the main atmospheric pollutants and many of their effects. They understand the importance of not polluting water courses and know the processes by which potable water is made. They understand the processes by which run-off enriched in nutrients can cause water sources, including the sea, to become depleted in oxygen and life. Students know the factors that affect reaction rate and explain them in terms of the particle model and they understand the concept of dynamic equilibrium. They understand the energy profile of a reaction and know how catalysts work by altering it. They know and use the concepts of enthalpy of reaction and activation energy and associate endothermic and exothermic changes with bond breaking and making.

See Standard 22.1

Safety

Plates should be sealed, incubated at no more than 30°C and destroyed after study.


Students should:

17 Understand the structures of atoms and molecules and how these determine their physical and chemical properties

17.1 Describe the distribution of mass and charge within an atom and deduce the numbers of protons, neutrons and electrons present in both atoms and ions, given proton and nucleon numbers.

Study and interpret the Rutherford experiment, in which gold foil is bombarded with a beam of alpha particles. Invite the students to interpret the results of the experiment as though they were scientists alive at the time.

17.2 Deduce the atomic structure of an atom or ion of any given element up to barium (56) and show how the structures explain the pattern of elements in the periodic table.

Make a display showing the full atomic structures of the first 20 (or 56) elements. This can be done as an ICT exercise in HTML with the structure and a picture of a sample of the element displayed in a link.

Make a flow chart showing the development of atomic theory from ancient times to Schrödinger.

17.3 Define the terms relative isotopic mass, relative atomic mass, relative molecular mass and relative formula mass based on the carbon-12 scale and be able to calculate the relative molecular mass of a compound, given its formula and a relative atomic mass table.

Calculate relative molecular masses of a variety of compounds from atomic mass tables.

17.4 Know that mass spectrometry can furnish information on relative isotopic masses and isotopic abundance.

17.5 Know that isotopes can be distinguished by their different numbers of neutrons and explain why the relative atomic mass of many elements is not a whole number.

Make a display showing the structure of some well-known isotopes (e.g. chlorine-35 and chlorine-37).

Calculate the isotopic abundance of chlorine from its observed relative atomic mass.

Make models of nuclei of different isotopes of the same element from polystyrene balls with pins stuck in them.

17.6 Describe ionic (electrovalent) and covalent bonding.

Use Lewis (‘dot and cross’) diagrams to show bonding in a variety of common compounds (e.g. ionic bonding in sodium chloride, magnesium oxide, calcium chloride; covalent bonding in hydrogen, oxygen, water, hydrogen chloride, carbon dioxide, methane).

Design and make a display, using moveable valency electrons, to show bonding.

Make a dynamic ICT display (using a package such as PowerPoint) to show electron migration as bonds are formed.

17.7 Explain metallic bonding in terms of a lattice of positive ions surrounded by a sea of mobile electrons and explain the physical properties of metals and alloys in terms of this bonding.

17.8 Know that some covalent compounds, such as the element carbon and the compound silicon(IV) oxide, form giant molecular structures.

Make models of the structures of diamond, graphite, fullerene and silica.

ICT opportunity

Use HTML.

Downloading images from the Internet.

ICT opportunity

Use dynamic graphics.


17.9 Show an understanding of allotropy.

Study allotropy in a number of common elements (e.g. carbon, sulfur, tin); draw structures of the different allotropes and compare their physical properties.

Show that graphite conducts electricity and explain this in terms of molecular structure.

Study three-dimensional models or rotatable applets of the structure of graphite, diamond and fullerene, and relate these structures to the properties of the allotropes.

Prepare samples of rhombic and monoclinic sulfur.

Study the difference in physical properties and reactivity between the red and white allotropes of phosphorus.

17.10 Explain the differing physical properties of covalent and ionic compounds in terms of their bonding and be able to deduce the type of bond from information about physical properties.

Show, using models or an overhead projector, such phenomena as crystal cleavage, gas molecule movement and giant structures, and explain how these molecular considerations explain macro-properties.

17.11 Explain why molten ionic compounds and solutions of ionic compounds conduct electricity.

Electrolyse a variety of solutions to show that only aqueous solutions of ionic compounds conduct electricity well. Demonstrate the electrolysis of a low-melting ionic solid (e.g. lead bromide).

Demonstrate the movement of coloured ions during electrolysis.

17.12 Write equations with state symbols for simple reactions, including ionic equations for reactions in aqueous solution, given the formulae of reactants and products.

Make a display showing how all the atoms move during a chemical reaction so that the need for balancing an equation is illustrated clearly.

17.13 Use the kinetic particle theory to explain the main characteristics of the three states of matter and changes between the states:

• the basic assumptions of the kinetic theory as applied to an ideal gas;

• the liquid state, including melting, vaporisation and vapour pressure;

• the lattice structure of a crystalline solid.

Demonstrate particle behaviour during phase changes using models and Java applets. Show macro-properties of particle interactions (e.g. floating a razor blade on water, cleaving a quartz crystal, Brownian motion in smoke particles).

Discuss exceptions to the model such as glass which behaves like a solid but has the structure of a liquid.

17.14 Explain the strength, high melting point and electrical insulating properties of ceramics in terms of their giant molecular structure and relate these properties to their uses.

Tabulate some important uses of ceramics (e.g. furnace linings, Space Shuttle heat tiles, electrical insulators).

17.15 Know the commercial and industrial importance of composite materials that combine the properties of their constituents, and give examples

Make an illustrated display (possibly using display software) of the use of composites, showing how the properties of the constituents are used. Refer not only to composites that involve different solid structures but also to those that incorporate materials in different phases (e.g. insulating materials that contain trapped gases).

Safety

Use methylbenzene, not carbon disulfide (carcinogen and flammable) as the solvent from which to crystallise rhombic sulfur.

White phosphorus should only be handled by an appropriately trained teacher.

Safety

Bromine is poisonous, use a fume cupboard.

ICT opportunity

Draw and manipulate models.

ICT opportunity

Find out about uses of ceramics from the Internet.

ICT opportunity

Use display software.



18.1 Know how purification techniques such as filtration, evaporation, distillation, fractionation and chromatography are used to obtain pure compounds from mixtures.

Revise the practical purification methods carried out in earlier grades and match them to purification techniques used in the chemical industry in Qatar.

18.2 Know the properties and uses of the main gases of air; describe and understand the process of fractionation of liquid air to produce pure gases.

Prepare a flow chart showing the stages of the fractionation of air.

18.3 Know how a variety of fuels and other useful compounds can be obtained from petroleum and natural gas.

Prepare a flow chart showing the different fractions obtained in an oil refinery and the main uses of each fraction.

Demonstrate the fractionation of crude oil and the physical properties and combustion characteristics of each fraction.

Visit the plant and study the process by which liquid fuel is made from natural gas in Qatar.

18.4 Know what is meant by hardness in water and how it is produced naturally. Distinguish between temporary and permanent hardness.

Test samples of water with soap to determine hardness. Distinguish between temporarily hard and permanently hard water. Characterise the water in the Doha supply.

Study how and why the distilled water from the sea in Qatar is processed to make it harder.

18.5 Explain, including the electrode reactions, industrial electrolytic processes such as:

• the electrolysis of brine using a diaphragm cell; • the extraction of aluminium from molten aluminium oxide in cryolite; • the electrolytic purification of copper.

Produce flow charts outlining each process illustrated with photographs downloaded from the Internet. Visit the aluminium smelter at Ras Laffan when it is operational.

18.6 Know the industrial importance of the halogens and their compounds as in, for example, the manufacture of bleaches, PVC, halogenated hydrocarbons as solvents and refrigerants, and insecticides, and be aware of the main environmental hazards associated with these uses.

List the industrial uses of chlorine in Qatar and study the processes put in place to minimise environmental impact.

18.7 Describe, with essential chemical reactions, the extraction of steel from iron ore and recycled scrap iron in the electric arc furnace.

Produce a flow chart of the process of the electric arc furnace, including the reasons for adding limestone. List the reactions that take place in the furnace.

Visit the steelworks in Qatar.

Chart the changes in the techniques for extracting iron from its ore from earliest times to the present day.

18.8 Describe, with essential chemical reactions, the extraction of pig iron from iron ore in the blast furnace and its subsequent conversion into steel in the basic oxygen furnace.

List the chemical reactions that take place at different places in the blast furnace.

Industrial visits

Study industrial techniques of purification.

Safety

Fire risk. Have a working extinguisher to hand.

ICT opportunity

Use the Internet as an information source on industrial processes.

ICT opportunity

Use secondary information sources from the Internet.


18.9 Describe the production of copper from its ores.

Produce a flow chart showing the production of copper from its sulfide ore. Use equations to illustrate the process and describe common mechanisms employed to minimise atmospheric pollution.

18.10 Be aware that large-scale extraction and refining processes are often damaging to the environment and that this has to be balanced against the benefits of the processes; list some of the steps taken to minimise environmental degradation in the processes studied.

Make a list of the potential negative effects on the environment of a specific Qatari industry or plant and find out what the company is doing to minimise these effects.

18.11 Understand the importance of recycling products such as metals and plastics and of designing products to make recycling easier.

Set up recycling operations in school with assistance from Friends of the Environment.

19 Recognise periodicity in the properties of elements

19.1 Relate the periodic classification of Mendeleev to the electronic structure of the elements.

Study the original work of Mendeleev, noting how he was able to predict accurately the properties of then undiscovered elements such as germanium.

Show in a table the relationship between Group number and the number of outer shell electrons, and how the similarities in properties of transition metals can be related to the constancy in the number of outer electrons.

19.2 Account qualitatively for the periodic trends in atomic radius, ionic radius, melting point and electrical conductivity of the elements and show how these properties are periodic.

Plot graphs showing the variation with proton number of atomic radius, ionic radius, melting point and electrical conductivity.

Discuss how these parameters could possibly be related to proton number and electronic structure.

19.3 Describe trends in the reactions, if any, of the elements of the third period (sodium to argon) with water, oxygen and chlorine, and of the resulting oxides and chlorides with water.

Investigate the properties of the oxides, hydroxides and hydrides of the third period.

19.4 Describe trends in the physical and chemical properties of the elements, and their simple compounds, within groups I, II, VII and VIII, and account for these trends in terms of electronic structure.

Investigate the properties of the elements of these groups and their common compounds. Develop experimentally, where appropriate, displacement series for the elements.

19.5 Know the common uses of elements and compounds in groups I, II, VII and VIII, and relate these to their properties.

Make a display showing some of the common uses of elements of these groups and their compounds.

19.6 Predict the characteristic properties of an element in a particular group using knowledge of periodicity in the properties of elements.

Predict the properties of elements such as rubidium, barium selenium, astatine and xenon and compare the predictions with the actual properties.

See Standard 18.5

ICT opportunity

Use the Internet to discover the main uses of the compounds.


19.7 Know that the elements of the first transition series (titanium to copper) have similar physical and chemical properties and relate this to their electronic structures.

Investigate the typical physical and chemical properties of the more common elements (e.g. iron, nickel, copper) and some of their compounds (e.g. their oxides and common salts).

20 Know the important properties of metals and how these can be modified by the formation of alloys

20.1 Know that metals can be arranged in order of reactivity according to their reaction with agents such as air, water and acids, and that this order is related to their position in the periodic table.

Selectively revisit work done on metal reactions and the reactivity series in earlier grades. Investigate additional characteristics (e.g. the thermal stability of carbonates and nitrates) Predict the properties of a less common metal (e.g. nickel) from its position in the series and carry out investigations to test the predictions.

Account for the anomalous unreactivity of aluminium, given its position in the reactivity series.

20.2 List a number of alloys, including the common forms of steel, and their uses, and compare their properties with those of the metals from which they are made.

Tabulate the properties and uses of some common alloys with the help of information from sites on the Internet. Note specifically the importance of alloys of aluminium.

20.3 Explain, in terms of particle theory, why alloys are often much harder and more rigid than the pure metal from which they are predominantly made.

Download and study applets showing how the presence of foreign atoms in a metal lattice can affect its physical properties.

21 Understand the characteristic properties of acids and bases

21.1 Understand the characteristic properties of acids and bases in aqueous solution.

Use a variety of acids and bases to:

• show the effects of different acidic and alkaline solutions on indicators;

• show typical reactions of acids with metals, carbonates and bases;

• show and explain the anomalous reaction between sulfuric acid and calcium carbonate.

21.2 Explain qualitatively the differences in behaviour between strong and weak acids and alkalis in terms of the extent of dissociation and relate this to the pH scale.

Test the pH of a number of common acids and bases using pH paper and a pH meter.

21.3 Explain the changes in pH during neutralisation and justify the choice of indicator.

Measure the pH changes during a neutralisation and determine the end-point graphically. Relate the choice of indicator to pH at the end-point.

21.4 Make salts from acids and bases by a variety of methods.

Make salts using techniques such as acid +insoluble base, acid + carbonate, precipitation and neutralisation using an indicator.

ICT opportunity


ICT opportunity

Use applets to illustrate a concept.

ICT opportunity

Automatically follow the pH during a titration.


21.5 Know the mechanism by which the pH of buffer solutions remains stable, give examples and state their composition.

Study the effect on pH of adding small quantities of acid to some solutions (e.g. ethanoic acid/ethanoate solution, ammonia/ammonium solution), using water as a comparison.

Note some buffer solutions in nature (e.g. blood).

21.6 Know how the basicity/acidity of oxides changes across groups of the periodic table and that some oxides show both acidic and basic properties.

Investigate the action of acids and alkalis on the oxides of the elements sodium to chlorine in the periodic table.

21.7 Understand and use the Brønsted–Lowry theory of acids and bases.

Perform Brønsted–Lowry neutralisations such as the reaction between hydrogen chloride and ammonia.

List the conjugate acid–base pairs in equilibrium in a number of common solutions.

22 Know about the chemistry of our environment

22.1 Understand how carbon and nitrogen are recycled in nature and recognise that many of our activities interfere with these processes.

Draw diagrams of the carbon and nitrogen cycles.

22.2 Know that human activities often involve the release into the atmosphere of undesirable gases and that, in most cases, there are natural processes (sinks) that remove these. Recognise that the concept of residence time relates to the relative rates at which a substance is supplied to and removed from the atmosphere.

Investigate what is known about the main sinks and residence times for some significant pollutants (e.g. carbon dioxide).

22.3 Know that carbon particles, carbon monoxide, sulfur dioxide and oxides of nitrogen may be released as a result of the combustion of hydrocarbon-based fuels and know the damage that these emissions can inflict on the environment.

Perform simple investigations on the concentration of particulate matter in the atmosphere.

22.4 Know that ozone is a form of oxygen formed when oxygen is subject to electrostatic discharges or high-energy radiation, such as in the upper atmosphere.

Investigate and discuss the smell a photocopier, noting why photocopiers must be used only in a well-ventilated room.

22.5 Know that the pollutants from vehicle emissions can have consequences such as acid rain and the formation in the lower atmosphere, by photochemical free-radical reactions, of a number of hazardous compounds (such as peroxyacetyl nitrate and ozone).

Study the formation of secondary pollutants in photochemical smog and the importance of weather conditions in this process. Obtain measurements of key secondary pollutants (e.g. ozone) in Doha and study their variation with the seasons.

See Standard 16.2

ICT opportunity

Use the Internet to access up-to-date information.


22.6 Know the main features of the structure of the atmosphere and describe the role of ozone in the stratosphere in reducing the intensity of harmful ultraviolet radiation reaching the Earth’s surface; describe the process by which this layer is being damaged by free halogen atoms resulting from indiscriminate use of chlorofluorocarbons (CFCs).

Study the science behind the discovery of the ‘ozone hole’; what the ozone layer is, how it is formed and why it is important; why the ‘hole’ occurs mainly in the southern hemisphere in spring, what causes it, what its implications are and what international agreements have been reached to address these.

22.7 Know why the build up of some gases, such as methane and carbon dioxide, in the atmosphere is leading to a warming of the atmosphere and climate changes.

Make a study of changes over time of the concentration of carbon dioxide in the atmosphere and of changes in the mean surface temperature of the Earth.

List and evaluate evidence for global warming (e.g. the break-up of ice flows, the loss of snow and ice from the summit of Mount Kilimanjaro, changes in average temperatures in Europe).

22.8 Outline developments and processes that have been introduced to reduce the main sources of atmospheric pollution.

Study International treaties such as the Montreal and Kyoto protocols. Consider processes developed to reduce air pollution (e.g. lean burn car engines and catalytic converters, flue desulfurisation, alternatives to CFCs) and make a display, possibly using ICT software.

22.9 Recognise the many functions of the oceans in regulating climate.

Compare the specific heat capacity and the specific latent heat of water with that of other liquids to demonstrate the effectiveness of the oceans as energy sinks and energy sources to the atmosphere.

Study the effects of major ocean circulations (e.g. the North Atlantic Gyre and the Benguela Current) on the climate of contingent continents.

22.10 Describe the water cycle and be aware of the importance of maintaining unpolluted groundwater, waterways and seas.

Debate the advantages and disadvantages of dumping waste at sea (including sewage as a source of nutrients and the problems associated with oil spillages).

22.11 Explain the preparation of potable water from impure water by the separation of solid material and purification by chlorine.

Make and test a model sewage works. Study the process of sewage purification in the main centres in Qatar.

Obtain information on what additives are put into water in Doha and why.

22.12 Explain the need for nitrogen- and phosphate-containing fertilisers and describe how their indiscriminate use can lead to pollution of ground- and riverwater.

22.13 Describe the process of eutrophication and its effect on water sources.

Investigate the eutrophication of an artificial pond in the school environment; include measurements of temperature, light and oxygen concentration.

22.14 Understand the problems associated with the disposal of waste heat in large industrial complexes.

Study the mechanisms used to dispose of waste heat at one of the industrial complexes in Qatar.

ICT opportunity

Obtain data on the ozone layer and the Montreal protocol from the Internet.

ICT opportunity

Use ICT software.

ICT opportunity

Use a datalogger.


23 Understand the fundamentals of reaction kinetics and equilibria

23.1 Know that reaction rates vary considerably and be able to produce, and analyse graphically, data from rate experiments.

23.2 Know and measure the effect on reaction rates of concentration, temperature and particle size, and explain the effect in terms of a kinetic particle model.

Show how the rate of the reaction between calcium carbonate and hydrochloric acid varies with concentration, heat and particle size.

Demonstrate the effect of a catalyst in reactions such as the combustion of hydrogen (platinum catalyst) and the decomposition of hydrogen peroxide (manganese dioxide catalyst).

23.3 Explain that in the presence of a catalyst a reaction will have a different mechanism with a lower activation energy, and that such a reaction will proceed faster.

Construct qualitative energy profiles for reactions used to study the effect of catalysts.

23.4 Distinguish between surface action catalysis (heterogeneous) and intermediate compound catalysis (homogeneous) and give important examples of both.

Examples of surface action catalysts could centre on the use of transition metals and their compounds in industrial processes and in catalytic converters in vehicles. Intermediate compound catalysis could focus on enzyme action with examples from the biology standards.

23.5 Know that many reactions occur in multiple steps and that only one determines the reaction rate.

Discuss the very low probability of a three-way collision as a possible mechanism for a reaction such as 2H2 + O2 → 2H2O and suggest alternatives involving sequences of two-way collisions.

23.6 Explain a bimolecular reaction in terms of particle collisions and recognise that the chance of a reaction depends on particle concentration and particle energy.

Discuss and illustrate (the use of applets is desirable) the necessary prerequisites for a reaction in terms of particle theory, the necessity for a collision between reacting particles and for the collision to be energetic enough to cause a rearrangement of atoms.

23.7 Understand, in terms of rates of the forward and reverse reactions, what is meant by a reversible reaction and dynamic equilibrium.

Show the reversible reaction between anhydrous copper sulfate or hydrated cobalt chloride (paper) and water.

Demonstrate the reduction of iron oxide by hydrogen gas and its reverse, the combustion of iron in the presence of steam. Consider as a ‘thought experiment’, what might happen if a mixture of iron filings are heated in an enclosed vessel to arrive at the concept of a dynamic equilibrium.

Safety


See Standard 24.2

ICT opportunity

Use Java applets to illustrate molecular collisions and reactions.

Safety

Both these reactions are hazardous and should not be done by students.



24.1 Know that chemical reactions are accompanied by energy changes, usually in the form of heat energy, and that the energy changes can be exothermic or endothermic.

Investigate exothermic and endothermic reactions. Suitable exothermic reactions are neutralisations and suitable endothermic reactions are those that involve the production of gases (e.g. the reaction between potassium carbonate or bicarbonate and hydrochloric acid).

24.2 Construct reaction energy profiles showing enthalpy changes in the reaction and activation energy.

Show similar examples where the heat produced by the reaction is sufficient to sustain it (e.g. the combustion of magnesium) and those where it is not (e.g. the oxidation of copper).

24.3 Know that a catalyst can provide an alternative energy profile with a lower activation energy.

Demonstrate and discuss the energy profile of a reaction such as the combustion of hydrogen with and without the presence of a platinum catalyst or the decomposition of hydrogen peroxide in the presence of manganese dioxide or dust as a catalyst.

24.4 Explain and use the concept of standard enthalpy change (∆H), with particular reference to combustion, formation, solution and neutralisation, and calculate enthalpy changes from experimental results.

Measure experimentally some standard enthalpy changes (e.g. combustion and neutralisation).

