Physics, 3-year - Pearson Schools and FE Colleges

Exploring Science Working Scientifically – KS3 Physics

3-year scheme of work

This document provides a scheme of work for teaching the Physics content from the 2014 Key Stage 3 Science National Curriculum in 3 years, using the Exploring Science course.

Exploring Science: Working Scientifically has been designed with flexibility at its heart. We appreciate that some teachers will want to complete Key Stage 3 in two years and then move on to GCSEs. Others prefer to spend two and a half years on Key Stage 3, and others prefer to teach Key Stage 3 in three years. Exploring Science is designed to work with all of these approaches.

Each year is divided into 12 units and each unit contains 5 topics. Each topic is divided into Starters, Exploring tasks, Explaining tasks and Plenaries. This scheme of work is designed so that each topic is a lesson.

Along with full coverage of the Key Stage 3 National Curriculum, this 3-year route includes three revision units, and three units that support students’ transition to GCSE.

Exploring Science Working Scientifically – KS3 Physics, 3-year scheme of work

Lesson 7Ia: Energy from food

Learning objectives

Developing

 Compare the temperature rise of water when some fuels are burnt.

 Identify situations in which energy is stored.

 Identify situations in which an energy transfer is taking place.

 Recall the factors that affect the amount of energy needed in a person's diet.

 Describe the factors that affect body mass.

 Recall some substances that are used as sources of energy.

Securing

 Explain the differing energy needs of people of different ages and activity levels.

Exceeding

 Calculate the energy requirements for a particular person or activity.

Working Scientifically

 Use ratio notation to compare things.

 Simplify and use ratios.

Exemplar teaching activities

Starter: Energy brainstorm

Brainstorm about energy by asking questions such as: ‘Does it take energy to lift a book onto a shelf?’; ‘Does it take energy to leave the book resting on the shelf?’ Follow this by asking about things that store energy.

Exploring: Energy in food

A simple experiment for students to use to compare at least three different foods to determine how much energy is stored in each type.

Explaining: 7Ia Energy from food

Explain that humans and other animals get their energy from food and outline the reasons why different people need different amounts of energy in their food.

Plenary: Thinking skills

Consider All Possibilities: Ben needs to eat more than Hilary. (Possible answers: Ben is a teenager and Hilary is a toddler; Ben is more active than

Hilary; Ben and Hilary have similar activity levels but Ben is trying to gain weight.)

Differentiation Resources Maths skills Practical skills

Exploring: Energy Resources Using ratios A simple in food

Extend this by describing other ways of comparing quantities, for example, ratios. from 7Ia

Exploring

Science. to compare experimental results. experiment for students to use to compare at least three different foods to determine how much energy is stored in each type.


Lesson 7Ib: Energy transfers and stores

Learning objectives Exemplar teaching activities

Developing



 Recall the different ways in which

Starter: Energy transfer demonstration

Heat a beaker of water over a Bunsen burner. Ask students what is happening to the water and where the energy is coming from. Show energy can be stored.

 Recall the different ways in which energy can be transferred.

Securing

 Recall the law of conservation of energy.



 Describe energy transfer chains for given situations.

Exceeding

 Identify useful and wasted energies. them a battery powered fan (or other, similar device) and elicit the idea that here the energy store is in the cell, and that this energy is transferred to the moving air.

Exploring: Circus of energy transfers

Set up a circus of energy transfer devices around the lab and ask students to identify the initial energy and final energy stores for each one.

Explaining: Energy demonstrations

Set up some demonstrations (e.g. a pendulum, motor-lifting weight, windup toy) and discuss the way that energy is stored in the beginning and at the end, and ways in which energy is transferred.


What Was The Question: strain energy. (Possible questions: What do we call energy when it is stored in a bent bow/stretched spring/ stretched elastic band/bent ruler?)


Explaining: Resources n/a Set up a circus

Energy demonstrations

Extend the at the energy discussion to look transfers in more detail. from 7Ib

Exploring

Science. of energy transfer devices around the lab and ask students to identify the initial energy and final energy stores for each one.

Set up some demonstrations

(e.g. a pendulum, motor-lifting weight, wind-up toy) and discuss the way that energy is stored in the beginning and at the end, and ways in which energy is transferred.


Lesson 7Ic: Fuels


Developing

 Recall what power stations are used for.

 State the meaning of: biomass/biofuel, fuel, renewable, non-renewable.

 Describe advantages and disadvantages of different energy resources.

 Recall examples of renewable and nonrenewable fuels and their sources.

 Recall the different ways in which energy can be stored.


Securing

 Describe the factors that make up a good fuel.

 Compare the temperature rise of water when some fuels are burnt.

 Describe what happens in a fuel cell.


Starter: Brainstorm fuels

Ask students to think of three different fuels and some uses for these fuels.

Exploring: Energy in liquid fuels

Students compare the energy released by ethanol and paraffin, using spirit burners to heat a fixed volume of water for a fixed time.

Explaining: Oil and gas extraction and uses

Ask students to research the origins of oil and natural gas, and how they are extracted from deep underground, including the fracking process.


Odd One Out: natural gas, hydrogen, coal. (Possible answers: coal is the only solid; hydrogen is the only one not used in power stations, hydrogen is the only one that has to be made/ can be renewable.)


Exploring: Energy Resources n/a Students in liquid fuels

Students could calculate the actual energy transferred. from 7Ic

Exploring

Science. compare the energy released by ethanol and paraffin, using spirit burners to heat a fixed volume of water for a fixed time.


Lesson 7Id: Other energy resources


Developing


Starter: Renewable resources

 energy, tidal power.

 Recall examples of renewable fuels and their sources.



State the meaning of: hydroelectricity, geothermal, solar energy, wind

Recall the different ways in which energy can be stored.

Demonstrate examples of renewable resources in action (e.g. use light shining on solar cells to drive a small motor). Ask students to suggest how these demonstrations could relate to larger scale equivalents.



Securing

 Apply the idea of different colours



Recall the different ways in which energy can be transferred. being good or poor absorbers.

Describe advantages and disadvantages of different renewable,

Exploring: Solar panels

Students find the best colour for a solar panel by using foil trays or old cans painted a variety of colours and measuring the temperature rise of water inside them.

 energy resources.

Explain how the Sun is the ultimate source of the energy used in renewable resources.

 Describe what happens in a fuel cell.



 Identify situations in which an energy

Exceeding



Identify situations in which energy is stored. transfer is taking place.

Decide and explain the best energy resources to use in an area.

Explaining: Energy from the Sun

Ensure students understand the link between energy from the Sun and rain with reference to the water cycle.

Explain how energy from the Sun causes wind and waves, which involves more complex ideas.


Odd One Out: solar, wind, waves.

(Possible answers: all originate with

 Describe energy transfer chains for given situations. the Sun, but solar is the only one that uses the Sun’s energy directly, is the only one that can be used directly for heating and is the only one that can be used in two ways; waves are the only one that cannot be used on land.)


Exploring: Solar Resources n/a Students find panels

Discuss fair ways to carry out the experiment. from 7Id

Exploring

Science. the best colour for a solar panel by using foil trays or old cans painted a variety of colours and measuring the temperature rise of water inside them.


Lesson 7Ie: Using resources


Developing


Starter: Making sentences

 State the meaning of: efficiency, climate change.

 Recall some effects of climate change.

 Recall the different ways in which energy can be stored.

 Recall the different ways in which energy can be transferred.


 Recall examples of renewable and nonrenewable fuels and their sources.

Securing

 Identify useful and wasted energies.

 Describe advantages and

 Ask students to make sentences using these groups of three words: oil, Sun, plants; rain, hydroelectricity,

Sun; nuclear, geothermal, Sun. They should spot the connections: the Sun being the original source for the energy stored in oil and the energy transferred by hydroelectricity.

Exploring: Making changes

Ask students to think about the different ways of using less energy and then to choose one they are disadvantages of different renewable, energy resources.

 Suggest ways in which our use of fossil fuels/non-renewable fuels can be reduced.



 Explain how certain gases cause the greenhouse effect.

 Explain how the levels of greenhouse interested in. They can work alone or in small groups to design and carry out a survey. Students should consider their results and work out something they can do to make a difference.

Explaining: Climate change

Outline some of the possible consequences of climate change, and explain that while increased carbon dioxide emissions is widely thought to gases in the atmosphere can be prevented from increasing further.

 Explain the source of the energy in fuels.

Exceeding be the major cause not all scientists agree.


What Was The Question : carbon

 Describe energy transfer chains for given situations.

 Explain whether a machine is more dioxide. (Possible questions: What gas is released when fossil fuels burn? What gas is contributing to climate change?) efficient than another.

Differentiation Resources Maths skills Practical skills n/a Resources n/a Students design from 7Ie

Exploring

Science. and carry out a survey into energy use and how to use less.


Lesson 7Ja: Current


Developing

 Recall materials that are conductors and insulators.

 State the meaning of: conductor, insulator, complete circuit, ammeter, current.

 Describe why a cell is needed in a circuit.

 Explain how switches work to turn a circuit on or off.

 Identify common circuit components and their symbols.

 Model circuits using simple circuit diagrams.

 Measure current and state its unit.

 Recall that current is not used up.

Securing

 Describe the effects of breaking or removing bulbs in a circuit.

 Use the idea of a complete circuit to test whether different materials conduct electricity.

 Describe and explain how adding more bulbs affects the brightness of bulbs in a circuit.

 Construct a circuit from instructions provided in the form of a circuit diagram.

 Recall the link between current and bulb brightness.

 Describe how changing the number or type of components in a circuit affects the current.

 Describe what the current is like at different points in a series circuit.

Exceeding

 Recall how electrical cells work.


Starter: Torch circuits

Show students a torch and, if possible, dismantle it to show the circuit inside. Ask students to describe how the torch works in words and/or diagrams.

Exploring: Testing wires

Supply students with a set of insulated wires and ask them to check which ones work. The wires should have been prepared so that some of them have the metal broken inside and will not conduct.

Explaining: Circuit diagrams

Provide drawings of symbols and circuit diagrams and ask students to match them. Give the students some practice in drawing circuit diagrams.


Consider All Possibilities: the bulb in a circuit will not light. (Possible answers: the bulb is broken; there is a break in the circuit; the cell does not have any stored energy left; there is no cell in the circuit.)


Exploring: Resources The use of Students check

Testing wires

The circuit can be extended to include faulty bulbs. from 7Ja

Exploring

Science. symbols when communicating science. a set of insulated wires to see which ones work.


Lesson 7Jb: Models for circuits


Developing



 Recall that current is not used up.

 State what is meant by: current.

Securing


 Use a model to describe how an electrical circuit works.

Exceeding

 Evaluate a physical model for electric circuits on how well it explains data or observations.


 Identify when a physical model is being used, and what its parts represent.

 Use a simple physical model to explain a simple phenomenon.

 Identify when an abstract model is being used.

 Explain why models are used.


Starter: Ideas about electricity

Elicit students' ideas about what electricity is, by asking questions.

Once a model has been suggested, elicit ideas about what is flowing, does the quantity of the ‘stuff’ flowing changes around the circuit etc.

Exploring: The ‘counter’ model

Set up a model using a bucket full of counters to represent energy, you as the cell, students as the charges and one student as a bulb: the ‘charges' take a counter from you, hand it over as they pass the ‘bulb’, and then return to you for more. Ask students to suggest what each part represents.

Explaining: Which model is helpful?

Students decide which models of electricity are most helpful by considering their strengths and weaknesses.


What Was The Question?: cell

(Possible questions: what is needed to make current flow around a circuit?; what does the boiler and pump represent in a real circuit? what does a coal mine (or anything else suitable) represent in a circuit?)

Differentiation Resources Maths skills Practical skills n/a Resources n/a Students from 7Jb

Exploring

Science. participate in a

‘model’ of a circuit.


Lesson 7Jc: Series and parallel


Developing

 Explain how switches and broken bulbs affect a circuit.



 Measure current and state its unit.

 State what is meant by series circuit, parallel circuit.

Securing



 Recall the differences between how current behaves in series and parallel circuits and describe and predict what the current is like at different points in a series circuit and parallel circuit.

 Explain how switches can be used to control different parts of a parallel circuit.

 Explain why the lights in a house are wired in parallel.

 Analyse a given parallel circuit and say which components will be on or off with different combinations of switches closed.

 Recall the link between current and bulb brightness.

Exceeding

 Use their knowledge of switches and parallel circuits to devise circuits for specified purposes.


Starter: Series and parallel circuits

Set up a series circuit with two bulbs and a parallel circuit with two bulbs and ask students to list the differences between them.

Remove/add a bulb from each circuit and elicit the differences.

Exploring: Switches in parallel circuits

Ask students to build a series circuit with one switch and two bulbs and then ask them if they can use a second switch to turn just one bulb on or off.

Explaining: 7Jc Using tables

Introduce the use of tables for effective science communication and the idea of qualitative and quantitative data.

Plenary: Bridges in parallel

Show students a map or photo showing the two bridges across the

River Severn. Explain that the first bridge was opened in 1966 but by

1990 there were severe traffic jams, so the Second Severn

Crossing was opened in 1996. Ask students to suggest how this is a model for a parallel circuit and to point out what characteristics of a circuit it can and cannot represent.


