KS3 pupils follow the Activate scheme of work for two years.
Firstly learning how to work scientifically and then progressing onto Biology, Chemistry and Physics respectively.
In Biology they cover the following topics; cells, structure and function of body systems and reproduction. In Chemistry they cover the following topics; particles and their behaviour, elements, atoms and compounds, reactions and acids and alkalis. In Physics they cover the following topics; forces, sound, light and space. Pupils also complete a 'Big' investigation on diffusion where they compose their own questions to answer the problem given to them. Pupils then test their questions to gain data to be able to draw their conclusions.
In year 2 of KS3 pupils return to biology and learn about; health and lifestyle, ecosystem processes and adaptation and inheritance. In Chemistry they cover the following topics; the periodic table, separation techniques, metals and acids and the earth. In Physics they cover the following topics; electricity and magnetism, energy and motion and pressure. Pupils again complete a 'Big' investigation this time on photosynthesis.
KS4 pupils follow the BTEC Level 1/Level 2 First Award in Principles of Applied Science
Our KS4 pupils now have science in 2 option blocks. We follow the BTEC Level 1/Level 2 First Award in Principles of Applied Science that is a 2 year course. The BTEC covers all the sciences: Biology, Physics and Chemistry. This course follows on from the KS3 pathway with past learning being built upon during the course. The course is equally weighted in score for the final BTEC grade given with 25% for each of the units taken, one unit being an exam.
In Unit 1 (The exam unit) they cover the following topics; Cells, Organs, DNA and homeostasis. In Chemistry they cover the following topics; acids and alkalis and neutralisation. In Physics they cover the following topics; energy, efficiency and energy sources.
Pupils then complete 3 other coursework units, Unit 2 Chemistry and Our Earth, Unit 3 Energy and Our Universe and Unit 4 Biology and Our Environment.
This course promotes independent learners and both the working scientifically skills and academic skills needed to progress onto level 3 BTEC courses or A levels.
- Subject Teacher: Mrs Martin
KS3 pupils working scientifically on how to use a microscope and learning the differences between plant and animal cells, prepared onion cell slides to view them under the microscope.
This is what they saw under x100 magnification.
The visible organelles are cell well, cytoplasm and in some cells the nucleus.
Year 10 pupils learning about microbiology, investigated the microorganisms around that you can not see. They swabbed various areas of he school and then ran the swabs over nutrient rich agar to grow any bacteria from their swab. It was amazing to see this bacteria grow and also quite disgusting. We all used alcohol gel after this lesson!
Year 10 pupils looked into what antibiotic was effective in killing E-coli. The found out as you can see from the clear area around one of the antibiotic discs that Streptomycin was most effective in killing E-coli where Penicillin did not kill any of the E-coli.
British Science Week
British Science Week 2021 Spaghetti Tower Challenge
British Science Week 2021 using speed calculations to measure who built the fastest car!
British Science Week engineering challenge winner 2021. It is sometimes the simplest structures that are the strongest.
Science in action
KS3 pupils modelling the digestive system. A messy but memorable way to learn this process.
KS3 STEM lesson building bridges. Some very impressive designs that took the weight of an adult!
Pupils in KS3 have been making batteries out if lemons to light the LED bulb. Fantastic wiring skills shown.
KS3 lesson collecting and observing the wildlife around us. We were very surprised to find an amphibian friend in a Newt. Pupils were surprised in the detailed shown in a feather when magnified.
KS4 making Ethanol. We tested the gas produced by pumping it through Limewater and as the limewater went cloudy, this shows Carbon dioxide was produced. We then deduced that ethanol was the other product.
KS4 testing the phototropic and geotropic response of cress.
KS3 Bug hunting in our garden. We let the bee's free after a few minutes.
KS4 tested how much energy is transferred by plant oils to investigate uses of biofuels.
KS3 prepared onion slides to observe a single cell under a microscope. Pupils observed very clear cell walls, nucleus and cytoplasm.
KS3 pupils learning about changes of state, evaporating Copper Sulfate solution to make Copper Sulfate crystals.
These Copper Sulfate crystals were produced by leaving the solution on the lab windowsill. The solution evaporated slowly and so produced large crystals.
KS3 pupils used flame tests to see what colours metal ions burn. We found out; Copper burns green, Potassium burns lilac, sodium burns orange and calcium burns orange/ red. Pupils used this information to solve the crime of 'Who blew up firework shed number 13?'
