Science

Key Stage 3 at Harris Boys’ takes place over years 7, 8 and 9. Our vision for Science at Harris Boys is to ensure that our students are equipped with the necessary skills and knowledge to be able to answer scientific questions about the world around them.

In the process, this should fuel curiosity and promote independence when understanding the uses and implications of science, today and for the future. Our curriculum in Key Stage 3 aims to give students a strong foundation of the basics of science, giving them the opportunity to build on their knowledge by revisiting topics in more depth each year.

This builds our students’ confidence in being able to think and like a scientist and allows them to access and understand a wealth of information they can apply to the world around them.

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Year 7 Science

The curriculum begins by looking at the basics of science such as cells, atoms and forces and builds on these over time so that students are able to understand more complex topics such as reproduction and acids and alkalis.

This allows students to build links to topics learnt at the start of the year and apply prior knowledge to new contexts. The content is included because it allows students to access information about themselves, and about the world around them.

Some students may not have experienced our subject at their primary school, so will come to us with very little knowledge in science. This is why it's important to include topics such as movement, human reproduction, universe and earth structure for students to grasp that science is applicable to their everyday lives and foster an interest in science so they may go on to make informed decisions about the world around them.

It also develops their skills because students will be working like scientists from Year 7. They will be able to plan investigations that allow them to draw valid conclusions from data they have collected and will be able to critically reflect upon their own conclusions to make an informed decision, using what they have learnt in lessons.

The following topics are taught in Year 7

• Lab Safety
• Movement
• Particles
• Gravity
• Cells
• Speed
• Light
• Elements
• Variation
• Acids and Alkalis
• Human Reproduction
• Sound
• Energy
• Current
• Earth’s Structure

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Year 8 Science

Our Year 8 curriculum builds on the knowledge learnt in Year 7 and introduces new concepts such as magnetism and chemical reactions and applies them to a wider context. 

The content is included because it allows students to learn about topics contextually important to them, for example health and human reproduction. We have also chosen topics that take into consideration the wider interests of students, such as space physics. Other topics, such as the atmosphere, are particularly important for students growing up in society today, especially in a city rife with pollution. 

It develops the skills because it provides a wide range of activities that allow students to access a wealth of knowledge and information. This allows students over the course of Year 8 to come to their own informed decisions about topics such as health, and construct their own explanations of abstract topics using prior knowledge from Year 7.

The following topics are taught in Year 8:

• Energy transfers
• Periodic Table
• Metals and non-metals
• Breathing
• Digestion
• Forces
• Pressure
• Respiration
• Photosynthesis
• Work
• Chemical Energy
• Magnetism
• Electromagnets

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Year 9 Science

The curriculum begins by addressing any misconceptions students have from Year 7 and Year 8. These topics have been drawn from the question level analysis of the end of Year 7 and 8 assessments for this cohort of students so that misconceptions are addressed and any knowledge/skills gaps closed before students commence the Year 9 curriculum.

The curriculum begins by looking at the basics of science such as cells and atoms, before moving on to more complex topics such as the periodic table and chemical bonding. For example, students will need to know about the structure and development of an atom before they can understand electronic structure of elements which is taught during the periodic table topic in Term 2B.

The content is included because it will allow students to develop curiosity about the natural world, give them insight into working scientifically, and it will help them appreciate the relevance of science to their everyday lives. It will also allow students to deepen their understanding of the key five concepts in Science (Cells, Energy, Interdependence, Forces and Particles) before they become increasingly specialised topics at Key Stage 4. It will develop scientific thinking, improve experimental skills and strategies, encourage data to be analysed and evaluated and develop the use of scientific vocabulary throughout.

The following topics are taught in year 9:

• Waves
• Speed and Acceleration
• Electricity
• Nutrition and Digestion
• Energetics
• Chemical Bonding
• Diffusion and Osmosis
• Density and Changing States
• The Circulatory System
• Radioactivity

Key Stage 4 Science at Harris Boys’ takes place in Years 10 and 11. All students will study Combined Science in Year 10 and Year 11 with some students having the opportunity to study Separate Sciences.