Exploring: Resources n/a Students build a

Switches in parallel circuits

Challenge students to make a circuit with two from 7Jc

Exploring

Science. series circuit with one switch and two bulbs.

Ask them if they can use a bulbs and two switches that can be switched independently. second switch to turn just one bulb on or off.


Lesson 7Jd: Voltage and resistance


Developing

 State what is meant by: voltage, resistance.

 State the units for voltage.

 Describe how a voltmeter is used.

 Recall how the current changes when the voltage of the supply changes.

Securing

 Explain why the current increases when the voltage of the supply is increased.

 Describe how voltage is divided between the components in a series circuit.

 Describe how voltage varies in a parallel circuit.

 Describe the relationship between resistance and current.

 Describe how the resistance of a wire varies with its length and thickness.

 Explain how a variable resistor works.

Exceeding

 Use a model to explain the idea of voltage.

 Describe how voltage and energy are linked.

 Explain why a voltmeter is connected in parallel.


Starter: Variable resistor

Show students a rheostat connected in series in a circuit with a bulb. Show the effect on brightness of moving the slider and ask them to suggest how the rheostat works. A display ammeter can help to reinforce the link between size of current and brightness of bulbs.

Exploring: Length of wire and resistance

Students investigate the effect of the length of a wire on its resistance

(measured only in terms of the size of the current in the circuit).

Explaining: Lorry model for measuring electricity

Use a lorry model to help students to think about how ammeters and voltmeters work. Discuss what the various parts represent and how useful the model is.


Consider All Possibilities: the current in a circuit is very low. (Possible answers: there are lots of components in the circuit; the connecting wires are very thin; there is only one cell in the circuit; most of the chemicals in the cell have been used up.)


Exploring: Length Resources n/a Students of wire and resistance

Students can plot a scatter graph and a line of best fit to show their results. from 7Jd

Exploring

Science. investigate the effect of the length of a wire on its resistance

(measured only in terms of the size of the current in the circuit).


Lesson 7Je: Using electricity


Developing

 Recall some dangers of electricity.

 Recall some safety precautions to be followed when using electricity.

 Identify electrical hazards in a scenario.

 Describe the job that fuses do.

 Recall how the different wires are connected in a plug.

Securing

 Explain why electricity is more convenient than other sources of energy, and classify some of its uses.

 Explain some safety precautions to be followed when using electricity.

 Explain how a fuse works.

 Explain how a domestic ring main is a form of parallel circuit.

 Identify errors in the wiring of a plug.

Exceeding

 Apply their knowledge of voltage, current and electrical safety to novel situations.


Starter: Heating effect of current

Demonstrate the heating effect of a current, by holding a length of nichrome wire between two clamp stands and making it part of a circuit.

When the wire has been warmed up it can be used to cut paper.

Exploring: Testing fuse wire

Provide students with lengths of fuse wire of different ratings and ask them to find out the maximum current for each wire.

Explaining: Wiring plugs

Show students how to wire a plug, including precautions such as making sure no strands of wire are sticking out, the outer cable is held by the cable grip, etc.


Odd One Out: light bulb filament, connecting wire, fuse. (Possible answers: the connecting wire as it is not designed to convert electrical energy into other forms of energy; the fuse is the only one designed to melt.)


Starter: Heating Resources n/a Demonstrate effect of current

Extend the demonstration to show how fuses work. from 7Je

Exploring

Science. the heating effect of a current, by holding a length of nichrome

Exploring:

Testing fuse wire

Encourage students to consider the inherent inaccuracy of attempting to wire between two clamp stands and making it part of a circuit.

Students use lengths of fuse wire of different determine the current at the exact moment that the wire melts, and ways of allowing for this, such as repeating the measurement several times. ratings to find out the maximum current for each wire.

Show students how to wire a plug.


Lesson 7Ka: Forces


Developing

 Describe what a force is.

 Recall the names of simple forces.

 State what is meant by: contact force, non-contact force.

 Recall the effects of forces on an object.

 State what is meant by: friction, air resistance, water resistance.

Securing

 Classify forces as contact and noncontact.

 Recall the unit for measuring forces.

 Describe how to use a force meter, newtonmeter.

 State what is meant by: mass, weight.

 Recall the direction in which gravity acts.

 Identify situations and places where different forces are likely to be found.

 Represent sizes and directions of forces using arrows.

 Explain the difference between mass and weight.

Exceeding

 Compare the way in which force meters and balances that compare masses work.


Starter: Forces concept map

Ask students to create a concept map to summarise what they already know about forces.

Exploring: More forces

Give students practice using force meters by asking them to weigh a range of objects and also to measure other forces, such as the force required to open a door, to drag a book or other object along a bench, or the force they can exert with their little fingers.

Explaining: Cycle helmets

Discuss the differing views on the use of cycle helmets. Many people consider that they may do more harm than good. Opposing views may be found on the Internet.

Plenary: Thinking about forces

Odd One Out: friction, gravity, magnetism. (Possible answers: friction is the only contact force and is the only one that always tries to slow things down; magnetism is the only one that can push or pull; gravity is the only one that gives us weight.)

Differentiation Resources Maths skills Practical skills n/a Resources n/a Students from 7Ka

Exploring

Science. practice using force meters by weighing a range of objects and other forces.


Lesson 7Kb: Springs


Developing

 Recall the effects of forces on an object.

 Explain how a force has caused certain effects on an object.

 State what is meant by extension, compress, stretch, elastic, plastic.

Securing

 Describe how the extension of a spring depends on the force applied.

 Explain what is meant by elastic limit, limit of proportionality.

Exceeding

 Students analyse new situations involving springs.


Starter: Jumping high

Ask students to suggest how they can make the highest jump possible. This could be done by asking them to sketch a labelled diagram. Show the sketches and ask what all the ideas have in common.

Exploring: Investigating stretching

Students investigate the stretching characteristics of various materials

(e.g. springs and elastic bands) to find out whether a material stretches in a linear or non-linear fashion.

Explaining: Bathroom scales

Remove the cover from a set of mechanical bathroom or kitchen scales. Get students to make an annotated sketch explaining how these scales work.


What Was The Question: extension

(Possible question: What is the name for the amount a spring stretches when there is a force on it?); it will not go back to its original length

(Possible question: What happens if a spring is stretched beyond its elastic limit?); if the force doubles the extension doubles (Possible question:

What does Hooke's law say about springs?)


Exploring: Resources Present data Students

Investigating stretching

Students can plot scatter graphs to determine the elastic limit and limit of proportionality for the springs. from 7Kb

Exploring

Science. in scatter graphs.

Draw lines of best fit on scatter graphs. investigate the stretching characteristics of various materials (e.g. springs and elastic bands) to find out whether a material stretches in a linear or nonlinear fashion.


Lesson 7Kc: Friction


Developing

 State what is meant by friction.

 Describe how friction forces affect movement.

 Describe some ways in which friction can be changed.

 Identify simple situations in which friction is helpful or not helpful.

Securing

 Recall some effects of frictional forces.

 Explain some ways in which friction can be changed.

 Suggest how and why friction has been reduced or increased in unfamiliar situations.

Exceeding

 Draw lines of best fit on scatter graphs.


Starter: Woodpecker

Show students the woodpecker toy with the woodpecker stationary at the top of the pole and then moving, to explain friction. Get students to sketch a diagram of this toy, annotating it to explain how it works.

Exploring: Light a fire

Ask students to use the Internet to find out how to light a fire without using matches. Ask them to explain the methods used in terms of friction.

Explaining: Lubrication demonstration

Demonstrate how a linear air track works and show students how long a glider can continue to move if the track is set up with rubber bands at each end. Get students to explain what a lubricant is. Use alternative demonstrations if you wish.

Plenary: Thinking about friction

Consider All Possibilities: A bicycle is not going very fast. (Possible answers: the axles need lubricating; the brakes are catching; there is a strong wind blowing; the cyclist is not pedalling hard.)

Differentiation Resources Maths skills Practical skills n/a Resources n/a Demonstrate from 7Kc

Exploring

Science. how a linear air track works and show students how long a glider can continue to move if the track is set up with rubber bands at each end.


Lesson 7Kd: Pressure


Developing

 State what is meant by: pressure.

 Recall that 1 Pa = 1 N/m 2 .

 Describe how the pressure depends on force and area.

 Describe the effects of high or low pressure in simple situations.

Securing

 Recall some common units for measuring pressures.

 Use the formula relating force, pressure and area.

Exceeding

 Explain applications of pressure in different situations.


 Record numbers using appropriate units for common measurements (e.g. of length, mass, time, temperature, current).

 Recognise the need to convert measurements into the same units in order to compare them.

 Recall the meanings of some prefixes used in the SI system (centi, milli, kilo).


Starter: Demonstrating pressure

Demonstrate the effects of pressure by placing various masses on modelling clay and measuring the depth of the impression made. Ask students to explain the relationship between pressure, weight and area.

Exploring: Reducing pressure under vehicles

Ask students to use the Internet to find pictures of different ways in which the pressure beneath vehicles can be reduced, and to explain why this is necessary.

Explaining: Gas pressure

Ask students to describe how gases can cause pressure. Demonstrate the effect using a lever arm balance (or top pan kitchen scales), and allowing a stream of small balls to fall onto the pan.

Plenary: Thinking about pressure

Consider All Possibilities: You are sinking into the ground. (Possible answers: your feet do not have a big enough surface area to reduce the pressure; you are too heavy for the surface; the ground is boggy.)

Differentiation Resources Maths skills Practical skills n/a Resources n/a Demonstrate from 7Kd

Exploring

Science. the effects of pressure by placing various masses on modelling clay and measuring the depth of the impression made.


Lesson 7Ke: Balanced and unbalanced


Developing


Starter: Balanced forces

 State what is meant by: balanced forces, unbalanced forces.

 Explain the effects of balanced and unbalanced forces in simple situations.

Securing

 Explain why a vehicle needs a force from the engine to keep moving at a constant speed.

 Describe how new evidence changed scientific ideas.

Exceeding

 Explain the effects of balanced and unbalanced forces in unfamiliar situations.

 Demonstrate various situations where forces are balanced (e.g. a heliumfilled balloon tied to a mass to stop it rising). Discuss the types of forces and how students know they are balanced.

Exploring: Modelling forces

Show students an image of a situation with a way of showing the forces present. Ask them to design better or clearer ways of representing forces and movement.

Explaining: Forces and speed

Show students clips of moving objects (e.g. motor cars, boats) and explain the forces on them to show that balanced forces do not affect the speed of moving objects. Provide additional clips for students to discuss whether the forces on the objects are balanced or unbalanced.


Consider All Possibilities: A car is slowing down. (Possible answers: the driver has applied the brakes; the car is going uphill; the driver has taken their foot off the accelerator so the friction forces are greater than the driving force.)

Differentiation Resources Maths skills Practical skills n/a Resources n/a Demonstrate from 7Ke

Exploring

Science. various situations where forces are balanced.

Discuss the types of forces and how students know they are balanced.


Lesson 7La: Animal sounds


Developing

 Recall that sounds are made by vibrations.

 State the meaning of pitch, volume, intensity, frequency, amplitude.

 Describe how to make different sources of sound louder or quieter, or make sounds of different pitches.

Securing

 Relate the size of a source of sound to the pitch of the sound it produces.

 Relate the volume/intensity of a sound to the size of the vibrations producing it.

Exceeding

 Apply knowledge of sound to new contexts.


Starter: Ideas about sound

Get students to volunteer their ideas about sound. Organise these through class votes (hands up) into ‘confident this is correct’, ‘uncertain about this’ and ‘sure this is incorrect’.

Exploring: Bird calls

Students use the Internet to find information on the sizes of different birds and listen to their calls. Ask them to investigate the hypothesis that the pitch of a bird’s call depends on its body size.

Explaining: Loudspeaker demonstration

Use a loudspeaker cone attached to a signal generator to demonstrate that vibrations produce sound. Start with a very low frequency, so that students can see the cone moving.

Turn up the frequency, allowing students to feel the vibrations by gently touching the speaker cone with their fingers.


What Was The Question: frequency.

(Possible questions: What is the name for the number of vibrations per second? What is measured in hertz? Which characteristic of a sound determines the pitch?)


Explaining: Resources n/a Demonstrate

Loudspeaker demonstration

Go on to demonstrate the link between the amplitude of vibration and volume by putting some rice from 7La

Exploring

Science. that vibrations produce sound and the link between the amplitude of vibration and volume. on the loudspeaker and turn up the volume.


Lesson 7Lb: Moving sounds


Developing

 Recognise that all matter consists of particles.

 Identify a solid, liquid or gas from the arrangement of particles.

 Recall that sound travels through different materials by vibrations, and needs a medium.

 Describe how a sound changes as you get further from the source.

Securing

 Recall that sound does not travel as quickly as light.

 Draw the arrangement of particles in a solid, liquid and gas.

 Use a model incorporating the idea of vibrations to explain how sound travels through different materials.

 Describe how fast sound is transmitted by solids, liquids, gases.

 Use quantitative data to compare the speed of sound in solids, liquids, gases.

 Calculate the speed of sound from data about echoes.

 Use the terms frequency, amplitude, speed to describe waves.

 Recall that waves transfer energy without transferring matter.

 Explain why sounds are fainter further from the source in terms of the waves spreading out.