Use the relationship ∆H = (mcp∆T)/n, where (mcp∆T) represents the heat produced from the reactions and absorbed by an appropriate medium, such as water, of specific heat capacity cp.


24.5 Recognise that bond breaking is associated with endothermic changes and bond formation is associated with exothermic changes.

Physics

By the end of Grade 10, students are familiar with fundamental and derived SI units, and use appropriate prefixes for small and large measurements. They handle inaccuracies and uncertainties when taking and manipulating measurements and distinguish between vector and scalar quantities. They understand, manipulate and represent graphically the concepts of displacement, speed, velocity and acceleration to solve problems related to moving objects. They know that a force can cause a change in velocity or shape of an object, resolve multiple forces acting on an object and distinguish between dynamic and static friction. They explain observations such as expansion, freezing, melting, boiling, evaporation, crystallisation, the Brownian motion and fluid pressure in terms of particle interactions. They have knowledge of the anomalous expansion of water and its importance. They understand density, flotation and pressure in solids and fluids, which they apply to hydraulics and pneumatics. They define and measure temperature and know why and how thermal energy moves from place to place. Students know that energy is transferred in the form of


Safety



pulses and waves, and understand and manipulate the measurable parameters associated with waves. They know that sound is a waveform that requires a medium, they measure its speed in air and know how the ear detects sounds. They know that light travels in straight lines and how it is reflected and refracted; they are aware of some of the applications of these properties. They understand dispersion and recognise some of its natural consequences, and know how the eye receives and focuses light. Students generate electrostatic charge in insulators, know the rules of electrostatic attraction, know how to use an electroscope to investigate charge and understand distribution of charge on a conductor They detect electric fields and know that they can exert a force on a conductor. They know that magnets have north and south poles and generate fields, the shape of which they plot, that exert forces on other magnets and on wires carrying a current. Students know that an electric current is a stream of charged particles and solve problems related to charge, current, potential difference and resistance.

Students should:

25 Measure and manipulate physical quantities and handle uncertainty in experimental results

25.1 Be familiar with fundamental and derived SI units and use appropriate prefixes, manipulate ranges of magnitude and express quantities correctly in standard form in SI format.

Tabulate objects of differing sizes from a proton to the Milky Way galaxy and indicate the size using the appropriate SI unit of measurement. Convert measurements from one unit to another, expressing the result in standard form.

25.2 Distinguish between precision and accuracy; know how to ensure both in physical procedures.

Use a micrometer screw gauge to measure length and an electronic timer to measure time intervals precisely to a known margin of error. Repeat the measurements and take a mean to ensure accuracy.

25.3 Use and understand simplifying assumptions made in solving problems.

Draw attention, at the appropriate time, to sources of error that may be ignored in problem solving, such as air resistance in projectile motion, heat loss in thermal physics and cell internal resistance in electricity.

25.4 Distinguish between vector and scalar quantities, manipulate them appropriately and interpret their meaning.

Use examples in this and subsequent grades to show:

• the addition and subtraction of vectors;

• the representation of vectors by lines;

• the resolution of vectors into perpendicular components and their addition by the method of components.

26 Understand mechanics and kinematics

26.1 Understand the concepts of displacement, speed, velocity and acceleration, represent them graphically and interpret graphs that represent them.

Make calculations of velocity and acceleration using equipment such as an air track and interval timers or trolleys and ticker-timers.

Mathematics

Knowledge of standard form and SI format is required.


26.2 Derive, from the definitions of velocity and acceleration, equations that represent uniformly accelerated motion in a straight line and use them to solve problems relating to the motion of objects under uniform acceleration.

Study qualitatively and quantitatively the motion of bodies falling in a uniform gravitational field in air or water. Measure the acceleration of a ball bearing due to gravity with an electronic timer and appropriate gates. Study the movement of an object moving under gravity using multiflash digital photography.

Use the equations of motion to solve problems relating the movement of objects under uniform acceleration in one and two dimensions (e.g. the movement of projectiles).

26.3 Know that a force acting on an object can cause deformation or velocity change.

Study the stretching of a spring up to and beyond its elastic limit.

26.4 Identify forces acting on a body, determine resultants, resolve forces into components and use the vector triangle to represent forces in equilibrium.

Study the forces (including their direction) acting an object suspended by two threads. Perform calculations on real objects in translation equilibrium with a number of forces acting on them.

26.5 Show a qualitative knowledge of frictional forces and viscous forces including air and water resistance and distinguish between static and dynamic friction.

Measure the static and dynamic frictional force required to move a variety of objects across a variety of surfaces.

26.6 Identify factors affecting friction and use the concepts of static and dynamic coefficients of friction.

Determine the coefficient of static friction for two surfaces in contact by measuring the friction angle.


27.1 Describe the kinetic particle model for solids, liquids and gases, and relate the difference in the structures and densities of solids, liquids and gases to the spacing, ordering and motion of particles.

Demonstrate, using models, the changes that occur as a solid is gradually heated. Dramatise the processes using the class as particles.

27.2 Use the kinetic particle model to explain fluid pressure, freezing, melting, boiling, evaporation, crystallisation and the Brownian motion.

Study the Brownian motion using a smoke cell.

Grow crystals of chromium potassium sulfate or copper sulfate. Cleave a quartz or fluorspar crystal.

Explain a variety of common observations in terms of the particle model.

27.3 Use the kinetic particle model to explain the thermal expansion of solids and liquids. List some of the problems this phenomenon can cause and how we solve them, and also list ways in which we make use of this phenomenon.

Study qualitatively the expansion of various solid rods.


27.4 Use the concept of expansivity to solve numerical problems related to thermal expansion.

ICT opportunity

Use multiflash digital photography.


27.5 Explain how the anomalous expansion of water results in ice forming on the surface of water and not at the bottom, and understand the importance of this to the survival of living things.

Show how freezing water can break a sealed container.

Study the freezing of other liquids (e.g. ethanoic acid) to show that solids usually form at the bottom of the container first.

27.6 Know and use the concept of density.

Measure the density of a liquid, a gas and a regular and irregular shaped solid.

27.7 Understand and use the term pressure in the contexts of pressure exerted by a solid object and fluid pressure, and derive and use the relationship p = ρgh.

Use a manometer to study how pressure increases with depth in water and how such fluid pressure is directionless.

27.8 Explain, in terms of the particle model, the hydraulic transmission of a force and know and explain quantitatively some common applications.

Make a model braking system or hydraulic jack using syringes of different sizes.

27.9 Understand why some objects float on water but others do not, and relate upthrust on a floating body to the weight of the fluid displaced.

Show that the weight of the water displaced by an irregular solid floating in water is equal to the loss in weight of the object.

28 Understand the properties of waves and know that sound is a waveform

28.1 Distinguish between a wave pulse and a continuous travelling wave, give examples of both and understand what is meant by wavefront.

Study simple examples of pulses and travelling waves. Study the movement of circular and plane wavefronts in a ripple tank.

28.2 Know that waves transfer energy and distinguish between transverse and longitudinal waves.

Show examples of longitudinal and transverse water and shock waves causing remote objects to move.

Show transverse and longitudinal pulses using a long spring or child’s toy ‘slinky’.

28.3 Know and use the terms crest, trough, compression, rarefaction, displacement, amplitude, phase difference, period, frequency, wavelength and velocity, and perform calculations using the relationships between velocity, frequency and wavelength.

Make measurements of the frequency and wavelength of water waves and calculate their velocity.

28.4 Know that sound is a longitudinal vibration transmitted through a medium, and that it is created by a vibrating object such as a vibrating string or air column.

Show how the pitch of a string or pipe depends on its length.

28.5 Know that the velocity of sound depends on the medium though which it travels, and that it travels faster and more efficiently through media in which the particles are close together.

Determine the velocity of sound in air using the echo method.


Compare qualitatively, the efficiency of transmission of sound through air and through a solid.

Use an oscilloscope to measure the velocity of sound in a metal rod.

28.6 Describe the way in which the ear detects sounds and know the approximate limits of human hearing.

Test the limits of hearing among class members using a signal generator and loudspeaker.

28.7 Distinguish between standing waves and progressive waves in terms of the production of sound by a musical instrument. Know how harmonics are produced and how the frequency and sound of the harmonics relate to the fundamental.

Show the relationship between the fundamental and harmonics using a violin or guitar string or the length of the closed pipe in a wind instrument.

Measure the frequency of a standing wave using a xenon stroboscope. Show harmonics using a wire or cord illuminated by a stroboscope set vibrating using a vibrator linked to a signal generator.

28.8 Distinguish between a standing and a travelling wave, know the meaning of the terms node and antinode, and illustrate the phenomenon of resonance with particular reference to vibrating stretched strings and air columns.

Show resonance of an air column using a column of varying length and a tuning fork.

Study nodes and antinodes in a vibrating string, using a strobe light, and in an air column using a Kundt tube.

29 Understand light and optics

29.1 Know that light travels in straight lines and can be reflected by plane surfaces, and explain how images are formed in plane mirrors. Explain common applications of this phenomenon.

Show reflection of light and the formation of images using common optical equipment.

Study the path of light through devices such as a periscope.

29.2 Know that light is refracted as it passes from one medium to another. Explain the geometry of refraction, calculate the refractive index of a medium and interpret it in terms of change in the velocity of light.

Show reflection of light using common optical equipment and calculate the, refractive index of several different media experimentally.

29.3 Show how images are formed by converging and diverging lenses and understand the concept of focal length. Explain common applications of these phenomena.

Study image formation by converging and diverging lenses, and determine the focal point and focal length of a converging lens.

Study the path of light through devices such as a magnifying glass, a camera, a telescope and a microscope.

Develop ray diagrams experimentally to locate images formed by converging and diverging lenses, leading to a definition of the terms ‘principal axis’, ‘focal point’, ‘focal length’ and ‘linear magnification’.

29.4 Know and explain some common uses of curved mirrors.

Study the use of mirrors in applications such as car headlights and reflecting telescopes.

Safety

Stroboscopes are dangerous to sufferers from epilepsy


29.5 Explain total internal reflection and its application in fibre optics.

Study total internal reflection in a glass block.

Demonstrate the transmission of light through an optical fibre and discuss its applications in, for example, telecommunications, medicine and engineering.

Demonstrate and develop the concept of critical angle.

29.6 Show and explain the dispersion of light.

Show the formation of an optical spectrum (using light from the Sun and a water prism made from a mirror immersed at an angle in a bowl of water).

Show how dispersion can be a problem in optical instruments such as a camera or binoculars and explain how it is overcome by the use of achromatic compound lenses.

29.7 Explain, in terms of refraction and dispersion, natural phenomena such as rainbows, mirages, the colour of the sky, the colour of sunsets and the difference between real and apparent depth of water.

Carry out the ‘appearing coin’ experiment and demonstrate other common consequences of refraction.

Demonstrate the path of light that causes natural phenomena such as mirages and rainbows.

29.8 Know how the eye receives and focuses light and how short and long sight can be corrected.

Determine the near and far points of the unaided eye and of the same eye with spectacles.

30 Understand the basic principles of electrostatics, magnetism and electromagnetism

30.1 Distinguish between conductors, semiconductors and insulators with reference to moving electrons or ions; know how the properties of semiconductors can be influenced by the presence of small quantities of impurities.

Demonstrate the movement of coloured ions in an electric field.

Define conductivity and compare the conductivities of different conductors, semiconductors and insulators.

Discuss the changes in conductivity of semiconductors doped with certain impurities and show how these can be exploited through npn and pnp junctions.

30.2 Know that friction can generate two kinds of electric charge on an insulator and that opposite charges attract but like charges repel each other.

Recall activities from earlier grades showing the production and properties of charged rods. Determine the charge on an object.

Use an electroscope to investigate charge.

Show the principles of charging an electroscope by induction.

Use a Van de Graaff generator to show properties of a charge-carrying conductor (e.g. point discharge, Faraday cage).

30.3 Describe an electric field as an example of a field of force and know that electric field strength can be defined as force per unit positive charge and that an electric field can be represented by means of field lines.

View electrostatic field patterns between high-voltage terminals (generated safely using a piezo-electric gaslighter) in castor oil containing grains of semolina or small seeds.

Safety

High voltages. Students should not use a mains powered high-voltage generator.


30.4 Make magnets from magnetic materials by a variety of methods. Know that they have north and south poles and that unlike poles attract and like poles repel each other.

Recall activities from earlier grades showing the production and properties of magnets.

30.5 Describe a magnetic field as an example of a field of force and know that it can be represented by means of field lines.

Plot the magnetic fields of a variety of magnets using a plotting compass.

Plot the field due to two magnets with like poles adjacent to show the neutral point.

Plot the field around a magnet placed in a fixed position in the Earth’s field and show the neutral points.

30.6 Explain the properties of ferromagnetic materials in terms of the magnetic moment of unpaired electrons.

30.7 Know the pattern of the magnetic flux due to a single current-carrying wire, a coil and a solenoid and know how an iron core can affect the field due to a solenoid.

Show the effect of varying parameters in a solenoid (e.g. core material, current, number of coils).

Recall the main uses of electromagnets and make models of simple electromagnetic devices (e.g. a bell and a relay).

30.8 Know that the magnetic field around a current-carrying conductor (both a straight wire and a solenoid) can interact with a fixed magnetic field in which it is placed, generating a force that can be detected, measured and exploited.

Show the movement of wire a suspended in a magnetic field when a current is passed through it

Use a Hall probe to investigate magnetic field strength and direction.

Measure the force on a wire in a magnetic field using a sensitive top-pan balance.

Make and test a simple DC motor and explain its operation.

30.9 Show how a consideration of the force between two current-carrying wires leads to the definition of the ampere.

31 Understand the fundamentals of current electricity

31.1 Know that electric current is the rate of flow of charged particles, define charge and the coulomb, and solve problems using the relationship Q = It.

Demonstrate that current is the flow of charged particles using a Van de Graaff generator supplying charge through a sensitive galvanometer to two plates with a conducting ball suspended between them.

31.2 Define potential difference and the volt. Solve problems using the relationships V = W/Q, P = VI, P = I2R.

Measure and compare the power consumption of a variety of electrical devices.

Measure the electrical power consumption of an electric motor raising a load and compare that with the mechanical power output.


31.3 Define resistance and solve problems using the relationships V = IR and R = ρl/A for multiple resistances connected in series and in parallel.

Investigate the relationship between current and voltage for ohmic and non-ohmic conductors.

Investigate the dependence of resistance on heat and light in thermistors and light-dependent resistors.

Use different resistors as potential dividers.

31.4 Distinguish between electromotive force and potential difference and understand the concept of internal cell resistance.

Calculate internal cell resistance in a circuit by measuring the current in a circuit and the voltage across an external variable resistance as the resistance changes.

Explain why car headlights dim when the starter motor is used.


Science standards

Advanced level


Scientific enquiry

Students identify, develop and make predictions related to a clearly focused research question. They control variables, work as a team and use appropriate equipment and materials. They evaluate experimental design, identify weaknesses and develop realistic strategies for improvement. They work in an ethical manner. They understand the historical development of major ideas, through the evolution of competing models, and know that science can generate controversies, which they take part in. They record and process raw data appropriately and draw valid conclusions, allowing for errors and uncertainties. They handle equipment competently with due regard for safety. They follow instructions accurately but are able to adapt to unforeseen circumstances.

Biology

Students describe the structural features of mitochondria and chloroplasts and how these relate to the chemical processes of respiration and photosynthesis, respectively. They understand the mechanisms of diffusion, osmosis and active transport, and relate these processes to the fluid mosaic model of a cell membrane. They know that ATP is the immediate energy source in cellular processes and relate this to respiration and photosynthesis. They outline the reaction steps in the glycolysis, Krebs cycle and oxidative phosphorylation stages of respiration. They outline the reaction steps in the light-dependent and light-independent stages of photosynthesis. They relate the structure of a plant leaf to its function in photosynthesis and understand the factors limiting the rate of photosynthesis. They understand the need for a transport system in multicellular plants. They recall the structure, function and distribution of phloem and xylem in the roots, stems and leaves of a dicotyledonous plant. They describe translocation and transpiration. They explain water movement between cells, and between cells and their environment, in terms of water potential. They know that organisms that can respond to changes in their environment have an increased chance of survival. They understand the principles of homeostasis and negative feedback. They compare and contrast the hormonal and nervous control systems. They describe mammalian thermoregulation and the oestrous cycle. They describe the features of the gaseous exchange system and relate these to function. They differentiate between tidal volume and lung capacity. They understand relationships between pulse rate and exercise and the importance of blood pressure. They understand the links between smoking and impairment of the gaseous exchange and cardiovascular systems. They know the nature of asthma, bronchitis, emphysema and lung cancer and how they affect the efficiency of gaseous exchange. They know that the body produces antibodies against antigens, and understand the causes and transmission of HIV/AIDS, its global significance and problems of control. They know the

Grade 11


nature of homologous chromosomes. They describe mitosis and meiosis and recognise the chromosome configurations in different stages. They understand how mitosis enables a constant number of chromosomes to be passed from cell to cell while meiosis enables a constant number to be passed from generation to generation. They understand that a changes in DNA bases cause variation. They know some causes of mutation. They understand that a mutation causes a change in DNA and that this can reduce the efficiency of or block an enzyme. They know the difference between genes and alleles and that they are sections of DNA. They understand how genetic variation occurs through the segregation of alleles and chromosome cross-overs. They understand how sex is determined in humans and the mechanism of sex linkage. They understand the difference between dominant and recessive alleles and calculate genotype and phenotype frequencies in monohybrid crosses. They understand that predation, disease and competition result in differential survival rates and reproduction, and that organisms with a selective advantage are more likely to survive and pass on genes to the next generation, that natural selection and isolation can lead to new species, and that evolution over a long period of time has given rise to the diversity of living organisms. They understand that ecosystems are dynamic and subject to change, and that human activities can have an impact on the environment. They recognise the main features of viruses, bacteria and fungi. They know how micro-organisms and cells can be cultured. They understand the basic principles of genetic engineering. They know how micro-organisms are used in the food industry and in the treatment of wastewater.

Chemistry

Students know that weak bonds caused by dipole attraction hold particles together and they know of hydrogen bonding and its consequences. They recognise that electron-pair repulsion influences the shapes of molecules, describe dative bonding and know that compounds’ physical properties depend on their bonding type. They recognise the significance of s, p, d and f orbitals and hybrids in bonding and molecular shape, and distinguish between σ and π bonds. They solve problems using the mole, the Avogadro constant, molar solutions, the faraday, molar gas volume and the universal gas equation. Students know the processes for manufacturing ammonia, nitric acid and sulfuric acid, and the chemistry behind the limestone industry. They know the properties of the common compounds of silicon, nitrogen, phosphorus, oxygen and sulfur, and the characteristic properties of the first-row transition elements. They know that oxidation and reduction reactions are associated with gain or loss of electrons and explain redox reactions in terms of change in oxidation number. They know that transition metals are important redox reagents because they exhibit multiple oxidation states. They understand and use the concepts of redox potential and half-cell potential. Students have an understanding of the general chemistry of alkanes, alkenes, halogenoalkanes, alcohols, alcohols, aldhehydes, ketones, carboxylic acids, esters, acyl chlorides, amines, nitriles, amides and amino acids, and they recognise the relative unreactivity of the arene ring. They know that the main sources of organic compounds are fossil fuels and living materials. They understand the importance of alkanes as fuels. They know how to make soaps from fats, and how soaps and detergents solubilise oily stains. They know the characteristic structures of natural and artificial addition and condensation polymers.


Physics

Students state Newton’s laws of motion and use them to solve problems of motion in two dimensions. They distinguish between inertial and gravitational mass and weight, know that momentum is conserved during collisions and apply the knowledge to collisions and explosions in one dimension. They determine the centre of gravity of a lamina and apply the principle of moments to real problems. They know that there are many interconvertible forms of energy and perform calculations using expressions for kinetic and potential energy, work and power. They define and measure temperature and know how thermal energy moves from place to place. They know that heat is transferred by conduction, convection and radiation and can give examples of each. They know that some substances are better conductors than others, that convection currents are the basis of weather patterns and that some surfaces radiate and absorb heat better than others. They use the concepts of specific heat capacity and specific latent heat to calculate heat transferred to bodies. They explain refraction, diffraction and interference of waves and apply it to water waves, sound waves and electromagnetic waves, and explain the Doppler effect. They know that the electromagnetic spectrum consists of electromagnetic radiation of varying frequency but with the same velocity in a vacuum and describe the properties and applications of the main parts of the spectrum. They use capacitors in real circuits and use thermistors, diodes, transistors and light-dependent resistors as potential dividers to drive gates in logic circuits. They know how astable and bistable switches can be used in memory circuits. Students know that the relative motion of a conductor in a magnetic field induces an e.m.f. in the conductor and know the factors that influence its magnitude and direction. They describe the commercial production of AC, perform calculations related to its parameters, and know why and how transformers are used in its distribution and how eddy currents are generated, used and controlled. They describe a simple model for the nuclear atom and the evidence for it, and recognise that some nuclides are unstable and decompose to simpler ones, emitting three forms of radiation in the process. They characterise the three radiation forms and know some of their uses. They distinguish between nuclear fission and fusion and understand the dangers associated with them. They have an understanding of the properties of the electron and some of its main uses.






