Topic
Programme of study
statement
Secure outcomes
Lesson overview
Kerboodle
Resources
and
Assessment
Working Scientifically
WS 1.1 Asking
scientific
questions
WS 1.2
Planning
investigations
WS
- Ask questions and
develop a line of enquiry
based on observations of
the real world, alongside
prior knowledge and
experience.
- Select, plan, and carry
out the most appropriate
types of scientific
enquiries to test
predictions, including
identifying independent,
dependent, and control
variables, where
appropriate.
WS
- Select, plan, and carry
out the most appropriate
types of scientific
enquiries to test
predictions, including
identifying independent,
© Oxford University Press 2014
- Describe how
scientists develop
an idea into a
question that can
be investigated.
- Identify
independent,
dependent, and
control variables.
- Explain that some
questions can be
investigated and
others cannot.
- Describe how to
write a plan for an
investigation.
- Recognise what
makes data
accurate and
precise.
To start, ask students to make a list of questions they
could ask, given something to investigate.
In the main lesson activity, students identify three
questions they could ask to investigate given situations,
identifying the independent, dependent, and control
variables for their questions.
Support: A support sheet is available where students
focus on ideas, questions, and variables of two stations
as opposed to four.
Try to decrease the number of technical terms used.
Activity:
Asking
scientific
questions
Interactive:
Identifying
variables
An interactive screen is provided for a plenary, in which
students categorise variables for an investigation as
independent, dependent, and control.
For homework, students write down variables linked to
things they can investigate in everyday life.
To start, discuss with students different risks they took
that day, classifying them as minor or severe. Include a
discussion on likelihood as well.
Activity:
Planning
investigations
In the main lesson activity, students choose the correct
equipment to make measurements, then work through
structured questions to discover the steps involved in
Interactive:
Accurate or
precise?
dependent, and control
variables, where
appropriate.
- Use appropriate
techniques, apparatus,
and materials during
fieldwork and laboratory
work, paying attention to
health and safety.
WS 1.3
Recording data
WS
- Use appropriate
techniques, apparatus,
and materials during
fieldwork and laboratory
work, paying attention to
health and safety.
- Present observations and
data using appropriate
methods, including
tables and graphs.
- Describe a risk
assessment.
planning investigations.
Support: The support sheet includes a suggested table
of results. The emphasis of the teacher should be to
help students understand the ideas rather than worrying
about remembering terminology.
An interactive screen is provided for a plenary, in which
students decide if sets of data are accurate and precise.
- Describe how to
make and record
observations and
measurements.
- Calculate a mean
from three repeat
measurements.
- Present data
appropriately as
tables and graphs.
For homework, students write a risk assessment of an
everyday activity.
To start, students describe how to use equipment to
collect data that is accurate and precise.
In the main lesson practical, students carry out a simple
experiment to collect results, record them in a results
table, and draw a suitable graph.
Support: An access sheet is available with simplified
questions. Tables and graph grids have also been
partially-filled in to help students with complex skills.
Extension: Students can see if they spot a pattern,
attempt a conclusion, and explain why is it important to
display data as graphs/charts (to display patterns).
Practical:
Collecting and
presenting
data
Interactive:
Calculating
means
An interactive screen is provided for a plenary, in which
students calculate means for given data.
WS 1.4
Analysing data
WS
- Interpret observations
and data, including
identifying patterns and
using observations,
© Oxford University Press 2014
- Find a pattern in
data using a graph
or chart.
- Interpret data to
draw conclusions.
For homework, students collect some data at home and
record it in a suitable table.
An interactive screen is provided for a starter, in which
students decide if the relationships described in various
statements are likely or unlikely.
In the main lesson activity, students are provided with
Activity:
Analysing data
Interactive:
Is there a
measurements, and data
to draw conclusions.
- Present observations and
data using appropriate
methods, including
tables and graphs
data sets, and for each set they have to choose the
correct type of graph to draw.
Support: A support sheet is available where students
are given pre-labelled graph grids to plot their data. An
alternative source of support is to use the skill sheet for
choosing scales instead of the accompanying support
sheet.
Extension: Encourage students to give numerical
examples when describing patterns in graphs. Nonlinear graphs are discussed in the extension.
relationship?
To finish, ask students to complete graphs by adding a
line of best fit.
WS 1.5
Evaluating
data
(extending)
WS
- Evaluate data, showing
awareness of potential
sources of random and
systematic error.
- Evaluate the reliability of
methods and suggest
possible improvements.
- Describe the
stages in
evaluating data.
- Suggest ways of
improving a
practical
investigation.
For homework, students practise drawing graphs with
given data.
To start, provide students with statistics and discuss as
a class whether they believe the data or not.
In the main lesson activity, students compare two
different experiments to identify why one is better than
the other, and how the experiments can be improved.
Support: The support sheet offers students a simplified
text to summarise when considering differences
between two experiments.
An interactive screen is provided for a plenary, in which
students choose the pieces of information a scientist
would want to know about data before deciding to trust
a claim made by a fictional fertiliser company.
For homework, students write a paragraph to explain
how to evaluate food data correctly, and why this is
important.
© Oxford University Press 2014
Activity:
Evaluating
data
Interactive:
Patrick’s claim
Topic
Programme of study
statement
Secure outcomes
Lesson overview
Kerboodle
Resources
and
Assessment
Physics 1
P1 1.1
Introduction to
forces
P1 1.2
Squashing and
stretching
Physics
- Forces as pushes or
pulls, arising from the
interaction between two
objects.
- Using force arrows in
diagrams, adding forces
in one dimension.
- Forces measured in
newtons, measurements
of stretch or
compression as force is
changed.
- Opposing forces and
equilibrium: weight
supported on a
compressed surface.
WS
- Make predictions using
scientific knowledge and
understanding.
- Explain what forces
do.
- Describe what is
meant by an
interaction pair.
- Make predictions
about forces in
familiar situations.
Physics
- Forces: associated with
deforming objects;
stretching and squashing
- Describe how
forces deform
objects.
- Explain how solid
© Oxford University Press 2014
To start, students recap their KS2 knowledge of forces
by listing as many forces as they can.
In the main lesson practical, students measure the force
needed to carry out different activities using a
newtonmeter. Students then use force arrows to show
the size and direction of the force in each activity they
measure.
Support: Make sure the forces are straightforward to
measure. For example, objects with hooks or straps.
Extension: Students prepare their own table to record
results. Students identify several forces acting on one
object and explain why they chose these groups, for
example, as pairs of interaction forces.
Practical:
Measuring
forces
Interactive:
Comparing
the size of
forces
An interactive screen is provided as a plenary, in which
students rank situations by the size of the forces
involved.
For homework, students measure forces at home.
To start, students explain how objects change when
forces are applied to and removed from the object.
In the main lesson practical, students investigate the
Practical:
Investigating
elastic
– springs.
- Force–extension linear
relation; Hooke’s Law as
a special case.
- Opposing forces and
equilibrium: weight held
by a stretched spring.
- Energy changes on
deformation.
WS
- Present observations and
data using appropriate
methods, including
tables and graphs.
P1 1.3 Drag
forces and
friction
Physics
- Forces: associated with
rubbing and friction
between surfaces, with
pushing things out of the
way; resistance to
motion of air and water.
WS
- Select, plan and carry
out the most appropriate
types of scientific
enquiries to test
predictions, including
identifying independent,
dependent, and control
variables, where
appropriate.
© Oxford University Press 2014
surfaces provide a
support force.
- Use Hooke’s Law.
- Present data on a
graph, and identify
a quantitative
relationship in the
pattern.
effect of forces on elastic, leading to Hooke’s law.
Support: A support sheet is available with a pre-drawn
table.
Extension: Students understand that extension should
be proportional to force and use their graph to predict
extension for different masses.
An interactive screen is provided for a plenary, in which
students complete a paragraph to summarise the
experiment.
Interactive:
Stretching
experiment
Question-led
lesson:
Squashing
and stretching
For homework, students research an application of
springs.
- Describe the effect
of drag forces and
friction.
- Explain why drag
forces and friction
arise.
- Plan and carry out
an experiment to
investigate friction,
selecting suitable
equipment.
An alternative question-led lesson is also available for
this lesson.
An interactive screen is provided for a starter, in which
students identify features that affect friction and drag.
There are two practicals that can be used for this lesson.
In the main lesson practical, students can measure the
force needed to pull a block along different surfaces –
investigating friction.
Support: An access sheet is available with a given
method and results table.
Alternatively, students can change the shape of 1 cm3 of
plasticine to see how this changes the speed it drops
down a tube of water – investigating drag.
Extension: Students measure the cross-sectional area
for each shape. They look for a relationship between
area and time, plotting a suitable graph.
To finish, discuss with students how features of sport
shoes change depending on the surface the sport is
Practical:
Investigating
friction
Interactive:
Friction and
drag
played on.
P1 1.4 Forces
at a distance
P1 1.5
Balanced and
unbalanced
Physics
- Non-contact forces:
gravity forces acting at a
distance on Earth and in
space.
- Gravity force, weight =
mass × gravitational
field strength (g), on
Earth g = 10 N/kg,
different on other
planets and stars.
WS
- Present observations and
data using appropriate
methods, including
tables and graphs.
Physics
- Using force arrows in
diagrams, adding forces
in one dimension,
balanced and
unbalanced forces.
- Forces being needed to
cause objects to stop or
start moving, or to
change their speed or
direction of motion
© Oxford University Press 2014
- Describe the
effects of a field.
- Describe the effect
of gravitational
forces on Earth and
in space.
- Present results in a
simple table.