Exceeding

 Evaluate the use of a slinky as a model for sound waves.

 Explain why the intensity of sound decreases with increasing distance


Starter: Bell jar demonstration

Use a bell jar with a sound source

(such as an electric bell) to show that sound waves can only travel from one place to another if a medium is present.

Exploring: Measuring the speed of sound

Students carry out an experiment to measure the speed of sound, using a clapper (or clap hands) to generate an echo from a wall.

Explaining: Oscilloscope demonstration

Use a signal generator and an oscilloscope to demonstrate how changing the frequency and intensity of a sound can lead to the trace of the sound wave changing on the screen. Ask students to sketch the oscilloscope trace, showing how the trace relates to the motion of the wave.


What Was The Question: water.

(Possible questions: Name a substance in which sound can travel faster than it can in air; Name a substance in which sound travels more slowly than in steel; What has sound travelled through when whales hear it?; Name a liquid.)


Exploring: Resources Presenting Students carry

Measuring the speed of sound

Students can discuss where errors may have from 7Lb

Exploring

Science. data graphically. out an experiment to measure the speed of sound, using a clapper occurred in their experiment and how they can improve their method.

Explaining:

Oscilloscope demonstration

(or clap hands) to generate an echo from a wall.

An optional extension to this activity is to demonstrate that most sounds are made up of more complex series of waves, by singing, whistling or playing various instruments into a microphone.

Exploring Science Working Scientifically – KS3 Physics, 3-year scheme of work from a source in terms of the energy dissipating.

 Apply knowledge of sound to new situations.


 Identify line graphs and scatter graphs, and extract simple information from them.

 Present data in line graphs and scatter graphs.

 Identify patterns using scatter graphs.


Lesson 7Lc: Detecting sounds


Developing

 Recall that sounds can be detected by sound meters and microphones.

 Recall that human hearing can be damaged by loud sounds.

 Name the parts of the ear.

 Recall that different animals have different hearing ranges.

 State the meaning of: ultrasound, infrasound.

 Compare how sounds travel through different materials.

Securing

 Describe the functions of the parts of the ear.

 Describe how microphones convert sound into electrical signals.

 Recall the units for loudness.

 Evaluate different materials used for soundproofing/ sound insulation.

Exceeding

 Explain how human hearing can be damaged by sound.

 Explain how animals can detect the direction from which a sound is coming.


Starter: What can you hear?

Ask students to sit in complete silence for two minutes and just listen. At the end of that time, ask them what sounds they heard, which were the loudest, where they were coming from, etc.

Exploring: Soundproof design

Students investigate which materials are the best for soundproofing.

Students plot a chart to show their results.

Explaining: Hearing ranges

Ask students to determine their own hearing range by using a signal generator and a loudspeaker connected to a suitable amplifier to produce a tone of medium loudness.


Plus, Minus, Interesting: We should be able to hear a much greater range of frequencies. (Possible answers:

Plus – we could use a wider range of frequencies in music; Minus – some things might make annoying high frequency noises that we cannot hear at the moment; Interesting – would we be able to hear bats? We can feel sounds below our hearing range through our bodies.)


Explaining: Resources Presenting Students

Hearing ranges

This activity can be used for comparing hearing ranges. from 7Lc

Exploring

Science. data graphically. investigate which materials are the best for soundproofing.

Students plot a

Means can be determined from the data and spreadsheet programs can be used to produce graphs or bar charts to show the hearing ranges of the students in the class. chart to show their results.

Students determine their own hearing range by using a signal generator and a loudspeaker connected to a suitable amplifier to produce a tone of medium loudness.


Lesson 7Ld: Using sounds


Developing

 Describe some uses of ultrasound.

 State the meaning of: absorb, transmit, reflect.

Securing

 Explain how sonar and echolocation work.

Exceeding

 Calculate depth or distance from time and velocity of ultrasound.

 Discuss the ethical aspects of animal experiments.


Starter: Three uses

Ask students to work in pairs to write down three uses of sound.

Exploring: Dolphins and sound

Ask students to research how dolphins use sound. They could find out about dolphin names (whistles that they use to identify each other) and how long dolphins can remember them.

Explaining: Uses of sound

Ask students to research the uses of sound, e.g. ultrasonography for medical diagnosis, ultrasonic cleaning and ultrasound used in physiotherapy.


Consider All Possibilities: A bat flies into an obstacle by mistake. (Possible answers: there is something wrong with the bat’s hearing; there are other sources of ultrasound that have confused the bat; the object has not reflected the ultrasound from the bat; it is a bat that does not use echolocation.)

Differentiation Resources Maths skills Practical skills n/a Resources n/a n/a from 7Ld

Exploring

Science.


Lesson 7Le: Comparing waves


Developing

 Use a model incorporating the idea of vibrations to explain how sound travels through different materials.

 State the meaning of: transverse wave, longitudinal wave.

 Recall what sort of waves sound waves and waves on water are.

 Recall that waves transfer energy without transferring matter.

Securing

 Model transverse and longitudinal waves.

 Compare longitudinal and transverse waves.

 State the meaning of superposition, and give examples.

 Explain why the intensity of sound waves decreases with increasing distance from a source in terms of the waves spreading out.

Exceeding

 Compare quantitatively how the intensity of sound waves and waves on water decrease with increasing distance from the source.


Starter: Two loudspeakers

Demonstrate superposition as students enter the room or ask students to file past the set-up before starting other activities.

Exploring: Noise and animals

Ask students to research the effects that noise can have on various animals. Different groups could be given different topics to research, such as the effects on whales/dolphins of marine noise, the effects of tourist helicopters on elephants and the effects of traffic noise on songbirds.

Explaining: Slinky demonstration

Use a slinky spring to illustrate the difference between longitudinal waves and transverse waves. Students can draw sketches of both waves, showing direction of wave, compression due to wave passing

(not transverse waves), motion of marker etc.


Consider All Possibilities: some waves on water are bigger than others.

(Possible answers: some waves are made by bigger stones/disturbances; some waves are further from their source so they are smaller; some waves are a result of two waves in the same place/superposition.)

Differentiation Resources Maths skills Practical skills n/a Resources Presenting Use a slinky from 7Le

Exploring

Science. data graphically. spring to illustrate the difference between longitudinal waves and transverse waves.


Lesson 8Ia: The particle model


Developing

 Describe the three states of matter in terms of shape, volume and compressibility.

 State what is meant by diffusion, contraction and expansion.

 Use the particle model of matter to explain the properties of solids, liquids and gases, and how their movement changes with temperature.

 Use the particle model of matter to explain expansion and contraction at different temperatures.

 State what is meant by density and recall its units and the factors that affect it.

Securing

 Describe how the volumes and densities of substances change at different temperatures.

 Identify some consequences of changing the temperature of objects or substances, such as structures expanding or contracting.

 Explain how density depends on mass and volume.

 Use the particle model of matter/particle theory to explain density changes at different temperatures.

Exceeding

 Use quantitative information on expansion and contraction.


 Describe how to measure the volume of regular and irregular objects.

 Change the subject of a simple mathematical formula.


Starter: Expansion

Demonstrate one or more effects caused by the expansion of materials on heating. Ask students to predict what will happen in each case, backing these up with an explanation based on behaviour of the particles.

After each demonstration, ask them to review their predictions and explanations.

Exploring: Expansion and contraction

Students research some uses for expansion and contraction, and some problems caused by these (and how the problems are overcome).

Explaining: Bimetallic strip

Show students a bimetallic strip and explain that it is made from two different metals stuck together. Show what happens when it is heated and ask them to suggest why this happens. Ask them to predict what will happen when it cools and why.

Plenary: Thinking about particles and density

Consider All Possibilities: The volume of a substance changes. (Possible answers: it is a gas that has been put into a bigger/smaller container; it has been heated and has expanded; it has been cooled and has contracted.)

Differentiation Resources Maths skills Practical skills n/a Resources n/a Demonstrate from 8Ia

Exploring

Science. one or more effects caused by the expansion of materials on heating.

Demonstrate heating and cooling a bimetallic strip.


Lesson 8Ib: Changing state


Developing

 Recall that ice is less dense than water.

 Describe the ways in which the volume and density changes during the water– ice transition are different from other materials.

 Explain how chemical changes are different from physical changes and recall some examples of each type.

 Recall that a change of state of a pure substance takes place at a constant temperature.

Securing

 Describe the effect of physical weathering on rocks and explain it in terms of expansion and contraction.

 Explain what happens to particles and temperature during changes of state, in terms of energy and forces.

Exceeding

 Compare densities of materials and link them to the mass of the particles and how closely they pack together.

 Explain why ice is less dense than water.

 Use the idea of latent heats when discussing changes of state.


Starter: Handwarmer

Show students the type of handwarmer that uses a state change to produce heat. Flex the handwarmer before setting it off to show that it is liquid, then click the disc and pass it around to allow students to feel the warmth. Ask them to use ideas about particles to explain why it feels warm.

Exploring: Ice to steam

Students gently heat a beaker of ice and record the temperature at regular intervals until the ice has melted and the water has been boiling for some time. Students plot line graphs to show their results.

Explaining: Sublimation

Demonstrate sublimation using iodine crystals.

Plenary: Thinking about changes of state

Odd One Out: evaporating, condensing, freezing. (Possible answers: freezing involves a solid; evaporating involves heating; evaporation is the only one that does not happen at a fixed temperature for a particular material.)

Differentiation Resources Maths skills Practical skills n/a Resources n/a Students gently from 8Ib

Exploring

Science. heat a beaker of ice and record the temperature at regular intervals until the ice has melted and the water has been boiling for some time.

Demonstrate sublimation using iodine crystals.


Lesson 8Ic: Pressure in fluids


Developing

 State what is meant by gas pressure and recall some of its effects.

 Recall that pressure in a fluid changes with depth.

 Describe how pressure in a fluid increases with depth.

 Use the particle model of matter to describe the causes of pressure in fluids.

Securing

 Explain some effects caused by air or water pressure using ideas about forces.

 Use the particle model of matter to explain atmospheric pressure in different situations.

 Explain why pressure in a fluid increases with depth.

 Use the particle model of matter to explain why gas pressure changes with temperature, number of particles and volume.

Exceeding

 Apply ideas about pressure to barometers and altimeters.

 Use the equation relating pressure to the depth and density of a liquid.


Starter: Air pressure demonstrations

Demonstrate a collapsing can (or one of the other practicals). Ask students to write down a prediction with associated explanations using ideas about particles and air pressure, and then to write down observations during or after the demonstration.

Exploring: Research altitude sickness

Ask students to find out about altitude sickness: when it occurs, what its causes and symptoms are, and how it can be treated.

Explaining: Pressure all around

Ask students to put on a disposable plastic glove and put their hand in a bowl of water. Use the experience to help students appreciate the idea of pressure acting equally in all directions in terms of particles and their movement.

Plenary: Thinking about pressure

What Was The Question?: There are more particles in each unit volume of air. (Possible questions: Why is the pressure higher inside a tyre when it has been pumped up? Why is it easier to breathe at sea level than on the top of a high mountain?)


Exploring: Resources n/a Demonstrate a

Research altitude sickness

Some students can go on to research air from 8Ic

Exploring

Science. collapsing can.

Ask students to put on a disposable pressure inside passenger aircraft or how training at altitude can increase athletic performance. plastic glove and put their hand in a bowl of water. Use the experience to help students appreciate the idea of pressure acting equally in all directions in terms of particles and their movement.


Lesson 8Id: Floating and sinking


Developing

 State what is meant by upthrust.

 Explain why an object floats.

 Recall the factors that affect the amount of upthrust on an object.

Securing

 Work out if something will float.

 Use ideas about density changes to explain how a hot air balloon flies/how the depth of a submarine is controlled.

Exceeding

 Explain that the upthrust depends on the weight of fluid displaced.

 Use ideas about displacement to explain phenomena connected with floating and sinking.


Starter: Dancing raisins

Demonstrate ‘dancing raisins’ by putting a few raisins into a beaker or glass of a colourless fizzy drink such as lemonade. Ask students to observe and describe what is happening and then to suggest and discuss reasons for these observations.

Exploring: Factors affecting upthrust

Students carry out an investigation to find out if the volume or the density of an object affects the amount of upthrust, using a force meter and balance.

Explaining: Cartesian diver

Combine ideas about pressure in fluids and the relationship between density and floating by demonstrating a Cartesian diver to students and asking them to suggest how it works.

Plenary: Thinking about floating

Consider All Possibilities: An object floats. (Possible answers: the object is less dense than water; the object is denser than water but is floating in a liquid with an even greater density; the object is shaped so that it has air spaces so its overall density is less than water.)


Exploring: Resources Apply Demonstrate

Factors affecting upthrust

Extend the investigation by asking students from 8Id

Exploring

Science. mathematical concepts and calculate results.

‘dancing raisins’ by putting a few raisins into a beaker or glass of a to investigate materials that float, to find out how the volume of each sample submerged varies with the volume, density or weight of the object. colourless fizzy drink such as lemonade.

Students carry out an investigation to find out if the volume or the density of an object affects the amount of upthrust, using a force meter and balance.


Lesson 8Ie: Drag


Developing

 Recall the different types of resistive forces and describe how they affect movement.

 Describe how drag changes with speed.