The science standards for Grade 11, advanced level, are grouped into four strands: three subject content strands – biology, chemistry and physics – and the scientific enquiry skills strand, which addresses the development of scientific practical and intellectual skills across all the content strands. The teaching and the assessment of the scientific enquiry skills strand should be carried out as an integral part of the teaching of the content strands.

For Grade 11, advanced level, each of the three subject content strands – biology, chemistry and physics – carries an equal weighting.


For Grade 11, advanced level, the weightings of the assessment objectives to be applied to each content strand are as follows:




procedures


45 to 55% 25 to 35% 20 to 25%


Science standards

Advanced level

Scientific enquiry

By the end of Grade 11, students identify, develop and make predictions related to a clearly focused research question. They control variables, work as a team and use appropriate equipment and materials. They evaluate experimental design, identify weaknesses and develop realistic strategies for improvement. They work in an ethical manner. They understand the historical development of major ideas, through the evolution of competing models, and know that science can generate controversies, which they take part in. They record and process raw data appropriately and draw valid conclusions, allowing for errors and uncertainties. They handle equipment competently with due regard for safety. They follow instructions accurately but are able to adapt to unforeseen circumstances.

Students should:



Compare the tar content of different brands of cigarette.

Investigate whether the number of chromosomes of an organism is linked features such as body size or sensitivity.

Investigate factors limiting the rate of photosynthesis.

Determine how wind speed influences the rate of transpiration of a leafy plant.

Determine the percentage of sodium bicarbonate in a sample of baking powder.


Design an experiment to show that the time taken by an object to drop is independent of its mass under conditions of negligible air resistance.


Compare the insulating properties of different roof materials and structures.

Demonstrate that infrared radiation is reflected and refracted in the same way as light.


Predict relationships between lung capacity and body size.

Predict the progeny of a genetic cross.

Use modelling to predict changes in population density in predator–prey relationships.

Predict whether heat will be reflected and refracted in the same way as light.

Predict the output a given logic circuit.

Grade 11

Key standards






Investigate the effect of exercise on the heart rates of people of different size.

Investigate the rate of osmosis between solutions of different concentration.

Investigate the rate of photosynthesis of an algal culture at different light intensities.




Form teams to carry out a field study of seashore plants.

Work as a team to investigate the inheritance of selected characteristics of fruit flies.

Work as a team to investigate and explain the incidence of colour blindness in a community.

Work as a class to compare the power output of muscles.


Devise a way of determining the impact of humans on a selected habitat.

Develop and evaluate an experimental design to track the impact of humans on an area of desert.

Design an experiment to measure the rate of translocation in a green plant.

Develop an effective way of making soap by traditional methods.

Devise an effective way to compare fairly the insulating properties of different materials.


Interview people about their smoking habitats and present the data in a newspaper article.

Use published literature to find out the amount of selected yeast-based products produced annually in Qatar and in some other countries.

Write an illustrated report on the structure and function of chloroplasts.

Make a picture display of areas of Qatar that have been affected by industrialisation to illustrate positive and negative impacts.



Develop ethical guidelines to be followed when doing biological fieldwork.

Carry out a survey of the habitats on a rocky shore to determine human impact.

Study the inheritance of characteristics of mice.


Consult reports to compare the levels of lung cancer in Qatar and neighbouring countries.

Request information on the amount of sewage processed by sewage works in different areas of Qatar and account for the data.

Search the Internet for examples of genetically modified plants and their usefulness.


Study material related to the Bhopal disaster.




Study the development of the understanding of mutations.

Study the development of the genetic basis of inheritance.

Make a video on the work of Mendel.

Research the development of theories of translocation.

Study the quest for an artificial nitrogenous fertiliser in agriculture.

Study the development of our understanding of the phenomenon of radioactivity.

Study the development of our understanding of the nature of the electron.

2.2 Know that many scientific topics are controversial, causing debates both between scientists and also among the general public, and be able to take part in such debates in an informed manner.

Debate the theory of evolution by natural selection.

Research and debate different explanations for the increased numbers of people with asthma.

Present evidence related to the possible effects of passive smoking.

Evaluate the correctness of the science in media reports of transgenic organisms.


Debate the desirability of increasing our use of nuclear energy.

2.3 Know that scientists work by building conceptual models that can be tested by experiment, and realise the value of controversy around competing models.

Find out why the Krebs cycle is so named.

Study the development of competing models of atomic structure and chemical bonding.

Study the development of our understanding of the nature of the electron, from a wave to a particle to wave–particle duality.


Debate the cultural, ethical and moral constraints placed by societies on contentious scientific research (e.g. genetic manipulation and gene cloning).

Identify major scientific developments that have arisen from national needs (e.g. Germany’s need for a local source of fertiliser in 1914, the ‘space race’ of the late twentieth century).


Make a list of ways in which science can help stem the HIV/AIDS pandemic and a second list of problems associated with HIV/AIDS that science cannot resolve.

Discuss the reasons why, although we understand the biochemistry of human reproduction, some areas of the world are overpopulated and have an increasing birth rate.

Debate issues around the deliberate and accidental release of harmful chemicals into the environment.

See Standard 24.21




Prepare charts to illustrate differences in tidal volume and lung capacity and whether this differs with chest size.

Draw diagrams to illustrate the inheritance of alleles through generations.

Construct tables to describe the key characteristics of animals in different phyla.

Make large labelled diagrams of xylem and phloem cells .

Use graphical extrapolation to show absolute zero.

Use multiflash photography to illustrate the acceleration of a falling ball.


Graph data on the rate of photosynthesis in relation to temperature at different light intensities.

Collect data on people living with HIV/AIDS in different countries and present as percentages of population and as numbers per unit area of the country.

Draw conclusions on the half-life of radioisotopes using a graphical method.


Rework the data on Mendel's experiments with peas and discuss the certainty of the conclusions.

Understand the importance of multiple readings of radioactive disintegrations to arrive at a statistical average.


Write a magazine article aimed at alerting young people to the health risks of smoking.

Use models to show mechanisms such as the structure of phloem and xylem.

Create a PowerPoint presentation about homeostasis.

Use models to show organic molecular structures.

Use flow charts to show industrial processes.



Use a potometer to investigate transpiration.

Use a spirometer to measure lung capacity and tidal volume.

Use an oxygen meter in the study of photosynthesis.

Use a razor blade to cut sections and make slides of plant stems and leaves.

Use an oscilloscope to study alternating current and induced voltages.

Carry out work with radioactive materials safely.



Biology

By the end of Grade 11, students describe the structural features of mitochondria and chloroplasts and how these relate to the chemical processes of respiration and photosynthesis, respectively. They understand the mechanisms of diffusion, osmosis and active transport, and relate these processes to the fluid mosaic model of a cell membrane. They know that ATP is the immediate energy source in cellular processes and relate this to respiration and photosynthesis. They outline the reaction steps in the glycolysis, Krebs cycle and oxidative phosphorylation stages of respiration. They outline the reaction steps in the light-dependent and light-independent stages of photosynthesis. They relate the structure of a plant leaf to its function in photosynthesis and understand the factors limiting the rate of photosynthesis. They understand the need for a transport system in multicellular plants. They recall the structure, function and distribution of phloem and xylem in the roots, stems and leaves of a dicotyledonous plant. They describe translocation and transpiration. They explain water movement between cells, and between cells and their environment, in terms of water potential. They know that organisms that can respond to changes in their environment have an increased chance of survival. They understand the principles of homeostasis and negative feedback. They compare and contrast the hormonal and nervous control systems. They describe mammalian thermoregulation and the oestrous cycle. They describe the features of the gaseous exchange system and relate these to function. They differentiate between tidal volume and lung capacity. They understand relationships between pulse rate and exercise and the importance of blood pressure. They understand the links between smoking and impairment of the gaseous exchange and cardiovascular systems. They know the nature of asthma, bronchitis, emphysema and lung cancer and how they affect the efficiency of gaseous exchange. They know that the body produces antibodies against antigens, and understand the causes and transmission of HIV/AIDS, its global significance and problems of control. They know the nature of homologous chromosomes. They describe mitosis and meiosis and recognise the chromosome configurations in different stages. They understand how mitosis enables a constant number of chromosomes to be passed from cell to cell while meiosis enables a constant number to be passed from generation to generation. They understand that a changes in DNA bases cause variation. They know some causes of mutation. They understand that a mutation causes a change in DNA and that this can reduce the efficiency of or block an enzyme. They know the difference between genes and alleles and that they are sections of DNA. They understand how genetic variation occurs through the segregation of alleles and chromosome cross-overs. They understand how sex is determined in humans and the mechanism of sex linkage. They understand the difference between dominant and recessive alleles and calculate genotype and phenotype frequencies in monohybrid crosses. They understand that predation, disease and competition result in differential survival rates and reproduction, and that organisms with a selective advantage are more likely to survive and pass on genes to the next generation, that natural selection and isolation can lead to new species, and that evolution over a long period of time has given rise to the diversity of living organisms. They understand that ecosystems are dynamic and subject to change, and that human activities can have an impact on the environment. They recognise the main features of viruses, bacteria and fungi. They know how micro-organisms


and cells can be cultured. They understand the basic principles of genetic engineering. They know how micro-organisms are used in the food industry and in the treatment of wastewater.

Students should:


5.1 Describe the structure of mitochondria and chloroplasts and link their structures to the biochemical and photochemical reactions of respiration and photosynthesis.


Make models of chloroplasts and mitochondria.

5.2 Explain the structure and functioning of the fluid mosaic model of the cell membrane in relation to the properties of phospholipids and the mechanisms of diffusion, osmosis and active transport.

Study diagrammatic and physical models.

Use visking tubing to model the osmosis of water through a semi-permeable membrane.

5.3 Describe the structure of a dicotyledonous leaf and a palisade cell and relate their structures to their roles in photosynthesis.

Cut cross-sections of leaves, prepare slides, study with a microscope and draw.

Study and draw the morphology of a range of plant leaves.

6 Know the stages in the biochemistry of aerobic respiration and of photosynthesis

6.1 Describe the role of ATP as the universal energy currency in all living organisms and relate this to respiration and photosynthesis.

Study diagrams of biochemical pathways and identify reactions involving ATP.

6.2 Describe the reaction steps in the three stages of aerobic respiration (glycolysis, the Krebs cycle and oxidative phosphorylation), including the roles of oxygen and ATP.

Make a wall chart to illustrate the reactions in aerobic respiration.

Use the library and the Internet to find out about the work of Hans Krebs.

6.3 Describe the reaction steps in the light-dependent and light-independent stages of photosynthesis, including the role of ATP.

Make cards showing the reaction steps of photosynthesis and arrange these to illustrate the light-dependent and light-independent stages.

Use the Internet to find out about the contribution of Calvin to our understanding of photosynthesis.

7 Understand the factors that limit the rate of photosynthesis

7.1 Explain how carbon dioxide concentration, light intensity and temperature are interdependent limiting factors for photosynthesis.

Investigate how the rate of photosynthesis of a culture of algae is affected by light intensity, carbon dioxide and temperature.

Measure the rate of oxygen bubbles produced by Elodea when placed in different light intensities.

ICT opportunity


ICT opportunity


ICT opportunity

Use dataloggers and probes.


8 Understand the transport systems in dicotyledonous plants

8.1 Explain why large plants need transport systems for gases, water and food in terms of their surface area to volume ratios.

Calculate the surface area to volume ratios of different-sized cubes.

Measure the rate of diffusion of a drop of coloured liquid in different volumes of water.

8.2 Describe the vascular systems of the roots, stems and leaves of dicotyledonous plants and relate the structure and distribution of xylem and phloem to their functions.

Cut longitudinal and transverse sections of roots, stems and leaves, and examine with a microscope.

Examine cut sections of a tree trunk or branch.

Make a model root and stem to show the vascular bundles.

8.3 Explain the movement of water between plant cells, and between plant cells and their environment, in terms of water potential.

Make model cells from visking tubing. Fill one cell with water and put different concentrations of sugar solution in the other cells. Place the cells so that the water cell is touching all the others. Leave for some time and look for signs of movement of water into the various cells.

Examine some plant cells under the microscope. Add water to the cells and re-examine. Then add sugar solution and examine again.

8.4 Describe the processes of translocation of photosynthetic products in the phloem and transpiration of water and dissolved miners in the xylem.

Tie a polythene bag over some leaves of a healthy plant. Look for signs of water loss by the leaves.

Use a potometer to investigate water loss by leaves.

9 Understand physiological regulatory systems of mammals

9.1 Explain the importance to the survival of organisms of being able to respond to environmental stimuli.

Watch a wildlife video that illustrates a range of ways in which animals detect potential dangers.

9.2 Explain the importance of homeostasis in mammals and describe the process in terms of receptors, effectors and negative feedback.

Construct charts to compare mammalian feedback mechanisms with mechanical and electrical regulatory systems.

9.3 Describe thermoregulation in humans and the roles of TRH and TSH.

Watch and discuss a video about human survival in hot and cold conditions.

Write a play about survival in hot and cold conditions.

9.4 Describe the mammalian oestrous cycle and the roles of oestrogen, progesterone, LH and FSH.

Study and interpret data on the hormone levels in the blood system of women over time and when pregnant.

Use the library and the Internet to find out about the hormonal action of female contraceptive pills.

ICT opportunity


ICT opportunity


ICT opportunity



9.5 Describe the similarities and differences between nervous and hormonal control systems in mammals.

Give groups of students a set of cards that state properties of the hormonal and nervous systems. Ask them to sort the cards into sets of properties that are unique to each system and properties that are common to both systems.

10 Understand the importance of an efficient gaseous exchange system

10.1 Explain the structure, anatomy and function of the human lungs and related structures for gaseous exchange and the muscle and skeletal systems that enable breathing.

Examine lungs obtained from a butchery.

Study a model of the human torso and lungs.

Make a simple model of the chest and lungs to show how the lungs inflate and deflate.

10.2 Differentiate between tidal volume and vital capacity of the lungs.

Measure tidal volume and lung capacity.

Calculate the volume of air exchanged in an hour.

10.3 Describe the effects of tar and carcinogens in tobacco smoke on the gaseous exchange system and the cardiovascular system.

Use a smoking machine to illustrate the tar content of cigarettes.

10.4 Describe the symptoms of chronic bronchitis, emphysema, asthma and lung cancer and their effects of on the gaseous exchange system.

Collect and display pictures and diagrams of healthy and diseased lungs.

Find out the incidence of lung cancer in Qatar and other countries.

11 Understand the importance of blood pressure and pulse rate as indicators of health

11.1 Explain blood pressure and factors that affect it.

Ask a nurse or a doctor to demonstrate how blood pressure is measured and recorded.

11.2 Explain pulse rate and the effect of exercise on the pulse rate of fit and unfit individuals.

Measure resting pulse rate and the time taken for it to be re-established following exercise.

12 Understand the HIV/AIDS pandemic

12.1 Explain the causes and transmission mechanisms of HIV/AIDS, how its spread may be controlled and the significance of the pandemic.

Collect data from the Internet and plot the estimates of people living with HIV/AIDS in various countries against time; discuss possible reasons for differences and changes.

Find out if there are any available HIV/AIDS statistics for Qatar and if these show any trend.

12.2 Explain the action of antibodies against antigens in the human immune system.

Make a diagrammatic model of an antibody–antigen reaction.

Survey the class to determine how many students suffer from hay fever.

ICT opportunity



13 Understand mitotic and meiotic cell division

13.1 Explain the significance of organisms having a set of homologous chromosomes.

Use drawings or photographs of chromosomes to match homologous pairs.

13.2 Recognise and describe the behaviour of chromosomes during mitosis and explain how this enables a constant number of chromosomes to be passed from cell to cell.

View a video of mitosis.

Arrange photographs of stages of mitosis into sequence.

13.3 Recognise and describe the behaviour of chromosomes during meiosis and explain how this enables a constant number of chromosomes to be passed from generation to generation.

View a video of meiosis.

Arrange photographs of stages of meiosis into sequence.


14.1 Know that a base sequence in a location on DNA forms a gene and that different functional base sequences at that location form alleles of that gene; know that differences in the base sequences of DNA of the individuals of a species result in variation.

Make a model of DNA with base sequences.

14.2 Know some causes of mutation and that a mutation is a change in the base sequence of DNA that can lead to changes in protein structure, which in turn can reduce the efficiency of or block an enzyme action.

Given a series of triplet DNA base codes, use a chart of base codes for amino acids and determine which triplets code for amino acids and which are nonsense codes.

14.3 Explain the terms gene, allele, phenotype, genotype, dominant, recessive and co-dominant.

Construct a quiz in which teams of students write correct and incorrect definitions of terms and ask other teams to select the correct one.

14.4 Use genetic diagrams to solve genetic problems involving monohybrid crosses.

Using fruit flies or other organisms to track the pattern of inheritance of characteristics.

Predict and check the progeny of genetic crosses.

14.5 Explain how variation occurs through segregation of alleles during gamete formation and through the crossing over of chromosome segments during meiosis.

Using coloured beads as alleles, follow the pattern of their segregation during gamete formation and possible combinations in fertilisation.

Use a microscope to study prepared slides of chromosome cross-overs.

14.6 Know how X and Y chromosomes determine sex in humans and the inheritance pattern of sex-linked characteristics.

Make model X and Y chromosomes and track their segregation during gamete formation and possible combinations in fertilisation.

Use a microscope to study prepared slides of human X and Y chromosomes.

ICT opportunity


ICT opportunity



15 Know the mechanism and outcomes of natural selection

15.1 Know that predation, disease and competition within a population results in the survival and reproduction of the strongest individuals and that this natural selection allows the inheritance of their characteristics.

Use the library to find out about the work of Darwin and Wallace.

15.2 Know that natural selection and breeding isolation can lead to speciation.

Watch and discuss video material on evidence and argument in support of and counter to the theory of evolution by natural selection.

Find out why the Galapagos islands are of interest to those studying evolution.

15.3 Explain how natural selection and evolution over a long period of time have resulted in a great diversity of forms among living organisms.

Hold a class debate in which teams put forward scientific evidence for and against the theory of evolution by natural selection.

15.4 Give examples and explanations of how organisms are adapted to survive in particular environmental conditions.

Match pictures of organisms with descriptions of their adaptations for living in their natural habitat.

16 Understand ecological relationships and population dynamics

16.1 Explain examples of a predator–prey relationship and the possible effects on the population size of both the predator and the prey.

Analyse and interpret population curves of predator and prey.

Use a computer simulation to investigate how changes in predator numbers affect the population of their prey and consequently the predator population itself.

16.2 Explain examples of inter- and intra-specific competition for food and space and the effects on the distribution and size of the populations of organisms.

Use video to study how animals defend their territory against members of their species.

Analyse records of the increase in numbers of invading species of plants (e.g. water weed) and animals (e.g. crown of thorns).

16.3 Explain how disease affects the size of population of organisms and the significance of limiting factors in determining the ultimate size of a population.

Examine case studies of population data, discuss possible causes for population changes and compare interpretations with those of the scientists who investigated the populations.

16.4 Explain how the diversity and numbers of organisms and the environmental factors in an ecosystem form a dynamic relationship that is open to disruption.

Analyse and interpret population curves of a predator and its prey.

Use a computer simulation to investigate how changes in predator numbers affect the population of its prey and consequently the predator population itself.

16.5 Explain examples of short- and long-term human impact on a variety of environments.

Study pictures of a range of environments taken at different times and determine the human impact.

ICT opportunity

Use video for information.

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ICT opportunity


ICT opportunity



17 Understand the form of micro-organisms and the basis of biotechnology

17.1 Know the basic distinguishing features of viruses and types of bacteria and microbial fungi.

Study microscope slides or photographs of different forms of bacteria.

Use electron microscope photographs to study the morphology of viruses.

17.2 Know methods for the laboratory and bulk culture of micro-organisms and cell lines.

Use the Internet to determine how micro-organisms are grown in bulk.

Grow colonies of micro-organisms on agar slopes and Petri plates.

17.3 Explain the principles of gene cloning and the roles of restriction enzymes, recombinant DNA, plasmids and bacteriophages.

Using coloured Plasticine or string, simulate the processes involved in gene cloning.

Make a collection of press cuttings about genetic engineering. Discuss the correctness of the science described in each report and the consequent appropriateness of the article.

17.4 Explain some of the potential advantages of, and ethical and moral concerns about, genetic engineering.

Interview people about their views on genetic engineering. Use the interviews to inform a class debate on the subject.

Write an article arguing for the use of generic engineering to help create useful organisms and then write a second article arguing why it is wrong to do so.

17.5 Explain some uses of micro-organisms in food production.

Display a collection of containers and/or wrappers from food that has been made with the aid of micro-organisms and label with a description of how the micro-organisms were used.

Survey food shops to discover products made with the aid of micro-organisms.

Compare the time taken for milk to turn sour when kept in different conditions.

Mix flour dough with different amounts of yeast and sugar and measure the time taken for the dough to rise to a predetermined size.

17.6 Explain how micro-organisms are used in the treatment of wastewater.

Visit a wastewater treatment plant.