At Key Stage 4 we build on skills and knowledge students obtained from Key Stage 3’s spiral curriculum, allowing students to become more confident in their science ability. We aim for all students to have access to subject-specific specialists to provide them with the deepest knowledge in each discipline. 

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Biology

In Year 10 biology, students will revisit cells in greater detail, examining the transportation that occurs within them and the importance of the cell cycle. They will then build on this knowledge when exploring the digestive system and the circulatory system, understanding how organ systems work together, allowing processes such as respiration to occur. The students will then link the key organ systems to ideas around health and disease, focussing on pathogens and the prevention of disease.

Students will then be able to apply their knowledge to the complexities of pharmaceutical testing and answer questions they may have due to the recent pandemic. They will draw comparisons between the organ systems of animals and plants, as well as the diseases that affect both. Staying on the topic of plants, they will build upon their prior knowledge of photosynthesis and transpiration and understand how different factors interact determining the rate of both processes. Students will be able to recognise the symbiosis between plants and animals and link key concepts to all living organisms.

In Year 11, students will revisit some interesting topics that they would have explored in Key Stage 3. They will begin with hormonal coordination and the nervous system, looking closely at how both systems coordinate responses. They will learn that plants need complex coordination and control systems, just like animals.

The students will then investigate ideas around genetics more deeply, understanding that it is the information in their genetic code that controls the way the chemicals that make up their cells, tissues and organs are built up. Students will conclude the Key Stage 4 course by revisiting evolution and ecosystems. They will explore how evolution has occurred and study examples of evolution in progress. They will learn about the human genome and be able to link this idea to make sense of global biodiversity. They will then proceed to learn about the feeding relationships and material cycles that maintain the diversity of life and consider the impact of the human population on the Earth.

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Chemistry

GCSE Chemistry is really the study of “stuff”. Pupils will learn about the material world around them – what it’s made of, what holds it together and why chemical reactions happen. There is so much complexity, and yet once we see the patterns and principles, we can appreciate that Chemistry is simple, but certainly not always easy!

There is a lot of practical work that we do throughout the GCSE course, and this allows pupils to develop a much deeper understanding of how Chemistry works and where we get our ideas from.

Throughout the two years, pupils will complete at least 12 required practicals to achieve their practical endorsement. The content of the course will be assessed as well as how this content is applied. There will also be questions about the required practicals and there will be other skills assessed such as mathematical and graphical skills.

Year 10 students will use their knowledge of atomic structure to explain trends in reactivity of elements and to expand their knowledge of structure and bonding to include materials that have great significance in the modern world, including graphene, polymers and hydrocarbons. They also build on their knowledge of chemical quantities to carry out calculations involving the reactions studied on the course so far. This enhanced knowledge of structure and bonding also leads to further study of acids and bases as well as key processes used in the extraction of materials from the ground, such as metals. 

Year 11 students will look at how the knowledge and understanding of chemistry is currently being applied in a range of situations, including the petrochemical industry, as well as how the industry creates new products in sufficient quantities and at sufficient rates as to be profitable. We also take a hard look at how chemistry is involved in studying climate change and how the knowledge accrued on the course can help us aim towards a more sustainable future.

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Physics

Physics is a fundamental scientific discipline with its main goal being to understand how the universe behaves. Key Stage 4 physics revolves around the central themes of Energy, Particles and Forces, topics that are present in Key Stage 3 science. 

In Year 10, students revisit the topic of energy and how it is a constant in the universe. They learn to take an abstract concept and mould it to the world around them to gain a deeper understanding of ‘how the world works’. They can then apply their knowledge of energy to the generation and utilisation of electricity. Students explore atomic structure and how atoms interact. They will conduct in-depth experiments to prove concepts such as specific heat capacity and specific latent heat. Finally, students study radioactivity and debate how it can be used to benefit the world but in the wrong hands can have devastating consequences.