 Explain the effects of balanced forces in simple situations.

Securing

 Describe the ways in which the size of drag forces can be changed.

 Describe the causes of air and water resistance.

 Explain why a vehicle needs a force from the engine to keep moving at a constant speed.

Exceeding

 Use and interpret the equation linking drag, density, speed and frontal area.


Starter: Speed brainstorm

Ask students to list the differences between slow and fast vehicles of the same type (e.g., Boeing 747 and the supersonic Concorde, light aircraft and supersonic fighter aircraft, and a family car and a sports car). Then ask them to suggest reasons for these differences.

Exploring: Streamlined shapes

Students investigate the effect of shape on drag, using a dilute mixture of wallpaper paste and water in a large measuring cylinder, and modelling clay.

Explaining: Humans at the extremes

Research into exploring extreme altitudes and depths, and ask students to consider whether it is ethical to experiment on humans and animals to facilitate these explorations.

Plenary: Thinking about drag

Odd One Out: skier, cyclist, pilot.

(Possible answers: skier – the only one not using a machine; pilot – the only one not relying on muscle power to move forwards; pilot – the only one for whom streamlining could save fuel.)


Exploring: Resources Apply Students

Streamlined shapes

Ask students how the model helps them to think about drag. from 8Ie

Exploring

Science. mathematical concepts and calculate results. investigate the effect of shape on drag, using a dilute mixture of wallpaper paste and water in a large measuring cylinder, and modelling clay.


Lesson 8Ja: Light on the move


Developing

 Recall that light travels in straight lines and can pass through empty space.

 State the meaning of: opaque, translucent, transparent, reflect, scatter, transmit, absorb.

 Use the ray model of light to explain how we see things that are not sources of light and to explain how shadows are formed.

 Recall that sound does not travel as quickly as light, and sound needs a medium through which to travel but light does not.

 State the meaning of transverse wave and recall that light waves are transverse waves.

Securing


 Represent the path of light as straight lines with arrows on diagrams and describe how you can demonstrate that light travels in straight lines.

 Use a ray diagram to explain how shadows are formed and to explain image formation in pinhole cameras.

Exceeding

 Use ray diagrams to model and explain the effect of hole size on the image formed by a pinhole camera.

 Use a model to explain the effect of various factors on shadow size.


Starter: Light for seeing

Reinforce the idea that we see most objects (i.e. non-luminous things) because of reflected light. Get students to make an annotated sketch showing how they ‘see’ an object illuminated by a torch in a dark room and how they see objects in a lighted room. Discuss ways of representing the paths of rays.

Exploring: Pinhole cameras

Ask students to investigate how the size and number of holes in a pinhole camera affects the image.

Explaining: Straight lines 1

Demonstrate that light travels in straight lines. In a darkened room shine a beam of light onto a wall. Puff some talcum powder into the beam.

The powder dust should illuminate the beam of light more clearly.

Plenary: Thinking about light

Consider All Possibilities: You cannot see an object in a room. (Possible answers: there is no light in the room; you are not facing the object; there is an opaque screen between you and the object; there is light in the room but none of it is shining on the object.)

Differentiation Resources Maths skills Practical skills n/a Resources n/a Students from 8Ja

Exploring

Science. investigate how the size and number of holes in a pinhole camera affects the image.

Demonstrate that light travels in straight lines.


Lesson 8Jb: Reflection


Developing

 State the meaning of: reflect, scatter, transmit, absorb, reflection, angle of incidence, angle of reflection, normal, plane mirror.

 Describe some uses of plane mirrors.

 Describe the difference between even reflection and scattering, and recall the law of reflection.

 Use the ray model of light to explain how we see things that are not sources of light.

Securing

 State the meaning of: diffuse, specular, incident ray, reflected ray.

 Use the ray model of light to explain how a periscope works.

 Use ray diagrams to explain the law of reflection and to describe the differences in light reflected from smooth and rough surfaces.

 Describe the characteristics of the image formed by a plane mirror and use ray diagrams to explain its formation.

Exceeding

 State the meaning of: convex mirror, concave mirror.

 Use ray diagrams to explain some of the features of images in periscopes.


 Explain why internationally agreed symbols and conventions are necessary in science communication.

 Interpret diagrams that use scientific symbols and conventions.


Starter: Using mirrors

Ask students to think of as many uses of mirrors as they can. Then ask them to explain why the mirror is useful in each case.

Exploring: Make a periscope

Ask students if they know what a periscope is, and to suggest some uses for it. Then ask students to design their own periscope using their knowledge of mirrors and reflection.

Explaining: Images in plane mirrors

Demonstrate the various properties of an image in a plane mirror. The distance of the image behind the mirror can be demonstrated simply by laying a ruler at right angles to the mirror, or use an object such as a pencil stuck in a piece of modelling clay in front and behind the mirror.

Plenary: Thinking about reflection

Odd One Out: incident ray, reflected ray, normal. (Possible answers: normal is not a light ray; normal is the only one that has a fixed angle.) What Was The Question: specular. (Possible questions: What is the name for the type of reflection that happens in a mirror? Name the type of reflection where all the reflected rays go in the same direction.)


Exploring: Make Resources Measuring Students design a periscope

Ask students to draw a ray diagram to explain how their periscope works. from 8Jb

Exploring

Science. angles. their own periscope using their knowledge of mirrors and reflection.

Demonstrate the various properties of an image in a plane mirror.


Lesson 8Jc: Refraction


Developing

 Describe some uses of lenses.

 State the meaning of: refraction, angle of refraction, refracted ray, convex lens, converging lens.

 Recall that light, sound travels at different speeds in different materials.

 Draw ray diagrams to describe the refraction of light as it passes into and out of different media.

 Describe the effects of convex lenses on parallel beams of light.

Securing

 Explain why refraction occurs.

 State the meaning of focal length, focus, and principal axis.

 Relate the power of a lens to its shape.

Exceeding

 Describe the effects of concave lenses on parallel beams of light.

 State the meaning of: total internal reflection, critical angle.

 Describe some uses of total internal reflection such as in optical fibres and in binoculars.


Starter: Refraction demonstrations

Show students some examples of refraction. For example, stand a pencil in a beaker of water and ask students to describe the appearance of the pencil (it appears bent). Then ask them to explain the observed effects.

Exploring: Investigating lenses

Students use ray boxes to shine parallel rays of light through cylindrical converging lenses of different thicknesses and note the results.

Explaining: Lens demonstration

Use a ray box with triple slits to show students how a convex lens affects light. Then simulate a convex lens using two narrow prisms (available from equipment suppliers) placed base to base and using two ray boxes with single slits.

Ask students to predict what a concave lens will do to rays of light.

Plenary: Thinking about atoms and properties

What Was the Question: bigger.

(Possible questions: How does the angle of refraction compare to the angle of incidence when light goes from glass to air? How does the angle of incidence compare to the angle of refraction when light goes from air to water? How does the speed of light in air compare to the speed of light in glass/water?)


Exploring: Resources n/a Show students

Investigating lenses

Extended this by using a spherical convex lens to from 8Jc

Exploring

Science. some examples of refraction.

Students use ray boxes to form an image of a window or lamp on a screen to illustrate the effect of making light rays converge to a point. The relationship shine parallel rays of light through cylindrical converging lenses of different thicknesses and note the between the curvature of the lens and the distance between the lens and screen to achieve a focused picture can then be investigated. results.

Use a ray box with triple slits to show students how a convex lens affects light.


Lesson 8Jd: Cameras and eyes


Developing

 Recall the primary colours for light.

 Identify the parts of the eye (including rods and cones) and state their functions.

 Identify the parts of a camera and state their functions.

Securing

 Use ray diagrams to explain image formation in pinhole cameras.

 Identify which parts of the eye cause refraction of light and describe how light is focused on the retina.

 Describe similarities and differences between cameras and eyes.

 Describe some examples of the absorption of energy transferred by light leading to chemical or electrical effects (in the retina or in a camera sensor).

 Describe how secondary colours of white light can be made from primary colours of light.

 Describe the way our eyes detect different colours.

Exceeding

 Describe the causes and effects of long-sight and short-sight and how different types of lens are used to correct these defects.

 Explain how different types of lens are used to correct long-sight and shortsight.


Starter: Brainstorm cameras and eyes

Show students a pinhole camera. Ask them to suggest the differences between the pinhole camera and a real camera. Then ask students to note down any similarities and differences they can think of between cameras and eyes.

Exploring: Photograms

Students record simple images by arranging various translucent and opaque objects on a piece of photographic paper and then using a table lamp to expose the paper until it turns black.

Explaining: Model eye

Use a 3D model eye to help students appreciate the structure of the eye.

Ask them to identify the different parts of the model and explain their functions.

Plenary: Thinking about cameras and eyes

Consider All Possibilities: A camera does not take a good picture.

(Possible answers: the camera is broken; there is not enough light; something is covering the lens; the settings on the camera are wrong; the person is not holding the camera still.)

Differentiation Resources Maths skills Practical skills n/a Resources n/a Students record from 8Jd

Exploring

Science. simple images by arranging various translucent and opaque objects on a piece of photographic paper and then using a table lamp to expose the paper until it turns black.


Lesson 8Je: Colour


Developing

 Describe how to split light into different colours using a prism and correctly use the terms: spectrum, dispersion.

 Recall the colours of the visible spectrum, in order.

 Recall that the appearance of an object depends on the colour of light shining on it.

 Recall that filters can be used to make coloured light.

Securing

 Explain why coloured objects appear coloured.

 Explain how filters can be used to make coloured light.

 Explain why objects look different in light of different colours.

Exceeding

 Explain how paints of different colours can be made by colour subtraction.


Starter: Rainbow brainstorm

Ask students to describe a rainbow and the conditions in which rainbows occur. Ask them to suggest where the colours come from.

Exploring: Exploring filters

Students use white light from a ray box and shine it through different filters onto a white screen. Ask them to explore what happens when they use two filters, one after the other, and to suggest explanations for what they see happening.

Explaining: Mixing paint

Ask students to research how paints of different colours can be made by colour subtraction.

Plenary: Thinking about colours

What Was The Question: yellow.

(Possible questions: What colour do you get if green and red lights are mixed? What colour has a wavelength in the middle of the visible spectrum?

What colour does the Sun appear to be in the morning and afternoon?

What colour would a white car appear if illuminated in street lights/yellow lights/a mixture of red and green lights?)


Exploring: Resources n/a Students use

Exploring filters

Extend this by asking them to use a prism to produce a from 8Je

Exploring

Science. white light from a ray box and shine it through different filters onto a white spectrum, and then to investigate what happens when they shine the spectrum through different filters. screen. They then explore what happens when they use two filters, one after the other.


Lesson 8Ka: Temperature changes


Developing

 Recall some units for measuring temperature.

 Recall that energy will be transferred by heating between materials at different temperatures.

 Explain how internal energy and temperature are different.

 Identify the direction in which energy will be transferred in given circumstances.

 Recall the effect of evaporation on the temperature of the remaining liquid and recall ways of reducing energy transfers by evaporation.

 Describe the factors that determine the temperature of an object.

Securing

 Describe the factors that affect the rate of transfer of energy by heating.

 Use the particle model of matter to explain energy transfer by evaporation from a surface.

Exceeding

 Convert between the Kelvin and

Celsius scales.

 Describe how the average kinetic energy of the particles in a gas relates to its Kelvin temperature.


Starter: Living in extremes

Ask students to brainstorm the ways in which humans adapt to extreme climates around the world by adapting their housing. Discuss the ideas put forward.

Exploring: Sweat and cooling

Model a sweaty human body using a plastic drinks bottle filled with warm water and wrapped in a damp paper towel or kitchen roll. Then ask students to use this model to find out if sweat can help you to cool down.

Explaining: The cooling effect of evaporation

Explain the link between the average speed of particles and temperature, and why evaporation produces a cooling effect.

Plenary: Cooling by evaporation

Put one drop of surgical spirit on to the back of students’ hands, and one drop of water. Ask students to explain why the surgical spirit feels colder than the water, even though both are at room temperature.


Exploring: Sweat Resources Choosing Model a sweaty and cooling

Students could consider the validity of their model by researching relevant information about the human body from 8Ka

Exploring

Science. and using a suitable level of accuracy for measurements.

Plot graphs. human body using a plastic drinks bottle filled with warm water and wrapped in a damp paper towel or kitchen roll. Students and comparing it with similar information about their model. then use this model to find out if sweat can help you to cool down.


Lesson 8Kb: Transferring energy


Developing

 Recall that energy can be transferred by heating in conduction, radiation and convection.

 Recall examples of common thermal conductors and insulators.

 Identify the process(es) in which energy is transferred by heating in a given situation.

 Describe how energy is transferred in conduction, convection and radiation.

 Explain why particular materials are used for given purposes.

 Use the particle model of matter to explain energy transfers by conduction and convection.

Securing

 Compare conduction in thermal conductors and thermal insulators.

 Explain the process(es) in which energy is transferred by heating in a given situation.

 Compare conduction, convection, radiation and evaporation as methods of heat energy transfer.

Exceeding

 Explain the causes and effects of wind chill.


Starter: Touching materials

Provide students with a range of different materials, including metal objects and insulating materials, such as polystyrene foam. Ask them to touch each material and decide whether it feels warm or cold. Ask them to suggest why the materials feel different to the touch.