Chemistry

By the end of Grade 11, students know that weak bonds caused by dipole attraction hold particles together and they know of hydrogen bonding and its consequences. They recognise that electron-pair repulsion influences the shapes of molecules, describe dative bonding and know that compounds’ physical properties depend on their bonding type. They recognise the significance of s, p, d and f orbitals and hybrids in bonding and molecular shape, and distinguish between σ and π bonds. They solve problems using the mole, the Avogadro constant, molar solutions, the faraday, molar gas volume and the universal gas equation. Students know the processes for manufacturing ammonia, nitric acid and sulfuric acid, and the chemistry

ICT opportunity



behind the limestone industry. They know the properties of the common compounds of silicon, nitrogen, phosphorus, oxygen and sulfur, and the characteristic properties of the first-row transition elements. They know that oxidation and reduction reactions are associated with gain or loss of electrons and explain redox reactions in terms of change in oxidation number. They know that transition metals are important redox reagents because they exhibit multiple oxidation states. They understand and use the concepts of redox potential and half-cell potential. Students have an understanding of the general chemistry of alkanes, alkenes, halogenoalkanes, alcohols, aldhehydes, ketones, carboxylic acids, esters, acyl chlorides, amines, nitriles, amides and amino acids, and they recognise the relative unreactivity of the arene ring. They know that the main sources of organic compounds are fossil fuels and living materials. They understand the importance of alkanes as fuels. They know how to make soaps from fats, and how soaps and detergents solubilise oily stains. They know the characteristic structures of natural and artificial addition and condensation polymers.

Students should:

18 Understand the structures of atoms and molecules, and know how these determine their physical and chemical properties

18.1 Know that permanent and induced molecular dipoles can give rise to intermolecular forces (van der Waals’ forces), and explain their consequences in terms of physical properties of elements and compounds.

Make a list or display of elements and compounds that have anomalous physical properties that can be ascribed to van der Waals’ forces (e.g. CHCl3(l), Br2(l) and the liquid noble gases).

18.2 Describe hydrogen bonding, using ammonia and water as simple examples of molecules containing N–H and O–H groups.

Compare graphically the physical properties of similar compounds (e.g. the group V, VI and VII hydrides) to show the influence of hydrogen bonding.

18.3 Know the importance of hydrogen bonding to the physical properties of substances, particularly ice and water, and to the structures of important organic molecules such as proteins and nucleic acids.

Discuss, and demonstrate using models, the importance of hydrogen bonding in the base pairing of DNA and RNA and in the three-dimensional structure of proteins such as haemoglobin.

18.4 Explain the shapes of simple covalent molecules in terms of electron-pair repulsion (including lone pairs) and know how molecular shape can give rise to permanent dipoles.

Attract a stream of slowly flowing tap water to a charged ruler and explain the phenomenon in terms of the shape of the molecule.

Make three-dimensional models using examples such as BF3 (trigonal), CO2 (linear), CH4 (tetrahedral), NH3 (pyramidal) and H2O (non-linear).

18.5 Describe coordinate (dative covalent) bonding, as exemplified by the formation of the ammonium and hydroxonium ions and in the structure of carbon monoxide.

Draw Lewis (‘dot and cross’) diagrams to show coordinate bonding.


18.6 Account for the differences in physical properties of substances by reference to different types of bonding: ionic bonding; covalent bonding; hydrogen bonding; other intermolecular interactions; metallic bonding.

Investigate the physical properties of a variety of common substances with different bonding types.

18.7 Describe, in simple terms, the differences between the lattice structures of crystalline solids which are: ionic, as in sodium chloride; simple molecular, as in iodine; giant molecular, as in graphite, diamond or silicon(IV) oxide; hydrogen bonded, as in ice; metallic, as in copper.

Download from the Internet Java applets showing these structures in rotatable three-dimensional diagrams. Study these in the classroom to discover the macro-differences in their physical properties.

18.8 Describe the number and relative energies of the s, p, d and f orbitals for the principal quantum numbers 1, 2, 3 and 4, and show how this leads to the structure of the periodic table.

Draw an energy-level diagram showing the levels of the s, p, d and f orbitals for the principal quantum numbers 1 to 4.

18.9 Describe the shape of the s and p orbitals and their hybrids in atoms such as carbon and oxygen.

Make models or download Java applets showing the shapes of s and p hybrid orbitals.

18.10 Describe covalent bonding in terms of orbital overlap, giving σ (sigma) and π (pi) bonds; explain bond shape and angles in ethane, ethene and benzene in terms of σ and π bonds.

Make models or download Java applets of simple compounds with π bonds to show molecular shape and areas of high electron probability.

18.11 Explain the lack of reactivity of the triple bond (as in nitrogen) in terms of bonding theory.

19 Understand the principles of stoichiometry

19.1 Write balanced equations and use them to provide information on reacting masses.

Demonstrate quantitatively the conservation of mass during a reaction using the burning of magnesium in a crucible.

19.2 Define a mole of a substance in terms of the Avogadro constant and use it in stoichiometric calculations.

Solve simple stoichiometric problems using familiar equations.

19.3 Calculate empirical and molecular formulae using combustion data or composition by mass.

Use data from the combustion of magnesium to show composition by mass.

19.4 Determine concentrations of reactants in solutions through acid–base titrations with appropriate indicators.

Perform simple acid–base titrations using appropriate indictors.

Solve percentage purity problems (e.g. the percentage of sodium bicarbonate in baking powder).


ICT opportunity

Obtain physical properties from the Internet.

ICT opportunity

Use Java applets to show physical processes.

ICT opportunity

Use Java applets to show orbital shapes.


19.6 Define molar volume and use it in calculations on the reacting volumes of ideal gases.

Demonstrate the concept of molar volume by measuring the gas evolved during an acid/carbonate reaction with a known quantity of reactant.

Apply the concept of molar volume calculation to real situations (e.g. the operation of a fire extinguisher).

19.7 Use the general gas equation PV = nRT and the concept of relative molar volume at STP in calculations related to ideal gases.

Determination of Boyle’s and Charles’s laws. Extrapolate the Charles law result to show the absolute zero of temperature.

Carry out realistic calculations (e.g. bubble size in deep water, the volume of gas in weather balloons) using the gas laws to predict volume changes with changes in temperature and pressure.


20.1 Know the essential details of the Haber process for making ammonia from nitrogen.

Study the history of the development of the Haber process using images from the Internet.

20.2 Know the essential details of the commercial oxidation of ammonia to nitric acid and of the main commercial uses of nitric acid.

Draw a flow chart showing the essential reactions of the Haber process and the subsequent oxidation of ammonia to nitric acid. Illustrate with images from the Internet.

20.3 Understand the industrial importance of ammonia and nitrogen compounds derived from ammonia and nitric acid.

Represent graphically, using statistics from the Internet or elsewhere, the growth in worldwide production and use of nitrogenous fertilisers since the Haber process was invented.

Summarise, using a flow chart, the industrial uses of ammonia and nitric acid.

20.4 Know that the Qatar natural gas field is also a source of sulfur and that this has consequences for the processes that exploit the gas.

Obtain statistics on the sulfur content of Qatar gas as part of an industrial visit and find out what is done with the sulfur extracted.

20.5 Know the essential details of the contact process for manufacturing sulfuric acid and understand the industrial importance of sulfuric acid.

Demonstrate the production of sulfur trioxide (solid) in the laboratory.

Prepare an illustrated flow chart showing the production and use of sulfuric acid using information and graphics from the Internet or elsewhere.

20.6 Know that limestone is a source of many important agricultural and industrial chemicals and describe the conversion of limestone into quicklime and slaked lime.

Make and test quicklime and slaked lime in the laboratory. Make limewater with the slaked lime made and test it.

Show the many uses for limestone and its derivatives in a flow chart or an HTML presentation.

IT opportunity

Use electronic sensors to measure variables.

ICT opportunity


See Standard 21.10

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ICT opportunity

Obtain information and graphics from the Internet.

ICT opportunity

Download information and images from the Internet; use HTML.


20.7 Describe the manufacture of cement and know how changes at the molecular level that take place during the setting of concrete give it its strength and durability.

Make a variety of concrete bricks using identical moulds, using different mixes and setting conditions. Devise investigations for testing the blocks for tensile strength, hardness, etc.

21 Know some properties of common group IV, V and VI elements and their compounds

21.1 Know the main properties and uses of oxygen, and the test for it.

Demonstrate the properties of pure oxygen in supporting combustion and test the product of the combustion of an element, if soluble, for acidity.

Generate oxygen on a small scale by heating potassium manganate(VII) and test for it.

21.2 Know that water is compound of hydrogen and oxygen.

Electrolyse water at platinum electrodes and collect and test the products.

21.3 Show an understanding of the properties of hydrogen peroxide as an acid and an oxidising agent and understand the use of peroxides as oxidants in rockets and explosives.

Investigate the decomposition of hydrogen peroxide using catalysts such as manganese dioxide. Investigate the bleaching action of dilute hydrogen peroxide on cloth and hair.

Explain the properties of hydrogen peroxide and other peroxides in terms of their structure.

21.4 Know that ozone is a form of oxygen formed when oxygen is subjected to electrostatic discharges or high-energy radiation and that it is a powerful oxidising agent.

21.5 Know the physiological effects of ozone and recognise that in the lower atmosphere it is a pollutant but that in the upper atmosphere it protects living materials from destructive high-energy radiation.

Identify the presence of ozone around a photocopier by its characteristic acrid smell.

Recall the work done on the ozone layer in Grade 10.

21.6 Compare the physical and chemical properties of sulfur and oxygen and their simple compounds, such as their hydrides.

Compare the physical and chemical properties of the hydrides of sulfur and oxygen, noting the importance of hydrogen bonding in water and that hydrogen sulfide displays the properties of a weak acid. Compare the properties of selected oxides and sulfides, noting particularly the displacement of hydrogen sulfide by the reaction between sulfides and acids.

21.7 Know and explain the existence of two oxidation states of sulfur in its common compounds, as typified by its two common oxides and the two acids and series of salts that they form.

Prepare sulfur dioxide by burning sulfur, dissolve it in water and test the solution.

Demonstrate the preparation of sulfur trioxide crystals by the contact process using platinised mineral wool as catalyst.

21.8 Know the importance of sulfur dioxide in the preparation of sulfuric acid and in food preservation.

21.9 Know the role of sulfur dioxide in the formation of acid rain and describe the main environmental consequences of acid rain.

Investigate the effect of sulfur dioxide on plants growing in a closed container.

Safety

Use of oxygen from a cylinder must only be done by the teacher.

Safety

Hydrogen peroxide can cause burns. Class experiments should use ‘5 volume’ or less.

Safety

Sulfur dioxide should be prepared in very small quantities in a well-ventilated room. Sulfur trioxide should be prepared in a fume cupboard.


21.10 Know that nitrogen is an unreactive gas but that it can form nitrides with reactive metals.

Burn magnesium in nitrogen, dissolve the product in water and test the solution for alkalinity and the presence of the ammonium ion.

Find information about the effect of lightning on the air and the resultant production of nitrate.

21.11 Know the test for ammonia, the main properties and uses of its compounds and their reaction with warm alkali.

Investigate the reaction of ammonia or ammonia solution with reagents such as hydrochloric acid and copper salts, and the action of alkali and heat on ammonium salts.

Demonstrate the fountain experiment using ammonia to illustrate its solubility in water.

Show, using Lewis diagrams, the structure of the ammonium ion and how it is formed.

21.12 Know the main properties and uses of nitrates and understand their environmental impact.

Obtain data on the world production and use of nitrogen fertilisers from the Internet and make graphical displays showing changes over time and by continent.

21.13 Know why nitrogen and phosphorus exhibit two common oxidation states in their compounds and how this leads to two series of compounds.

Investigate the properties of the oxides of nitrogen and phosphorus.

21.14 Recognise the importance of nitrogen and phosphorus to living things.

Study the structure and function of some key organic molecules (e.g. amino acids; nucleic acids) to show the importance of nitrogen and phosphorus.

21.15 Compare and contrast the physical and (inorganic) chemical properties of the group IV elements carbon and silicon and their properties.

Study the similarities and differences in the physical and chemical properties of the oxides of carbon and silicon, particularly their reaction with alkali.

Compare the reaction of solutions of sodium carbonate and sodium silicate with acid.

21.16 Know the industrial importance of silicon and the requirement in many applications that it should be extremely pure.

Study the process of zone refining to obtain impurity levels of less than one part in 1012.

22 Know some properties of transition elements and their compounds

22.1 Know that transition elements typically form more than one stable ion and that they have generally similar physical and chemical properties.

Compare iron(II) and iron(III) salts with the same anion. Compare the colour of the salts and prepare the hydroxide from them. Account for the slow change of colour of iron(II) hydroxide on exposure to air.

Compare the colour and chemical and physical properties of salts containing manganese(II), manganese(III) and manganese(VII).

22.2 Know the electronic configurations and the typical properties of the first-row transition elements.

Compare the physical and chemical properties of common elements and their oxides, hydroxides, sulfates, chlorides and nitrates.

See Standard 20.3

See Standards 20.1–20.3

ICT opportunity

Obtain current information from the Internet.


22.3 State some common uses of some transition elements, including examples of catalysis by transition metals, and relate these uses to their properties.

Make a display of the main properties of the transition elements, including their most significant alloys (such as steel).

Study the use of d-block elements and their compounds as catalysts in processes such as the contact process (vanadium(V)oxide), the Haber process (iron) and the preparation of margarine (nickel), and processes that are carried out in Qatar.

List a number of important industrial processes that involve transition metals or their compounds as catalysts. Include, particularly, processes carried out in Qatar.

22.4 Know that transition metals can form one or more stable ions through the involvement of electrons from the inner (d) orbitals and know that this results in multiple oxidation states.

Investigate the variation in oxidation state and colour of elements such as vanadium, chromium, manganese and iron through a variety of redox reactions.

23 Understand redox reactions

23.1 Explain oxidation and reduction in terms of gain or loss of oxygen and in terms of electron transfer.

Investigate a number of common redox reactions, identifying starting materials and products. Show the electron transfer process for each reaction.

23.2 Explain redox reactions in terms of change in oxidation number.

Further analyse the reactions in Standard 23.1 to show changes in oxidation number.

23.3 Know that variable oxidation number is an important feature of transition metal chemistry and explain it in terms of the elements’ electronic structures.

Carry out redox reactions involving transition metal compounds (e.g. iron salts, potassium manganate(VII)). Deduce the changes in oxidation number from the equations.

23.4 Measure cell potentials and relate them to the relative position of the metals in the reactivity series; describe the chemical changes in a cell in terms of half-cell reactions.

Measure the initial e.m.f. of cells made from a variety of half-cells and deduce an order of half-cell potential.

Write ionic equations for the half-cell reactions.

23.5 Define standard electrode potentials relative to the standard hydrogen electrode and describe methods used to measure the standard electrode potentials of metals or non-metals in contact with their ions in aqueous solution. Calculate a standard cell potential by combining two standard electrode potentials.

Demonstrate the action of a standard hydrogen electrode.

23.6 Know the half-cell reactions of everyday cells, such as the dry cell and the accumulator.

Make and test a model accumulator.

23.7 Describe the function of a fuel cell with particular reference to the hydrogen–oxygen cell.

Find information on the current state of fuel cell research and application and discuss the future of the fuel cell.


23.8 Be aware of the need to recycle modern rechargeable batteries, such as those in computers and cellular telephones, because of the poisonous heavy metals they contain (e.g. mercury and cadmium).

Set up a used-battery collection point in school.

23.9 Know and use the concept of the faraday (96 500 coulombs) as a mole of electrons.

Determine the magnitude of a faraday by the electrolysis of molten lead bromide.

Calculate the quantity of charge passed during electrolysis and the mass, or volume, of substance liberated during electrolysis in reactions such as the electrolysis of water (with a small quantity of dilute sulfuric acid added to make it conducting) and copper sulfate solution at copper electrodes.

24 Understand basic organic chemistry

24.1 Know, interpret and use the nomenclature and molecular and structural formulae of the following classes of compound:

• alkanes and alkenes; • halogenoalkanes; • alcohols; • aldhehydes and ketones; • carboxylic acids, esters and acyl chlorides;

• amines, nitriles, amides and amino acids.

24.2 Describe the chemistry of alkanes as exemplified by their combustion, by substitution of hydrogen by chlorine and by bromine, and by their general unreactivity towards electrophiles and nucleophiles.

Compare the combustion characteristics of a variety of liquid and gaseous alkanes.

Show that alkanes do not react with electrophilic reagents mentioned in the examples given with Standard 24.4.

24.3 Know that the main use of alkanes is as fuels and that the size of the molecule determines what kind of fuel it is and how it is used.

Tabulate the different categories of fuels together with their main uses, their approximate boiling range and their main constituents.

Note the trends in the physical properties of alkanes.


24.4 Describe the chemistry of alkenes as the chemistry of the double bond, exemplified by addition and polymerisation.

Show addition of hydrogen, steam, hydrogen halides and halogens, and oxidation by cold, dilute manganate(VII) ions to form the diol.

Show that all the reactions of alkenes follow the same pattern of electrophilic addition.

24.5 Illustrate structural and geometric isomerism in alkanes and alkenes.

Draw diagrams or make models (preferably space-filling) of geometric and structural isomers.

24.6 Describe the stereochemistry of alkanes and alkenes and related molecules.

Use molecular models to illustrate molecular shapes.

24.7 Know that petroleum and natural gas are sources of organic compounds and describe the processes of catalytic cracking and gas-to-liquid refining. Develop a flow chart of the gas-to-liquid process used in Qatar.

Safety

All practical organic chemistry involves a fire risk; appropriate precautions should be taken.


24.8 Know that many organic compounds are made from plant and animal material.

List some examples (e.g. the manufacture of ethanol from sugar, the use of plant material as the raw material for drugs in the pharmaceutical industry).

24.9 Describe the chemistry of halogenoalkanes as exemplified by substitution reactions and the elimination of hydrogen halide to form an alkene.

Investigate the reactions of bromoethane: hydrolysis; formation of nitriles; formation of primary amines by reaction with ammonia.

Show that these reactions fall into two general categories of nucleophilic substitution and elimination.

24.10 Know some of the important applications of halogenoalkanes.

Discuss the importance of halogenoalkanes as important reactive intermediate compounds in the synthesis of more complex compounds.

Note some specific uses of halogenoalkanes (e.g. in dry cleaning, in refrigerants, the use of chloroform as an anaesthetic). Note also the environmental issues raised by the use of some halogenoalkanes by referring to Grade 10 standards relating to the ozone layer.

24.11 Describe the chemistry of alcohols as exemplified by ethanol, including combustion, substitution reactions, reaction with sodium, oxidation to carbonyl compounds and acids, dehydration, ester formation and its commercial production.

Discuss the commercial importance of alcohol and its preparation from petroleum and from sugars by the action of yeasts. Compare the economics and the sustainability of these two methods.

Investigate the reaction of ethanol with sodium, sodium dichromate and ethanoic acid.

Prepare bromoethane from ethanol.

24.12 Classify alcohols as primary, secondary and tertiary, and describe the formation of aldehydes and ketones by oxidation of the corresponding alcohol by acidified dichromate.

Note the trends in the physical properties of primary, secondary and tertiary alcohols.

Prepare typical aldehydes and ketones by the oxidation of the appropriate alcohol with acidified dichromate with distillation and characterisation of the product.

24.13 Describe the chemistry of the carbonyl group as exemplified by aldehydes and ketones.

Distinguish between aldehydes and ketones by their reactions with oxidising agents such as Tollens’ reagent.

Show nucleophilic addition to the carbonyl bond (e.g. the reaction with sodium hydrogensulfite).

Show halogenation of the alkyl groups by reactions such as the iodoform reaction.

Show condensation reactions to the carbonyl group (e.g. the reaction with 2,4-dinitophenylhydrazine).

24.14 Describe the formation of carboxylic acids and their reactions to form esters and salts.

Make ethanoic acid by the oxidation of ethanol.

Make the sodium salt of ethanoic acid by neutralisation of the acid with sodium hydroxide.

Show how ethanoic acid can also be formed from acid hydrolysis of ethanenitrile and by oxidation of ethanal.

Make ethyl ethanoate by the reaction between ethanoic acid and ethanol.


24.15 Describe the characteristic structure of esters and know that they can be hydrolysed to the alcohol and acid.

Hydrolyse ethyl ethanoate.

24.16 Know the main commercial uses of esters in perfumes and flavourings.


• arenes;

• halogenoarenes;

• phenols.

24.18 Describe the chemistry of arenes (such as benzene and methylbenzene) and show an understanding of the relative unreactivity of the aromatic ring compared with an isolated double bond; know that the chemistry of side chains is similar to that of aliphatic compounds.

Compare the reactions of benzene and of methylbenzene with hot dilute potassium manganate(VII) solution.

Compare the properties of benzoic and ethanoic acids, and of benzaldehyde with ethanal.

24.19 Know the chemistry of phenol, as exemplified by its reactions with bases and sodium, and know of its common use as a mild disinfectant.

Compare the physical and chemical properties of phenol and ethanol.

24.20 Compare the preparation and properties of bromobenzene with bromoethane to show the effect of the benzene ring.

Prepare bromobenzene and show that it is largely unreactive towards the reagents that react readily with bromoethane.

24.21 Show an understanding of the broad issues relating to social benefits and environmental costs associated with the organic chemical industry.

Study the social benefits brought by the simple drug aspirin (acetylsalycilic acid) since its discovery over a century ago.

Study the consequences of the explosion in the Union Carbide factory at Bhopal, India.

Study issues raised by the release into the environment of potentially harmful chemicals such as DDT, polychlorinated biphenyls and certain chlorofluorocarbon refrigerants.


25.1 Know that a polymer is a macromolecule containing repeating units and recognise the difference between condensation and addition polymers.