For homework, students write an article on the design of
sportswear for different sports.
An interactive screen is provided for a starter, in which
students sort forces into contact and non-contact forces.
In the main lesson practical, students weigh different
containers and use the weight to calculate the gravity
and decide which planet or moon the container is
representing.
Support: A support sheet is available with a pre-drawn
table for results, and a step-by-step guide to work out
the identity of each station.
Extension: Students explain why the mass of the
container varies.
Practical:
Gravity cups
Interactive:
Contact and
non-contact
forces
WebQuest:
International
Space Station
To finish, students discuss the differences in playing
sport on the Moon compared to playing sport on the
Earth.
- Describe the
difference between
balanced and
unbalanced forces.
- Describe situations
that are in
equilibrium.
- Explain why the
speed or direction
of motion of
objects can
For homework, students research the International
Space Station.
To start, show a video of a sports activity and students
discuss what happens as the motion in this activity
changes.
In the main lesson practical, students identify the forces
acting in various different situations and decide if they
are balanced or unbalanced.
Support: The support sheet provides a pre-drawn
table.
Extension: Students identify the relative size and
direction of unbalanced forces, linking this to the
Practical:
Force circus
Interactive:
Balanced and
unbalanced
forces
(qualitative only).
- Change depending on
direction of force and its
size.
- Opposing forces and
equilibrium: weight held
by a stretched spring or
supported on a
compressed surface.
WS
- Present observations and
data using appropriate
methods, including
tables and graphs.
change.
- Present
observations in a
table including
force arrow
drawings.
P1 2.1 Waves
© Oxford University Press 2014
An interactive screen is provided for a plenary, in which
students sort statements describing the motion of a
football being kicked.
For homework, students list situations at home where
forces are balanced or unbalanced.
P1 Chapter 1
Checkpoint
Physics
- Waves on water as
undulations which travel
through water with
transverse motion; these
waves can be reflected,
and add or cancel –
superposition.
- Using physical processes
and mechanisms, rather
than energy, to explain
the intermediate steps
that bring about changes
in systems.
WS
- Interpret observations
and data, including
motion.
- Describe the
different types of
wave and their
features.
- Describe what
happens when
water waves hit a
barrier.
- Describe what
happens when
waves superpose.
- Identify patterns in
observations from
wave experiments.
Using the Checkpoint assessment and Checkpoint
resources, use this point to assess students and follow
up with support and extension work.
An interactive screen is provided for a starter, in which
students identify examples of waves.
In the main lesson activity, demonstrate transverse and
longitudinal waves using water ripples and a slinky.
Students use their observations to answer the questions
on the practical sheet.
Support: An access sheet is available with simpler,
more structured questions based on observations from
the demonstration.
To finish, students draw a transverse wave and label its
amplitude and wavelength.
For homework, students list 10 examples of waves and
classify them as transverse or longitudinal.
Checkpoint
Activity:
Comparing
waves
Interactive:
Examples of
waves
P1 2.2 Sound
and energy
transfer
identifying patterns and
using observations,
measurements, and data
to draw conclusions.
Physics
- Sound needs a medium
to travel, the speed of
sound in air, in water, in
solids.
- Sound produced by
vibrations of objects, in
loud speakers.
WS
- Present reasoned
explanations, including
explaining data in
relation to predictions
and hypotheses.
- Describe how
sound is produced
and travels.
- Explain why the
speed of sound is
different in
different materials.
- Contrast the speed
of sound and the
speed of light.
- Compare the time
for sound to travel
in different
materials using
data given.
To start, students feel their larynx vibrate as they hum
and observe a tuning fork vibrating as it produces
sound. Lead a discussion into how sound is produced by
vibrations.
In the main lesson activity, explain how the state of
matter affects the speed of sound. Students then
answer the questions on the activity sheet to
consolidate this knowledge.
Support: Sketch diagrams of particle arrangements for
students to identify as solids, liquids, or gases.
Extension: Students make clear links between the
arrangements of particles and the transfer of energy by
sound waves.
Activity: The
speed of
sound
Interactive:
Vibrations and
energy
Question-led
lesson:
Sound and
energy
transfer
An interactive screen is provided for a plenary, in which
students link up sentences to summarise the key points
of this lesson.
For homework, students research supersonic travel.
P1 2.3
Loudness and
pitch
Physics
- Auditory range of
humans and animals.
- Frequencies of sound
waves, measured in
hertz (Hz).
WS
© Oxford University Press 2014
- Describe the link
between loudness
and amplitude.
- Describe the link
between frequency
and pitch.
- State the range of
An alternative question-led lesson is also available for
this lesson.
An interactive screen is provided for a starter, in which
students categorise situations as changing loudness or
pitch.
Activity:
Wave
diagrams
In the main lesson activity, students answer questions
on wave diagrams and how hearing ranges differs
between different animals. Then demonstrate and
Interactive:
Loudness and
pitch
- Make predictions using
scientific knowledge and
understanding.
P1 2.4
Detecting
sound
P1 2.5 Echoes
and ultrasound
human hearing and
describe how it
differs from the
ranges of hearing
in animals.
- Explain how
sounds will differ in
different situations.
Physics
- Pressure waves
transferring energy;
waves transferring
information for
conversion to electrical
signals by microphone.
- Sound produced by
vibrations of objects, in
loudspeakers, detected
by their effects on
microphone diaphragm
and the ear drum.
WS
- Evaluate risks.
- Describe how the
ear works.
- Describe how your
hearing can be
damaged.
- Describe how a
microphone detects
sound.
- Explain some risks
of loud music.
Physics
- Pressure waves
transferring energy; use
for cleaning and
physiotherapy by ultra-
- Describe what
ultrasound is.
- Describe some
uses of ultrasound.
- Explain, with
© Oxford University Press 2014
discuss the range of human hearing.
Support: A support sheet is available as a reference for
key terms used during this activity.
Extension: Students should be able to draw wave
diagrams where both loudness and pitch are changed.
To finish, students sketch wave diagrams to show how
they change with loudness and pitch.
For homework, students explain how ‘mosquito’ alarms
deter anti-social teens.
To start, play hangman as a class with the different
parts of the ear.
In the main lesson activity, discuss the similarities
between a microphone and an ear. Students then
identify the parts of an ear and extract information to
identify how the ear can be damaged.
Support: Keep to obvious comparisons between the
microphone and the ear to avoid confusion.
Extension: Student may choose to add description to
their diagram explaining the function of each part of the
ear.
Activity:
Hearing and
how it is
damaged
Interactive:
Hearing
WebQuest:
The science of
music
An interactive screen is provided for a plenary, in which
students rearrange sentences to describe how sounds
travel from the pinna to the brain.
For homework, students research the science of music.
To start, show images of ultrasound scans and discuss
how they are formed.
Activity:
Using echoes
In the main lesson activity, discuss how distances can
be measured with echoes, and how echoes and
Interactive:
Ultrasound
sound.
- Frequencies of sound
waves measured in hertz
(Hz); echoes, reflection,
and absorption of sound.
WS
- Present reasoned
explanations, including
explaining data in
relation to predictions
and hypotheses.
reasons, why
animals use
echolocation.
P1 3.1 Light
© Oxford University Press 2014
and echoes
An interactive screen is provided for a plenary, in which
students link together parts of sentences on echoes,
ultrasounds, and their uses.
P1 Chapter 2
Checkpoint
Physics
- The similarities and
differences between light
waves and waves in
matter.
- Light waves travelling
through a vacuum;
speed of light.
- The transmission of light
through materials:
absorption, diffuse
scattering, and specular
reflection at a surface.
WS
- Evaluate data, showing
awareness of potential
sources of random and
systematic error.
ultrasound are used. Students then complete the
activity sheet.
Support: An access sheet is available with simpler text
and supporting comprehension questions.
Extension: Students can evaluate the safety of medical
scans that use ultrasound.
- Describe what
happens when light
interacts with
materials.
- State the speed of
light.
- Compare results
with other groups,
suggesting reasons
for differences.
For homework, students prepare a sheet to summarise
echoes and ultrasound.
Using the Checkpoint assessment and Checkpoint
resources, use this point to assess students and follow
up with support and extension work.
An interactive screen is provided for a starter, in which
students classify objects as transparent, translucent,
and opaque.
In the main lesson practical, students measure light
transmitted through different materials, to rank them as
transparent, translucent, and opaque.
Support: A suggested results table is provided, using a
simplified practical procedure.
Extension: Students can investigate the effect of
thickness on opacity using layers of tissue paper.
To finish, students compare their results from the
experiment and suggest reasons for any variations.
For homework, students list 10 materials at home and
classify them as transparent, translucent, or opaque.
They explain why this makes them suitable for their use.
Checkpoint
Practical:
How bright is
the light?
Interactive:
Types of
materials
P1 3.2
Reflection
P1 3.3
Refraction
Physics
- The transmission of light
through materials:
absorption, diffuse
scattering, and specular
reflection at a surface.
- Use of ray model to
explain imaging in
mirrors.
- Differential colour effects
in absorption and diffuse
reflection.
WS
- Use appropriate
techniques and
apparatus during
fieldwork and laboratory
work, paying attention to
health and safety.
Physics
- The refraction of light
and action of convex
lens in focusing
(qualitative); the human
eye.
WS
- Present and record
observations using
appropriate methods,
including tables and
graphs.
- Explain how
images are formed
in a plane mirror.
- Explain the
difference between
specular reflection
and diffuse
scattering.
- Use appropriate
equipment and
take readings
safely without help.
To start, discuss the difference between specular
reflection and diffuse scattering.