When the students move into Year 11 they revisit the idea of forces from Key Stage 3. Students are faced with the idea that forces are always acting on them. They study Newton’s Law of Motion and carry out required practicals to gather and analyse data to form scientifically accurate conclusions. Students are welcomed into a world of abstract concepts when faced with the challenge of understanding everyday appliances such as microphones, mobile phones and x-rays. These topics provide insight into the cornerstones of our everyday world and technology. 

Throughout Key Stage 4, we aim to provide students with knowledge to assess and comprehend the world around them. These interlinked topics allow students to understand the scientific principles, investigate, evaluate and conclude based on evidence, skills that they will continue to utilise into the Key Stage 5 curriculum or in a field outside of science.

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Applied Science

This course is for students who are interested in a career in the Science sector. It has been developed to give you the skills and knowledge you will need to deal with the challenges you will face whilst working in or studying in this field.

You will develop professional and practical skills through carrying out real experiments and research, working with local employers who can provide a workplace setting or national research projects that use volunteers to gather data, as well as theoretical knowledge and understanding to underpin these skills.

This will allow you to practice lab techniques required in an industrial setting using equipment that may not be readily available in the classroom. You will be made aware of safe working practices in a lab and the strict legal requirements you must adhere to.

You will also gain an understanding of the different types of scientific industries and settings plus how laboratory design can vary across organisations and sectors. When it comes to progression or employment, you will understand the variety of opportunities available to you, and the roles and responsibilities of businesses and organisations within the sector. This will make sure you develop clear ideas about where you might like to take your career and what progression routes you’d like to follow.

You will cover a variety of topics including:

• Science fundamentals
• Laboratory techniques
• Control of hazards in the laboratory
• Microbiology
• Product testing techniques

There is one qualification available, the extended certificate which is equivalent to 1 A -Level.

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A-Level Physics

Year 12 content

In Year 12 students will study 5 modules. These along with the 4 modules in Year 13 will contribute to the overall A-Level.

Module 1 – Measurements and their errors

The content of this module is embedded throughout all the content of the Physics specification. This module is designed to develop the skills of planning, implementing, analysis and evaluation. Evaluating methods and interpreting results of practical investigations will be assessed through the written examinations at AS and A Level, in addition to the Practical Endorsement which is internally assessed throughout the course at A Level only - where students receive a pass/fail practical certificate alongside their grade at the end of the full Physics A Level.

Module 2 – Particles and radiation

In this module students learn about the fundamental properties of matter, radiation, and energy. Students will also gain awareness of the ongoing development of new ideas in physics and of in-depth knowledge to well-established concepts.

Module 3 – Waves

This module student’s look at wave measurements and general properties of waves. Some of these properties apply to all waves – including refraction, diffraction and interference. Students will also find out how to create standing waves.

Module 4 – Mechanics and materials

This module student’s look at the principles and applications of mechanics and materials. These areas underpin many work-related areas including engineering, transport, and technology. A lot of technologies and devices have been developed in these subject areas, including vehicle safety features and nanotechnology.

Module 5 – Electricity

Students will get to deepen their understanding of GCSE electricity in this module, as well as gain experience of practical work in electricity, which will help them to design and construct low-voltage electric circuits and to analyse circuits that have different components.

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Year 13 content

Students will complete a further three modules in Year 13, as well as an option module.  The modules in Year 13 have a synoptic element to them. This means that the skills that were developed in Year 12 are built into some of the concepts with the year 13 modules.

Module 6 – Further mechanics and thermal physics

The impact Newtonian mechanics has on Physics is shown in this module. The microscopic motion of atoms can be modelled using Newton’s laws and hence provide us with understanding of macroscopic quantities such as pressure and temperature. 

Module 7 – Fields and their consequences

In this module, learners will learn about different types of fields. They will get to look at the differences between gravitational, electric and magnetic fields, as well as look at how all of these fields are incredibly similar.