Tabulate examples of natural and synthetic addition and condensation polymers, showing the monomers from which they are made and also their uses or natural functions. Note the importance of catalysts in making addition polymers.

25.2 Describe the manufacture and uses of synthetic addition polymers as exemplified by polythene and PVC, and of condensation polymers such as nylon and polyesters.

Make nylon from 1,6-diamino hexane and adipoyl chloride.

Make a study of the polymer industry of Qatar.

25.3 Know that living things produce many natural condensation polymers, such as proteins from amino acids, starch and cellulose from glucose, and DNA from nucleic acids.

Safety


See Standard 24.9

See Standard 2.5

All examples.


Examine models and three-dimensional diagrams of naturally occurring polymers, noting the structural features that are related to their function.

25.4 Know that fats and oils are natural esters formed by the alcohol glycerol with long-chain fatty acids, and understand the meaning of the term unsaturated when applied to these esters.

Study the alleged advantages of a diet ‘low in unsaturates’.

Make soap by hydrolysing castor oil (or any animal fat or vegetable oil).

25.5 Show how the typical structural features of soaps and detergents can explain how they can readily solubilise oily stains.

Draw a diagram (or download an applet from the Internet) to show how the characteristic structure of soaps and detergents, which are hydrophilic at one end and hydrophobic at the other, can solubilise an oil drop.

Physics

By the end of Grade 11, students state Newton’s laws of motion and use them to solve problems of motion in two dimensions. They distinguish between inertial and gravitational mass and weight, know that momentum is conserved during collisions and apply the knowledge to collisions and explosions in one dimension. They determine the centre of gravity of a lamina and apply the principle of moments to real problems. They know that there are many interconvertible forms of energy and perform calculations using expressions for kinetic and potential energy, work and power. They define and measure temperature and know how thermal energy moves from place to place. They know that heat is transferred by conduction, convection and radiation and can give examples of each. They know that some substances are better conductors than others, that convection currents are the basis of weather patterns and that some surfaces radiate and absorb heat better than others. They use the concepts of specific heat capacity and specific latent heat to calculate heat transferred to bodies. They explain refraction, diffraction and interference of waves and apply it to water waves, sound waves and electromagnetic waves, and explain the Doppler effect. They know that the electromagnetic spectrum consists of electromagnetic radiation of varying frequency but with the same velocity in a vacuum and describe the properties and applications of the main parts of the spectrum. They use capacitors in real circuits and use thermistors, diodes, transistors and light-dependent resistors as potential dividers to drive gates in logic circuits. They know how astable and bistable switches can be used in memory circuits. Students know that the relative motion of a conductor in a magnetic field induces an e.m.f. in the conductor and know the factors that influence its magnitude and direction. They describe the commercial production of AC, perform calculations related to its parameters, and know why and how transformers are used in its distribution and how eddy currents are generated, used and controlled. They describe a simple model for the nuclear atom and the evidence for it, and recognise that some nuclides are unstable and decompose to simpler ones, emitting three forms of radiation in the process. They characterise the three radiation forms and know some of their uses. They distinguish between nuclear fission and fusion and understand the dangers associated with them. They have an understanding of the properties of the electron and some of its main uses.


Students should:

26 Understand the relationships between forces and movement

26.1 State Newton’s laws of motion and apply them to real situations.

Illustrate Newton’s laws of motion with real situations. The first two laws can be illustrated by examples such as the speeding up and slowing down of a car, traffic collisions, the movement of a ball during a game of soccer or tennis. The third law can be illustrated by examples such as two vehicles involved in a traffic accident.

26.2 Know that linear momentum is the product of mass and velocity, and that a momentum change on a body is equal to the force causing it. Understand and use the relationship F = ma.

Measure, using a ticker-timer, the acceleration of a trolley pulled with a constant force on a friction-compensated runway. Vary the mass of the trolley and the force used. Measure the acceleration of a falling object in a similar way.

26.3 Distinguish between inertial and gravitational mass.

Demonstrate inertia using simple experiments (e.g. pulling a piece of paper from underneath an object, such as a large coin, without moving the object).

Discuss the distinction between gravitational mass and inertial mass as different concepts yielding the same value.

Investigate the force needed to stop objects of different masses moving with the same velocity. Find the mass of someone by (a) weighing them on bathroom scales and (b) measuring the force needed to stop them moving in a rotating chair, in comparison with the force needed to stop a known mass from moving at the same angular velocity.


Discuss the use of a top-pan balance and a beam balance for measuring mass in different gravitational fields.

26.5 Know the principle of conservation of momentum and apply it to elastic and inelastic collisions and explosions involving two bodies in one dimension.

Use ticker-timers or similar equipment to study elastic collisions and explosions between two trolleys of different mass.

26.6 Know that the weight of a body may be taken as acting at a single point known as its centre of gravity.

Find the centre of gravity of an irregular lamina.

Discuss the effect of a vehicle’s centre of gravity on its road-holding ability.

26.7 Describe and apply the moment of a force and the torque of a couple, and apply the principle of moments to a system in equilibrium.

Take appropriate measurements to calculate the torque of a couple in real situations (e.g. turning a six-sided nut using a spanner).

26.8 List and explain applications of the principle of moments to engineering systems and to the muscles of the human body.

Make a model arm showing the two lever mechanisms, using elastic bands as muscles.

Take appropriate measurements and calculate the force exerted by an arm muscle lifting a known mass.

Take appropriate measurements and calculate the force on your Achilles tendon when you stand on the ball of your foot.


27 Understand the relationship between work, energy and power

27.1 Define work and apply the concept of work as the product of a force and displacement in the direction of the force.

Calculate the work done in simple situations (e.g. lifting a mass). This can be done as a class activity and a spreadsheet can be used to process all the results.

Use a force–displacement graph to determine the work done on a body when the force on it is not constant.

27.2 Define kinetic and potential energy. Give examples of different forms of energy and their interconversion by transducers of various kinds, and classify them as potential or kinetic. Describe the principle of energy conservation and apply it to simple examples.

Draw flow charts showing the energy inputs and outputs of some everyday energy transducers. Give some idea of the relative proportions of the different forms of energy produced (e.g. by using arrows of different widths).

27.3 Recall, derive and apply the formulae Ek = 21 mv2 and Ep = mgh.

Study falling objects in air or a fluid using a video camera and calculate the velocity just before impact. Compare the gain in kinetic energy with the loss in potential energy and account for any difference.

27.4 Know that in practical systems energy loss, particularly in the form of waste heat, always occurs and use the concept of efficiency to solve problems. Calculate conversion efficiencies relating energy input to useful energy output.

Measure or calculate energy inputs and useful energy outputs in everyday transducers (e.g. a motor vehicle).

Study ways in which production of waste heat is minimised, or is used or dispersed in Qatar industrial plants such as the power stations.

27.5 Define power as the rate of doing work or converting energy and solve problems using P = W/t.

Take appropriate measurements to calculate the power output of a muscle system (e.g. a leg or an arm). Compare maximum output with maximum sustained output.

28 Understand thermal physics

28.1 Define temperature and explain how a temperature scale is constructed. Know how different types of thermometer work and list their advantages and disadvantages.

Calibrate an alcohol-in-glass thermometer.

Compare the use of different types of thermometer (e.g. digital, alcohol-in-glass, thermocouple) to measure temperature changes in water as it is heated.

28.2 Recognise that thermal energy is transferred from a region of higher temperature to a region of lower temperature and that regions of equal temperature are in thermal equilibrium.

28.3 Know that heat is transferred by conduction, convection and radiation. Explain conduction and convection in terms of particle movement.

Recall and expand learning exercises from Grade 8, section 17, to demonstrate heat transfer.

28.4 Know the causes of convection currents in air and water and understand how these can affect climate and weather.

ICT opportunity

Use a spreadsheet to process large numbers of results.

ICT opportunity

Use video or multiflash photography.


Show convection currents in water using a crystal of potassium manganate(VII).

Draw a diagram of a domestic water system showing how it depends on convection to operate correctly. Make a model domestic water system and show convection currents with a colourant.

Study the influence of the sea on climate, both global and local. Note the effects of apparently small changes in sea temperature such as those that cause ‘El Niño’ events.

28.5 Know that heat can be radiated through a vacuum and that this is how the heat from the Sun reaches Earth.

Use a pair of parabolic reflectors with a heat source at the focus of one and a match head at the focus of the other to show that radiant heat can be reflected like light.

28.6 Define, explain in terms of the kinetic particle model and use the concepts of specific heat capacity and specific latent heat. Offer explanations for the relative magnitudes of these quantities and for differences between materials.

Plot cooling curves of liquids solidifying and explain their shape.

Determine the specific heat capacity of solids and liquids by a variety of methods.

Determine the specific latent heats of melting and boiling of ice and water.

28.7 Show an understanding of the importance of the unusually large value of the specific latent heat and the specific heat capacity of water, in terms of heat regulation in the body and the impact of the oceans on climate.

Compare the heat capacities and specific latent heats of various liquids.

Estimate the heat that can be stored in the top metre of the Pacific Ocean per degree rise in its temperature.

29 Understand the properties of waves

29.1 Know what happens to waves when they are reflected and refracted; explain diffraction, superposition and constructive and destructive interference in terms of wave motion.

Study diffraction, refraction and interference of waves using a ripple tank.

Study the superposition of coherent sound waves from two identical loudspeakers.

Download a physics applet to show how interference depends on parameters such as slit width and distance apart.

Study diffraction and interference of light using a laser and two slits, and of microwaves using a microwave generator, slits and detector.

Demonstrate and explain the phenomenon of ‘beats’ when sound waves interfere, using two strings or pipes tuned to almost the same frequency.

Measure the velocity of sound using an interference method.

29.2 Explain refraction of light and water waves in terms of waves, know that the velocity of waves changes during refraction and relate this to refractive index.

Measure the refractive index of a variety of media and use it to calculate the velocity of light in each.

29.3 Use a diffraction grating to show diffraction and the production of visible spectra and to solve problems relating to interference phenomena using the relationships λ = ax/D and d sinθ = nλ.

Use a diffraction grating with a white light source to measure the wavelength of different parts of the light spectrum.

See Standard 28.7

Safety

The solid traditionally used for plotting cooling curves, naphthalene, is carcinogenic. Use alternatives.

ICT opportunity

Use Java applets to show scientific principles.

Safety

Follow safety guidelines when using lasers.


Use an infrared detector when studying the diffraction of white light to show that heat radiation is diffracted beyond the red light.

Show and explain how a light source can give rise to interference patterns when light is reflected from both sides of a parallel thin film (e.g. oil on water).

29.4 Explain the Doppler effect in terms of wave motion and give examples from sound and light.

Record the Doppler effect generated by a fast-moving car blowing its horn. Analyse the sound using an oscilloscope to determine the speed of the car.

Discuss the mechanism of radar speed traps.

29.5 Explain the phenomena of coherence and polarisation of transverse waves and describe applications of both.

Study the effect of crossed Polaroid sheets on the transmission of light.

Demonstrate the polarisation of microwaves by rotating the microwave diffraction grating.

Demonstrate the polarisation of light scattered on passing through slightly cloudy water.

Show and explain the phenomenon of double refraction by Iceland spar crystals.

Study the mechanism of transmission of digital information in fibre-optic cables, and of the mechanism behind a liquid crystal display.

29.6 Explain electromagnetic radiation in terms of oscillating electric and magnetic fields and know that all electromagnetic waves travel with the same velocity in free space. Describe the main characteristics and applications of the different parts of the electromagnetic spectrum and give examples of the reflection, refraction and interference of electromagnetic waves.

Demonstrate ultraviolet and infrared radiation at the extremes of a visible spectrum using appropriate detectors.

Study reflection, refraction and interference of light and microwaves.



30 Use electronic devices in practical control circuits

30.1 Demonstrate an understanding of the construction of capacitors and their use in electrical circuits.


Show full wave rectification using a diode circuit and an oscilloscope, and show the smoothing effect of a capacitor.


30.2 Explain the variation in resistance shown by devices such as the potentiometer, the diode, the light-dependent resistor, the transistor and the thermistor; use these resistors as potential dividers in practical circuits.

Construct practical circuits using different kinds of resistors and switches (e.g. a reed switch) in potential dividers to control a transistor, which in turn controls other transducers through a relay.


30.3 Use logic gates in practical circuits (AND, OR, NAND, NOR) and determine truth tables for the gates, individually and in combination.

Use logic gates in practical electronic control circuits.

Devise and build practical control circuits (e.g. a vehicle courtesy light circuit, an automatic curtain closer circuit, an intruder alarm).

30.4 Understand and use bistable and astable switches and know how these can constitute memory circuits.

Set up arrays of switches to count events.

Use simple integrated circuit devices (e.g. op-amps and timers) in control circuits.

31 Understand electromagnetic induction

31.1 Describe the production of an induced e.m.f. by the relative motion between a conductor and a magnetic field and know the factors that influence the magnitude of the e.m.f.

Show, using an oscilloscope, an induced e.m.f. in a single coil moving in a magnetic field.

Show, using an oscilloscope, an induced e.m.f. in a solenoid when a magnet oscillates in and out of it.

31.2 Understand the concepts of magnetic flux and flux linkage and use Faraday’s and Lenz’s laws to solve numerical problems related to electromagnetic induction.

Demonstrate electromagnetic induction in a wire moving through a magnetic field.

Vary parameters (e.g. number of coils, rapidity of movement) when studying induced e.m.f.s.

31.3 Describe how eddy currents form and know some of the applications of eddy currents, such as zone refining of semiconductors.

Show the formation of eddy currents in a freely suspended aluminium sheet between the poles of an AC electromagnet. Show how an aluminium grid similarly suspended will fail to move.

Construct an electromagnetically damped pendulum.

Demonstrate the importance of a laminated core in a transformer.

Make an induction motor.

31.4 Know that alternating current is induced in a coil rotating in a uniform magnetic field and explain the operation of a simple AC generator.

Make and test a simple generator.

31.5 Describe the commercial production of alternating current using a gas turbine as the primary source of kinetic energy.

Visit Doha power station and develop an ICT display based on the visit. Include in the display any environmental issues and how they are dealt with.

31.6 Describe and use the concepts of root mean square current and voltage, period, frequency and peak value applied to alternating current; solve numerical problems related to them.

31.7 Describe the action of a transformer and explain its importance in the long-distance transmission of electricity; solve problems related to power transmission.

Mathematics

An understanding of calculus is required for an adequate treatment of this standard.


Make a model power transmission system and measure input and output for different transmission voltages.

Use a demountable transformer to demonstrate the structure and uses of transformers.

32 Understand the foundations of modern atomic and nuclear physics

32.1 Interpret the results of Rutherford’s scattering experiment and describe how it led to modern models of the structure of the atom.

Study the different models for explaining the structure of matter that have evolved over time and also the reasons why earlier models have been superseded by subsequent ones.

32.2 Describe a simple model for the nuclear atom in terms of protons, neutrons and electrons, use the common notation for representing nuclides and write equations representing nuclear transformations.

32.3 Understand the spontaneous and random nature of nuclear decay, interpret decay data in terms of half-life and explain the source of the background radiation.

Compare the background radiation over time and in different places of the school compound and elsewhere.

Model the decay process by repeatedly dropping a large number of drawing pins, removing all those that drop on their backs at each stage.

Measure the half-life of a short-lived isotope.

Determine the decay constant for the short-lived isotope.

32.4 Know the properties of α-, β- and γ-radiations, including the dangers to life and health.

Demonstrate the ability of different materials to absorb the three kinds of radiation.

Show the effect of a magnetic field on β-radiation.

Demonstrate α- and β-radiation using a cloud chamber.

32.5 Know some common uses of radioisotopes.

Demonstrate the use α-radiation in a simple fire alarm.

List the uses made of radioisotopes in industry, in scientific research, in medicine and in the home. Note the class of radiation exploited in each case.

32.6 Know the source of energy in stars, including the Sun.

32.7 Distinguish between nuclear fission and nuclear fusion, and know how heavier elements are formed in older stars by nuclear fusion.

Write isotopic equations showing the formation of common elements and show why the common isotopes of common elements up to iron-56 have a mass number that is divisible by 4.

32.8 Understand that while nuclear fission can be used peacefully as a source of energy, there are significant social, political and environmental dimensions to its use.

Draw a flow chart showing the processes involved in generating electricity from fissile materials.

Study videos and other materials related to the Chernobyl explosion and its aftermath.

Discuss topical issues related to nuclear fission (e.g. the advantages and disadvantages of nuclear power generation).

See Standard 2.3

Radioactivity

Radioactivity experiments must only be directed by teachers who have had appropriate training.

ICT opportunity



32.9 Show an understanding of the properties of the electron and the operation of the cathode-ray tube and the television tube.

Demonstrate the properties of an electron beam using a Maltese-cross tube.

Demonstrate the type of charge on an electron by connecting the target of a Perrin tube to an electroscope.

Study the historical development of our understanding of the nature of the electron, including the work of Crookes and Hertz, and the evidence that the electron is both a wave and a particle.


Science standards

Advanced level


Scientific enquiry

Students identify, develop and make predictions related to a clearly focused research question. They control variables, work as a team and use appropriate equipment and materials. They evaluate experimental design, identify weaknesses and develop realistic strategies for improvement. They work in an ethical manner. They understand the historical development of major scientific ideas, know scientific work is affected by its context and are aware of the power and limitations of science in addressing questions. They understand how scientific ideas develop over time and recognise the importance of refutation. They record and process raw data appropriately and draw valid conclusions, allowing for errors and uncertainties. They handle equipment competently with due regard for safety. They follow instructions accurately but are able to adapt to unforeseen circumstances.

Biology

Students understand the basic biochemistry of anaerobic respiration and compare this with aerobic respiration. They know the structure of ATP and ADP, the reactions in the three stages of aerobic respiration and the role of NAD and ATP. They understand why aerobic and anaerobic respiration yield different amounts of energy in the form of ATP. They understand respiratory quotient and relate this to energy values of respiratory substrates. They know the reactions in the two stages of photosynthesis and the importance of the Calvin cycle. They know about cyclic and non-cyclic photophosphorylation and the use of ATP in the light-independent stage of photosynthesis. They know how carbon-14 has been used to investigate photosynthesis. They understand the absorption spectrum of chlorophyll and know that the pigments of chlorophyll can be separated by chromatography. They know the structure and functions of red and white blood cells and the role of blood, fluid tissue and lymph in transport. They understand the roles of the constituents of blood in the transport of oxygen and carbon dioxide. They know the human blood groups and their significance. They know that organic materials are transported in plant phloem by translocation and that there are several hypotheses to explain the mechanism. They understand the factors affecting the rate of transpiration and the adaptations of xerophytic plants for water conservation. They know the structure of the mammalian kidney and its role in dealing with water and metabolic waste. They understand how the body controls water balance and the function of ADH. They know about thermoreceptors in the hypothalamus and understand body thermoregulation. They know the causes and effects of heatstroke. They know the structure and function of neurones and how nerve impulses are transmitted. They know the main structures and functions of the brain. They know the main endocrine glands of the human body and their functions. They understand how human blood glucose levels are controlled. They

Grade 12


know the roles of plant auxins, gibberellins and abscisic acid. They understand the production of antibodies by the body and their mechanism of action against antigens. They distinguish between active and passive immunity and relate this to vaccination. They know the significance of stem cells and monoclonal antibodies. They know the role of the immune system in an allergic response. They understand the action of antibiotics and why resistance develops. They know the causes of cholera, influenza, malaria and TB, and explain their transmission, control and significance. They outline the mechanism of gene therapy. They calculate the frequency of different progeny from a cross with incomplete dominant alleles, from back crosses and from dihybrid crosses. They understand co-dominance and the inheritance of phenotypic traits through multiple alleles. They use the chi-squared test to determine the significance of results of genetic crosses. They know about the Human Genome Project, genetic fingerprinting and genetic screening and counselling. They know how some organisms are structurally and physiologically adapted to their environment and distinguish between acclimatisation and adaptation. They understand carrying capacity of a habitat and can use population curves. They understand ecological colonisation and succession. The know examples of biological control of unwanted organisms. They distinguish between environmental preservation and conservation and understand the conflicts between nature conservation and production. They understand how biosensors are used to monitor blood glucose levels in diabetes and how diabetes can be treated with genetically produced insulin. They know some applications of monoclonal antibodies and immobilised enzymes.

Chemistry

Students know that economic considerations determine what commercial processes commonly exist and where, and that economic advantages of such processes must be balanced against environmental threats. They recognise the periodic variation in ionisation energies, electron affinity and electronegativity, and predict properties of elements from their position in the periodic table. They know the trends in the general properties of the s-, p- and d-block elements and the specific properties and structures of some of their compounds. Students explain reaction rates in terms of particle collisions and energy, and distinguish between first- and second-order reactions. They calculate the half-life of first-order reactions and understand the relationship between rate constant and temperature. They deduce mathematical expressions for equilibrium constants and use them in gas and solution reactions. They address mathematically problems related to acid–base reactions, buffer solutions and solutions of sparingly soluble salts. They use mathematically the concepts of enthalpy change and relate them to energy cycles. They understand the application of the second law of thermodynamics to chemical systems and can use the concepts of entropy and free energy in relation to the spontaneity of a reaction. Students understand the mechanisms of electrophilic addition and substitution, nucleophilic substitution and elimination reactions. They know the fundamental chemistry of arenes and substituted arenes and describe the production of the more important derivatives of benzene. They explain the stability of the benzene ring in terms of electron delocalisation. They understand structural and optical isomerism and their chemical consequences. They know how addition and condensation polymers are formed and how their properties can be modified by additives.