In the main lesson practical, demonstrate the law of
reflection using a mirror. Students then investigate
specular reflection and diffuse scattering.
Support: Students are given a choice of reflected rays
on the practical sheet when considering specular
reflection. Demonstrate the practical procedure for
diffuse scattering beforehand to ensure students
understand the task fully.
Interactive:
Reflection
experiment
An interactive screen is provided for a plenary, in which
students choose words to complete a paragraph on a
reflection experiment.
- Describe and
explain what
happens when light
is refracted.
- Describe what
happens when light
travels through a
lens.
- Record observation
using a labelled
diagram.
For homework, students draw the position of an object
in a mirror when given the position of the object and the
mirror.
An interactive screen is provided for a starter, in which
students complete a crossword on the key words of light
they have learnt so far.
In the main lesson practical, students investigate
refraction through a glass or Perspex box.
Support: An access sheet is available where students
are required to carry out the experiment along predrawn incident rays, then answer a series of multiplechoice statements.
To finish, students role play refraction through a
medium such as water or glass.
For homework, students identify uses of lenses at home
© Oxford University Press 2014
Practical:
Investigating
reflection
Practical:
Investigating
refraction
Interactive:
Key words in
light
P1 3.4 The eye
and the
camera
P1 3.5 Colour
Physics
- Light transferring energy
from source to absorber
leading to chemical and
electrical effects; photosensitive material in the
retina and in cameras.
- Use of ray model to
explain the pinhole
camera.
- The refraction of light
and action of convex
lens in focusing
(qualitative); the human
eye.
WS
- Use appropriate
techniques, apparatus,
and materials during
fieldwork and laboratory
work, paying attention to
health and safety.
Physics
- Colour and the different
frequencies of light,
white light, and prisms
(qualitative only);
differential colour effects
in absorption and diffuse
reflection.
WS
- Make predictions using
scientific knowledge and
© Oxford University Press 2014
- Describe how the
eye works.
- Describe how a
simple camera
forms an image.
- Choose suitable
materials to make
models of the eye
and the camera.
and explain the role of the lens.
An interactive screen is provided for a starter, in which
students sort parts that appear in the eye, the camera
and both.
In the main lesson activity, discuss how the camera and
the eye have parts that perform similar roles. Students
then make models of an eye or a camera.
Support: The support sheet includes a list of parts of
the camera and the eye to help students label diagrams,
and to help them decide which parts to show on their
models.
To finish, students describe how light travels from an
object to the retina.
Activity:
Modelling the
eye and the
camera
Interactive:
The camera
and the eye
Question-led
lesson: The
camera and
the eye
For homework, students research the eyes of another
animal.
An alternative question-led lesson is also available for
this lesson.
- Explain what
happens when light
passes through a
prism.
- Describe how
primary colours
add to make
secondary colours.
- Explain how filters
and coloured
materials subtract
To start, discuss as a class why we see rainbows and
how they occur.
Practical:
Colour mixing
In the main lesson practical, students investigate how
coloured filters affect the light that is transmitted
through them, and as such, the colour of objects seen.
Support: The support sheet includes a suggested table
of results, guiding students through a simpler
experimental procedure.
Extension: Some students may be able to predict a
pattern based on the preliminary experiment.
Interactive:
Types of
colours
WebQuest:
Stage lighting
understanding.
light.
- Predict the colour
of object in red
light and the colour
of light through
different filters.
P1 Chapter 3
Checkpoint
P1 4.1 The
night sky
Physics
- Our Sun as a star, other
stars in our galaxy, other
galaxies.
- The light year as a unit
of astronomical distance.
WS
- Understand that
scientific methods and
theories develop as
earlier explanations are
modified to take account
of new evidence and
ideas, together with the
importance of publishing
results and peer review.
- Describe the
objects that you
can see in the
night sky.
- Describe the
structure of the
Universe.
- Draw valid
conclusions that
utilise more than
one piece of
supporting
evidence.
An interactive screen is provided for a plenary, in which
students sort colours in primary, secondary, or neither.
For homework, students research how stage lighting can
be used in concerts.
Using the Checkpoint assessment and Checkpoint
resources, use this point to assess students and follow
up with support and extension work.
An interactive screen is provided for a starter, in which
students link objects in the night sky with their
definition.
Checkpoint
In the main lesson activity, discuss what objects are in
the Universe and how they fit together. Students then
complete the activity sheet.
Support: Show animations of satellites. An access
sheet is available with easier text and comprehension
questions. Graph paper is useful to give students an
idea of one billion.
Extension: Discuss different orbits for satellites (vary in
height, orientation, uses), for example, geostationary
orbits and low polar orbits. Ask students to suggest
benefits for scientists sharing their ideas.
Interactive:
What is in the
night sky?
Activity:
What is in the
Universe?
To finish, students list objects found in the Universe and
rank them according to size.
P1 4.2 The
Solar System
Physics
- Gravity force, gravity
forces between Earth
and Moon, and between
© Oxford University Press 2014
- Name the objects
in the Solar
System.
- Describe some
For homework, students make a model of a satellite.
To start, students sketch a diagram of the objects they
think are in the Solar System and their orbits.
Activity: The
Solar System
In the main lesson activity, students make a simple
Interactive:
Earth and Sun
(qualitative only).
WS
- Interpret observations
and data, including
identifying patterns and
using observations,
measurements, and data
to draw conclusions.
P1 4.3 The
Earth
Physics
- The seasons and the
Earth’s tilt, day lengths
at different times of
year, in different
hemispheres.
WS
- Interpret observations
and data, including
identifying patterns and
using observations,
measurements, and data
to draw conclusions.
similarities and
differences
between the
planets of the Solar
System.
- Identify patterns in
the spacing and
diameters of
planets.
- Explain the motion
of the Sun, stars,
and Moon across
the sky.
- Explain why
seasonal changes
happen.
- Use data to show
the effect of the
Earth’s tilt on
temperature and
day-length.
model of the Solar System. Students then complete the
activity sheet.
Support: Introduce the idea of scale and give students
30-cm rulers. The support sheet includes a table of data
to help students answer the questions.
Extension: Calculate space-time to planet, discussing
problems with space travel.
WebQuest:
Solar System
tourist
An interactive screen is provided for a plenary, in which
students arrange the objects of the Solar System in size
order.
For homework, students research the planets of the
Solar System.
To start, students list the differences between the
seasons.
In the main lesson activity, discuss the Earth’s tilt and
how this causes the differences in seasons and
temperature in the UK. Students then complete the
activity sheet.
Support: A support sheet for the activity sheet is
provided with labelled graph grids and fewer sets of
data.
Extension: Students design their own model on paper
to show the Earth’s tilt.
An interactive screen is provided for a plenary, in which
students complete a paragraph to explain why seasons
occur.
For homework, students describe differences in climate
they would experience if they travelled to four different
countries.
© Oxford University Press 2014
Objects in the
Solar System
Activity: The
seasons
Interactive:
The Sun and
the seasons
Question-led
lesson: The
Earth
Physics
- Use of ray model.
WS
- Make predictions using
scientific knowledge and
understanding.
P1 4.4 The
Moon
- Describe the
phases of the
Moon.
- Explain why you
see phases of the
Moon.
- Explain why
eclipses happen.
- Explain phases of
the Moon using the
models provided.
An alternative question-led lesson is also available for
this lesson.
To start, students write down how the Moon changes in
as much detail as possible.
In the main lesson practical, students model the phases
of the Moon and eclipses.
Support: Clarify these concepts using animations and
diagrams. A support sheet is available with partiallydrawn diagrams for students to complete.
Extension: Students suggest why we don’t see eclipses
every day or month.
Practical:
The Moon and
eclipses
Interactive:
What does it
look like?
An interactive screen is provided for a plenary, in which
students complete a paragraph on how the Moon
changes over a month.
P1 Chapter 4
Checkpoint
© Oxford University Press 2014
For homework, students write a summary paragraph on
solar and lunar eclipses.
Using the Checkpoint assessment and Checkpoint
resources, use this point to assess students and follow
up with support and extension work.
Checkpoint
Topic
Programme of
study statement
Secure outcomes
Lesson overview
Kerboodle
Resources and
Assessment
Physics 2
P2 1.1 Charging
up
Physics
- Separation of
positive or
negative charges
when objects are
rubbed together:
transfer of
electrons, forces
between charged
objects.
- The idea of electric
field, forces acting
across the space
between objects
not in contact.
- Non-contact forces:
forces due to static
electricity.
- Using physical
processes and
mechanisms,
rather than energy,
to explain the
intermediate steps
that bring about
© Oxford University Press 2014
- Explain how
objects can
become charged.
- Describe how
charged objects
interact.
- Describe what is
meant by an
electric field.
- Interpret
observations,
identifying patterns
linked to charge.
To start, demonstrate the lifting of hair by a charged
balloon, discussing as a class why this happens.
Activity:
Electrostatics
In the main lesson activity, demonstrate several effects
of electrostatics and discuss as a class how objects
become charged and the idea of an electric fields.
Students then complete the activity sheet.
Support: A support sheet is available with a partiallyfilled table for observations.
Extension: Introduce the triboelectric series. This lists
materials and their tendency to lose or gain charge. It
can be used to predict which becomes negatively
charged, which becomes positively charged, and which
will not gain a charge.
Interactive:
What happens
with the balloon?
An interactive screen is provided for a plenary, in which
students re-order sentences to explain the effect of a
charged balloon on hair.
For homework, students research uses of static
electricity.
P2 1.2 Circuits
and current
changes in
systems.