Module 8 – Nuclear physics

This section builds on the work of Particles and radiation to link the properties of the nucleus to the production of nuclear power through the characteristics of the nucleus, the properties of unstable nuclei, and the link between energy and mass. Students should become aware of the physics that underpins nuclear energy production and also of the impact that it can have on society.

Option module

There is also an optional module where there is the option for students to study astrophysics, medical physics, engineering physics, turning points in physics or electronics.

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Assessment

Students sit examinations in their A Level courses at the end of Year 13. All students will take internal end of year examinations at the end of Year 12 to determine suitability to continue with the subject in Year 13. Students who do not meet the required pass grade in the Year 12 end of year examinations will not be permitted to progress into Year 13.

There are three written papers to assess A Level Physics.  Paper 1 assesses modules 1 to 5 along with 6.1, whilst paper 2 assesses 6.2, 7 and 8 (Knowledge of the other sections is assumed). Paper 3 has a synoptic element to assess practical skills, as well as another section assessing the option module. The practical skills of students are also assessed throughout the course, leading to a separate certificate called ‘Practical Endorsement in Physics’ – this is simply pass/fail depending on skills shown throughout the course.

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A-Level Biology

Year 12 content

In Year 12 students will study 4 modules. These along with the 4 modules in Year 13 will contribute to the overall A-Level.

Module 1 – Biological Molecules

All living organisms share a common chemistry and despite great variety, the cells of living organisms contain only a few groups of carbon-based compounds. In this module, we explore the chemical makeup of carbohydrates, lipids, proteins, nucleic acids and the interaction with water.

Module 2 – Cells

All life on Earth exists as cells with basic features in common. In this module, students will discuss the structure of eukaryotic and prokaryotic cells. They will discover the varying methods to studying cells and the intricate cell recognition system used by the immune system.

Module 3 – Organisms exchange substances with their environment

In large multicellular organisms, exchange surfaces must be present for substances to enter and leave an organism. This module focuses on the gas exchange, digestion and absorption, circulatory system of animals and the transport systems in plants.

Module 4 – Genetic information, variation and relationships between organisms

Biodiversity is reflected in the vast number of species of organisms. In this module students study the basic DNA, genes and chromosomes on organisms. They will discuss the mutations that can arise and the adaptations that may take place due to an organisms environment.

Year 13 content

Module 5 – Energy transfers in and between organisms (A-level only)

Life depends on continuous transfers of energy. In this module, students discuss the process of photosynthesis and respiration. The discuss how these processes are linked to ATP production.

Module 6 – Organisms respond to changes in their internal and external environments (A-level only)

A stimulus is a change in the internal or external environment. Students will study how responses are produced through the nervous system. Students will explore the changes in hormones have an effect on different systems of the body.

Module 7 – Genetics, populations, evolution and ecosystems (A-level only)

The theory of evolution underpins modern Biology. All new species arise from an existing species. This results in different species sharing a common ancestry, as represented in phylogenetic classification. Students learn that common ancestry can explain the similarities between all living organisms, such as common chemistry, physiological pathways, cell structure, DNA as the genetic material and a ‘universal’ genetic code.

Module 8 – The control of gene expression (A-level only)

Students study the many factors that control the expression of genes and, thus, the phenotype of organisms. Some are external, environmental factors, others are internal factors. The expression of genes is not as simple as once thought, with epigenetic regulation of transcription being increasingly recognised as important.

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A-Level Chemistry

In A Level Chemistry, students will study topics in the course split into the three disciplines of Chemistry:

• Physical Chemistry – the general study of matter, bonding and forces within matter and what happens when matter reacts
• Inorganic Chemistry – the specific study of inorganic compounds (metals, minerals, and organometallic compounds).
• Organic Chemistry – the specific study of organic compounds (carbon-based compounds).

In Year 12 students will study 16 modules across these three disciplines. These along with the 18 modules in Year 13 will contribute to the overall A-Level.