Exploring: How fast does metal conduct heat?

Students measure how fast heat travels along a metal rod, using a clamp and temperature sensors at equal intervals along it.

Explaining: Convection in water

Demonstrate a convection current in water using a potassium manganate(VII) crystal, a tube, a beaker of water and a Bunsen burner.

Ask students to explain why some of the water turns purple and then why the purple water moves in the way it does.

Plenary: Energy transfer demonstrations

Show students two demonstrations

(wood and metal, and a smoke box) and ask them to explain what is happening in each case, using words such as conductor, insulator, density, convection, etc., as appropriate.

Differentiation Resources Maths skills Practical skills n/a Resources Choosing Students from 8Kb

Exploring

Science. and using a suitable level of accuracy for measurements. measure how fast heat travels along a metal rod, using a clamp and temperature sensors at equal intervals along it.

Demonstrate a convection current in water using a potassium manganate(VII) crystal, a tube, a beaker of water and a

Bunsen burner.

Show students two demonstrations

(wood and metal, and a smoke box) and ask them to explain what is happening in each case.


Lesson 8Kc: Controlling transfers


Developing

 Recall ways of reducing energy transfer by conduction, convection and evaporation.

 Apply the idea of different colours being good or poor emitters or absorbers.

 Explain why particular materials are used for given purposes.

Securing

 Evaluate ways of increasing or decreasing energy transfer by conduction, convection, radiation and evaporation.

 Compare the effects of different rates of conduction in different materials.

Exceeding

 Apply the idea of thermal mass to homes.


 State the meaning of: accuracy.

 State the meaning of: precision.

 Use information about resolution to choose measuring instruments.

 Explain how to avoid systematic and random errors.


Starter: Water as an insulator

Ask students what they think will happen when you heat a borosilicate glass boiling tube of water with an ice cube held at its base with a piece of gauze.

Demonstrate the practical and ask students to explain why the ice does not melt.

Exploring: Investigating insulation

Students plan and carry out an investigation of the factors that affect insulation, such as thickness of material, type of material, shiny/dull material, no air, etc.

Explaining: Air as an insulator

Demonstrate that most effective insulators consist mainly of air, by asking students to examine a piece of foam rubber or expanded polystyrene using a hand lens, or use a vacuum pump to evacuate the air from a piece of duvet filling.

Plenary: Thinking about controlling energy transfer

Odd One Out: glass, feathers, bubble wrap. (Possible answers: glass does not contain pockets of air; feathers come from living things.)

Differentiation Resources Maths skills Practical skills n/a Resources Choosing Demonstrate from 8Kc

Exploring

Science. and using a suitable level of accuracy for measurements. what happens when you heat a borosilicate glas s boiling tube of water with an ice cube held at its base with a piece of gauze.

Students plan and carry out an investigation of the factors that affect insulation, such as thickness of material, type of material, shiny/dull material, etc.

Demonstrate that most effective insulators consist mainly of air.


Lesson 8Kd: Power and efficiency


Developing

 Match Sankey diagrams to simple situations.

 State the meaning of efficiency and recall some advantages of efficient appliances.


 Describe whether one machine is more efficient than another.

 Describe what power means, and the relationship between watts and joules/second.

Securing

 Use Sankey diagrams to compare appliances or processes.

 Calculate energy efficiencies.

 Explain why the efficiency can never be greater than 100%.

Exceeding

 Use the formula relating power, energy and time (in W, J and s).

 Evaluate energy-saving appliances or modifications.


Starter: Appliances brainstorm

Ask students to work in groups to list all the devices they can that use electricity (either from cells or from the mains). Ask them to agree categories for the main way in which each device transfers energy, then to divide their lists into these categories.

Exploring: Power ratings

Students examine various items of domestic electrical equipment to find their power ratings. Ask students to find a connection between the type of energy transfer that the device carries out and its power rating.

Explaining: Drawing Sankey diagrams

Guide students through the process of converting data about energy transfers into a Sankey diagram.

Plenary: Thinking about power and efficiency

Odd One Out: electricity, heating, chemical. (Possible answers: chemical is the only one that is used as a name for an energy store; heating is the only one that is both a useful and a wasteful way of transferring energy.)


Exploring: Power Resources n/a Students ratings

Use a joule meter to demonstrate the amount of energy used in a from 8Kd

Exploring

Science. examine various items of domestic electri cal equipment to find their power ratings. fixed time by different pieces of equipment. The results should be linked to the power ratings of the equipment.


Lesson 8Ke: Paying for energy


Developing

 Recall that electricity and mains gas are charged for on the basis of the energy transferred.

 Explain why power companies use the kWh as a measure of energy.

 Recall some advantages of low-energy appliances.

Securing

 Use data to consider cost efficiency by calculating payback times.

 Evaluate different ways of keeping something warm.

Exceeding

 Use data to evaluate methods of reducing carbon emissions.


Starter: Domestic fuel bills

Ask students to work in pairs to come up with as many different explanations for this statement as they can: ‘One household spends twice as much as another on gas and electricity each year.’

Exploring: Energy survey

Ask students to carry out an energy survey, by writing down an estimate of how long each type of electrical equipment is used for in their home each day and its power rating (in watts). Ask students to analyse their results (provide guidance).

Explaining: Keeping warm

Discuss (or ask students to research) some of the consequences of climate change and why we should try to reduce our use of fossil fuels.

Plenary: Thinking about temperature

Consider All Possibilities: A household’s energy bills go down.

(Possible answers: the cost of electricity or gas has gone down; they are not using as many appliances; they have bought some more efficient appliances; they have insulated their home.)


Exploring: Energy Resources n/a Students survey

Follow up the energy survey by asking students to produce a from 8Ke

Exploring

Science. complete an energy survey. leaflet explaining the best ways to save energy at home.


Lesson 8La: Gathering the evidence


Developing

 Explain how we see the Moon.

 Describe how the Earth, Moon and planets move.

 Describe the positions of the Earth and planets in the Solar System.

 Describe some ways of investigating the planets.

 Compare the geocentric and heliocentric models of the Solar

System.

Securing

 Use a model to explain why we see phases of the Moon.

 Explain how technological developments have increased our knowledge of the Solar System.

 Explain why the heliocentric model is our current model of the Solar System.

Exceeding

 Compare different theories for the origin of the Moon.

 Use a model to explain why we have partial and total solar eclipses.


Starter: Spherical Earth?

Ask students to jot down as many reasons as they can why we reject the theory that the Earth is flat and know that it is roughly spherical.

Students should then write a short passage explaining the evidence that the Earth is not flat.

Exploring: Exploring the Solar System

Students work in groups to research one space mission and produce a brief presentation on what the spacecraft looked like, where it went and something that it found out.

Explaining: Eclipses

Demonstrate what happens during an eclipse using a globe to represent the

Earth and a smaller ball to represent the Moon. Ask: Why does an eclipse not happen every month?

Plenary: Thinking about the Earth in space

Odd One Out: Sun, Earth, Moon.

(Possible answers: the Sun is the only one that makes its own heat and light; the Earth is the only one we can live on; the Earth is the only one that we cannot see the shape of; the

Moon is the only one we could do without and still survive.)

Differentiation Resources Maths skills Practical skills n/a Resources n/a Demonstrate from 8La

Exploring

Science. what happens during an eclipse using a globe to represent the

Earth and a smaller ball to represent the

Moon.


Lesson 8Lb: Seasons


Developing

 Describe differences in the seasons in terms of day length and the height of the Sun.

 Explain the changes in day length and height of the Sun in terms of the tilt of the Earth’s axis.

Securing

 Use a model to explain the changes in the seasons.

 Use a model to explain why the height of the Sun at noon and hours of daylight vary with latitude.

 Use a model to explain the pattern of light and dark at the poles.

 Explain the effect of the tilt of the

Earth’s axis on the energy received from the Sun.

Exceeding

 Obtain information from secondary sources to investigate the relationships in astronomical data.

 Analyse the rotations and axes of other planets to predict annual changes.


Starter: Differences between summer and winter

Carry out a free-writing exercise, asking students to jot down all the differences they can think of between summer and winter.

Exploring: Hours of daylight 2

Ask students to investigate if everywhere in the world has more hours of daylight in their summer months than in their winter months and how the latitude affects daylight hours.

Explaining: Seasons demonstration 1

Use a globe and a strong light source to demonstrate the seasons.

Plenary: Thinking about the seasons

Consider All Possibilities: The North

Pole is not tilted towards the Sun.

(Possible answers: it is winter/spring/autumn in the northern hemisphere; we are not on Earth, but on another planet with a North Pole.)

Differentiation Resources Maths skills Practical skills n/a Resources n/a Use a globe and from 8Lb

Exploring

Science. a strong light source to demonstrate the seasons.


Lesson 8Lc: Magnetic Earth


Developing

 State what is meant by a magnetic field and recall the shape of the field of a bar magnet.

 Describe the effect of the Earth’s magnetic field on compass needles.

 Explain how to arrange two magnets so that they attract or repel each other.

Securing

 Recall the direction of a magnet’s magnetic field.

 Explain how a compass can be used together with maps for navigation.

 Explain how a plotting compass can be used to show the shape and direction of a magnetic field.

 Describe the Earth’s magnetic field and explain why a magnetic compass needle points north.

Exceeding

 Describe the shape of the magnetic field between two bar magnets in different arrangements.

 Use ideas about the Earth’s magnetic field to explain variation, dip and deviation.


Starter: Floating paper clip

Have the ‘floating paper clip’ practical set up at the front of the class as students enter. This should provide some instant discussion as to why the paper clip stays up and this can lead onto a discussion of magnetic materials.

Exploring: Field patterns using iron filings

Students find the shape of a magnetic field by placing a sheet of paper over a bar magnet and sprinkling iron filings onto the paper.

Explaining: Direction of a magnetic field

Magnetise a pin or needle and stick it vertically through a cork so that it floats in a bowl of water with its north pole uppermost. Ask students to predict what will happen if a magnet is held near the top of the pin.

Plenary: Thinking about magnetic fields

Plus, Minus, Interesting: Magnets should always repel each other.

(Possible answers: Plus – it would be easier to tell the difference between a magnet and a magnetic material; Minus

– magnets would not be as useful to us if they only repelled each other;

Interesting – can a magnet exist with only one pole? You can only tell if you have two magnets by seeing if they will repel each other.)


Starter: Floating Resources n/a Have the paper clip

Extend the demonstration by using a bar magnet to pick from 8Lc

Exploring

Science.

‘floating paper clip’ practical set up at the front of the class as up another bar magnet and show students that this only works if the two magnets are held with unlike poles together.

Exploring: Field students enter.

Students find the shape of a magnetic field by placing a sheet of paper over a bar magnet and patterns using iron filings

Extend this activity by asking students to find the shape of the field of a horseshoe magnet. sprinkling iron filings onto the paper.

Magnetise a pin or needle and stick it vertically throug h a cork so that it floats in a bowl of water with its north pole uppermost. Ask students to predict what will happen if a magnet is held near the top of the pin.


Lesson 8Ld: Gravity in space


Developing

 Recall the direction in which gravity acts.

 Recall the factors that affect the strength of gravity.

 State the meaning of gravitational field strength.

 Explain why the weight of an object changes if taken to the Moon, but not its mass.

 Recall that planets and natural satellites are kept in orbit by gravity.

Securing

 Describe how mass and distance affect the strength of gravity.

 Describe how gravity affects bodies in space.

 Use gravitational field strength to calculate weights.

Exceeding

 Explain why the speed of a planet changes as it moves around its orbit.


 Use ratio notation to compare things.

 Convert fractions to decimals and percentages.


Starter: Gravity brainstorm

Ask students to write down what they know about gravity and how it affects bodies in the Solar System.

Exploring: ROKIT investigation

Demonstrate the safe use of a model rocket kit. Groups of students could use the kit to investigate how the volume of the bottle or the volume of water used affects the maximum height reached by the ROKIT, how the angle of launch or the wind speed affect the range, or how the ROKIT can be streamlined.

Explaining: Gravity and orbits

Demonstrate the role of gravity by swinging a small object around your head on a length of string.

Demonstrate what would happen if gravity did not exist by letting go of the string.

Plenary: Thinking about gravity and the Solar System

Consider All Possibilities: A rocket can’t get into orbit around the Earth.

(Possible answers: the mass is too great; the engines do not produce enough force; there is not enough fuel to run the engines for long enough.)


Exploring: ROKIT Resources Drawing line Students can investigation

Challenge students to work out how to make accurate measure ments of altitude; and how to measure the trajectory (if they choose to investigate this). from 8Ld

Exploring

Science. graphs and scatter graphs, and using these to draw conclusions. use a ROKIT kit to investigate how various factors affect the height it can reach.

Demonstrate the role of gravity by swinging a small object around your head on a length of string.


Lesson 8Le: Beyond the Solar System


Developing

 State the meaning of: Sun, star, galaxy, Universe, constellation.

 Describe the Milky Way.

 State the meaning of: light year.

Securing


Starter: Solar System concept maps

Ask students to make concept maps to show what they have learned about the Solar System so far.

Exploring: Research spending debate

 Explain that stars in a constellation

 Compare the relative sizes and distances of objects in space. to a planet’s position in a galaxy.