WS
- Interpret
observations and
data, including
identifying patterns
and using
observations,
measurements,
and data to draw
conclusions.
Physics
- Electric current,
measured in
amperes in circuits.
- Current as a flow of
charge.
- Using physical
processes and
mechanisms,
rather than energy,
to explain the
intermediate steps
that bring about
changes in
systems.
WS
- Use appropriate
techniques,
apparatus, and
materials during
fieldwork and
laboratory work,
© Oxford University Press 2014
- Describe what is
meant by current.
- Describe how to
measure current.
- Set up a circuit
including an
ammeter to
measure current.
To start, review circuit symbols from KS2, drawing
simple series circuits if knowledge is good.
In the main lesson practical, students measure the
current of different series circuits.
Support: 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.
Extension: Students predict changes in current if the
number of components in a circuit is changed. This links
to resistance, which is covered later.
An interactive screen is provided for a plenary, in which
students match the names of circuit components with
their functions.
For homework, students draw circuit diagrams for
simple pieces of equipment.
Practical:
Investigating
current
Interactive:
Function of
circuit
components
P2 1.3 Potential
difference
P2 1.4 Series
and parallel
paying attention to
health and safety.
Physics
- Potential
difference,
measured in volts.
- Battery and bulb
ratings.
WS
- Use appropriate
techniques,
apparatus, and
materials during
fieldwork and
laboratory work,
paying attention to
health and safety.
Physics
- Series and parallel
circuits, currents
add where
branches meet.
WS
- Interpret
observations and
data, including
identifying patterns
and using
observations,
measurements,
and data to draw
conclusions.
© Oxford University Press 2014
- 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.
- Set up a simple
circuit and use
appropriate
equipment to
measure potential
difference.
- Describe the
difference between
series and parallel
circuits.
- Describe how
current and
potential difference
vary in series and
parallel circuits.
- Identify the pattern
of current and
potential difference
in series and
parallel circuits.
An interactive screen is provided for a starter, in which
students link different operating potential differences
with objects.
In the main lesson activity, students set up series
circuits to measure potential difference.
Support: 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.
Activity:
Investigating
potential
difference
Interactive:
Looking at
potential
difference
To finish, students list the similarities and differences
between current and potential difference.
For homework, students prepare a list of 10 pieces of
electrical equipment and their voltage supplied.
An interactive screen is provided for a starter, in which
students group pieces of electrical equipment into those
that use series circuits and those that use parallel
circuits.
In the main lesson practical, students investigate
current and potential difference in series and parallel
circuits by making observations and various different
circuits.
Support: Diagrams of experimental setup are provided
for students to add observations, current, and p.d.
readings.
Extension: Students should look for readings that are
nearly the same, or that add up to roughly the same
amount as another reading in the circuit.
Practical: Series
and parallel
circuits
Interactive:
Series or
parallel?
To finish, revisit the rope model to demonstrate current
and potential difference in a series circuit. Then discuss
as a class how the rope model can be adapted for
parallel circuits.
P2 1.5
Resistance
P2 1.6 Magnets
Physics
- Resistance,
measured in ohms,
as the ratio of
potential difference
(p.d.) to current.
- Differences in
resistance between
conducting and
insulating
components
(quantitative).
WS
- Select, plan, and
carry out the most
appropriate types
of scientific
enquiries to test
predictions,
including
identifying
independent,
dependent, and
control variables,
where appropriate.
Physics
© Oxford University Press 2014
- Describe what is
meant by
resistance.
- Calculate
resistance of a
component and of
a circuit.
- Describe the
difference between
conductors and
insulators in terms
of resistance.
- Identify
independent,
dependent, and
control variables.
For homework, students draw circuit diagrams for
lighting in the home.
An interactive screen is provided for a starter, in which
students match circuit components to their functions.
In the main lesson practical, students investigate the
relationship between resistance in a piece of wire and
the length of the piece of wire.
Support: The support sheet contains a partially-filled
results table.
Extension: Students can use ammeters and voltmeters
instead of a multimeter, in order to use their readings to
calculate resistance for each length of wire.
Practical:
Investigating the
resistance of a
wire
Interactive:
What do you
know already?
To finish, students discuss the points of their experiment
that went well and what improvements they could
make.
For homework, provide students with examples of
resistance calculations for them to complete.
- Describe how
To start, use a magnet to levitate a paperclip.
Practical:
and magnetic
fields
- Magnetic poles,
attraction and
repulsion.
- Magnetic fields by
plotting with
compass,
representation by
field lines.
- Earth’s magnetism,
compass, and
navigation.
- Non-contact forces:
forces between
magnets.
- Using physical
processes and
mechanisms,
rather than energy,
to explain the
intermediate steps
that bring about
changes in
systems.
WS
- Make and record
observations and
measurements
using a range of
methods for
different
investigations; and
evaluate the
reliability of
methods and
© Oxford University Press 2014
magnets interact.
- Describe how to
represent magnetic
fields.
- Describe the
Earth’s magnetic
field.
- Draw field lines
round a magnet in
detail.
Demonstrate the effects that magnetic materials and
non-magnetic materials have on this demonstration
when they are inserted between the paperclip and the
magnet.
In the main lesson practical, students use a compass to
plot field lines around a bar magnet.
Support: The support sheet provides students with a
step-by- step guide on drawing field lines around a bar
magnet using a compass.
Extension: Students predict the shapes of magnetic
fields for different-shaped magnets.
An interactive screen is provided for a plenary, in which
students choose the correct words to describe how a
compass works.
For homework, students find as many uses as possible
of magnets at home, writing a paragraph about why
magnets are used in these instances.
Drawing
magnetic fields
Interactive:
Which way does
it point?
suggest possible
improvements.
Physics
- The magnetic effect
of a current,
electromagnets,
D.C. motors
(principles only).
WS
- Make predictions
using scientific
knowledge and
understanding.
- Describe how to
make an
electromagnet.
- Describe how to
change the
strength of an
electromagnet.
- Predict and test the
effect of changes
to an
electromagnet.
P2 1.7
Electromagnets
An interactive screen is provided for a starter, in which
students complete sentences on the properties of
electromagnets.
In the main lesson practical, students investigate how
the number of turns on the coil, the material of the
core, and the applied current affect the strength of an
electromagnet.
Support: A support sheet is available that includes
partially-filled results tables.
Extension: Students should be encouraged to suggest
quantitative predictions based on scientific
understanding.
Practical:
Changing the
strength of
electromagnets
Interactive:
Changing the
strength
Question-led
lesson:
Electromagnets
To finish, students compare their initial predictions for
the situations in the practical with what actually
occurred. They then identify what had the biggest
impact on the strength of electromagnets and list the
features of a really strong electromagnet.
For homework, provide students with costs for a range
of materials needed to make electromagnets. Students
then decide what materials could be combined to make
the strongest, yet cheapest, electromagnet.
P2 1.8 Using
electromagnets
Physics
- The magnetic effect
of a current,
electromagnets,
D.C. motors
© Oxford University Press 2014
- Describe some
uses of
electromagnets.
- Describe how a
simple motor
An alternative question-led lesson is also available for
this lesson.
An interactive screen is provided for a starter, in which
students sort uses of electromagnets according to which
property of electromagnets make them useful for that
application.
Practical: Using
electromagnets
Interactive:
Uses of
(principles only).
WS
- Identify further
questions arising
from their results.
works.
- From your
experiment, pose
scientific questions
to be investigated.
In the main lesson practical, students make a motor.
Support: The support sheet contains hints for students
when writing further questions they can investigate in
this practical.
Extension: Students may be able to repeat the
experiment, changing one variable in a methodical way,
in the same time it takes the rest of the class to carry
out the practical once.
Electromagnets
WebQuest:
Metal-recycling
and
electromagnets
To finish, students independently list as many uses of
electromagnets as they can, then joining up into small
groups to compare their lists.
P2 Chapter 1
Checkpoint
P2 2.1 Food and
fuels
Physics
- Comparing energy
values of different
foods (from labels)
(kJ).
- Fuels and energy
resources.
WS
- Present reasoned
explanations,
including
explaining data in
relation to
predictions and
hypotheses.
- Compare the
energy values of
food and fuels.
- Compare the
energy in food and
fuels with the
energy needed for
different activities.
- Explain data on
food intake and
energy
requirements for a
range of activities.
For homework, students research the use of
electromagnets in metal-recycling.
Using the Checkpoint assessment and Checkpoint
resources, use this point to assess students and follow
up with support and extension work.
An interactive screen is provided for a starter, in which
students categorise statements about energy in food as
true or false.
In the main lesson activity, students extract information
on energy intake per portion from food labels. They then
suggest foods that could be eaten to provide their daily
required amount of energy and consider energy
requirements for different activities.
Support: The accompanying access sheet has simplified
questions.
Extension: Students can suggest similar activities that
use the same amount of energy (or 10 times the
amount of energy).
To finish, students decide which activity they do in a
© Oxford University Press 2014
Checkpoint
Activity: Food
and
fuels
Interactive:
Energy stored in
foods
school week has the greatest energy requirement. They
then discuss whether they should adjust their food
intake according to their school day.
P2 2.2 Energy
adds up
Physics
- Energy as a
quantity that can
be quantified and
calculated; the
total energy has
the same value
before and after a
change.
- Comparing the
starting with the
final conditions of a
system and
describing
increases and
decreases in the
amounts of energy
associated with
movements,
temperature,
changes in
positions in a field,
in elastic
distortions and in
chemical
compositions.
- Other processes
© Oxford University Press 2014
- Describe energy
before and after a
change.
- Explain what brings
about transfers in
energy.