Year 12 Modules

Physical Chemistry

• 3.1.1 Atomic structure
• 3.1.2 Amount of substance
• 3.1.3 Bonding
• 3.1.4 Energetics
• 3.1.5 Kinetics
• 3.1.6 Chemical equilibria, Le Chatelier’s principle and Kc
• 3.1.7 Oxidation, reduction and redox equations

Inorganic Chemistry

• 3.2.1 Periodicity
• 3.2.2 Group 2, the alkaline earth metals
• 3.2.3 Group 7(17), the halogens

Organic Chemistry

• 3.3.1 Introduction to organic chemistry
• 3.3.2 Alkanes
• 3.3.3 Halogenoalkanes
• 3.3.4 Alkenes
• 3.3.5 Alcohols
• 3.3.6 Organic analysis

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Year 13 Modules

Physical Chemistry

• 3.1.8 Thermodynamics
• 3.1.9 Rate equations
• 3.1.10 Equilibrium constant Kp for homogeneous systems
• 3.1.11 Electrode potentials and electrochemical cells
• 3.1.12 Acids and bases

Inorganic Chemistry

• 3.2.4 Properties of Period 3 elements and their oxides
• 3.2.5 Transition metals
• 3.2.6 Reactions of ions in aqueous solution

Organic Chemistry

• 3.3.7 Optical isomerism
• 3.3.8 Aldehydes and ketones
• 3.3.9 Carboxylic acids and derivatives
• 3.3.10 Aromatic chemistry
• 3.3.11 Amines
• 3.3.12 Polymers
• 3.3.13 Amino acids, proteins and DNA
• 3.3.14 Organic synthesis
• 3.3.15 Nuclear magnetic resonance spectroscopy
• 3.3.16 Chromatography

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Assessment

Our exam board for A Level Chemistry is AQA. Students sit examinations in their A Level courses at the end of Year 13. All students will take internal end of year examinations at the end of Year 12 to determine suitability to continue with the subject in Year 13. Students who do not meet the required pass grade in the Year 12 end of year examinations will not be permitted to progress into Year 13.

There are three written papers to assess A Level Chemistry which are as follows.

Paper 1 – two-hour written exam, accounts for 35% of A Level grade awarded.

• Physical chemistry topics (sections 3.1.1 to 3.1.4, 3.1.6 to 3.1.8 and 3.1.10 to 3.1.12)
• Inorganic chemistry (section 3.2)
• Relevant practical skills

105 marks of short and long answer questions

Paper 2 – two-hour written exam, accounts for 35% of A Level grade awarded.

• Physical chemistry topics (sections 3.1.2 to 3.1.6 and 3.1.9)
• Organic chemistry (section 3.3)
• Relevant practical skills

105 marks of short and long answer questions

Paper 3 – two-hour written exam, accounts for 30% of A Level grade awarded.

• Any content
• Any practical skills

90 marks consisting of 40 marks of questions on practical techniques and data analysis, 20 marks of questions testing across the specification and 30 marks of multiple choice questions.

Click on the image to open a pdf version.

Year 7, 8 and 9 homework

For our Key Stage 2 students, all homework will be set using Microsoft Teams. Homework is set every other week. Your son/ward can access Microsoft Teams using their school email address and password.

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Year 10 and 11 homework

For our key stage four students, all homework will be set using Microsoft Teams. Homework is set every other week, and each homework will focus on one of the three sciences. Your son/ward can access Microsoft Teams using their school email address and password.

In this series, a range of experiments that are part of the Year 7 to Year 11 curriculum will be demonstrated by our Science Technician, Dr. Rudolf Van Koningsveld, RSciTech.

The experiments will be demonstrated and explained, to help your understanding and preparation for your tests and GCSE exams. Dr. Rudolf Van Koningsveld is a passionate Science Technician. He holds a PhD in Molecular Medicine from Queen Mary University of London and was recently awarded Registered Science Technician by the Association for Science Education.