Physics

Students treat problems in circular motion mathematically. They understand the law of universal gravitation and use it to solve problems of motion under gravity. They classify solids according to stiffness, tensile strength, compressive stress and shear stress, plot and interpret stress–strain graphs for different solids and define and use Young’s modulus. They know how these properties are used by engineers and understand the usefulness of composite materials. They explain surface tension. They solve problems related to ideal gas behaviour and show mathematically the relationship between temperature and the kinetic energy of molecules. They understand the concept of absolute zero of temperature and can relate changes in internal energy, heat changes and work done on a thermodynamic system. They relate entropy to disorder and describe the second law of thermodynamics, and its consequences in terms of entropy. Students solve mathematical problems in simple harmonic motion and explain practical examples of resonance, critically and non-critically damped oscillations and forced oscillations. They apply Coulomb’s law to charged particles in air, solve problems related to potential difference and potential energy and recognise the similarities between electric and gravitational fields. They understand capacitors and solve problems relating capacitance to voltage and current. They distinguish between emission and absorption spectra and know how these yield information about distant stars and galaxies. They recall and use the relationships E = hf and E = mc2 and explain the quantisation of charge and electromagnetic radiation and know some applications and consequences of this. They explain electron orbitals in terms of quantisation of angular momentum and know how quantum theory leads to the idea of electron ‘probability clouds’. They know the source of nuclear energy. They explain the structure of the visible Universe in terms of the gravitational attraction between objects. They define and use the parsec and the light-year. They explain the creation and evolution of stars and know how their ultimate fate depends on their mass. They know how elements are formed in stars and how planetary systems arise. They know the ‘big bang’ theory of the origin of the Universe and can adduce evidence for it. They know how the Universe can be, at the same time, finite but without boundaries.

Assessment weightings for Grade 12 advanced level

There are three general assessment objectives for the science curriculum: • knowledge and understanding; • application of knowledge and understanding, analysis and evaluation of

information; • scientific enquiry skills and procedures.

In Grade 12, advanced level, the three subject strands, physics, chemistry and biology will be assessed as separate subjects. The fourth strand, scientific enquiry, will not be assessed independently but will be an integral part of the assessment of each of the three subjects.

For Grade 12 advanced level, the weightings of the assessment objectives to be applied to each content strand are as follows:




procedures


45 to 55% 25 to 35% 20 to 25%


Science standards

Advanced level

Scientific enquiry

By the end of Grade 12, students identify, develop and make predictions related to a clearly focused research question. They control variables, work as a team and use appropriate equipment and materials. They evaluate experimental design, identify weaknesses and develop realistic strategies for improvement. They work in an ethical manner. They understand the historical development of major scientific ideas, know scientific work is affected by its context and are aware of the power and limitations of science in addressing questions. They understand how scientific ideas develop over time and recognise the importance of refutation. They record and process raw data appropriately and draw valid conclusions, allowing for errors and uncertainties. They handle equipment competently with due regard for safety. They follow instructions accurately but are able to adapt to unforeseen circumstances.

Students should:



Compare by experimentation the relative energy values of fat and carbohydrate.

Determine the rate of transpiration of different plants.

Use chromatography to compare the pigments of different algae.

Devise an experiment to show the variation of a rate constant on temperature.

Determine the acceleration due to gravity using a pendulum.

Work out the resonant frequency of the Tacoma Narrows bridge from the well-known film of its collapse.


Predict and test the action of auxin on plants.

Predict the outcomes of dihybrid crosses and compare the predictions with collected data.

Make and test predictions concerning the characteristics of animal groups.

Predict the characteristic properties of an element (e.g. tin or nickel) from its position in the periodic table and suggest ways to test some of the predictions.

Test the prediction that anodising a sample of aluminium increases its resistance to corrosion.

Predict the effect of adding a given small quantity of concentrated hydrochloric acid to a saturated solution of lead chloride. Test the prediction.

Grade 12

Key standards






Identify and control variables when measuring transpiration of plants.

Design an experiment to test a new drug to protect against malaria.

Compare the behaviour of different materials under stress.


Work as a team to map the plant succession on a rocky seashore.

Collectively research the incidence of cholera in selected countries.

Prepare a booklet on the animals of Qatar.


Develop an appropriate way to determine the wavelength of light absorbed by chlorophyll.

Design a study to determine the impact of creating a conservation area in Qatar.

Identify the most significant areas of uncertainty in the determination of Young’s modulus for a variety of materials, and devise strategies to address them.


Prepare information sheets about the major diseases of the world.

Script a radio play about the lifestyle of a diabetic who uses insulin.

Draw pie charts of blood composition.

Make a collection of photographs of xerophytic adaptations of plants.

Acknowledge the use of illustrations of different kinds of stars and galaxies downloaded from the Internet.


Take appropriate measures to limit disturbance to wildlife and habitats when engaged in field work.

Behave responsibly when working with peers to measure human traits such as skin sensitivity, sight, hearing.


Use WHO data to draw maps of the incidence of malaria.

Use census data to plot population growth curves.

Study and assess information on the Internet related to climate change.

Study and assess information on the Internet related to the ‘ozone hole’ and the effectiveness of international agreements to combat it.


2.1 Understand the historical development of major scientific ideas.

Find out about the development of genetic fingerprinting.

Track the evolution in our in understanding of HIV/AIDS.

Study the evolution of our understanding of the Universe (noting particularly the seminal role of Islamic philosophers in developing the concept of the heliocentric Solar System).

Study the evolution of our ideas about the nature of light.

See standard groups 34 and 35



Discuss the cultural and moral constraints placed by societies on research on genetic manipulation, cloning and stem cells.

Collect press information that debates the arguments for and against child vaccination.


Review the evidence that science has provided the knowledge needed to breed plant and animals that could feed the world and consider why people starve.

Find out which plant and animal species are in danger of extinction and what, if any, steps are being taken to halt their decline.

Debate the reasons for fishing in areas where the fish population is in decline.

2.4 Understand the importance of refutation in the replacement of a prevailing scientific paradigm with a new one.

Note the examples of the photoelectric effect, which appeared to refute traditional theories relating to energy prevailing in 1900 but could be explained by the quantum theory, and of the Rutherford scattering experiment, which overturned the idea of atoms as solid particles.

2.5 Recognise that the development of scientific ideas often proceeds in periods of major changes followed by periods of slow elaboration.

Identify major changes in the history of science (e.g. the heliocentric Universe of the early Islamic philosophers, Newtonian mechanics, the development of our understanding of atomic structure, the development of the science of thermodynamics, the development of quantum theory).

2.6 Appreciate the significance of the development of probabilistic foundations of our understanding of natural phenomena.

Discuss the apparent contradiction between the probabilistic, random nature of the fundamental matter of which the Universe is built and the determinist teachings of major world religions.



Sketch the position of the solvent front and pigment positions from chromatograms.

Draw tables of the phenotypes of genetic crosses.


Draw maps to show the incidence of major diseases.

Graph population statistics over time.


Calculate the probability of obtaining the progeny of genetic crosses by chance.

Use a graphical method for determining g using a pendulum that allows errors to be spotted and eliminated.


Use charts to illustrate metabolic pathways.

Prepare a PowerPoint presentation on monoclonal antibodies.

Use models to illustrate the action of antibodies.

Use applets to illustrate a variety of three-dimensional physical processes.

See Standard 30.2

ICT opportunity

Prepare a PowerPoint presentation.




Use chromatography to separate plant pigments.

Use blood group identification cards.

Work with a DNA testing kit.

Use a xenon stroboscope to determine the frequency of a vibration.

Use a laser and a microwave generator to show interference.

Use a spectroscope to study emission and absorption spectra.


Biology

By the end of Grade 12, students understand the basic biochemistry of anaerobic respiration and compare this with aerobic respiration. They know the structure of ATP and ADP, the reactions in the three stages of aerobic respiration and the role of NAD and ATP. They understand why aerobic and anaerobic respiration yield different amounts of energy in the form of ATP. They understand respiratory quotient and relate this to energy values of respiratory substrates. They know the reactions in the two stages of photosynthesis and the importance of the Calvin cycle. They know about cyclic and non-cyclic photophosphorylation and the use of ATP in the light-independent stage of photosynthesis. They know how carbon-14 has been used to investigate photosynthesis. They understand the absorption spectrum of chlorophyll and know that the pigments of chlorophyll can be separated by chromatography. They know the structure and functions of red and white blood cells and the role of blood, fluid tissue and lymph in transport. They understand the roles of the constituents of blood in the transport of oxygen and carbon dioxide. They know the human blood groups and their significance. They know that organic materials are transported in plant phloem by translocation and that there are several hypotheses to explain the mechanism. They understand the factors affecting the rate of transpiration and the adaptations of xerophytic plants for water conservation. They know the structure of the mammalian kidney and its role in dealing with water and metabolic waste. They understand how the body controls water balance and the function of ADH. They know about thermoreceptors in the hypothalamus and understand body thermoregulation. They know the causes and effects of heatstroke. They know the structure and function of neurones and how nerve impulses are transmitted. They know the main structures and functions of the brain. They know the main endocrine glands of the human body and their functions. They understand how human blood glucose levels are controlled. They know the roles of plant auxins, gibberellins and abscisic acid. They understand the production of antibodies by the body and their mechanism of action against antigens. They distinguish between active and passive immunity and relate this to vaccination. They know the significance of stem cells and monoclonal antibodies. They know the role of the immune system


in an allergic response. They understand the action of antibiotics and why resistance develops. They know the causes of cholera, influenza, malaria and TB, and explain their transmission, control and significance. They outline the mechanism of gene therapy. They calculate the frequency of different progeny from a cross with incomplete dominant alleles, from back crosses and from dihybrid crosses. They understand co-dominance and the inheritance of phenotypic traits through multiple alleles. They use the chi-squared test to determine the significance of results of genetic crosses. They know about the Human Genome Project, genetic fingerprinting and genetic screening and counselling. They know how some organisms are structurally and physiologically adapted to their environment and distinguish between acclimatisation and adaptation. They understand carrying capacity of a habitat and can use population curves. They understand ecological colonisation and succession. The know examples of biological control of unwanted organisms. They distinguish between environmental preservation and conservation and understand the conflicts between nature conservation and production. They understand how biosensors are used to monitor blood glucose levels in diabetes and how diabetes can be treated with genetically produced insulin. They know some applications of monoclonal antibodies and immobilised enzymes.

Students should:

5 Understand the biochemistry of respiration

5.1 Explain how the biochemistry, products and energy release of anaerobic respiration differ from those of aerobic respiration and how anaerobic respiration builds up an oxygen debt.

Ferment yeast and capture the carbon dioxide.

Construct a chart of the reactions in anaerobic respiration.

Watch a video of a sprint race and discuss why the athletes breathe heavily for several minutes after the race.

5.2 Explain the structure and function of ADP and ATP and the synthesis of ATP in the electron transport chain on the membranes of the mitochondria.

Study models of ADP and ATP.

Examine diagrams and models of mitochondria.

Calculate the size of mitochondria.

5.3 Outline glycolysis as the phosphorylation of glucose and the subsequent splitting of hexose phosphate (6C) into two triose phosphate molecules, which are further oxidised with a small yield of ATP and reduced NAD.

Draw a flow chart of the metabolic pathways of respiration.

Construct a card game to sequence the reactions of respiration.

5.4 Explain that when oxygen is available, pyruvate is converted into acetyl coenzyme A (2C), which then combines with oxaloacetate (4C) to form citrate (6C).

Make a model to illustrate the reactions being considered.

Use the Internet to find out about coenzymes. ICT opportunity



5.5 Explain the Krebs cycle as a series of decarboxylation and dehydrogenation reactions in the matrix of the mitochondria that reconvert citrate to oxaloacetate; explain the role of NAD.

Prepare cards that depict the reactants and reactions of the Krebs cycle and arrange these in sequence.

Find out about Krebs and why a series of reactions is named after him.

5.6 Explain the role of oxygen in the process of oxidative phosphorylation.

Construct a wall chart of the biochemistry of respiration.

Act out the reactions of oxidative phosphorylation.

5.7 Explain respiratory quotient and the relative energy values of carbohydrates, proteins and lipids as respiratory substrates.

Use a calorimeter to compare relative energies of food chemicals.

Match data on respiratory quotients to diets.

6 Understand the biochemistry of photosynthesis

6.1 Explain that energy is transferred by the photoactivation of chlorophyll resulting in the splitting of water molecules and the transfer of energy to ATP and NADPH; that this involves cyclic and non-cyclic photophosphorylation; that this generates hydrogen for the light-independent stage of the process; that gaseous oxygen is produced.

Construct a flow diagram to trace the role of the reactants involved in the processes being considered.

Trace the history of the development of our understanding of photosynthesis.

Use an oxygen probe and meter to measure the amount of oxygen released by a plant in a day.

6.2 Explain that the Calvin cycle involves the light-independent fixation of carbon dioxide by combination with RuBP (5C) to form two molecules of GP (3C), that ATP and NADP are required for the reduction of GP to carbohydrate, and that RuDP is regenerated.

Construct a wall chart of the biochemistry of photosynthesis.

Find out about Calvin and why a series of reactions is named after him.

6.3 Describe how carbon-14 has been used to establish the biochemistry of photosynthesis.

Study radiographs showing carbon-14 as a chemical tracer.

Use textbooks to find out about the safety issues associated with the use of carbon-14.

6.4 Know that chlorophyll reflects green light and absorbs in the red and blue areas of the spectrum, and that the pigments of chlorophyll can be separated by chromatography.

Use a spectrometer to determine the wavelengths of light absorbed and reflected by chlorophyll.

Use paper chromatography to separate the pigments of chlorophyll of different plants and compare the results.

ICT opportunity



7 Understand how blood functions in transportation

7.1 Explain the structure and function of human red blood cells, phagocytes and lymphocytes and the differences between the functions of blood, fluid tissue and lymph in the transportation of substances to and from cells.

Examine prepared slides of blood at high magnification under a microscope.

Ask a nurse to talk about blood tests.

7.2 Know the composition of the blood and explain the roles of red cells, plasma, haemoglobin and carbonic anhydrase in the transportation of oxygen and carbon dioxide.

Construct a pie chart to illustrate the composition of human blood.

Use a centrifuge to separate the components of animal blood.

7.3 Describe and explain the significance of the dissociation curves of haemoglobin at different carbon dioxide levels (the Bohr effect).

Interpret dissociation curves of haemoglobin constructed from measurements taken at different concentrations of carbon dioxide.

7.4 Know that human blood can be classified into one of four groups and the implications of this for blood transfusions.

Play a game with blood group cards in which individuals requiring a transfusion must find others who can be a donor while potential donors must find individuals who could receive their blood.

Use blood group identification cards to determine blood groups.

8 Understand mechanisms of transpiration and translocation

8.1 Explain how temperature, wind speed and humidity affect the rate of transpiration and how plants control their water loss by regulating stomatal opening.

Use a microscope to study slides of the cross-sections of leaves with open and closed stomata.

Using a potometer, carry out experiments to compare the rate of transpiration of a leafy shoot in different conditions.

8.2 Explain some of the adaptations that help xerophytic plants to conserve water.

Examine the structure of the leaves and stems of desert and seashore plants.

Make a photographic record of the xerophytic adaptation of plants in Qatar.

8.3 Explain some of the hypotheses being put forward to explain translocation.

Study summaries of competing explanations for translocation and discuss the strength of the evidence for and against the claims.

Use library sources and the Internet to track the development of our understanding of translocation.

8.4 Know how autoradiography and aphids have been used in the study of translocation.

Study pictures of autoradiographs from experiments on translocation and discuss possible interpretations.

Debate the ethics of using aphids in research on translocation.

ICT opportunity



9 Understand control systems in mammals

9.1 Describe the gross external and internal structure of the kidney and the detailed structure of the nephron and associated blood vessels.

Study a model kidney.

Use a microscope to study prepared sections through a kidney.

9.2 Using water potential terminology, explain the functioning of the kidney in osmoregulation and in controlling metabolic wastes.

Dissect a kidney obtained from a butcher and locate the main structures.

9.3 Explain the role of the pituitary gland, ADH and aldosterone in osmoregulation.

Use a chart of the body to locate the pituitary and other endocrine glands.

Model the relative size of the pituitary and other glands and body organs.

9.4 Explain the role of thermoreceptors in the hypothalamus in thermoregulation and describe some physiological and behavioural responses of mammals to hot and cold conditions.

Keep a diary of the behaviour of domestic animals in relation to the weather.

Use an outline of the brain to record the position of the hypothalamus and related glands.

Draw a flow chart to illustrate the communication system involved in thermoregulation.

Watch and discuss a video illustrating responses of mammals to hot and cold conditions.

9.5 Describe the symptoms of heatstroke and explain why it occurs and how it can be avoided.

Write an account describing the symptoms of someone suffering from heatstroke.

Produce a tourist guide to avoiding heatstroke.

9.6 Describe, compare and contrast the structure and function of sensory, motor and intermediate neurones and know where they are found.

Make wall posters with drawings of different neurones.

Examine prepared slides of neurones with a microscope.

9.7 Explain the function and importance of a reflex arc and differentiate between a simple reflex and a conditioned reflex.

Compare the reflexes of students using different stimuli.

9.8 Explain: the nature of a nerve impulse and the way it is transmitted; resting potential; membrane depolarisation and action potential; refractory period; the passage of sodium and potassium ions.

Watch and discuss a video on the transmission of nerve impulses.

9.9 Explain the operation of sensory receptors as energy transducers.

Make a chart of the sensory receptors in humans, their location and the senses they detect.

Investigate the interaction of different senses (e.g. taste and smell, sight and sound).

9.10 Describe the roles of synapses in the nervous system in determining the direction of nerve impulse transmission and in allowing interconnections of nerve pathways.

Write an account of nerve transmission across a synapse.

ICT opportunity


ICT opportunity



9.11 Describe the main structures of the human brain – cerebral hemispheres, cerebellum, medulla oblongata – and their functions. Know that the hypothalamus is the link between the nervous and the endocrine control systems.

Study a model of the brain and locate the main structures.

Make a chart of the brain structures and their functions.

9.12 Know the names, locations and functions of the main endocrine glands of humans.

Draw a large outline of the body and mark the locations of the main endocrine glands and the hormones they produce.

Match cards of glands, hormones and functions.

9.13 Explain how insulin and glucagon control the blood glucose level and how failure of the system results in diabetes.

Construct a feedback diagram to illustrate the control of blood sugar levels.

Ask a diabetic to describe how the condition is controlled.

Keep a diary of sugar intake and discuss whether this is posing a risk of diabetes.

10 Describe the roles of hormones in plants

10.1 Describe how auxins affect plant growth by cell extension, how abscisic acid prepares plants to withstand stress and how gibberellins cause effects such as internode extension, premature flowering and break dormancy.

Treat seedlings with auxins and observe the effects.

Repeat some of the classic textbook experiment on auxins and compare the results with those reported in the texts.

11 Understand the operation of the human immune system

11.1 Explain the production and action of human antibodies against antigens and distinguish between the actions of beta lymphocytes and T lymphocytes.

Draw a flow chart to show how the immune system responds to an antigen.

11.2 Explain the function of memory cells in long-term immunity.

Write a short article for a science magazine explaining the function of memory cells.

Use the Internet to locate scientists who have done research on memory cells and find out about their contributions to our understanding.

11.3 Relate the molecular structure of antibodies to their function.

Compare the molecular structure of different antibodies and note similarities and differences.

Make models to illustrate antibody–antigen reactions.

11.4 Explain the importance to health care of the pluripotency of stem cells and the culturing of monoclonal antibodies.

Use the Internet to find out about the potential of stem cells in the treatment of diseases such as cancer.

Discuss the ethics of stem cell research.

11.5 Describe the role of the immune system in allergies such as hay fever.

Do a survey to find out how many students have allergies, what symptoms are apparent and how they are treated.

ICT opportunity


ICT opportunity



11.6 Distinguish between the actions of active and passive immunity and explain the role of vaccination in combating disease.

Complete immunity profiles based on illnesses and vaccinations received.

Find out about the pioneers of vaccination.

Discuss why some people are not in favour of vaccination.

11.7 Explain the role of antibiotics in health care and understand how pathogenic bacteria can become resistant to a particular antibiotic that was once effective.

Investigate the effect of different concentrations of different antibiotics on cultures of bacteria.

Write a letter to a friend explaining why an antibiotic once active against illness-causing bacteria is not longer effective.

Make a list of common antibiotics and the bacteria and illnesses they are effective against.

11.8 Explain the causes, transmission, control and global significance of cholera, influenza, malaria and tuberculosis (TB).

Analyse WHO annual statistics on the incidence of cholera, identify areas of the world with the greatest incidences and try to account for peaks and troughs.

Write a leaflet for travellers with advice on the avoidance of malaria.

11.9 Explain gene therapy, with reference to examples such as cystic fibrosis, and understand the possible benefits and hazards of such treatments.

Make a short video that describes gene therapy and presents the possible benefits and hazards.

Make a collection of news articles on gene therapy and use these to help inform a debate on the subject.