- Present
observations of
energy transfers in
a table.
For homework, students keep of the activities they do
during a 24-hour period and estimate their energy
requirements for that day.
To start, introduce energy stores and give an example
of each store. Students then come up with their own
examples of each store.
In the main lesson practical, students identify the
energy stores before and after an energy transfer.
Support: The support sheet allows students to record
their observations in words, choosing the type of energy
store each time from two possible answers.
Extension: Students start to write out energy transfers
in words as equations, filling in details of the transfer
between energy stores.
An interactive screen is provided for a plenary, in which
students sort items and scenarios into energy stores or
energy transfers.
For homework, students describe five energy changes
that occur in a normal school day, identifying the
involved energy stores.
Practical:
The conservation
of
energy
Interactive:
Energy
stores and
transfers
P2 2.3 Energy
and temperature
that involve energy
transfer: changing
motion, dropping
an object,
completing an
electrical circuit,
stretching a spring,
metabolism of
food, burning fuels.
- Energy changes on
deformation.
WS
- Make and record
observations and
measurements
using a range of
methods for
different
investigations.
Physics
- Heating and
thermal
equilibrium:
temperature
difference between
two objects leading
to energy transfer
from the hotter to
the cooler one.
- Changes with
temperature in
motion and spacing
of particles.
WS
© Oxford University Press 2014
- State the difference
between energy
and temperature.
- Describe what
happens when you
heat up solids,
liquids, and gases.
- Explain what is
meant by
equilibrium.
- Describe how to
reduce error in
experimental
apparatus.
An interactive screen is provided for a starter, in which
students match objects to their temperature.
In the main lesson practical, students investigate what
happens to solids, liquids, and gases when they are
heated.
Support: A support sheet is available with a partially
filled results table and a list of possible observations
students should look out for during their experiments.
To finish, discuss with students what happens to
particles when objects are heated, how absolute zero is
when particles stop vibrating, and that there is no limit
on the hottest temperature. Students suggest places
where you may find extreme temperatures.
Practical:
Energy and
temperature
Interactive:
Matching
temperatures
P2 2.4 Energy
transfer:
particles
P2 2.5 Energy
transfer:
- Evaluate data,
showing awareness
of potential sources
of random and
systematic error.
Physics
- Heating and
thermal
equilibrium:
temperature
difference between
two objects leading
to energy transfer
from the hotter to
the cooler one,
through contact
(conduction); such
transfers tending
to reduce the
temperature
difference; use of
insulators.
WS
- Interpret
observations and
data, including
identifying patterns
and using
observations,
measurements,
and data to draw
conclusions.
Physics
- Temperature
© Oxford University Press 2014
For homework, students make a list of objects at home
that are of different temperatures.
- Describe how
energy is
transferred by
particles in
conduction and
convection.
- Describe how an
insulator can
reduce energy
transfer.
- Describe the
pattern in
conduction shown
by results, using
numerical data to
inform a
conclusion.
An interactive screen is provided for a starter, in which
students reorder sentences to explain how soup is
heated by convection,
Activity:
Investigating
conduction
In the main lesson practical, students investigate
whether various materials are conductors or insulators.
Support: Use the support sheet for a partially-filled
table of results. Students may need reminding how to
calculate means.
Activity:
Investigating
conduction
- Describe some
sources of infrared
To start, asks students how they can tell if something is
hot or cold. Discuss as a class what they think radiation
To finish, students compare the similarities and
differences between conduction and convection.
For homework, students describe situation at home
where energy is transferred by conduction or congestion
and explain how the heat transfer is either helped or
reduced.
Practical:
Radiation
radiation
difference between
two objects leading
to energy transfer
from the hotter to
the cooler one,
through radiation.
WS
- Evaluate risks.
radiation.
- Explain how energy
is transferred by
radiation.
- Identify risks and
explain why it is
important to
reduce them.
is.
In the main lesson practical, students carry out an
investigation to find the relationship between how hot or
cold something feels, its temperature, its colour, and it
texture. As part of the practical students discuss the
risks associated with the method.
Support: A partially filled results table is available in
the corresponding support sheet.
Extension: Students are required to explore the idea of
thermal equilibrium during their experiment.
An interactive screen is provided for a plenary, in which
students summarise the key concepts of infrared by
choosing the correct words to complete the sentences.
Interactive:
Infrared energy
transfers
WebQuest:
Saving on
heating bills
Question-led
lesson: Energy
transfer:
radiation
For homework, students research how to reduce energy
bills.
P2 2.6 Energy
resources
Physics
- Domestic fuel bills,
fuel use, and costs.
- Fuels and energy
resources.
WS
- Interpret
observations and
data, including
identifying patterns
and using
observations,
measurements,
© Oxford University Press 2014
- Describe the
difference between
a renewable and a
non-renewable
energy resource.
- Describe how
electricity is
generated in a
power station.
- Choose an
appropriate source
of secondary
information.
An alternative question-led lesson is also available for
this lesson.
To start, discuss with students how their lives would be
different without electricity.
In the main lesson activity, students research renewable
and non-renewable energy resources, fossil fuels, power
stations, and generating electricity. They then produce a
poster of leaflet on their research.
Support: A support sheet is available that gives
students a much more structured approach to their
research task.
Extension: Students identify the advantages and
disadvantages of using different energy resources,
linking waste products from burning fossil fuels to risks.
Activity: Energy
resources
Interactive:
Fossil fuels
and data to draw
conclusions.
P2 2.7 Energy
and power
Physics
- Comparing power
ratings of
appliances in watts
(W, kW).
- Comparing
amounts of energy
transferred (J, kJ,
kWh).
- Domestic fuel bills,
fuel use, and costs.
WS
- Make predictions
using scientific
knowledge and
understanding.
An interactive screen is provided for a plenary, in which
students complete the sentences on the formation,
uses, advantages, and disadvantages of fossil fuels.
- Explain the
difference between
energy and power.
- Describe the link
between power,
fuel use, and cost
of using domestic
appliances.
- Predict the power
requirements of
different
equipment and
how much it costs
to use.
For homework, students write a newspaper article on
the fictional opening of a thermal power station in their
neighbourhood.
To start, show students various light bulbs with different
power ratings and ask students to decide which with
produce the brightest light. Then offer the definition of
power.
Activity: Power
Interactive:
Reducing energy
bills
In the main lesson activity, students examine pieces of
electrical equipment to identify the power, rank the
objects in order of power, and answer the questions on
the activity sheet.
Support: Remind students that power is measured in
watts (W) or kilowatts (kW), and that these are the only
letters they should look for when reading appliance
labels.
Extension: Introduce kilowatt hours (kWh) in general
terms, and allow students to read the corresponding
section in the student book.
An interactive screen is provided for a plenary, in which
students complete sentences to describe how energy
bills can be reduced.
P2 2.8 Work,
energy, and
Physics
- Work done
© Oxford University Press 2014
- Calculate work
done.
For homework, students check the power rating of
appliances found at home and rank them in order of
power.
To start, ask students if an adult and a child can use a
see-saw together to introduce levers.
Practical: Work
machines
- Examples of
processes that
cause change with
forces (work =
force × distance)
levers and gears
reducing force by
increasing distance
simple machines
give bigger force
but at the expense
of smaller
movement (and
vice versa):
product of force
and displacement
unchanged.
WS
- Evaluate data,
showing awareness
of potential sources
of random and
systematic error.
- Apply the
conservation of
energy to simple
machines.
- Evaluate results
from the practical.
P2 3.1 Speed
© Oxford University Press 2014
Interactive:
Types of
machines
An interactive screen is provided for a plenary, in which
students group machines according to whether they use
levers, pulleys, or gears.
For homework, students describe five machines that
have made their lives easier or more interesting. For
each machine they should identify if it uses pulleys,
levers, or gears.
P2 Chapter 2
Checkpoint
Physics
- Speed and the
quantitative
relationship
between average
speed, distance,
and time (speed =
distance ÷ time).
In the main lesson practical, students carry out four
short experiments to investigate the effect on
movement of using simple machines.
Support: An access sheet is available where students
are given further guidance to use their results in
forming a conclusion.
Extension: Students should be encouraged to use
numerical data to support their answers on the practical
sheet.
- Calculate speed
using the speed
equation.
- Describe relative
motion.
- Choose equipment
to make
appropriate
Using the Checkpoint assessment and Checkpoint
resources, use this point to assess students and follow
up with support and extension work.
To start, measure the speed of a ball dropping from a
height of one metre. Discuss where the ball travelled
fastest or slowest to introduce the ideas of average
speed and instantaneous speed.
In the main lesson practical, students carry out two
experiments to find the speed of a moving object and
their reaction times. The experiment on reaction times
Checkpoint
Practical:
What’s the
speed?
Interactive:
Talking about
relative speed
P2 3.2 Motion
graphs
- Relative motion:
trains and cars
passing one
another.
- Using physical
processes and
mechanisms,
rather than energy,
to explain the
intermediate steps
that bring about
changes in
systems.
WS
- Use appropriate
techniques,
apparatus, and
materials during
fieldwork and
laboratory work,
paying attention to
health and safety.
Physics
- The representation
of a journey on a
distance–time
graph.
WS
- Present
observations and
data using
appropriate
methods, including
tables and graphs.
© Oxford University Press 2014
measurements for
time and distance
to calculate speed.
demonstrates the effect this can have on the first
experiment.
Support: The accompanying support sheet includes a
partially-filled results table, with suggestions for moving
objects that students can use around the classroom.
Extension: Challenge students to record all their
speeds in metres per second (m/s) in order to practise
the conversion of units.