 Describe some ways in which

 only appear to be close to each other.

Exceeding

 Describe the different shapes of galaxies and relate the view of the sky

Ask students to research the approximate cost of a project (e.g. a new space telescope, a crewed mission to Mars) and the kinds of things the project might find out.

They should also evaluate its benefits and drawbacks compared with other ways of finding out about astronomers can detect planets orbiting stars other than the Sun. space.

Explaining: Orion model

Make a model of the main stars in the constellation Orion by mounting small polystyrene spheres (representing stars) on sticks mounted on a board.

Bamboo kebab skewers can be used for mounting. Students move around the model to see how the stars appear when viewed from different angles.

Plenary: Thinking about the stars

What Was The Question: Polaris.

(Possible questions: Which star is above the North Pole? Name a star in the Little Bear constellation. Name the star that the two end stars in the

Plough point to. Which star do you use to find north?)

Differentiation Resources Maths skills Practical skills n/a Resources n/a n/a from 8Le

Exploring

Science.


Lesson 9Ia: Forces and movements


Developing

 Name different forces, such as weight, friction, upthrust, drag.

 Identify the forces acting on moving and stationary objects, and the directions in which they act.

 Explain the effects of balanced and unbalanced forces in a range of situations.

 Describe how drag changes with speed.

Securing

 Calculate the resultant of forces acting along the same line.

 Explain why vehicles or other moving objects have a top speed.

Exceeding

 Use scale drawings to find the resultant of forces in two dimensions.


Starter: True or false

Students work in pairs or threes to write out five statements about forces: three correct and two deliberately incorrect. Ask each group to read out one of their statements.

The rest of the class should show a

‘thumbs up’ for true statements, and a ‘thumbs down’ for false ones.

Exploring: Safer roads

Ask students to make a road safety poster or computer presentation. The presentation should describe the forces on a moving car, how these forces can be changed and how the balance of these forces affects its movement.

Explaining: Air track demonstration

Demonstrate the effects of friction on movement using a linear air track.

Plenary: Thinking about forces

Consider All Possibilities: Car A has a higher top speed than car B. (Possible answers: car A has a more powerful engine/can produce a bigger force from its engine; car A has less friction in its wheels, etc.; car A has a more streamlined shape so its air resistance is less.)

Differentiation Resources Maths skills Practical skills n/a Resources n/a Demonstrate from 9Ia

Exploring

Science. the effects of friction on movement usin g a linear air track.


Lesson 9Ib: Energy for movement


Developing

 Recall the different ways in which energy can be transferred and stored.

 Identify situations in which energy is stored or in which an energy transfer is taking place.

 Recall examples of renewable and nonrenewable energy resources.


 Recall the law of conservation of energy.

Securing

 State the meaning of efficiency.

 Describe the factors that affect an object’s kinetic energy and gravitational potential energy.

Exceeding

 Apply ideas about energy stores and transfers to complex situations.


Starter: Alphabet words

Ask students to write out the alphabet vertically on a sheet of scrap paper and then to work in small groups to write one or more words for each letter that are connected with energy stores, transfers and resources.

Exploring: Investigating pendulums

Students investigate the factors that affect the swing of a pendulum, such as the length, mass or initial amplitude of swing on the period

(time per swing).

Explaining: Energy transfers and stores

Set up two experiments to demonstrate energy transfers and stores: an electric motor connected to a cell, driving a pulley that can be used to lift a weight and a linear air track with elastic bands at the ends and set a glider moving gently.

Plenary: Thinking about energy

Odd One Out: solar energy, coal, tidal power. (Possible answers: coal is the only non-renewable resource; coal is the only resource that can easily be stored; tidal power is the only one that can be used only to generate electricity (solar can provide heating or electricity, as can coal).)


Explaining: Resources n/a Students

Energy transfers and stores

Set a pendulum swinging and ask students to from 9Ib

Exploring

Science. investigate the factors that affect the swing of a pendulum, such as the explain why the pendulum will eventually stop swinging. length, mass or initial amplitude of swing on the period (time per swing).

Demonstrate energy transfers and stores using an electric motor connected to a cell, driving a pulley that can be used to lift a weight, and a linear air track with elastic bands at the ends and set a glider moving gently.


Lesson 9Ic: Speed


Developing

 Describe the meaning of speed and mean speed.

 Explain how the distance travelled and the time taken affects the speed.

 Use the formula relating speed, distance and time.

 Represent simple journeys on a distance– time graph.

 Describe changes of speed shown on a distance–time graph.

 Explain what relative speed means.

Securing

 Explain why the maximum speed on a journey is usually greater than the mean speed.

 Calculate speeds from the gradient of a distance–time graph.

 Calculate the relative speed between two objects moving along the same line.

Exceeding

 Work out the direction of relative motion for objects not moving along the same line.


 Change the subject of a simple mathematical formula.

 Calculate the gradient of a line on a graph.


Starter: Brainstorm speed

Ask students to jot down their ideas about speed, what it means, its units of measurement and some examples of fast- and slow-moving objects.

Exploring: Investigating speed

Students investigate the variables that affect the speed of toy cars running down a ramp. Factors that could be investigated: steepness of the slope, mass of the cars/trolleys, type of car, different surfaces for the ramp. Use light gates to measure the mean speed of the cars.

Explaining: Measuring speed demonstration

Demonstrate how a light gate can be used to measure the speed of a toy car or trolley down a ramp.

Plenary: Thinking about speed

Consider All Possibilities: One car completes its journey in a shorter time than another. (Possible answers: it travels faster; it does not stop and the other does; it does not have as far to go.)


Explaining: Resources n/a Students

Measuring speed demonstration

Use this demonstration to reinforce the from 9Ic

Exploring

Science. investigate the variables that affect the speed of toy cars running down a meaning of accuracy and reliability. ramp.

Demonstrate how a light gate can be used to measure the speed of a toy car or trolley down a ramp.


Lesson 9Id: Turning forces


Developing

 Describe how a simple lever can magnify force or distance.

 Identify the pivot, load and effort in

Class 1 levers.

 Explain how levers are used in common devices.

 State what is meant by a moment of a force and recall its units.

 Recall that an object will balance if the moments are equal and opposite.

 Describe the factors that affect the size of a moment.

Securing

 Identify the pivot, load and effort in

Class 2 and Class 3 levers.

 Use the formula relating moment, force and perpendicular distance.

Exceeding

 Describe how gears affect the force needed to move an object and the speed of movement.

 Explain how gears work using ideas about moments.


Starter: Examples of levers

Show students examples of the same type of machine, such as a pair of embroidery scissors and a pair of kitchen scissors, or a small and large spanner. Ask students why the things are made in different sizes and ask them to suggest situations in which they would use the large or the small example.

Exploring: Using levers

Set up a circus and allow students to try different levers. Ask students to identify the pivot and the position of the effort.

Explaining: Perpendicular distances

Use a long object with a weighted end to demonstrate that, when working out a moment, the distance used must be perpendicular to the force.

Calculate what the moment of the weight.

Plenary: Thinking about levers

Consider All Possibilities: You cannot lift a heavy mass using a lever.

(Possible answers: the mass is too far away from the fulcrum; the lever is not long enough; you cannot provide enough force.)


Starter: Resources Substitute Students try

Examples of levers

Give students a scenario: they have a tin of from 9Id

Exploring

Science. into formulae. different levers.

Use a long object with a weighted end to paint and five different screwdrivers of different lengths

(5 cm, 10 cm, 15 cm, 20 cm and

25 cm). Ask them to write down which screwdemonstrate that, when working out a moment, the distance used must be perpendicular to the force. driver they would choose and why, using as much physics as they can in their answers, including the words ‘pivot’,

‘load’ and ‘effort’.


Lesson 9Ie: More machines


Developing

 Describe how a ramp or a simple pulley system can reduce the force needed to lift an object.

 Recall that if the force needed is decreased the distance it moves is increased.

 Describe the relationship between work done and energy transferred.

 Describe the factors that affect the total work done.

Securing

 Use the formula relating work, force and distance moved.

 Use ideas about conservation of energy when explaining how simple machines work.

Exceeding

 Work out the mechanical advantage of simple machines.

 Explain why the actual mechanical advantage may not be the same as the theoretical value.

 Use the idea that a force can be represented by two orthogonal forces.


Starter: Sure or unsure?

Ask students to write down one thing about levers and moments that they are sure about, and one thing they are unsure about. Revise the things that students are having difficulty with.

Exploring: Investigating pulleys

Students investigate the force needed to lift a given mass with different numbers of pulleys in the system and also how far the mass and the pulling force move. Remind students how to convert a mass to a force.

Explaining: Pulley and ramp demonstrations

Demonstrate how pulleys and ramps reduce the force needed to move an object upwards.

Plenary: Thinking about machines

Odd One Out: ramp, lever, pulley.

(Possible answers: ramp is the only one that does not move itself when the load is moved; pulley can be used to change the direction of a force as well as changing the size; lever is the only one that can be used to increase the size of the force needed/increase the distance moved.)


Exploring: Resources Substitute Students

Investigating pulleys

Ask students to calculate the work done in each case. from 9Ie

Exploring

Science. into formulae. investigate the force needed to lift a given mass with different numbers of pulleys in the system and also how far the mass and the pulling force move.

Demonstrate how pulleys and ramps reduce the force needed to move an object upwards.


Lesson 9Ja: Force fields


Developing

 Recall the shape and direction of a magnet’s magnetic field, and its effect on magnetic materials and other magnets.

 Describe the Earth’s magnetic field and its effect on compass needles.

 Recall the variables that affect the strength of gravity.

 State the meaning of gravitational field strength.

 Use gravitational field strength to calculate weights.

Securing

 Describe how mass and distance affect the strength of gravity.

 Describe the variables that affect an object’s gravitational potential energy.

Exceeding

 Describe how gravitational effects were used to estimate the mass of the

Earth.

 Describe the domain model and use it to explain various phenomena connected with magnets.

 Use data to derive the formula relating the force of gravity to masses and the distance between them.


Starter: Revisit the floating paperclip

Set up a floating paperclip at the front of the class. Ask students to explain why the paperclip stays up, what will happen if you move the magnet a little further from the paperclip and to suggest a ‘rule’ about the strength of the magnetic field.

Exploring: Attraction and repulsion – magnets

Students determine the rules for attraction and repulsion between the poles of bar magnets by suspending one magnet in a stirrup and bringing another close to it.

Explaining: Modelling force fields

Look at how gravitational and magnetic fields can be represented by lines showing the direction a mass/north pole will move.

Plenary: Thinking about force fields

Consider All Possibilities: An object is not attracted to a magnet. (Possible answers: the object is not made from a magnetic material; the object is too far away from the magnet; the magnetic field of the magnet is too weak; the object is another magnet and like poles are facing.)

Differentiation Resources Maths skills Practical skills n/a Resources n/a Students from 9Ja

Exploring

Science. determine the rules for attraction and repulsion between the poles of bar magnets by suspending one magnet in a stirrup and bringing another close to it.


Lesson 9Jb: Static electricity


Developing

 Recall how objects can be given a charge of static electricity, and describe some of its effects.

 Describe the kinds of materials that can and cannot be given a charge of static electricity.

 Recall the two types of charges and their effects on each other.

 Use ideas about attraction and repulsion to explain electrostatic phenomena involving repulsion between like charges.

Securing

 Explain why a conducting object cannot be given a charge of static electricity.

 State what is meant by electric field, and recall the shape and direction of the electric field around a charged object.

 Describe the effect of an electric field on electrically charged objects.

 Explain how the transfer of electrons results in the two materials gaining equal and opposite charges.

Exceeding

 Recall and explain how a charge can be induced in an uncharged object and use this idea to explain familiar electrostatic phenomena.


Starter: Tricks with static

Rub a polythene or acetate rod with a duster until it has sufficient charge to pick up small pieces of tissue paper.

Ask students to name the force that is lifting the paper. Ask students to suggest similarities and differences between this demonstration and using a magnet to pick up paperclips.

Exploring: Attraction and repulsion – charges

Students investigate the forces of attraction and repulsion between like and unlike charges, using acetate and polythene rods.

Explaining: Van de Graaff generator demonstrations 2

Carry out a demonstration to show induced charges using a Van de

Graaff generator: head of hair, spraying cereal, pie dishes or soap bubbles.

Plenary: Thinking about static electricity

Odd One Out: copper, glass, polythene. (Possible answers: copper is the only one that conducts electricity; copper is the only one that cannot be given a charge of static electricity by rubbing; glass is the only transparent one.)


Explaining: Van Resources n/a Demonstrate de Graaff generator demonstrations 2

Ask students to explain from 9Jb

Exploring

Science. rubbing a polythene or acetate rod with a duster until it has sufficient the demonstratio ns as they happen and then choose one demonstration to describe and explain on an A4 poster. charge to pick up small pieces of tissue paper.

Students investigate the forces of attraction and repulsion between like and unlike charges, using acetate and polythene rods.

Carry out a demonstration to show induced charges using a

Van de Graaff generator.


Lesson 9Jc: Current electricity


Developing

 Identify common symbols for components.

 Recall how the current changes when the voltage of the supply changes.

 Explain how switches can be used to control different parts of a parallel circuit.


 Describe how current and voltage behave in series and parallel circuits.