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Experiment 14: Making Copper Sulfate

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Experiment 13: Chromatography

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Experiment 12: Density

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Experiment 11: Flame test

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Experiment 10: Exo- and endothermic reactions 

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Experiment 9: Heat Conduction

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Experiment 8: Metal Displacement

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Summer Experiments: Slime, Lava lamp and Elephants Toothpaste

In this video, our Science Technician, Dr. Rudolf Van Koningsveld, RSciTech will show you three experiments that you can do at home with household products. The experiments will be demonstrated and explained, so you can do them at home and have some science fun during the holidays! Ingredients are included in the video after each experiment. 

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Experiment 6: Acids and Alkalis

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Experiment 5: Alkali Metals

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Experiment 4: Rate of Reaction - Disappearing Cross

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Experiment 3: Rate of Reaction - Marble Chip in Acid

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Experiment 2: Convection

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Experiment 1: Metals Reacting with Oxygen

Extra-curricular science at HBAED aims to enrich and support the learning that has taken place in the classroom as well as sparking curiosity for the world around us.

By linking Science Club directly to the curriculum, students can investigate familiar topics in greater depths. We try to cover a wide range of activities to develop skills in science, engineering and technology.

Students have designed ‘robotic’ arms that used similar mechanisms to some prosthetic limbs linking directly to their studies of the human body. Similarly, students have investigated distance, speed and time by exploring the different designs of paper airplanes and carry out experiments to discover how the design will influence the plane's ability to fly.

Science Club allows students to consider the uses and implication of science in our everyday lives today and in the future.

Some examples of experiments students have carried out:

• Making robotic arms
• Heart dissections
• Making plastic from starch
• Catapults
• Elephant Toothpaste
• Homopolar Motors

In addition to Science Club, we run Gardening Club (pictured below) which gets hands-on grow a variety of plants and vegetables each year as well as looking at some science linked to growing. Students look after plants and see them grow from seed to harvest as well as getting involved with other STEM tasks like designing irrigation systems and propagation.

Finally, we offer trips and extra-curricular activities for our KS5 students to enrich their education and give them a broad, contextual understanding of their studies such as through visiting a modern building site to see eco-friendly construction techniques (pictured).

Graphing - teaching disciplinary knowledge

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Homework review

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KS3 - Adaptations of the Leaf

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Practical - Displacement Reactions

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Practical - temperature change in chemical reactions

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Practical - wind turbines

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Practical write-up - response to exercise

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Whole-class feedback - example 1

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Whole-class feedback - example 2

 

Revision resources

Click HERE to see past papers and further revision resources for Science and other subjects.

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BBC Bitesize

• KS3 Biology http://www.bbc.co.uk/education/subjects/z4882hv
• KS3 Chemistry http://www.bbc.co.uk/education/subjects/znxtyrd
• KS3 Physics http://www.bbc.co.uk/education/subjects/zh2xsbk
•  KS4 Biology http://www.bbc.co.uk/education/subjects/z9ddmp3
• KS4 Chemistry http://www.bbc.co.uk/education/subjects/zs6hvcw
• KS4 Physics http://www.bbc.co.uk/education/subjects/zh2xsbk

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YouTube Channels

• Veritasseum
• VSauce
• ASAPScience
• SLowmo guys
• Mythbusters
• SciShow
• CrashCourse
• KhanAcademy
• MinutePhysics
• Periodic videos
• TED-Ed
• Mental Floss
• MyGCSE Science (subscription required for Additional/Further Additional Science content)

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Good Books

• A Short History of Almost Everything, Bill Bryson
• The Magic of Reality, Richard Dawkins
• Sapiens: A Brief History of Mankind, by Yuval Noah Harari
• Bad Science, by Ben Goldacre
• Science, The Definitive Visual Guide
• Question Everything

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Places to go in the holidays or at the weekends

• Science Museum http://www.sciencemuseum.org.uk/
• Natural History Museum http://www.nhm.ac.uk/
• Royal Observatory Greenwich http://www.rmg.co.uk/royal-observatory
• Hunterian Museum https://www.rcseng.ac.uk/museums/hunterian
• Old Operating Theatre Museum http://thegarret.org.uk