An interactive screen is provided for a plenary, in which
students choose the correct words to summaries relative
motion.
For homework, students produce a safety leaflet to
explain when drivers should slow down.
- Interpret distance–
time graphs.
- Calculate speed
from a
distance-time
graph.
- Plot data on a
distance-time
graph accurately.
To start, sketch a distance-time graph onto the board
and explain what it shows. Draw a second graph that
students then describe what it shows in pairs to each
other.
In the main lesson activity, students interpret data to
plot a distance-time graph for one of the three given
activities, and prepare a short summary of the graph
they have drawn.
Support: A support sheet is available where the
breakdown of the times and distances during the tenday sled dog race has been filled in for them to plot the
Activity: Using
distance–time
graphs
Interactive:
What can you tell
from a distance–
time graph?
information.
Extension: Students carry out the extension task
where they must write a short story and plot the graph
of the journey described.
An interactive screen is provided for a plenary, in which
students match halves of sentences together to explain
how distance-time graphs can be interpreted.
P2 3.3 Pressure
in gases
Physics
- Atmospheric
pressure,
decreases with
increase of height
as weight of air
above decreases
with height.
WS
- Interpret
observations and
data, including
identifying patterns
and using
observations,
measurements,
and data to draw
conclusions.
- Describe the
factors that affect
gas pressure.
- Describe how
atmospheric
pressure changes
with height.
- Interpret
observations of
atmospheric
pressure.
For homework, students notes typical times and
distances taken for their journey to and from school, a
friend’s house, or an after-school club. They then
produce a labelled distance-time graph for the journey.
To start, inflate two balloons, one fully and one partially.
Use these to introduce how gas pressure is produced by
the gas particles colliding with the balloon, and so there
is more pressure in the fully inflated balloon as there are
more particles and so more collisions.
In the main lesson activity, demonstrate gas pressure
using the collapsing bottle experiment and a sealed
syringe. Students record their observations of these
demonstrations and use them to answer the questions
on the activity sheet.
Support: An access sheet is available with multiplechoice answers for students to choose from when
explaining the scientific concept behind each
demonstration.
Extension: Students should suggest differences in
observations if these demonstrations were carried out
under different temperatures and pressures.
An interactive screen is provided for a plenary, in which
students reorder phrases to explain what happens
© Oxford University Press 2014
Activity:
Investigating gas
pressure
Interactive:
The collapsing
bottle
WebQuest:
Pressure and
altitude
during the collapsing bottle experiment.
Physics
- Pressure in liquids,
increasing with
depth; upthrust
effects, floating
and sinking.
WS
- Make predictions
using scientific
knowledge and
understanding.
P2 3.4 Pressure
in liquids
- Describe how liquid
pressure changes
with depth.
- Explain why some
things float and
some things sink,
using force
diagrams.
- Predict how water
pressure changes
in a familiar
context, using
scientific
knowledge and
understanding.
For homework, students research atmospheric pressure
and mountain climbing.
To start, ask students what weighs more – a kilogram of
feathers or a kilogram of iron. Use responses to correct
misconceptions and remind students of the difference
between mass and weight. Then introduce water
pressure and how it relates to floating and sinking,
finishing with students predicting which will float in
water – a bag of feathers or a bag of iron.
Activity: Liquids
at work
Interactive:
Water pressure
In the main lesson activity, display a range of objects
for students to predict if they will float or sink. Also
show a plastic bottle with holes in and what happens to
it when it is filled with water. Students record their
observations from the demonstrations and answer the
questions on the activity sheet.
Support: The accompanying support sheet gives
students further prompts to spot patterns in their
observations.
An interactive screen is provided for a plenary, in which
students fill in missing words to explain water pressure
in different scenarios.
P2 3.5 Pressure
on solids
Physics
- Pressure measured
by ratio of force
over area – acting
© Oxford University Press 2014
- Calculate pressure.
- Apply ideas of
pressure to
different situations.
For homework, students answer simple questions on the
effects of pressure in liquids, for example why do some
fruits float and others sink, how does a life jacket keep a
person from sinking, and why do air bubbles rise?
To start, students suggest ways to walk through soft
snow. Discuss as a class how the ideas they come up
with reduce pressure on the snow. Introduce the
pressure equation.
Practical:
Investigating
pressure
normal to any
surface.
WS
- Make predictions
using scientific
knowledge and
understanding.
- Predict
quantitatively the
effect of changing
area and/or force
on pressure.
In the main lesson practical, students carry out an
experiment to investigate pressure exerted by different
masses.
Support: The support sheet includes a partially filled
results table for students to fill in.
Extension: Students should plot a graph of their results
(depth of indentation versus weight ÷ surface area) if
time, and evaluate their results.
Interactive:
Useful pressure
Question-led
lesson: Pressure
on solids
An interactive screen is provided for a plenary, in which
students categorise scenarios according to whether they
are high pressure or low pressure.
For homework, students find examples of useful
pressure in everyday life, writing about how the
pressure is created.
P2 3.6 Turning
forces
Physics
- Moment as the
turning effect of a
force.
WS
- Identify further
questions arising
from their results.
© Oxford University Press 2014
- Describe what is
meant by a
‘moments’.
- Calculate the
moment of a force.
- Independently
identify scientific
questions from
results.
An alternative question-led lesson is also available for
this lesson.
To start, have a student open a door normally and
discuss as a class why the door handle (and
subsequently, the student’s hand) is placed far away
from the door hinge (the pivot). Ask the same student
to try opening the door with their hand close to the door
hinge. Introduce the concepts of moments and force
multipliers.
In the main lesson practical, students investigate the
turning force required to topple a clamp stand at
different heights from the base.
Support: A partially filled results table is available on
the accompanying support sheet.
Extension: Students may choose to investigate
Practical: Just a
moment!
Interactive:
Moments
moments when there is more than one force acting on
the clamp stand in the same or opposite directions, if
time.
An interactive screen is provided for a plenary, in which
students pair key words of this lesson to their
definitions.
P2 Chapter 3
Checkpoint
© Oxford University Press 2014
For homework, students identify five examples of the
principle of moments at home. They explain how the
turning effects are balanced by comparing the distance
and force either side of a pivot for each example, and
research one example in detail to explain exactly how
moments work in context.
Using the Checkpoint assessment and Checkpoint
resources, use this point to assess students and follow
up with support and extension work.
Checkpoint
Topic
Programme of
study statement
Lesson overview
Kerboodle
Resources and
Assessment
To start, introduce the electromagnetic (EM) spectrum
and describe how waves can be used in communication.
Activity: Digital
and analogue
In the main lesson activity, students sample analogue
signals, convert digital information into wave signals,
and compare the properties of analogue and digital
signals.
Support: Remind students of the different waves that
make up the EM spectrum. When sampling the analogue
signal, if the signal falls in the middle of two values,
students should round up to the next integer as a rule of
thumb.
Interactive:
How do mobile
phones work?
Secure outcomes
Physics 3
P3 1.1 Your phone
P3 1.2 Your house
KS3 Physics
- Sound waves.
- Light waves.
KS3 WS
- Apply sampling
techniques.
KS4 Physics
- Recall that
electromagnetic
waves are
transmitted
through space
where all have
the same
velocity.
- Give examples
of some
practical uses of
electromagnetic
waves.
- Describe the
difference between
an analogue and a
digital signal.
- Describe the
difference between
an analogue and a
digital signal.
- Reproduce a wave
using sampling.
KS3 Physics
- Calculation of
fuel uses and
costs in the
- Describe what is
meant by
efficiency.
- Describe how an
© Oxford University Press 2014
An interactive screen is provided for a plenary, in which
students order statements to explain how sound is
transmitted via a mobile phone.
For homework, students find three devices at home that
use digital or analogue signals and describe how they
process data, the EM waves used, and whether they use
analogue or digital signals.
To start, ask students what is meant by efficiency and if
they can come up with any examples of pairs of devices
that are efficient and not efficient (e.g., incandescent
and energy-saving lightbulbs).
Practical:
Investigating the
efficiency of
lightbulbs
domestic
context.
- Current
electricity.
KS3 WS
- make and record
observations
and
measurements
using a range of
methods for
different
investigations;
and suggest
possible
improvements.
KS4 Physics
- Design and use
circuits to
explore changes
in resistance –
including for
LDRs.
- Explain that
mechanical
processes
become wasteful
when they cause
a rise in
temperature so
dissipating
energy in
heating the
surroundings.
© Oxford University Press 2014
LDR detects light.
- Design a suitable
results table and
use this to record
data obtained from
an investigation.
In the main lesson practical, students investigate the
power, temperature, and light intensity of incandescent
and energy-saving lightbulbs.
Support: You may wish to recap the law of
conservation of energy, and the definitions for power,
resistance, and light intensity before starting the
practical.
An interactive screen is provided for a plenary, in which
students choose the correct words to complete
sentences on the efficiency of various devices.
For homework, students research how devices in the
home can be used more efficiently and design a leaflet
for homeowners to advise them how to reduce the cost
of energy bills.
Interactive:
Efficiency
statements
P3 1.3 Your
hospital – intensive
care
P3 1.4 Your
hospital – seeing
inside
KS3 Physics
- Light waves.
- Current
electricity.
KS3 WS
- Evaluate data,
showing
awareness of
potential
sources of
random and
systematic
error.
KS4 Physics
- Design and use
circuits to
explore changes
in resistance –
including for
thermistors.
KS3 Physics
- Sound waves.
- Light waves.
KS3 WS
- Interpret
observations
and data,
including
identifying
patterns and
using
© Oxford University Press 2014
- Describe how a
thermistor detects
changes in
temperature.