12.1 Calculate the ratios of the genotypes and phenotypes in the progeny of incomplete dominant monohybrid crosses, dihybrid crosses (9:3:3:1 ratio) and back crosses.

Use a computer simulation of a genetic cross.

Use the library to find out about the work of Mendel.

12.2 Explain co-dominance and the inheritance of phenotypic traits such as blood grouping through multiple alleles.

Calculate the ratios of genotypes in multiple crosses.

Draw diagram and/or charts to illustrate the possible patterns of inheritance of blood groups.

12.3 Use the chi-squared test to determine the significance of observed and expected frequencies of different progeny in genetic crosses.

Carry out calculations to determine the significance of the results from breeding experiments.

12.4 Know the purpose of the Human Genome Project.

Extract information from the Human Genome Project website.

12.5 Explain the basis of genetic fingerprinting and understand its advantages and potential dangers.

ICT opportunity

Make a video.

ICT opportunity

Use a computer simulation.

ICT opportunity



Study the genetic fingerprints of ‘suspects’ and decide which set best matches the evidence collected at a ‘crime scene’.

Find out about the research of Alex Jeffries, who is credited with the development of genetic fingerprinting techniques.

12.6 Explain the basis of genetic screening for alleles of disadvantaging inherited conditions; understand the advantages and potential dangers of such screening and the need for genetic counselling.

Discuss the nature of a conversation that a counsellor might have with a husband and wife, one of whom thinks they are carrying an allele for a disadvantaging condition.

Make a list of conditions for which genetic screening is known to be available.

13 Understand how organisms are adapted to their environments

13.1 Explain examples of structural and physiological adaptations of animals to their environment.

Match descriptions of adaptations of animals to the environments they are best suited to.

Make a field trip to the desert and record adaptations of plants and animals to the conditions there.

13.2 Distinguish between the permanent adaptation of an organism to its normal environment and the temporary acclimatisation of a visitor.

Interpret graphs of the red blood cell counts of people who live at high altitude and those of temporary visitors before, during and after their visit.

14 Understand the dynamics of population growth and succession

14.1 Explain and give examples to illustrate the carrying capacity of an environment.

Interpret data on the dynamics of animal populations.

Use computer models to explore population growth and decline.

14.2 Know how to construct and interpret population curves for different organisms; identify the stages in population growth and decline.

Monitor the growth of a colony of unicellular algae.

Examine population graphs of different organisms.

14.3 Describe the progression of the development of an ecological community from primary colonisation to climax community.

Carry out fieldwork to establish the plant succession on a rocky or sandy shore.

Trace the development of a biological community through a photographic record.

15 Understand biological control

15.1 Explain examples of biological control of population growth in natural and commercial settings.

Interpret case study data on control of wild rabbits and control of greenhouse pests.

View videos that illustrate biological control.

15.2 Assess the advantages and disadvantages of biological pest control.

ICT opportunity

Use computer models.

ICT opportunity

Use a datalogger to monitor growth.

ICT opportunity



Carry out a role-play exercise in which one student acts as an advocate for biological pest control and another acts as a protester against it.

16 Understand tensions related to the environment

16.1 Explain the similarities and differences between environmental preservation and conservation; understand that conservation is a dynamic process involving management and reclamation.

Make contact with environmental groups in Qatar and determine their policies regarding preservation and conservation.

Find out about National Parks and how they are managed.

16.2 Explain how a wish to use an environment for food production can conflict with a wish for its conservation.

Debate the desirability of restricting fishing to conserve fish stocks.

Discuss why people protest when forests are felled to allow farmers to grow food crops.

17 Understand some applications of biotechnology

17.1 Explain how genetically engineered human insulin was developed and is now manufactured for use by diabetics.

Determine the number of diabetics in Qatar and the amount of insulin they require in a year.

Draw a flow chart to depict the commercial production of human insulin.

17.2 Explain what is meant by a biosensor. Know about the use of glucose oxidase as a bio-recognition substance in biosensors used for monitoring the blood glucose levels of diabetics.

Find out who makes biosensors. Contact some of the companies (or visit their websites) and ask for information about their operation.

Ask a nurse, doctor or a diabetic person to talk about the use of biosensors in the control of diabetes.

17.3 Explain some biomedical uses of monoclonal antibodies in procedures such as pregnancy testing.

Use the Internet to determine the role of monoclonal antibodies in pregnancy testing.

17.4 Explain the technique of enzyme immobilisation, understand the advantages and disadvantages of the use of immobilised enzymes and describe some commercial applications.

Carry out experiments on the rates of reaction of immobilised enzymes.

Make a list of products that are dependent on enzyme technology and find out where they are produced.

Chemistry

By the end of Grade 12, students know that economic considerations determine what commercial processes commonly exist and where, and that economic advantages of such processes must be balanced against environmental threats. They recognise the periodic variation in ionisation energies, electron affinity and electronegativity, and predict properties of

ICT opportunity



elements from their position in the periodic table. They know the trends in the general properties of the s-, p- and d-block elements and the specific properties and structures of some of their compounds. Students explain reaction rates in terms of particle collisions and energy, and distinguish between first- and second-order reactions. They calculate the half-life of first-order reactions and understand the relationship between rate constant and temperature. They deduce mathematical expressions for equilibrium constants and use them in gas and solution reactions. They address mathematically problems related to acid–base reactions, buffer solutions and solutions of sparingly soluble salts. They use mathematically the concepts of enthalpy change and relate them to energy cycles. They understand the application of the second law of thermodynamics to chemical systems and can use the concepts of entropy and free energy in relation to the spontaneity of a reaction. Students understand the mechanisms of electrophilic addition and substitution, nucleophilic substitution and elimination reactions. They know the fundamental chemistry of arenes and substituted arenes and describe the production of the more important derivatives of benzene. They explain the stability of the benzene ring in terms of electron delocalisation. They understand structural and optical isomerism and their chemical consequences. They know how addition and condensation polymers are formed and how their properties can be modified by additives.

Students should:

18 Know a variety of factors that influence how chemicals are manufactured

18.1 Know the essential chemistry of the two main processes for producing alkali: the Solvay process and the diaphragm cell. Know the products of these processes and the uses to which they are put, and understand the economic impact on the processes of the demand for chlorine.

Prepare illustrated flow charts showing the two processes for producing alkali and the use made of the products.

Study the Qatar alkali industry through an industrial visit, noting particularly the importance of the by-product chlorine to the Qatar chemical industry.

Study the worldwide balance between the two processes for making alkali, noting that this depends not only on the supply of raw materials but on the demand for the products, particularly the by-product of the electrolytic process, chlorine.

18.2 Analyse Ellingham diagrams to provide information about the feasibility of the reduction of metal oxides by carbon at different temperatures.

Use Ellingham diagrams to predict the viability of the use of carbon to extract a metal (e.g. zinc) from its ore and to provide information on the conditions that are necessary for this to be effective.

18.3 Recognise that Qatar natural gas can act as both a fuel and a feedstock for industrial processes and that a wide variety of industrial processes are arising in the country that take advantage of the availability of both the gas and the products of other processes.

Make a study of the evolution of industries in Qatar that arise from the presence of the gas field, with particular attention to their interdependence; that is, the way that each industry exploits the products and by-products of others.

18.4 Show an understanding of the balance that often has to be made between the economic advantages that industrial processes bring to Qatar and the environmental threat that they pose.

See Standard 2.2



Arrange discussion groups using scientists from industries and from Friends of the Environment as resource people. Link these to industrial visits and to environmental field trips.

19 Understand periodic trends in the properties of elements

19.1 Understand and use the term ionisation energy. Explain the factors influencing the ionisation energies of elements and the trends in ionisation energies across a period and down a group of the periodic table.

Study graphically the changes in ionisation energy across periods and down groups in the periodic table. Account for trends and discontinuities.

19.2 Understand the terms electron affinity and electronegativity and recognise and explain their periodic variation.

Study graphically the periodicity in changes in electron affinity with change in atomic number. Study graphically and explain changes in electron affinity within periods and within groups.

Show the existence of dipolar covalent molecules in compounds such as water.

Compare the ionic/covalent character of a variety of chlorides to illustrate the concept of electronegativity.

Study the chemistry of the elements lithium and magnesium and note similarities. Study and explain the changes in electronegativity across a period and down a group and note and explain diagonal similarities in properties of elements.

19.3 Know the general chemistry of the s-block elements, including:

• trends in the physical properties of the elements;

• trends in the chemical properties of the elements;

• general common properties of the compounds of the elements, including the solubility, colour and thermal stability of the nitrates, carbonates and hydroxides;

• the occurrence and extraction of the elements.

Compare and contrast the chemistry of the group I elements lithium, sodium and potassium, and the group II elements magnesium and calcium, and their compounds.

19.4 Outline and explain qualitatively the trends in the thermal stability of group II nitrates and carbonates and the variation in solubility of group II sulfates.

Investigate the trends practically and relate the explanation to electronegativity.

19.5 Outline and explain trends in a number of properties down group VII:

• physical properties;

• the reactivity of the elements as oxidising agents;

• the thermal stability of the hydride;

• the reaction of the halide ions with silver nitrate followed by aqueous ammonia.

Develop experimentally a displacement series for the group VII elements.

Use the silver nitrate test to distinguish between different halides in solution.

Carry out some characteristic reactions of the elements with metals (e.g. burning s-block metals in chlorine, the reaction between iodine and aluminium powder).

19.6 Know how aluminium occurs and how it is extracted. Describe the main properties of aluminium, including:

• the amphiprotic nature of the ion in its salts and solution;

Safety

Students should not handle sodium or potassium.

See Standard 19.2

Safety

Take due care when using halogens and when using alkali metals.


• the suppression of the natural reactivity of the metal;

• anodising.

Study the extraction of aluminium, with particular reference to the plant in Qatar.

Investigate the action of acids and alkalis on a precipitate of aluminium hydroxide.

Study the reaction of aluminium salts (particularly the chloride) with water.

Anodise an aluminium object by electrolysis.

19.7 Explain how the small size and high charge of the aluminium ion leads to partial covalent bonding and its amphiprotic properties.

19.8 Outline and explain, in terms of structure and bonding, trends in a number of properties down group IV:

• melting point and electrical conductivity of the elements;

• the increased stability of the lower oxidation state;

• the bonding, acid–base nature and thermal stability of the oxides;

• the bonding in the chlorides, their volatility and their reaction with water.

Study graphically the increase in metallic properties of the elements down the group, as represented by such characteristics as conductivity and ionisation energies.

Make a comparative study of the physical and chemical properties of the oxides of the elements carbon to lead, noting the trends in the relative stability of the oxidation state +2 down the group.

Make a comparative study of the physical and chemical properties of the chlorides of the elements carbon to lead, noting the anomalous behaviour of carbon, the acidic behaviour of the elements in their +4 oxidation states and the basic behaviour of the elements in their +2 states.

19.9 Know that in transition metals, d-electrons can be involved in bonding as well as the outer s-electrons, resulting in multiple oxidation states. Predict from its electronic configuration, the likely oxidation states of a transition element.

19.10 Explain how the variable oxidation states can result in transition metal ions acting as oxidising and reducing agents. Give examples of transition metal redox systems.

Investigate the variation in oxidation state and colour of transition metal elements (e.g. vanadium, chromium, manganese and iron) through a variety of redox reactions.

19.11 Know that transition elements combine with ligands through dative bonding to form complexes and that these are often coloured. Give examples of ligand exchange reactions.

Study the mechanism of oxygenation and deoxygenation of haemoglobin and the effect of ligands such as cyanide and carbon monoxide on this balance.

Investigate typical complex formation, such as the reaction between copper ions in the presence of varying concentrations of ligands (e.g. water, chloride, ammonium).

19.12 Know that ligands in transition metal complexes may be neutral or anionic, and that the complexes usually exhibit four-fold (planar or tetrahedral) or six-fold (octahedral) coordination.

Illustrate with models of a variety of complex ions.

19.13 Explain the formation of complexes in terms of coordinate bonds and the splitting of d-electron energy levels and know how this explains the colour of many transition metals’ complex ions.


19.14 Know the biochemical importance of cobalt and iron.

List the names and physiological functions of biochemical molecules that involve transition elements.

20 Understand reaction kinetics and equilibria

20.1 Recognise that different reactions proceed at different rates and explain reaction rate in terms of particle collisions and particle energy.

Use models to show how reaction rates depend on both the number of collisions and the kinetic energy of the colliding particles. The energy of the colliding particles could be described in terms of the Boltzmann distribution.

20.2 Derive and use rate expressions of the form rate = k[A]m[B]n from data and draw and analyse graphical representations for zero, first- and second-order reactions in a specified reactant.

Carry out a simulation of a first-order reaction using drawing pins or coins and represent the result graphically.

Investigate simple reactions in which rate can be measured easily and plot graphs of rate against the concentration of a reactant to determine order of reaction. Suitable reactions are the iodine clock reaction, the action of acid on thiosulfate and the action of hydrochloric acid on calcium carbonate.

20.3 Calculate the half-life of first-order reactions and show an understanding of why it is concentration independent.

Investigate the dependence of rate on concentration of hydrogen peroxide in the iodine clock reaction. This can be done using ICT simulations.

20.4 Describe qualitatively the relationship between the rate constant and temperature.

Investigate the effect of temperature on the reactions described in Standard 20.2.

20.5 Use the Arrhenius equation to determine the energy of activation given values of the rate constant for different temperatures.

Investigate the effect of temperature on the acid–thiosulfate reaction and obtain graphically a value for the activation energy.

20.6 Understand the Boltzmann distribution and demonstrate its importance in reaction kinetics, with particular reference to activation energy.

Relate activation energy to the Boltzmann distribution of kinetic energy in particles to explain why some reactions proceed faster than others.

20.7 Deduce expressions for forward and backward rate constants for a simple bimolecular reaction and hence deduce expressions for equilibrium constants in terms of concentrations (Kc) and partial pressures (Kp).

20.8 Calculate the values of equilibrium constants in terms of concentrations or partial pressures from appropriate data, and calculate the quantities present at equilibrium, given appropriate data.

Use data for homogeneous equilibria studied (e.g. the Haber and contact processes).

20.9 Understand and use the term position of equilibrium as applied to a reversible reaction and know that the size of an equilibrium constant is an indication of the extent to which a reaction nears completion.

Consider reactions (e.g. that between hydrogen and oxygen) where the equilibrium constant is very large. Consider also mechanisms for influencing the position of an equilibrium as encapsulated in Le Chatelier’s principle and applied to reactions such as the Haber and contact processes.

See Standard 20.6

Mathematics

A knowledge of calculus is useful but not essential.

ICT opportunity

Use simulations of laboratory processes.

Mathematics

Knowledge of natural logarithms required.

Mathematics

A knowledge of calculus is useful but not essential.


20.10 Show an understanding of the Brønsted–Lowry theory of acidity. Derive and explain the terms pH, Ka, pKa and Kw, and use these concepts in calculations such as the calculation of the pH of solutions of weak acids and bases.

Calculate the dissociation constants of weak acids from measured values of the pH at given concentrations.

Calculate the pH of weak acids and alkalis and give their dissociation constants.

Explain the pH scale in terms of hydrogen ion concentration.

20.11 Know that indicators are weak acids and explain the choice of suitable indicators in acid–base titrations, in terms of the dissociation constant of the indicator.

Calculate the dissociation constant of an indicator required to indicate a specific end-point.

20.12 Understand how buffer solutions control pH (including the role of HCO3– in

controlling blood pH) and calculate the pH of buffer solutions, given appropriate data.

Calculate the pH of a buffer solution containing known concentrations of sodium ethanoate and ethanoic acid. Make it and test the pH.

20.13 Apply quantitatively the concept of dynamic equilibrium to the solubility of ionic compounds by calculating the solubility product Ksp from concentrations, and vice versa, and demonstrate an understanding of the common ion effect.

Determine the solubility product of magnesium hydroxide by quantitative analysis of a saturated solution.

Predict quantitatively the common ion effect of adding some concentrated hydrochloric acid to a saturated solution of lead chloride and confirm the prediction by experiment.


21.1 Explain and use the concept of standard enthalpy change (∆H), with particular reference to combustion, formation, solution and neutralisation. Calculate enthalpy changes from experimental results.

Determine experimentally the standard enthalpy changes for a number of reactions.

Use, for example, the relationship ∆H = (mcp∆T)/n, where (mcp∆T) represents the heat produced from the reactions and absorbed by an appropriate medium, such as water, of specific heat capacity cp.


21.2 Use Hess’s law to construct simple energy cycles and determine enthalpy changes that cannot be found by direct experiment, such as enthalpies of formation and of ionisation.

Calculate the molar enthalpy of formation of hydrogen peroxide from the molar enthalpy of formation of water and the molar enthalpy of decomposition of hydrogen peroxide (either of which could be determined experimentally).

21.3 Understand the concept of the Born–Haber cycle and use it to determine unknowns such as electron affinity and ionisation energy.

Use the Born–Haber cycle to calculate the lattice energy of sodium chloride, noting how all other thermodynamic values in the calculation can be independently measured.


21.4 Understand how the natural tendencies in the Universe towards minimum potential energy and maximum disorder are reconciled in the second law of thermodynamics, and understand how these tendencies are applied to chemical systems.

Identify a number of spontaneous physical and chemical processes and classify them according to whether they involve an increase or decrease in entropy (disorder) and an increase or decrease stored energy. For those that involve an increase in stored energy (e.g. the endothermic reaction between potassium hydrogen carbonate and acid), comment on the magnitude of the entropy change.

21.5 State and explain the factors that lead to an increase in the entropy (disorder) of a chemical system.

Consider bond-breaking and bond-making processes and the state of matter of the reactants and products.

21.6 Calculate the standard entropy change for a reaction using absolute entropy values and recognise and explain the impact of changes of state on this value.

Calculate entropy changes for well-known reactions (e.g. burning magnesium) using standard molar entropies of reactants and products.

21.7 Calculate standard free energy changes for reactions from enthalpy and entropy changes and use this to predict the spontaneity of a reaction at a particular temperature.

Use the relationship ∆G = ∆H – T∆S to calculate the free energy of a reaction.

Show how endothermic reactions can be spontaneous when there is an increase in entropy, where the evolution of gas contributes to the entropy increase (e.g. the action of dilute acid on potassium carbonate).

22 Understand organic reaction mechanisms and factors influencing them

22.1 Describe the shape of aliphatic organic compounds in terms of orbital overlap and electron-pair repulsion.

Draw three-dimensional structures to show how electron-pair repulsion can influence molecular shape.

Discuss, using examples such as chloroform and tetrachloroethane, how steric hindrance can influence expected rate of reaction.

22.2 Describe the restricted rotation and the resulting stereochemistry of multiple bonds in terms of σ (sigma) and π (pi) bonds.

Use space-filling models or three-dimensional rotatable applets to show electron distribution in bonds and how electrophilic and nucleophilic reactions can be initiated.

22.3 Describe structural isomerism, cis–trans isomerism in alkenes, and how chiral centres give rise to optical isomerism.

22.4 Describe the mechanisms of electrophilic addition in alkenes and nucleophilic substitution in compounds such as halogenoalkanes.

22.5 Show an understanding of the Lewis theory of acids and bases and relate it to nucleophilic reactions in organic chemistry.

22.6 Describe the chemistry of the carbonyl group in terms of nucleophilic substitution and show how its reactivity depends on the electronegativity of the group or groups attached to it.

ICT opportunity

Use Java applets to show stereochemistry and bonding.


Classify carbonyl compounds in terms of order of reactivity, with acyl chlorides at the top. Account for the reactivity by noting the extent to which the atom or group attached to the carbonyl tends to oppose or enhance the movement of electrons away from the carbonyl carbon atom.

22.7 Know that acyl chlorides (exemplified by ethanoyl chloride) are readily hydrolysed and that they are useful agents for acylating alcohols, phenols and amines.

Prepare ethanoyl chloride by the action of sulfur dichloride on ethanoic acid.

Use ethanoyl chloride as an acylating agent in a variety of reactions (e.g. the acylation of alcohols and amines).

22.8 Distinguish between amines and amides, recognise that they are both substituted ammonia compounds and therefore describe their basic properties.

Note the trends in physical properties of primary amines.

Investigate the hydrolysis of amines and amides in the presence of an acid or a base as a catalyst.

Note the characteristic smell of amines, which occur naturally in decaying flesh as proteins break down.

Investigate the basicity of amines (e.g. their reactions with dilute hydrochloric acid).

23 Understand aromatic organic chemistry


• arenes;

• halogenoarenes;

• phenols;

• aromatic aldehydes and ketones;

• aromatic carboxylic acids, esters and acyl chlorides;

• aromatic amines, nitriles, amides and amino acids.

23.2 Describe the shapes of the ethane, ethene and benzene molecules in terms of σ and π carbon–carbon bonds.

Make three-dimensional models or applets to show the electron concentrations in aromatic compounds and how these are influenced by substituents in the aromatic ring.

23.3 Describe the chemistry of arenes (such as benzene and methylbenzene), as exemplified by substitution reactions with electrophiles, nitration and oxidation of the side chain.

Prepare nitrobenzene from benzene.

Compare the properties of derivatives of methylbenzene with those of the corresponding derivative of ethane.

23.4 Understand the mechanism of electrophilic substitution in arenes and the effect of the delocalisation of electrons in arenes in such reactions.

Explain the path of the reaction using models (e.g. of phenol and nitrobenzene) showing why, because of electron delocalisation, some ring positions become more accessible to electrophiles than others in a substituted ring.