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Other resources

BBC Radio 4 Podcasts

• In our time
• BBC Inside Science
• The Infinite Monkey Cage

Magazines (many back issues available to borrow from the science office)

• New Scientist
• BBC Focus
• How things Work

Monthly Public Astronomy Meetings

• http://www.bakerstreetastro.org/

Royal Institution

• http://www.rigb.org/

Whether you end up studying A-level biology, chemistry or physics, a degree in science or go straight into the workplace at the age of 16, you’re likely to use your science knowledge regularly.

There is a wide range of careers working directly in science, from medicine, engineering or electronics through to areas like environmental sciences, materials science or artificial intelligence.

Attributes developed learning science are also highly desirable in many other sectors including finance, law, consulting and consumer goods.

Our students carry on into university after their time with us to study a broad selection of diverse subjects such as engineering, astrophysics and physiotherapy.

A great place to start looking into STEM careers is the STEM Learning Virtual Careers Fair, where you will find advice on opportunities and pathways into STEM careers. A wide range of national employers also set out why they recruit people who study science and the roles that they offer.

You could also explore:

• Life After School Virtual STEM Careers Fair
• Illuminating Careers Virtual STEM Careers Fair

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Attributes developed during science lessons

Analytical skills – The ability to analyse and critically evaluate information is an essential skill that can be applied to every role, be it in a scientific career or elsewhere.

Communication – Good verbal and written communication skills are essential in order to deliver and understand information quickly and accurately. It is a life skill that is vital both in and out of the workplace.

Teamwork – Regardless of the career path you choose, you will be required to work well as part of a team. Working together on experiments and to complete written work means you will be well prepared for later life.

Predicting – Being able to call upon previous observations and experiences to predict the outcome of a new situation is a skill you’ll be required to use day-to-day in every career.

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Some examples of STEM careers

Biomedical Engineer

Biomedical engineers apply engineering principles and materials technology to healthcare.

In this role, you'll research, design and develop medical products, such as joint replacements or robotic surgical instruments, design or modify equipment for clients with special needs in a rehabilitation setting or manage the use of clinical equipment in hospitals and the community.

https://www.youtube.com/watch?v=QlnZpv713V4&safe=active

https://www.prospects.ac.uk/job-profiles/biomedical-engineer

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Crime Scene Investigator

As a crime scene investigator, you'll be involved in securing and protecting crime scenes, and collecting evidence from crime scenes, post-mortems and other incidents, such as fires and suspicious deaths.

You'll also be responsible for processing and categorising evidence, so that it can be used in criminal investigations. This might include gathering photographic evidence or physical samples from the scene, such as weapons, fingerprints, clothing or biological evidence.

https://www.youtube.com/watch?v=xVdfpY6ovVc&safe=active

https://www.prospects.ac.uk/job-profiles/crime-scene-investigator

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Sport Therapist

Sports therapists use a range of techniques and modalities to make sure people involved in sport and exercise are training and competing safely.

You'll provide an immediate response when sport and exercise-related injuries occur and will rehabilitate the patient back to full fitness. You'll also provide advice and support to help prevent injuries from happening in the first place.

https://www.youtube.com/watch?v=nmSBdXItT9g&safe=active

https://www.prospects.ac.uk/job-profiles/sports-therapist

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Marine Biologist

Marine biology is the study of all aspects of life in the sea and the environment on which it depends. This includes marine plants, animals and other organisms, both vertebrate and invertebrate, in deep oceans, shallow seas and the laboratory. The main aims of marine biology are to improve understanding of the marine world and to understand and predict changes in ecosystems affected by human and natural disturbances.

Marine biology is a broad-ranging career. You could go into field work, academic research, laboratory work, consulting, charity, outreach or policy making.

https://www.youtube.com/watch?v=qqgwuL07JtI&safe=active

https://www.prospects.ac.uk/job-profiles/marine-biologist