- Describe how
sensors can be
used in hospitals.
- Compare the
accuracy of the
different methods
of measuring
temperature used
in the experiment.
To start, ask students for situations where it is
important to monitor temperature continuously and how
this can be done.
Practical:
Monitoring
temperature
In the main lesson practical, students calibrate a
thermistor using a thermometer. They then use the
thermistor, thermometer, and thermofilm to monitor the
temperature of a model incubator, and evaluate each
method.
Support: A support sheet is available with a suggested
results table.
Extension: Explain to students the basic principle of
how a thermistor works (semiconductors with more
delocalised electrons to carry charge at higher
temperatures). Students should be encouraged to draw
a calibration curve if time.
Interactive:
Technology in
hospitals
An interactive screen is provided for a plenary, in which
students link the different sensors found in hospitals
with what they monitor.
- Describe how
optical fibres work.
- Describe some
techniques for
seeing inside the
human body.
- Choose a suitable
technique to
diagnose
symptoms in a
given patient,
For homework, students produce a leaflet to describe
how sensors are used in hospitals.
To start, ask students how doctors can diagnose a
patient without operating. Present a student as a patient
with imaginary symptoms to aid discussion.
In the main lesson activity, students compare five
different ways of seeing inside the body – ultrasound,
MRI, X-ray, gamma ray, and endoscopy.
Support: Recap reflection, refraction, and the EM
spectrum if necessary. The support sheet lists uses of
the EM spectrum to help students answer the questions.
Activity: Patient
diagnosis
Interactive: Xrays
Question-led
lesson: Your
hospital – seeing
inside
P3 1.5 Your sports
observations,
measurements,
and data to
draw
conclusions.
KS4 Physics
- Recall that
different
substances may
absorb,
transmit,
refract, or
reflect
electromagnetic
waves.
- Give examples
of some
practical uses of
electromagnetic
waves.
KS3 Physics
- Describing
motion.
- Forces and
motion.
KS3 WS
- Evaluate data,
showing
awareness of
potential
sources of
random and
systematic
error.
© Oxford University Press 2014
justifying their
answer.
An interactive screen is provided for a plenary, in which
students order sentences to describe how X-rays can be
used to image broken bones.
For homework, students produce a poster to summarise
uses of optical fibres and total internal reflection.
An alternative question-led lesson is also available for
this lesson.
- Describe how
technology is used
in sport.
- Describe what is
meant by reaction
time.
- Identify sources of
random and
systematic errors
in given scenarios.
To start, students select a sport and write down why
champions win. Students use their list to discuss the
impact of speed and reaction times on winning.
In the main lesson activity, students read information
on how technology is used in sport to measure time and
compare the effect of reaction time on athletes in
short-distance and long-distance running.
Support: Students may require a reminder of the
factors affecting reaction time before the start of this
activity.
An interactive screen is provided for a plenary, in which
students complete a crossword on the technologies used
Activity:
Reaction times
Interactive:
Sport events
WebQuest:
Timing in sport
P3 1.6 Your planet
KS4 Physics
- Explain the
vector-scalar
distinction as it
applies to
displacement,
velocity, and
speed.
- Recall Newton’s
First Law and
relate it to
observations
showing that
forces can
change direction
of motion as
well as its
speed.
- Explain that
force is rate of
momentum
change and
explain the
dangers caused
by large
decelerations
and the forces
involved.
KS3 Physics
- Calculation of
fuel uses and
costs in the
domestic
context.
© Oxford University Press 2014
in sport.
For homework, students research technology used for
timing in sport.
- Explain why
demand for
electricity is
increasing.
- Describe how
future demand for
To start, students list everything that they used the day
before that required electricity to run. They compare
their list with what they think a student’s list from 30
years ago would have been like.
In the main lesson activity, students interpret data on
Activity: The
demand for
electricity
Interactive:
The demand for
KS3 WS
- Interpret
observations
and data,
including
identifying
patterns and
using
observations,
measurements,
and data to
draw
conclusions.
KS4 Physics
- List and describe
the main energy
sources
available for use
on Earth
(including fossil
fuels, nuclear
fuel, biofuel,
wind, the tides,
and the Sun)
and distinguish
between
renewable and
non-renewable
sources.
electricity could be
met.
- Describe the
general
relationship
between oil use
and average
income per person.
KS3 Physics
- Forces.
© Oxford University Press 2014
electricity
An interactive screen is provided for a plenary, in which
students sort statements into whether they are reasons
for the increase in demand for electricity, or whether
they are unrelated.
For homework, students complete the activity sheet and
write a report on how each country in the activity sheet
can meet its demand for electricity using the data
provided.
P3 Chapter 1
Checkpoint
P3 2.1 Discovering
the Universe 1
oil usage in different countries, and use this data, along
with their own knowledge, to answer questions on
electricity demand and generation.
Support: Discuss with students what the data provided
show, and how the graph can be linked to the table
before allowing students to begin the activity.
Extension: The main differences between nuclear
fission and fusion can be explained briefly, where
appropriate.
- Describe some
ideas about the
Using the Checkpoint assessment and Checkpoint
resources, use this point to assess students and follow
up with support and extension work.
To start, describe one theory about the Universe from
the corresponding student-book page. Ask students
Checkpoint
Activity: The
Solar System in
P3 2.2 Discovering
the Universe 2
- Space physics.
KS4 Physics
- Give examples
of forces that
act without
contact across
an empty space,
linking these to
the gravity,
electric, and
magnetic fields
involved.
- Explain the
difference
between
planetary orbits
and orbits of
meteors.
- Explain for
circular orbits
how the force of
gravity can lead
to changing
velocity of a
planet but
unchanged
speed.
KS3 Physics
- Space physics.
KS3 WS
- Present
reasoned
explanations
including
© Oxford University Press 2014
Universe that
developed in
different cultures.
- Describe the
geocentric model
of the Solar
System.
what they think of this theory and, if they disagree,
what observations have led them to this.
In the main lesson activity, students research the
theories of ancient civilisations on the Solar System.
They use their research to make a model of their chosen
theory and give a short presentation of the theory to
their class.
Support: You may wish to read the corresponding
spread in the student book with students to support
weaker readers. Further prompts may be required to
help students find the relevant information.
Extension: Encourage students to evaluate the models
created by others.
different cultures
Interactive:
The Solar
System in other
cultures
An interactive screen is provided for a plenary, in which
students link the theory of the Solar System with the
culture that this theory originated from.
For homework, research the geocentric model and
record three interesting facts that were not covered in
the lesson.
- Describe how
observations led to
a different model
of the Solar
System.
- Describe the
heliocentric model
To start, ask students how observations about the Solar
System are made. Guide the discussion towards
telescopes and Galileo.
Activity:
Understanding
the Universe
In the main lesson activity, students research the
similarities and differences between the geocentric and
heliocentric models of the Universe. They give a
Interactive:
From geocentric
to heliocentric
explaining data
in relation to
predictions and
hypotheses.
of the Solar
System.
presentation of their findings to the class.
Support: The accompanying support sheet gives
students a writing frame to complete about the two
models of our Solar System. Students may then read
their completed writing frames for the presentation.
An interactive screen is provided for a plenary, in which
students reorder statements to describe how
observations led to the geocentric model being replaced
by the heliocentric model.
P3 2.3 The Big
Bang
KS3 Physics
- Space physics.
KS3 WS
- Present
observations
and data using
appropriate
methods,
including tables
and graphs.
KS4 Physics
- Explain the
redshift of light
from galaxies
that are
receding
(qualitative
only), that the
change of speed
© Oxford University Press 2014
- Describe the
timescale of the
Universe.
- Describe what is
meant by the Big
Bang.
- Present and
describe key
events following
the Big Bang.
For homework, students write a school magazine article
to explain what retrograde motion is and how this led to
the development of the heliocentric model of the
Universe.
To start, discuss with students what a billion means and
help students to understand the scale of a billion using
examples such as one million seconds = 11.5 days
whereas one billion seconds = 31.7 years.
In the main lesson activity, students read the
information sheet on the Big Bang theory of the
beginning of the Universe and present the information in
a poster.
Support: You may wish to read the text provided as a
group to help weaker readers access the material given.
An interactive screen is provided for a plenary, in which
students order sentences to describe the Big Bang
theory of how the Universe was formed.
For homework, students write a poem to describe the
Big Bang theory.
Activity: The
timescale of the
Universe
Interactive:
How the
Universe began
P3 2.4 Spacecraft
and satellites
with galaxies’
distances is
evidence of an
expanding
universe, and
hence explain
the link between
the evidence
and the Big
Bang model.
KS3 Physics
- Describing
motion.
- Forces.
- Balanced forces.
- Forces and
motion.
- Space physics.
KS3 WS
- Make predictions
using scientific
knowledge and
understanding.
KS4 Physics
- Explain that
motion in a
circle involves
constant speed
but changing
velocity
(qualitative
only).
- Relate linear
motion to other
© Oxford University Press 2014
- Describe how to
get a satellite into
orbit.
- Describe some
uses of satellites.
- Predict with
justification the
orbit of a given
satellite based on
its use.
To start, students list applications they know of that
require satellite technology.
Activity:
Satellites
In the main lesson activity, students watch two
demonstrations that model a rocket launch and how
satellites stay in orbit. They then compare different
orbits of satellites.
Support: Allow extra time to guide students through
the demonstrations. Use prompt questions (e.g., ‘What
does the bung represent in this case?).
Extension: Ask students to give a quick evaluation of
the demonstrations shown.