23.5 Know the chemistry of phenol, as exemplified by its reactions with bases and sodium and by electrophilic substitution in the aromatic ring.

Safety


All practical aromatic chemistry involves a fire risk and appropriate precautions should be taken.


Compare the physical and chemical properties of phenol and aliphatic alcohols (e.g. cyclohexanol).

Compare the ease of nucleophilic substitution in phenol and benzene.

23.6 Describe the formation of aromatic amines by the reduction of nitroarenes.

Prepare phenylamine by the reduction of nitrobenzene.

Compare the ease of nucleophilic substitution in phenylamine and benzene.

23.7 Describe the production of azo-dyes from phenylamine and understand their commercial importance.

Make and use a selection of azo-dyes using the diazonium reaction.


24.1 Know that proteins are formed from combinations of 20 different amino acids through peptide bonds and that they have a variety of functions in living things. Know that they can be broken down by hydrolysis into their constituent amino acids, which can be separated by electrophoresis and ion-exchange chromatography.

Hydrolyse a simple protein and test for amino acids by paper chromatography, using ninhydrin as a locating agent.

24.2 Understand the importance of the shape of the protein molecule and the importance of hydrogen bonding and disulfide bridges in maintaining the shape; know that heating or treating with acid can destroy the shape (denaturing).

Investigate the denaturing of proteins (e.g. egg white) using acid and heat.

Download from the Internet three-dimensional diagrams of some key proteins (e.g. insulin) and note how the structures are maintained using hydrogen bonding and disulfide bridges.

24.3 Describe, in simple terms, the structure of nucleotides and nucleic acids. Describe the differences between DNA and RNA molecules, including the concept of base pairing and the part played by hydrogen bonding.

Make a model to show how the two strands in DNA are held together by hydrogen bonding between specific matching base pairs.

24.4 Understand how DNA can replicate itself and understand its role as the repository of genetic information, including the triplet code, and describe the function of mRNA in protein synthesis.

Show how the arrangement of bases on a DNA strand can give rise to a code for generating specific amino acids.

Study the events leading up to the discovery of the structure of DNA, showing the two very different ways in which scientists work towards major discoveries.

24.5 Describe the structural features of monosaccharides and know that they form polysaccharides such as starch and cellulose.

Show how the different arrangements of the monosaccharides in starch and cellulose give rise to structures with very different physical and chemical properties.

24.6 Describe how the properties of polymers, both natural and synthetic, depend on their structural features, such as the extent of branching and the linkages between chains.

Compare the physical properties of polyethene and polypropylene.

Safety

Nitration of phenol at too high a temperature can lead to the formation of trinitrophenol, which is explosive.

ICT opportunity

Use the Internet to obtain diagrams.

ICT opportunity

Study the film made of the discovery of the structure of DNA.


Make a phenol-methanal resin and study its properties, noting that it has extensive cross-linking between chains, particularly after heating.

24.7 Know that the properties of polymers can be modified by the use of additives.

Study the widespread use of platicisers (silicone polymer additives) to make polymers more flexible. Leave a selection of polymers outside in full sun for several weeks and note the effect on their properties, particularly their loss of plasticity as the plasticisers evaporate.

Study the use of volatile hydrocarbons and carbon dioxide in the manufacture of foams. Make a sample of polyurethane foam and note the reaction that generates the gas.

Physics

By the end of Grade 12, students treat problems in circular motion mathematically. They understand the law of universal gravitation and use it to solve problems of motion under gravity. They classify solids according to stiffness, tensile strength, compressive stress and shear stress, plot and interpret stress–strain graphs for different solids and define and use Young’s modulus. They know how these properties are used by engineers and understand the usefulness of composite materials. They explain surface tension. They solve problems related to ideal gas behaviour and show mathematically the relationship between temperature and the kinetic energy of molecules. They understand the concept of absolute zero of temperature and can relate changes in internal energy, heat changes and work done on a thermodynamic system. They relate entropy to disorder and describe the second law of thermodynamics, and its consequences in terms of entropy. Students solve mathematical problems in simple harmonic motion and explain practical examples of resonance, critically and non-critically damped oscillations and forced oscillations. They apply Coulomb’s law to charged particles in air, solve problems related to potential difference and potential energy and recognise the similarities between electric and gravitational fields. They understand capacitors and solve problems relating capacitance to voltage and current. They distinguish between emission and absorption spectra and know how these yield information about distant stars and galaxies. They recall and use the relationships E = hf and E = mc2 and explain the quantisation of charge and electromagnetic radiation and know some applications and consequences of this. They explain electron orbitals in terms of quantisation of angular momentum and know how quantum theory leads to the idea of electron ‘probability clouds’. They know the source of nuclear energy. They explain the structure of the visible Universe in terms of the gravitational attraction between objects. They define and use the parsec and the light-year. They explain the creation and evolution of stars and know how their ultimate fate depends on their mass. They know how elements are formed in stars and how planetary systems arise. They know the ‘big bang’ theory of the origin of the Universe and can adduce evidence for it. They know how the Universe can be, at the same time, finite but without boundaries.


Students should:

25 Understand gravity and circular motion

25.1 Express angular displacement in radians and describe, qualitatively and quantitatively, motion in a circular path due to a perpendicular force causing a centripetal acceleration.

Study the motion of a tethered, and then released, puck on a friction-free table.

Investigate the centripetal force on a trolley tethered by a spring on a revolving turntable.

25.2 Understand and use the concept of angular velocity to solve problems in various situations using the formulae v = rω, a = rω2 and a = v2/r.

Perform problem-solving calculations using real situations (e.g. calculating the desirable camber on the bend of a road or the banking angle of an aircraft).

25.3 Understand and use the concept of a gravitational field as an example of a force field and define gravitational field strength as force per unit mass.

Determine g on the Earth’s surface using a free-fall method.

25.4 Recall and use Newton’s law of universal gravitation in the form F = G(m1m2)/r2 and relationships derived from it.

Calculate the mass of the Sun, the Moon and the planets.

25.5 Relate gravitational force to the centripetal acceleration it causes, with particular reference to Earth satellite orbits, and show an understanding of the applications of geostationary orbits.

Calculate the orbital radius of a satellite knowing its velocity, and calculate the orbital radius and velocity of geostationary satellites.

25.6 Derive and use expressions relating the kinetic, potential and total energy of an orbiting satellite.

Calculate the increase in kinetic energy of a descending spacecraft.


26.1 Classify solids according to stiffness, tensile strength, compressive strength and shear strength. Plot and interpret stress–strain graphs for different solid. Define and use the concept of Young’s modulus.

Determine Young’s modulus for a variety of materials (e.g. metals, nylon, polythene).

26.2 Relate the uses of materials to their characteristic behaviour under different types of stress and note the importance of composite materials, both natural and synthetic.

Devise tests to compare different materials under stress.

26.3 Explain surface tension in terms of interparticle forces.

Investigate the effect on the surface tension of water of adding a detergent.

26.4 Explain qualitatively how fluid flow past solid bodies can generate pressure changes in the fluid; give practical examples of this.

Design and test different aerofoil sections in a simple wind tunnel.


Mathematics

The ability to use calculus is desirable, but not essential, for this section.

ICT opportunity

Use videophotography.


26.6 Derive, know and use the gas laws and the general gas equation PV = nRT and show how the general gas equation leads to a concept of absolute zero of temperature.

Determine the laws of Boyle and Charles.

Show how an extrapolation of Charles’s law leads to the theoretical concept of absolute zero of temperature.

Solve problems relating to the changes in temperature, pressure and volume of a gas in both theoretical and real situations (e.g. bubble size in deep water, the volume of gas in a weather balloon).

26.7 Show that a theoretical treatment of molecular movement and gas pressure leads to the relationship 2

31 cmNpV = and hence, by combining with the

gas equation, that the average kinetic energy of a particle is proportional to its absolute temperature.

Use the particle theory to discuss how scientists build theoretical models to explain practical observations. Note also how our understanding of the fundamental nature of matter developed unevenly through history, with the postulation of major theories followed by long periods of slow development, which either reinforced the ideas or refuted them.

Discuss the apparent contradiction between the probabilistic, random nature of the fundamental matter of which the Universe is built and the determinist teachings of major world religions.

27 Understand the fundamentals of thermodynamics

27.1 Show an understanding, in terms of particle energy, of the concept of absolute zero and the absolute scale of temperature, which does not depend on the property of any particular substance. Convert temperatures measured in kelvin to degrees Celsius.

27.2 Recognise that temperature is a measure of the average kinetic energy of molecules of a substance.

27.3 Recognise that the first law of thermodynamics is a statement of the principle of conservation of energy.

Recall everyday examples of energy conservation, noting the hierarchy of usefulness of energy, with ‘waste heat’ always at the bottom.

27.4 Explain what is meant by a thermodynamic system and describe the concepts of heat, work and internal energy in the case of an ideal gas.

27.5 Use the first law of thermodynamics relating changes in internal energy, heat changes in the system and the work done on the system.

Show that pumping a bicycle pump to compress a gas is an (almost) adiabatic process that raises the internal energy of the gas that is compressed, which causes the pump to become warm. Treat this theoretically, relating heat leaving the system, ∆Q, to the internal energy of the particles, ∆U, and the work done on the system, ∆W.

27.6 Calculate work done by a gas expanding against a constant external pressure using W = p∆V.

27.7 Know that internal energy is determined by the state of the system and that it can be expressed as the sum of the kinetic and potential energies associated with the molecules of a system.

See Standards 2.1–2.5

See Standard 2.6

See Standard 26.7


27.8 State that the entropy of a system expresses its degree of disorder and describe the second law of thermodynamics in terms of entropy change.

Discuss everyday examples of energy changes in terms of changes of entropy. Note that the production of heat is related to increased molecular disorder of the system and therefore that energy changes that lead to the production of heat tend to be spontaneous.

Note that that the second law of thermodynamics gives a natural direction to our everyday experiences. Cite examples of processes that only happen naturally in one direction (e.g. the decay in the bouncing of a ball, the scattering of a box of matches).

27.9 State the Kelvin–Planck formulation of the second law of thermodynamics and show an understanding of how it leads to the imposition of limits to the efficiency of any heat engine that are related to the temperatures of the heat sources and heat sinks.

Show how the maximum theoretical efficiency of a power station is related to the difference between the temperature of the heat source and the temperature of the waste gases emerging from the power station. Similarly show how the maximum theoretical efficiency of a car engine can be calculated knowing the temperature of the explosion in the cylinder and the ambient temperature of the cylinder block (the heat sink).

28 Understand the properties of oscillations and waves

28.1 Describe examples of free oscillations and understand and use the terms amplitude, period, frequency, angular frequency and phase difference. Express the period in terms of both frequency and angular frequency.

28.2 Deduce, by calculus or graphical methods, and use the equations for expressing the displacement, period, velocity and acceleration in simple harmonic motion.

Determine of g using a simple pendulum.

Demonstrate simple harmonic motion using mechanical methods (e.g. an oscillating paper funnel full of sand) and electronic methods (e.g. a pendulum suspended from the shaft of a potentiometer, a magnet on a spring oscillating in and out of a coil).

28.3 Describe, using graphical illustrations, the changes in displacement, velocity and acceleration during simple harmonic motion. Describe the changes between kinetic and potential energy during the motion.

Carry out measurements, calculations and graphical representations of displacement, velocity and acceleration against time of an oscillating object.

Calculate the potential energy given to a spring when it is stretched using a known force. Calculate the velocity of the spring at it passes its equilibrium position.

28.4 Describe and explain practical examples of critically and non-critically damped oscillations.

Damp the oscillation of an object on a spring by allowing it to oscillate in a denser medium, such as water.

Study real examples of damping (e.g. a car shock absorber).

28.5 Describe practical examples of forced oscillations and resonance and show how the amplitude of a forced oscillation changes with frequency near to the natural frequency of the system.

Study the oscillation of Barton’s pendulums.

Measure the resonant frequency of the Tacoma Narrows bridge from the film of its collapse in 1940.

28.6 Describe circumstances in which resonance is desirable and others when it should be avoided.

Mathematics

A knowledge of trigonometry is essential for this section. A knowledge of differential and integral calculus is very desirable.

ICT opportunity

Download material from the Internet. Use a digital video player.


29 Understand the basics of electrostatic charge and force

29.1 Recall and use E = V/d to calculate the field strength of a uniform field between charged parallel plates, calculate the forces on charges in uniform electric fields and describe the effect of a uniform electric field on the motion of charged particles.

Demonstrate electrostatic field lines using seeds in glycerol placed under a high voltage. (A piezoelectric gas lighter can be used as a safe source of the voltage.)

Investigate the field between two plates using a charged strip of foil.

29.2 State and apply Coulomb’s law relating to the force between two or more charged particles in air and on the field strength due to a charged particle. Demonstrate Coulomb’s law experimentally by measuring the separation of two conducting spheres charged to a known potential.

29.3 Define electrical potential at a point in an electric field, relate field strength to potential gradient, solve problems involving potential energy and potential difference and know and use the term electron-volt.

29.4 Recognise the similarities between electrical and gravitational fields.

Show the similarities between electrostatic, magnetic and gravitational forces, in particular their common inverse square law.

Trace the development of our understanding of electricity and its effects from early two-fluid models (Du Fay), through a single fluid model (Franklin) to the modern atomic model of matter. Note the deficiencies in each model in accounting for observed phenomena.

29.5 Demonstrate an understanding of the construction and use of capacitors in electrical circuits, and of how the charge is stored.


Show full-wave rectification using a diode circuit and an oscilloscope and show the smoothing effect of a capacitor.


29.6 Define capacitance and solve problems using C = Q/V; derive and use formulae for capacitors in series and in parallel.

Investigate the changes in current and voltage as a capacitor is discharged through a resistor.

Study the discharge through a resistor of capacitors in series and in parallel using an oscilloscope.

29.7 Derive and use the relationship between the energy stored in a capacitor, its charge and the potential between its plates.

Show that energy is stored in a capacitor by discharging it through a motor set to lift a small weight.

30 Understand the basic concepts of quantum and nuclear physics

30.1 Distinguish between emission and absorption spectra; know how these can provide information on the elements present in stellar objects and how far away the objects are.

Use a hand-held spectroscope to study atomic spectra and Fraunhofer lines in the spectrum of the Sun.

Study the emission spectra of mercury and iodine using vapour lamps.

Safety

Students should not use mains high-voltage supplies.

See Standard 2.1


30.2 Know about the particulate nature of electromagnetic radiation; recall and use the formula E = hf.

Study Einstein’s explanation of the photoelectric effect in terms of the quantisation of light and in terms of threshold frequency and photon energy.

Study the historical development of our understanding of the nature of light.

30.3 Explain atomic spectra and permitted electron orbitals in terms of the quantisation of angular momentum.

Discuss the origins of atomic line spectra, showing that they can be explained in terms of the quantisation of radiation and that the existence of the spectra provides important evidence to support the quantum theory.

30.4 Show an understanding of the quantisation of electronic charge as demonstrated, for example, by Millikan’s experiment.

Determine the charge to mass ratio of an electron using a fine beam tube.

30.5 Show an understanding of wave–particle duality in the properties of the electron.

Refer to the use of the electron microscope and back to the early experiments on cathode rays.

30.6 Show an understanding of the interconversion of matter and energy and use the equation E = mc2 and recognise that this explains the phenomenon of nuclear energy.

Describe how this equation is a first-order approximation of the equation for general relativity and note how for a long time this was felt to be meaningless, until the discovery of nuclear energy.

30.7 Know how the Schrödinger model for the hydrogen atom leads to the concept of discrete energy states for electrons and to the idea of the probability of finding an electron at any point (related to the square of the amplitude of the wave function) and hence to the concept of ‘electron clouds’.

31 Understand the foundations of astrophysics and cosmology

31.1 Describe, and explain in terms of gravitational attraction, the structure of the visible Universe today and know that our Sun is a star in the Milky Way galaxy.

Study stars in the night sky with binoculars, noting different brightnesses and colours.

Download pictures of galaxies from the Internet.

Define and use the light-year and the parsec as units of astronomical measurement.

Study the different ways of estimating stellar distances and the limitations of each.

31.2 Know why powerful telescopes allow us to look back in time to when the Universe was much younger than it is now.

Download images of the early Universe taken by the Hubble Space Telescope from the Internet and compare them with images of the structures of neighbouring galaxies, also downloaded.

31.3 Show an understanding of the size and number of stars and galaxies, the distances between them, and the size of the Universe. Know and define the size of the light-year and the parsec.

Identify a number of bright stars in the night sky using star maps. Find out on the Internet how big they are compared to our sun and how far away they are.

See Standard 2.1

See Standard 2.1


ICT opportunity

Images for many standards in this section can be downloaded from the Internet.


31.4 Know how stars are created, that they are made mainly from the element hydrogen and that their ultimate fate depends on their size and can lead to supernovae, white dwarfs, neutron stars (pulsars) or black holes.

Download from the Internet photographs of nebulae (clouds of hot glowing gas) where new stars are being created and also nebulae that are the remnants of stars that have exploded as supernovae in the past.

Make an Internet study of the known history of the Crab Nebula, the remnants of a supernova that exploded in the thirteenth century, at the centre of which is now a pulsar.

Make an Internet study of the evidence for the existence of black holes.

Study the Hertzsprung–Russell diagram of star types to compare the main characteristics of stars of different sizes and ages.

31.5 Explain the process of element formation in stars and know how this leads to the generation of energy.

31.6 Describe the process of planet formation by gravitational attraction from the remains of an older exploded star.

Download from the Internet photographs of Saturn and its environs taken by the spacecraft Cassini, together with related discussions on planetary formation.

31.7 Know that current thinking favours the ‘big bang’ model of the Universe, which postulates that all matter, time and space were created in a ‘big bang’ around 14 billion years ago, and that since then the Universe has been expanding.

Make a display charting the evolution of the Universe.

Refer to Grade 11 work on the Doppler effect and explain how the ‘redshift’ and the cosmic microwave background radiation provide evidence for the ‘big bang’ model of the creation and evolution of the Universe.

Study Olber’s paradox and the consequences of different solutions to it.

31.8 Understand how the Universe can at the same time be finite but have no boundaries.

Examine the concept of spacetime and its origins with the big bang and recognise that the Universe is not expanding into a void. Study also the consequence of relativity theory that the motion of light is influenced by the gravitational attraction of the matter in the Universe; examine the experimental evidence for this.

See Standard 30.6

4 Appendix


Sources used for international comparisons for science 1 Knowledge and skills for life: first results from PISA 2000, Programme for

International Student Assessment (PISA), 2001, OECD, Paris

2 Highlights from the Third International Mathematics and Science Study-Repeat (TIMSS-R), National Center for Education Statistics, 2001, US Department of Education

3 Third International Mathematics and Science Study Repeat (TIMSS-R): first national report, Graham Ruddock, 2000, Department for Education and Skills, London

4 Profiles of student achievement in science at the TIMSS international benchmarks: US performance and standards in an international context, Teresa A. Smith, Michael O. Martin, Ina V.S. Mullis and Dana L. Kelly (eds), 2000, TIMSS International Study Center, Boston College

5 A scheme of work for Key Stages 1 and 2, science, 1998, Department for Education and Skills, London

6 A scheme of work for Key Stage 3, science, 2000, Department for Education and Skills, London

7 Programme of study for Key Stage 4, double award science, 2003, Department for Education and Skills, London

8 Middle years programme, sciences guide, 1998, International Baccalaureate Organisation (IBO), Geneva

9 Science framework for California public schools, Kindergarten through Grade Twelve, 2003, California Department of Education

10 Science content standards: 9–12, 1995, National Academy of Sciences, USA

11 The Ontario curriculum Grades1–8 science and technology, 1998, Ministry of Education and Training, Ontario

12 The Ontario Curriculum Grades 9 and 10 Science, 1999, Ministry of Education and Training, Ontario

13 The Ontario Curriculum Grades 11 and 12 Science, 2000, Ministry of Education and Training, Ontario

14 Science Syllabus, Primary 3 & 4, Primary 5 & 6 (EM1 & EM2), Primary 5 & 6 (EM3), 2001, Curriculum Planning and Development Division, Ministry of Education, Singapore

15 Science syllabus, lower secondary (special/express/normal), 2001, Curriculum Planning and Development Division, Ministry of Education, Singapore

16 Science education, key learning area curriculum guide, 2002, Education Department, Hong Kong

17 International review of curriculum and assessment frameworks, thematic probe: science for the 21st century: Queensland (Australia), Ontario (Canada), France, the Netherlands and Sweden, 2000, Sharon O’Donnell and Catherine Micklethwaite, NFER/QCA, London

18 Revised national curriculum statement for Grades R–9, 2002, Department of Education, Pretoria


19 A document of the science curricula for the primary and preparatory stages in the State of Qatar, 1998, Ministry of Education and Higher Education, Qatar

20 A document of the science curricula for the secondary stage in the State of Qatar, 1998, Ministry of Education and Higher Education, Qatar

22 The quest for a coherent school science curriculum: the need for an organizing principle, 2002, William H. Schmidt, Education Policy Center, Michigan State University (http://ustimss.msu.edu)

23 Attainment targets 1998–2003, Ministerie van Onderwijs Cultuur en Wetenschappen, Netherlands

curriculum standards for the state of qatar...about the science standards 12 2 scope and sequence...

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