GAYNES SCHOOL SCHEME OF WORK – SCIENCE
Year Group
8
Unit code, title and length
P2-1; Electricity & Magnetism; 8 lessons
Health and Safety
See individual lessons in Scheme of Work
Resources
See individual lessons in Scheme of Work
Assessments
Homework
Progress task
See homework rotation
Checkpoint test
Checkpoint assessment
Followed by End of Unit test (after completing
all Physics topics)
Common misconceptions
Thomas Edison invented the light bulb.
Resistance in an electrical circuit serves no
purpose.
BLP
Resilience – when faced with new material
and not giving up, Resourcefulness – when
using the equipment for the practical’s,
Reflectiveness – looking at results from
practical’s and reflecting on them,
Relationships – working with others in the
class.
Social – Areas of Focus
Do we live in a 24hour society? Can we ever
turn away from our needs for electricity?
Spiritual
Cross-Curricular
History – Scientists whom developed
electrical components
Moral – Key Questions
Should the whole world be given access to
electricity? How do we meet the ever growing
energy needs for the digital age?
Cultural
Certain cultures/religions believe in a simpler life
without electricity
IT Possibilities
Internet based research on electromagnets
Key Learning Outcomes – Per lesson (see lesson plans to copy and paste)
Lesson
Number
1
Learning outcome
2
By the end of this lesson I will be able to:
describe what is meant by current
describe how to measure current.
I will be working scientifically to:
By the end of this lesson I will be able to:
explain how objects can become charged
describe how charged objects interact
describe what is meant by an electric field.
I will be working scientifically to:
interpret observations to draw conclusions.
use correct methods in practical work.
3
4
5
6
By the end of this lesson I will be able to:
describe what is meant by potential difference
describe how to measure potential difference
describe what is meant by the rating of a battery or bulb.
I will be working scientifically to:
use correct methods in practical work.
By the end of this lesson I will be able to
describe the difference between series and parallel circuits
describe how current and potential difference vary in series and parallel circuits
I will be working scientifically to:
interpret data to draw conclusions.
By the end of this lesson I will be able to:
describe what is meant by resistance
calculate the resistance of a component and of a circuit
describe the difference between conductors and insulators in terms of resistance.
I will be working scientifically to:
plan an investigation, including identifying the independent, dependent, and control variables.
By the end of this lesson I will be able to:
compare the energy values of food and fuel
compare the energy in foods and fuels with the energy needed for different activities.
I will be working scientifically to:
present explanations of data.
7
By the end of this lesson I will be able to:
describe how to make an electromagnet
describe how to change the strength of an electromagnet.
I will be working scientifically to:
make predictions using scientific knowledge
8
By the end of this lesson I will be able to:
describe some uses of electromagnets
describe how a simple motor works.
I will be working scientifically to:
identify some further questions from my results
Differentiation Up/Down
Lesson
1
2
3
Up
Research how static electricity can
be used.
Aim to find uses in industry and
around the home.
Write a summary paragraph of the
uses of static electricity.
Draw a circuit diagram for simple
pieces of equipment, for example,
a torch or a handheld fan.
Prepare a list of 10 pieces of
electrical equipment found in your
home.
For each item include the voltage
supplied, either from the mains or
a battery.
Down
A support sheet is available with a partially-filled
table for observations.
Draw circuits on a sheet of paper. Students place
components in the correct positions and link
them up using wires. A partially-filled results
table is available on the support sheet that gives
combinations students should test in their series
circuit.
Provide enlarged circuit diagrams on A3 or A4
paper for students to place components on
before linking them with wires. A support sheet is
also available with suggested combinations of
components to investigate in a results table.
4
Use your knowledge of series and
parallel circuits to draw a circuit for
lighting in the home.
Diagrams of experimental setup are provided for
students to add observations, current, and p.d.
readings.
5
1 Calculate the resistance when:
a current = 0.24 A and potential
difference = 4.0 V
b potential difference = 12 V and
current = 0.4 A
2 A series circuit has three
identical bulbs attached to a 6 V
power supply. The current in the
circuit is 1.2 A.
Calculate the resistance of each
bulb.
3 If the resistance of a series
circuit is 50 Ω and the two lamps
have a potential difference of 10 V
and 15 V respectively, calculate
the current in this circuit.
Find as many uses as possible for
magnets around your home,
identifying any magnetic materials,
for example, your refrigerator door
may contain a magnet.
Use your findings to write a
paragraph to explain why magnets
are used around the home.
Use your findings to write a
paragraph to explain why magnets
are used around the home.
Electromagnets are used in the
recycling of metals.
Use your research skills to find out
about the recycling of metals, and
the role of electromagnets.
The support sheet contains a partially-filled
results table.
6
7
8
The support sheet provides students with a stepby- step guide on drawing field lines around a bar
magnet using a compass.
A support sheet is available that includes
partially-filled results tables.
The support sheet contains hints for students
when writing further questions they can
investigate in this practical.
Key Questions
Lesson
1
2
Big Question
Have you ever had an
electric shock from a
metal handrail or a car?
Have you ever heard a
crackling noise when
taking off a woolly
jumper?
What do you think are
the differences between
a current in the sea and
an electrical current?
Starter
What happens when you
rub a balloon with a cloth
and hold it near someone's
hair?
Why does this happen?
Plenary
Draw a labelled diagram to
show what you think
happens when something is
charged, or when
something is discharged.
What are the circuit symbols
for the following
components?
• wire
• bulb
• cell
• switch
Use the symbols to draw a
Why does a torch light up
immediately when you
press the switch?
Watch the animation on
electric current.
Then answer the question
that follows.
4
simple circuit.
How do you think potato
Group these items as
clocks work?
battery-operated or mainsDo you think clocks can
operated items.
be made using other
Can you spot a trend in the
materials as the power
potential difference of the
source?
item according to its group?
How many differences
What do you already know
can you spot in these two about circuits?
circuits?
Use the rope model to
How do you think these
remind yourself.
differences affect the
current and potential
difference in these
circuits?
5
What can't you resist?
6
How could the Earth be
related to a giant magnet
7
What’s the advantages of What do you think the word
electromagnets over
electromagnet means?
permanent magnets
8
How does a maglev (a
train that uses
electromagnets) train
work?
3
What does the word
resistance mean?
What do you think electrical
resistance is?
What changes could you
make to a circuit to increase
its resistance?
Using a hosepipe as a
model for circuits, can you
suggest ways we can make
it harder for water to flow?
What do you think is being
shown here?
What do you think is faster,
a Formula 1 car or a train?
What are the similarities
between current and
potential difference?
What are the differences
between current and
potential difference?
Remember the rope model
for series circuits?
How could you use the rope
model to demonstrate
parallel circuits?
What are some limitations
to the rope model?
Can you suggest ways to
improve this model?
What two things went well in
your investigation?
What two things would you
improve if you repeated
your investigation?
Can you suggest ways
these can be improved?
Have you ever seen
pictures or videos of birds
migrating?
How do you think they
navigate?
Why do people need to use
a compass?
What was your prediction
for this experiment?
How did you results
compare with your
prediction?
Which factors had the
greatest effect on the
strength of an
electromagnet?
What are the features of a
strong electromagnet?
List as many uses of
electromagnets as you can
think of.
Then join up into groups
and compare your lists.
The group with the longest
list wins