Securing

 Describe how voltage and energy are linked.

 Describe a current as a flow of electrons.

Exceeding

 Describe the relationship between watts and joules/second.

 Use the formula relating power, current and voltage.


Starter: Electricity true or false?

Students work in pairs to write out five statements about circuits and electricity, of which two should be deliberately false. They read out one statement to the class, who decide if it is true or false.

Exploring: Models of circuits

Provide a model to explain how electrical circuits work (e.g. lorries collecting, transporting and depositing material; repeat). Ask students which part of the model represents parts of a circuit.

Explaining: Switches

Show students examples of different types of switch. Demonstrate the switches, and elicit ideas about how they work and what they can be used for.

Plenary: Thinking about current electricity

Odd One Out: atom, electron, nucleus. (Possible answers: atom, as the other two are parts of an atom; atom, as it normally has no charge whereas electrons and nuclei have charges; electron – the only particle that can move through a material.)

Differentiation Resources Maths skills Practical skills n/a Resources n/a Show students from 9Jc

Exploring

Science. examples of different types of switch.


Lesson 9Jd: Resistance


Developing

 State what is meant by resistance and name its units.

 Describe the relationship between resistance and current.

 Describe how the resistance of a wire varies with length and thickness.

 Use the formula relating voltage, current and resistance.

Securing

 Plan an investigation into how the resistance of a wire changes with length or thickness.

 Interpret a voltage–current graph for resistors of different values.

Exceeding

 Describe how the resistance of a filament lamp changes with voltage.

 Explain why the resistance of a filament lamp increases with increasing voltage.


 Round numbers to a given number of decimal places or significant figures.

 Decide on an appropriate level of accuracy before rounding numbers.


Starter: Variable resistors

Show students a rheostat connected in series in a circuit with a bulb. Show the effect on brightness of moving the slider and ask them to suggest how the rheostat works, revising ideas about resistance.

Exploring: Resistance and temperature

Students investigate the effect of temperature on resistance using a filament bulb. Use the voltage across the bulb as a proxy for temperature.

Explaining: A model for resistance

Show students one or more models for electrical resistance. A simple physical model can be made using a ping-pong ball rolling down a shallow ramp.

Plenary: Thinking about resistance

Consider All Possibilities: A circuit is changed so that the current through a bulb decreases. (Possible answers: the voltage of the cell/power supply is reduced; more bulbs are added to the circuit; a resistor is added to the circuit; the bulb is changed for one with a higher resistance.)


Explaining: A Resources n/a Show students model for resistance

Students can discuss how the model could be from 9Jd

Exploring

Science. a rheostat connected in series in a circuit with a bulb. changed to represent a wire at different temperatures and how this would model the results they obtained in their investigation.

Students investigate the effect of temperature on resistance using a filament bulb. Use the voltage across the bulb as a proxy for temperature.


Lesson 9Je: Electromagnets


Developing

 Describe the shape of the magnetic field around a wire carrying a current.

 Describe an electromagnet and the shape of its magnetic field.

 Describe how the strength of an electromagnet can be changed.

 Explain how electromagnets are used in simple applications.

Securing

 Explain how changing the size or direction of the current affects the magnetic field.

 Explain how electromagnets are used in relays.

 Describe how a wire carrying a current must be oriented in a magnetic field to produce a force.

 Describe how the motor effect is used in a simple electric motor and how the force it produces can be changed.

Exceeding

 Use Fleming’s left-hand rule and the right-hand grip rule.

 Explain how the motor effect is used in unfamiliar devices.


Starter: Homopolar motor

Make a simple homopolar motor

(from a cell, a small magnet and some wire) and show it to students.

Encourage them to come up with a list of questions, such as: ‘What is the wire for?’, ‘What shape is the magnetic field of the magnet?’, ‘Is there a current in the wire?’.

Exploring: Make a motor

Give students motor kits (available from equipment suppliers) and ask them to build a simple electric motor of the ‘Westminster pattern’.

Explaining: Motor effect demonstration

Demonstrate the motor effect

(sometimes called the ‘catapult effect’). Ask students to suggest what will happen if you reverse the direction of the magnetic field or reverse the direction of the current.

Plenary: Thinking about electromagnets

Consider All Possibilities: An electromagnet will not pick up a can of food. (Possible answers: the can is made of a non-magnetic material; there is no current flowing through the electromagnet; the electromagnet is not strong enough to pick up the can of food.)


Explaining: Motor Resources n/a Students build a effect demonstration

Introduce students to

Fleming’s leftfrom 9Je

Exploring

Science. simple electric motor of the

‘Westminster pattern’, using a motor kit. hand rule (they are not expected to remember this).

Demonstrate the motor effect.


Lesson 9Ka: Working Scientifically

Material for revision National Curriculum statements

 7Ba, 7Cb, 7Gb, 8Hd

Scientific method

 7Da, 8Cb, 8Dc, 9Jd

WS2: understand that scientific methods and theories develop as earlier explanations are modified to take account of new evidence and

Presenting information

 8Ld Reasoned explanations

 8Ba, 8Fc, 8Gd, 8Kc

Evaluating data ideas, together with the importance of publishing results and peer review

WS11: present observations and data using appropriate methods, including tables and graphs

WS13: present reasoned explanations, including explaining data in relation to predictions and hypotheses

WS14: evaluate data, showing awareness of potential sources of random and systematic error


WS2: Provide a set of statements and ask students to decide whether each one is a hypothesis, a prediction or data from an experiment.

WS11: Tell students about a series of investigations that could be done about air and ask them to sketch the type of chart or graph that they would draw for each. Ask them to add labels to the axes to show which variable goes where.

WS13: Card sort with assorted hypotheses and conclusions. Ask students to match the conclusion to the relevant hypothesis in each case.

WS14: Provide students with a description of an experiment and some sets of results (one to include an error). Ask them to identify and suggest a reason for the anomalous result.


Lesson 9Ka: Models in science


 8I Physical changes, particle model, pressure in fluids

 8K Energy in matter

 8L Space physics

P23: atmospheric pressure, decreases with increase of height as weight of air above decreases with height

P24: pressure in liquids, increasing with depth...

P50: conservation of material and of mass, and reversibility, in melting, freezing, evaporation, sublimation, condensation, dissolving

P51: similarities and differences, including density differences, between solids, liquids and gases

P52: Brownian motion in gases

P53: diffusion in liquids and gases driven by differences in concentration

P54: the difference between chemical and physical changes

P55: the differences in arrangements, in motion and in closeness of particles explaining changes of state, shape and density, the anomaly of ice– water transition

P56: atoms and molecules as particles


P23: There is less pressure on you from the air if you go up a high mountain. Ask students to explain this statement using ideas about particles.

P24: A diver will experience twice atmospheric pressure by descending 10 m below the surface, but you need to climb over

5000 m above sea level before air pressure is halved. Ask students to explain this statement in as much detail as they can.

P50: Ask students to create a table with two columns: Physical changes and Chemical changes. Ask them to complete the first column to identify the characteristics of physical changes.

P51: Ask students to write down one similarity and one difference between the properties of a) solids and liquids and b) liquids and gases.

P52: What can students recall about Brownian motion? Challenge them to explain Brownian motion using the particle model of matter.

P53: Using everyday examples, challenge students to explain diffusion in liquids and gases.

P54: Ask students to complete the second column of their table

(P50) to identify the characteristics of chemical changes.

P55: A substance cools down when energy is transferred away from it. Ask students to explain how this affects: a) the movement of the particles and b) the size of the object.

P56: Challenge students to explain a) why it is difficult to compress solids and liquids and b) why gases are easily compressed.


P57: changes with temperature in motion and spacing of particles

P60: our Sun as a star, other stars in our galaxy, other galaxies

P61: the seasons and the Earth’s tilt, day length at different times of year, in different hemispheres

P62: the light year as a unit of astronomical distance

P57: Ask students to explain why the volume of a substance increases as it gets warmer.

P60: Ask students to explain what the Milky Way is and why we cannot see its shape directly.

P61: Use a globe, light sensor and datalogging equipment to show students how the orientation of the Earth’s axis to the ‘Sun’ relates to the lengths of the days measured.

P62: Ask students: Does a light year measure distance or time?


Lesson 9Kb: Energy

Material for revision

 7I Calculation of fuel uses and costs, energy changes and transfers, changes in systems

 8K Calculation of fuel uses and costs

 9I Energy changes and transfers)

National Curriculum statements

P1: comparing energy values of different foods

(from labels) (kJ)

P2: comparing power ratings of appliances in watts (W, kW)

P3: comparing amounts of energy transferred

(J, kJ, kW hour)

P4: domestic fuel bills, fuel use and costs

P5: fuels and energy resources

P7: heating and thermal equilibrium: temperature difference between two objects leading to energy transfer from the hotter to the cooler one, through contact (conduction) or radiation; such transfers tending to reduce the temperature difference; use of insulators

P8: other processes that involve energy transfer: changing motion, dropping an object, completing an electrical circuit, stretching a spring, metabolism of food, burning fuels

P9: energy as a quantity that can be quantified and calculated; the total energy has the same value before and after a change


P1: Provide a selection of food labels and ask students to sort them into high-, medium- and low-energy foods.

P2: Ask students to suggest why a kettle has a lower power rating than an electric shower.

P3: Provide the power ratings for some domestic appliances. At a cost of 12 pence per kWh, ask students to calculate the cost of running each appliance.

P4: Mrs Holman is choosing a fridge. Fridge A costs £120 and costs £27 per year to run. Fridge B costs £150 and costs £22 per year to run. Which one should she buy? Ask students to explain their answers.

P5: Card sort with assorted renewable energy resources, and their advantages and disadvantages. Ask the students match the advantages/disadvantages to the correct resource.

P7: Ask students to produce a set of cards to describe what happens in conduction and convection that could be used to help a different class learn about these processes.

P8: Show students images of different types of transport (e.g. motorbike, horse and carriage, car, steam engine, sailing ship, tram) and ask them to identify the energy transfers and state which ones are useful and which are not.

P9: For some of the same images from P8, ask students to draw a Sankey diagram to show the energy transfers taking place.


P10: comparing the starting with the final conditions of a system and describing increases and decreases in the amounts of energy associated with movements, temperatures, changes in positions in a field, elastic distortions and chemical compositions

P11: using physical processes and mechanisms, rather than energy, to explain the intermediate steps that bring about such changes

P58: internal energy stored in materials

P10: Ask students to describe the energy changes taking place when a basketball is thrown upwards, falls through the hoop onto the ground, and bounces before coming to rest.

P11: Ask students to describe the physical processes (e.g. forces) taking place for the scenario described in P10.

P58: In a room in an ice hotel, the temperature of the air in the room is −5 °C; the temperature of the drinks is 70 °C. Ask students: a) Will energy flow from the drinks to the room or from the room to the drinks? Ask them to explain their answer. b) One of the drinks is left for 10 hours. Ask them to explain what its final temperature will be.


Lesson 9Kc: Forces


 7K Describing motion, forces, balanced forces, forces and motion

 8I Pressure in fluids

 9I Describing motion, forces


P12: speed and the quantitative relationship between average speed, distance and time

(speed = distance ÷ time)

P13: the representation of a journey on a distance–time graph

P14: relative motion: trains and cars passing one another

P15: forces as pushes or pulls, arising from the interaction between two objects

P16: using force arrows in diagrams, adding forces in one dimension, balanced and unbalanced forces

P18: forces: associated with deforming objects; stretching and squashing – springs; with rubbing and friction between surfaces, with pushing things out of the way; resistance to motion of air and water

P19: forces measured in newtons, measurements of stretch or compression as force is changed

P20: force–extension linear relation; Hooke’s

Law as a special case

P22: non-contact forces: gravity forces acting at a distance on Earth and in space; forces between magnets and forces due to static electricity


P12: Give students some data to calculate speed/distance/time and relative speeds.

P13: Describe a journey and ask students to describe what the corresponding distance–time graph should look like. Ask them to sketch the graph.

P14: Provide some speed data for trains and cars passing each other and ask students to calculate the relative speeds.

P15: Ask students to write down three ways in which a force can affect a football.

P16: Card sort with assorted labels to show what happens when you use a force meter to weigh an object. Ask students to work in pairs to sort the cards.

P18: The tread on bicycle and car tyres is designed to allow water to escape from under the tyre on wet roads. Ask students to explain why this is important.

P19: A spring stretches 2 cm when a 10 N weight hangs on it.

Ask students how far it will stretch with a weight of 20 N.

P20: Provide copies of an extension–force graph and ask students to label it to explain how extension varies with force.

P22: Ask students to explain why they would weigh less on the

Moon than they do on Earth.


P24: ... upthrust effects, floating and sinking

P25: pressure measured by ratio of force over area – acting normal to any surface

P26: opposing forces and equilibrium: weight held by stretched spring or supported on a compressed surface

P27: forces being needed to cause objects to stop or start moving, or to change their speed or direction of motion (qualitative only)

P28: change depending on direction of force and its size

P24: Steel is denser than water, so how can a steel ship float?

Ask students to discuss this with a partner and then present their ideas to another pair for review.

P25: Ask students to design an experiment to find out the pressure under their shoes when they are standing up? They should list the apparatus they will need and explain how they will use it.