KS4 Mass in chemical reactions investigation. Pupils weighed their apparatus before and after the chemical reaction of lead nitrate and potassium iodide to see if any change in mass occurred. They found the mass did not change but they clearly saw a change in colour indicating a chemical reaction had occurred.
KS4 have been looking into extracting plant oils by steam distillation.
KS3 experiment showing gas pressure.
KS4 demonstration of how reactive group one metals are to water. The Lilac flame is produced when Potassium reacts with water.
KS4 practical of making Ethanol by fermentation. Pupils tested the product of Carbon dioxide using the limewater test.
KS3 welcomed Jim Bob to lesson today to learn about the structure and function of the Skeletal system.
KS3 Breathing. During this lesson pupils learnt the process of inhaling and exhaling and how a bell jar can be used to model what happens during breathing.
Pupils then measured their lung volume using the practical equipment shown in the photos below.
KS4 pupils testing what material was the best insulator. Pupils found out that bubble wrap was the best insulator.
KS3 experiment, testing the energy transferred by fuels.
KS4 testing for Hydrogen using the pop test.
KS3 dissecting flowers and learning about pollination.
Stomata and guard cells at 40x magnification @TheRowansAP KS3 science lesson.
KS3 pupils growing seeds to test what fertiliser promotes the best growth.
KS4 BTEC pupil testing the hypothesis: does the rate of reaction changes when the temperature increases. This pupil used Magnesium ribbon and Hydrochloric acid at different temperatures to test this hypothesis.
KS3 pupils investigating the distribution of clover along a transect line.
KS3 pupils testing the properties of metals and non-metals to classify elements.
KS3 building DNA models to understand inheritance and variation.
KS3 gathering distance and time data to be able to calculate speed.
KS3 testing the law of moments in physics. Pupils investigated why door handles are placed away from the door hinge.
KS4 BTEC practical testing if concentration affects the rate of reaction.
KS4 Testing rate of reactions and how this changes with surface area.
KS3 testing Hookes Law
KS3 testing forces using a Newtonmeter
KS4 using the pop test, to test for Hydrogen produced when reacting an acid with a metal.
KS3 testing the effectiveness of Rennie in neutralising Hydrochloric acid.
KS4 investigating electrolysis
KS4 investigating respiration in plants.
KS4 investigating the effects of acid rain on germination.
KS3 pupils testing if salt changes the melting point of ice.
KS3 investigating chemical reaction.
KS3 models of specialised cells.
KS3 preparing onion cells for magnification to be able to view cell organelles.
KS3 investigating refraction
KS4 testing the gas produced when reacting Calcium carbonate with an acid. Pupils looked into the rate of reaction with differing concentrations of acid.
KS4 building and testing elastic-band vehicles.
KS3 reacting iron filings with oxygen to form iron oxide. Pupils had fun seeing what sparklers are made of.
We are very proud of our vegetable garden and gave really enjoyed eating its produce. Here are some photos of the juicy and delicious tomatoes and where we have served them for school lunch.
The Pod Survey
The Pod working alongside the British Trust for Ornithology (BTO) has an exciting citizen science campaign called "What’s under your feet", helping to uncover the impact climate change is having on birds across the UK.
KS3 are taking part in this national survey to investigate why in some areas bird populations are going down. We are looking at what our soil holds for the birds to eat. We will be looking again in March and in June to then send our data off to The Pod website to be apart if the scientific journal published later on in the year.
We have reported our findings so far back to the Pod and joined the 2092 other schools taking part in this survey. We will be named in a scientific paper when it is published later on this year that will help the BTO unlock the mystery of bird numbers and their migration patterns.
We have completed all 3 surveys and have sent the results off to The British Trust for Ornithology (BTO). The reason for thousands of schools around Great Britain to take part in this survey is because The British Trust for Ornithology has found that many bird species are declining across the UK. The more scientists can find out about what is causing these declines, the better conservation efforts to protect them will be. One of the biggest gaps in knowledge is how food abundance affects bird populations and how this might be changing over time. Soil invertebrates are an important part of most birds’ diets and so this project will greatly improve our understanding of bird populations.
What’s Under Your Feet is a great example of ‘citizen science’ in action. Young people from Pod schools around the UK will make observations that are compiled into one large data set to be analysed by the BTO’s scientists. This data will form the basis of a research paper, and participating schools and groups will be credited in this for their involvement.
Taking part is a great way to use our school grounds as a learning environment, find out more about the animals living in our school’s habitats, develop real science skills and understanding, and by uploading our data, be a part of a real – and important – scientific project.