P26: Card sort with assorted labels to show what happens when someone does a bungee jump (only show what happens as far as the bottom of the first fall). Ask students to work in pairs to sort the cards.

P27: Ask students to explain why a sailing boat will slow down if the wind speed gets less.

P28: Ask students to name the forces acting on a skydiver, and to describe their speed, before and after they open their parachute.


Lesson 9Kd: Waves and fields


 7L Observed waves, sound waves, energy and waves

 8J Light waves

P29: waves on water as undulations that travel through water with transverse motion; these waves can be reflected, and add or cancel –

 8L Magnetism, space physics

 9J Static electricity, magnetism, space physics

superposition

P30: frequencies of sound waves, measured in hertz (Hz); echoes, reflection and absorption of sound

P31: sound needs a medium to travel, the speed of sound in air, in water, in solids

P32: sound produced by vibrations of objects, in loud speakers, detected by their effects on microphone diaphragm and the ear drum; sound waves are longitudinal

P33: auditory range of humans and animals

P34: pressure waves transferring energy: for cleaning and physiotherapy by ultra-sound; waves transferring information for conversion to electrical signals by microphone

P35: the similarities and differences between light waves and waves in matter

P36: light waves travelling through a vacuum; speed of light

P37: the transmission of light through materials: absorption, diffuse scattering and specular reflection at a surface


P29: People in small boats need to be careful if they are sailing near cliffs, because the waves can be bigger than in the open sea, and may be coming from more than one direction. Ask students to explain why this is.

P30: Each bat can produce different frequencies of ultrasound.

Ask students to explain why this is useful if there are many bats hunting together.

P31: You can make your voice carry further by cupping your hands around your mouth or by shouting through a paper cone.

Ask students to explain why this works.

P32: Show students a 3D model of the human ear. Ask for volunteers to describe how it works and what the individual parts do.

P33: Provide a set of auditory ranges for different animals and ask students to analyse them, based on questions, e.g. dogs can hear the sound made by dog whistles but humans cannot.

Suggest a frequency that a dog whistle might produce.

P34: Energy transferred by ultrasound is used to clean a watch.

Ask students: What does the energy do?

P35: Someone is singing in another room with the door closed.

Ask students to explain why you can hear them but not see them.

P36: Ask students to explain why they see the flash from a ‘flash pot’ before they hear the bang.

P37: Ask students to explain why they can see their reflection better in a piece of metal if they polish the surface.


P38: use of ray model to explain imaging in mirrors...

P38: ... the pinhole camera...

P38: ... the refraction of light and action of convex lens in focusing (qualitative); the human eye

P39: light transferring energy from source to absorber leading to chemical and electrical effects; photo-sensitive material in the retina and in cameras

P40: colours and the different frequencies of light, white light and prisms (qualitative only); differential colour effects in absorption and diffuse reflection

P44: separation of positive or negative charges when objects are rubbed together: transfer of electrons, forces between charged objects

P45: the idea of electric field, forces acting across the space between objects not in contact

P46: magnetic poles, attraction and repulsion

P47: magnetic fields by plotting with compass, representation by field lines

P48: Earth’s magnetism, compass and navigation

P38: Ask students to draw and label a ray diagram, with a ray of light hitting a plane mirror at point X.

P38: Ask students to investigate the effects of changing variables using a pinhole camera, for example the length of the camera, the size of the hole, the number of holes, the distance from the candle.

P38: Ask students to label a diagram of the human eye.

P39: Ask students to name the two types of cell in the retina and to describe what each type of cell does.

P40: Ask students which colours in white light does a blue object a) reflect and b) absorb.

P44: Ask students to explain why only negative charges are transferred when you rub an insulating material.

P45: Ask students to investigate what happens when two charged rods are suspended close to each other when a) they are both acetate rods and b) one is acetate and one is polythene.

P46: Ask students to explain what happens when you put two bar magnets near each other.

P47: Ask students to plot the shape of the magnetic field around bar magnet using plotting compasses.

P48: In pairs, ask students to draw a diagram to model the


P59: gravity force, weight = mass × gravitational field strength ( g ), on Earth g = 10

N/kg, different on other planets and stars; gravity forces between Earth and Moon, and between Earth and Sun (qualitative only)

Earth’s magnetic field. Ask them to explain their diagrams.

P59: Read out statements about gravity, making some deliberately wrong. Ask students to state whether each statement is true or false, and to correct the wrong statements.


Lesson 9Ke: Machines


 7J Current electricity

 9I Forces

 9J Current electricity, magnetism


P6: simple machines give bigger force but at the expense of smaller movement (and vice versa): product of force and displacement unchanged

P17: moment as the turning effect of a force

P21: work done and energy changes on deformation

P41: electric current, measured in amperes, in circuits, series and parallel circuits, currents add where branches meet and current as flow of charge

P42: potential difference, measured in volts, battery and bulb ratings; resistance, measured in ohms, as the ratio of potential difference

(p.d.) to current

P43: differences in resistance between conducting and insulating components

(quantitative)

P49: the magnetic effect of a current, electromagnets, D.C. motors (principles only)


P6: Demonstrate different classes of lever (or use images) and ask students to identify the position of the load, effort and pivot in each one.

P17: A spanner is 0.2 m long and the force is 20 N. Ask students to calculate the moment of the force.

P21: A heavy box is pulled along the floor. The work done is

200 J. Ask students to explain the final form of this energy store.

P41: Show students a series circuit with two bulbs in it. Ask what will happen to a) the current in the circuit and b) the brightness of the remaining bulb if one bulb is removed and the gap in the circuit is joined up. Show them the result.

P42: Ask students to calculate the resistance of a component that has a current of 3 A through it when the voltage is 18 V.

P43: Ask students to describe how they could demonstrate the resistance in different materials.

P49: Provide students with a diagram of an electric bell. Ask them to label it and to explain how the electromagnet works in the circuit.


Lesson 9La: Differences


Developing

 Describe how potential difference and energy are linked.

 Identify the direction in which energy will be transferred in given circumstances.

 Describe how energy is transferred in convection.

 Describe convection in terms of density and pressure differences.

 Use ideas about energy and bonds to explain why there is no change in temperature of a solid, liquid or gas at its melting point or boiling point.

Securing

 Describe the effect of a substance’s specific heat capacity on its ability to store thermal energy.

 Use ideas about latent heat to explain phenomena related to changes of state.

Exceeding

 Explain some of the links between convection currents and climate.

 Use the formulae for latent heat and specific heat capacity in calculations.


Starter: The scientific method

Ask students to sketch a flow chart outlining the scientific method, then ask for contributions from the class in order to draw one on the board.

Allocate an area of science to small groups of students and ask them to discuss whether scientists in all these areas follow the scientific method in the same way.

Exploring: Specific heat capacity

Students investigate whether the same masses of different metals all show the same temperature increase when supplied with the same amount of energy.

Explaining: Latent heat of vaporisation of water

Demonstrate a rough measurement of the latent heat of vaporisation of water, using a beaker of water on a hotplate.


Consider All Possibilities: The temperature of a substance is not changing. (Possible answers: the substance is melting/evaporating/ freezing/condensing; the substance is at the same temperature as its surroundings; the substance is well insulated.)

Differentiation Resources Maths skills Practical skills n/a Resources Plotting Students from 9La

Exploring

Science. graphs or charts.

Calculate specific heat investigate whether the same masses of different metals all show the capacity and specific latent heat. same temperature increase when supplied with the same amount of energy.


Lesson 9Lb: Fields


Developing

 State what is meant by a magnetic field, gravitational field and electric field.

 Represent force fields using diagrams.

 Describe the factors that affect the amount of gravitational potential energy stored in an object.

Securing

 Evaluate the models used to represent different types of force field.

 Use the formula for gravitational potential energy.

Exceeding

 Describe how two electric fields or two gravitational fields affect each other.


Starter: Five facts

Ask students to work in pairs to write down five facts they recall about force fields. Create a class list and review.

Exploring: Falling lead

Students demonstrate how gravitational potential energy can be transferred to a store of thermal energy, by placing lead shot in a sealed tube and repeatedly inverting the tube.

Explaining: Fields

Revise the idea of a force field with students, and introduce the formula for calculating gravitational potential energy.


Consider All Possibilities: Object A is storing more gravitational potential energy than object B. (Possible answers: A has a greater mass than

B; A is higher than B; A is on a planet with a stronger gravitational field than B.)


Exploring: Falling Resources Calculate Students lead

Ask students to calculate the efficiency of the transfer from from 9Lb

Exploring

Science. thermal energy stores. demonstrate how gravitational potential energy can be gravitational potential energy to thermal energy, reminding them of the formula if necessary.

They can also be asked to suggest ways in which the efficiency could be improved

(e.g., by insulating the tube). transferred to a store of thermal energy, by placing lead shot in a sealed tube and repeatedly inverting the tube.


Lesson 9Lc: Cause and effect


Developing

 Explain what forces are needed to cause certain changes in motion.

 Recall that gravity is a force that acts between any two objects with mass.

Securing

 Identify action–reaction pairs in simple situations (the term action–reaction is not required).

 State that correlation is not an indicator of causation.

Exceeding

 Outline the basic idea behind the theories of continental drift and plate tectonics, and explain why one theory superseded the other.


Starter: Brainstorm cause and effect

Give students an everyday example of an activity, e.g. running for the bus. Ask them to suggest what effects this could cause and then to suggest what could have caused the need to run for the bus. Ask them to think up two more cause–effect sequences based on everyday activities.

Exploring: Weather fronts

Introduce the idea of weather fronts and how they affect weather in the UK. Ask students to explain how weather fronts cause cloud and rain.

Explaining: Cause and effect

Look at cause and effect, both in terms of whether correlation always implies causation and as a basic introduction to action–reaction force pairs.


What Was The Question: Forces in opposite directions are equal.

(Possible questions: describe the forces between an apple and the

Earth; describe the vertical forces on a spring with a mass on the end; describe the forces on a car moving at a constant speed.)


Exploring: Resources Correlations n/a

Weather fronts

Challenge students to find out and explain why winds are from 9Lc

Exploring

Science. using line graphs of two variables on the same axes. strongest in places where weather maps show isobars closest together.


Lesson 9Ld: Links between variables


Developing

 Identify relationships shown on scatter graphs.

 Describe relationships shown on graphs as linear.

Securing

 Identify direct and inverse proportionality using graphs.

Exceeding

 Use data to investigate the idea of absolute zero.

 Use formulae and graphs to work out how to relate the extension of a spring to the energy stored.


 Use the general formula for a straight line to extract information from graphs showing linear or proportional relationships.

 Use a speed–time graph to find distance travelled.

 Calculate speeds from the gradient of a distance–time graph.


Starter: Which graph?

Give students a list of different things that could be presented using charts or graphs (the constituents of air, cooling curve for solidifying wax, specific heat capacities of different materials, current and voltage in a circuit) and ask them to jot down how they think each should be presented and to explain their suggestions.

Exploring: Gas pressure and temperature

Students measure the pressure of a fixed volume of gas at different temperatures. The aim of this practical is to obtain a set of results that show a linear relationship, not to look into detail at the gas laws.

Explaining: Links between variables

Look at how some relationships can be expressed numerically.


Consider All Possibilities: The pressure of the gas in a container gets less. (Possible answers: the volume of the container has been increased; the temperature of the gas has decreased; some of the gas has been taken out of the container; the container is open and has been taken higher in the atmosphere.)


Exploring: Gas Resources Presenting n/a pressure and temperature

Introduce students to the idea of from 9Ld

Exploring

Science. data graphically.

Expressing relationships numerically. extrapolation, and ask them to plot another graph to find where the line on their graph would meet the horizontal axis.

Ask them what kind of relationship their results would show if the temperature scale started at this point.


Lesson 9Le: Models


Developing

 Describe longitudinal waves in terms of particle movements.


 Identify when abstract and physical models are being used, and explain why they are used.

Securing

 Evaluate an abstract model.

Exceeding

 Use ideas about work and energy to explain phenomena connected with compressing gases.

 Explain weather phenomena using ideas about temperature, pressure and humidity.


Starter: Bottle garden

Show students a sealed bottle garden.

Tell them that this kind of garden can survive and thrive for many years without any substances being added.

Elicit ideas about what the bottle garden can be used to model, and a brief evaluation for each suggestion.

Exploring: Wave models 1

Remind students of the differences between longitudinal and transverse waves using a ‘slinky’ spring as a model.

Then show students a ripple tank; use it to demonstrate aspects of waves: reflection, refraction and superposition. Ask students to compare and evaluate the models.

Explaining: Wave models 2

Use a signal generator, loudspeaker and oscilloscope to show sound waves and the links between pitch and frequency, and between loudness and amplitude.

Elicit the idea that the wave image on the oscilloscope screen is a model for the sound waves. Ask students to compare and evaluate the model.


What Was The Question: abstract model.

(Possible questions: What kind of model is a chemical formula/ chemical equation/mathematical formula/graph/computer model? What is the name for the kind of model you cannot touch?)

Differentiation Resources Maths skills Practical skills n/a Resources n/a Demonstrate from 9Le

Exploring

Science. longitudinal, transverse and sound waves.


Written by Penny Johnson.

Physics, 3-year - Pearson Schools and FE Colleges

Exploring Science Working Scientifically – KS3 Physics

3-year scheme of work

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