Interactive:
Launching a
satellite
An interactive screen is provided for a plenary, in which
students arrange sentences to describe how a satellite is
launched.
For homework, students prepare two comic strips to
compare a day in the life of someone with satellite
technology and someone without.
An alternative question-led lesson is also available for
this lesson.
Question-led
lesson:
Spacecraft and
satellites
P3 2.5 Mission to
the Moon
relative motions,
such as the
Earth’s relative
to the Sun.
- Explain the
concept of
equilibrium and
identify, for
equilibrium
situations, the
forces that
balance one
another.
- Explain for
circular orbits
how the force of
gravity can lead
to changing
velocity of a
planet but
unchanged
speed, and
relate this
association to
the orbits of
communications
satellites around
the Earth.
KS3 Physics
- Forces.
- Forces and
motion.
- Space physics.
KS3 WS
© Oxford University Press 2014
- Describe some of
the risks and
benefits of the
space programme.
- Complete a risk
assessment for a
An interactive screen is provided for a starter, in which
students categorise statements as advantages or
disadvantages of space missions.
In the main lesson activity, students complete a risk
assessment for space missions.
Activity: Space
travel
Interactive:
Space missions
P3 2.6 Radioactivity
1
- Evaluate risks.
KS4 Physics
- Give examples
of forces that
act without
contact across
empty space,
linking these to
gravity, electric,
and magnetic
fields involved.
- Recall that
fusion in stars
involves pairs of
hydrogen nuclei
forming helium,
emitting
radiation and
increasing the
particle kinetic
energy.
KS4 Physics
- Recall that some
nuclei may emit
alpha, beta, or
neutral particles
and
electromagnetic
radiation as
gamma rays.
- Explain that
radioactive
decay is a
random process,
© Oxford University Press 2014
space mission.
Support: The accompanying support sheet offers
students a partially completed grid for their risk
assessment.
To finish, students pair-share ideas for a class
discussion on the advantages and disadvantages of
space travel.
For homework, students research a space mission and
present risks and benefits of this mission. Students
evaluate whether they think the mission was worth it.
- Describe what is
meant by a
radioactive
material.
To start, show students hazard symbols and ask them to
name and describe each symbol, with particular
emphasis on the symbol for radioactivity.
Activity:
Discovering
radioactivity
In the main lesson activity, students research
Becquerel, Curie, or Rutherford’s role in the discovery of
radioactivity, and prepare a factsheet on the scientist.
Support: You may wish to read the information sheet
as a group to help weaker readers.
Extension: GCSE textbooks can be offered to students
during their research, and the concept of half-life can
also be discussed.
Interactive:
What is
radioactivity?
P3 2.7 Radioactivity
2
the concept of
half-life, and
how the hazards
associated with
radioactive
material differ
according to the
half-life
involved, and to
the differences
in the
penetration
properties of
alpha particles,
beta particles,
and gamma
rays.
KS3 WS
- Evaluate risks.
KS4 Physics
- Give examples
of practical use
of alpha
particles, beta
particles, and
gamma rays.
- Describe and
distinguish
between uses of
nuclear
radiations for
exploration of
internal organs,
and to control or
© Oxford University Press 2014
An interactive screen is provided for a plenary, in which
students choose the correct words to complete a
paragraph on radioactivity.
For homework, students design a poster on a
radioactive element of their choice.
- Describe the risks
of using radioactive
materials.
- Describe some
uses of radioactive
materials.
- Explain why
radioactive
techniques are
used in medicine
despite the
associated risks.
To start, have students recap the difference between
risks and hazards. Students write one entry for a risk
assessment of a simple task.
In the main lesson activity, students use information
and statistics for medical uses of radioactivity to
evaluate the risks and benefits of these techniques.
Support: You may wish to read the information
together as a class to help weaker readers access the
information provided.
An interactive screen is provided for a plenary, in which
students decide if statements about the use of radiation
in medicine are true of false.
For homework, students research radioactivity in
medicine.
Activity: Uses
and risks of
radioactive
materials
Interactive:
The correct
treatment?
WebQuest:
Radioactivity and
medicine
P3 2.8
Electromagnetism 1
destroy
unwanted
tissue.
- Explain why
radioactive
material,
whether
external to the
body or
ingested, is
hazardous
because of
damage to the
tissue cells.
KS3 Physics
- Current
electricity.
- Magnetism.
KS3 WS
- Use appropriate
techniques,
apparatus, and
materials during
laboratory work,
paying attention
to health and
safety.
KS4 Physics
- Explain the
difference
between direct
and alternating
voltages.
- Explain how to
© Oxford University Press 2014
- Describe how to
generate electricity
using
electromagnetic
induction.
- Carry out an
experiment to
induce an electric
current, describing
trends shown by
the results.
To start, students describe what electromagnets are to
revise concepts covered in P2.
In the main lesson practical, students set up an
experiment to demonstrate electromagnetic induction
and show how the number of turns in a wire affects the
current induced.
Support: Demonstrate the preliminary experiment. This
will help students familiarise themselves with the
apparatus required.
Extension: Students should consider using magnets of
different strengths if time.
An interactive screen is provided for a plenary, in which
students choose the correct word to complete a
paragraph on generating electricity.
For homework, students write a letter, report, or journal
article as Faraday, describing how he discovered
electromagnetic induction.
Practical:
Electromagnetic
induction
Interactive:
Generating
electricity
P3 2.9
Electromagnetism 2
show that a
current can
create a
magnetic effect
and describe the
directions of the
magnetic field
around a
conducting wire.
- Recall that a
change in the
magnetic field
around a
conductor can
give rise to an
induced e.m.f.
across its ends,
which could
drive a current,
generating a
field that would
oppose the
original change;
hence explain
how this effect
is used in a
alternator to
generate a.c.,
and in a dynamo
to generate d.c.
KS3 Physics
- Energy and
waves.
- Light waves.
© Oxford University Press 2014
- Describe how
electromagnetic
waves are used for
communication.
To start, ask students how methods of communication
have changed over the years, from Morse code and
letters to emails and texts. Lead the discussion to
wireless communication and the use of the
Activity:
Communications
Interactive:
KS3 WS
- Interpret
observations
and data,
including
identifying
patterns and
using
observations,
measurements,
and data to
draw
conclusions.
KS4 Physics
- Explain the
relationship
between
velocity,
frequency, and
wavelength.
- Describe the
main groupings
of the spectrum;
that these range
from long to
short
wavelengths and
from low to high
frequencies; and
that our eyes
can only detect
a limited range.
P3 Chapter 2
Checkpoint
© Oxford University Press 2014
- Deduce the type of
electromagnetic
wave used given
data on frequency.
electromagnetic (EM) spectrum.
Electromagnetic
communication
In the main lesson activity, students design a poster of
the uses of the EM waves in communication.
Support: Information in the student book may be
explored as a class to help weaker readers.
An interactive screen is provided for a plenary, in which
students complete a crossword to cover the key
concepts of the use of EM waves in communication.
For homework, students complete their posters and the
activity sheet.
Using the Checkpoint assessment and Checkpoint
resources, use this point to assess students and follow
Checkpoint
P3 3.1 Detecting
planets
KS3 Physics
- Light waves.
- Space physics.
KS3 WS
- Make and record
observations,
suggesting
possible
improvements.
KS4 Physics
- Describe and
explain
superposition in
water waves
and the effects
of reflection,
transmission,
and absorption
of waves at
material
interfaces.
- Use the ray
model to show
how light travels
and to illustrate
specular
reflection and
the apparent
position of
images in plane
mirrors.
- Use the ray
model to
© Oxford University Press 2014
- Describe how
astronomers use
telescopes.
- Describe two types
of telescope.
- Make a refracting
telescope and
describe images
formed.
up with support and extension work.
To start, review reflection, refraction, and the drawing
of ray diagrams. Give students curved lenses and
mirrors for students to experiment with how these
objects produce an image.
In the main lesson activity, students make a simple
refracting telescope and compare reflecting and
refraction telescopes.
Support: Extra time may be required to recap reflection
and refraction in detail before starting this activity.
An interactive screen is provided for a plenary, in which
students link together halves of sentences on
telescopes.
For homework, students design a poster to compare the
two types of telescopes.
Activity:
Telescopes
Interactive:
Reflecting and
refracting
telescopes
P3 3.2 Detecting
alien life
illustrate
refraction and
explain the
apparent
displacement of
an image in a
refracting
substance
(qualitative
only).
- Recall that
electromagnetic
waves are
transverse.
- Recall that
different
substances may
absorb,
transmit,
refract, or
reflect
electromagnetic
waves.
KS3 Physics
- Light waves.
- Space physics.
KS4 Physics
- Recall that
different
substances may
absorb,
transmit,
refract, or
reflect
© Oxford University Press 2014
- Describe how
astronomers
search for life on
other planets.
To start, Introduce relative distances in our Solar
System compared with objects further afield, such as
our nearest star. Introduce how distances are measured
in light years.
In the main lesson activity, students read an information
sheet on the different ways astronomers have searched
for extra-terrestrial life, summarising this information
into a table and answering the questions that follow.
Support: Students may require a brief recap of the
requirements of life on Earth, as covered previously in
Activity:
Detecting aliens
Interactive:
Detecting aliens
WebQuest:
Searching for
aliens
electromagnetic
waves.
- Give examples
of some
practical uses of
electromagnetic
waves.
P3 3.3 Detecting
position
KS3 Physics
- Light waves.
- Space physics.
KS3 WS
- Make and record
observations
and
measurements
using a range of
methods for
different
investigations;
and evaluate the
reliability of
methods and
suggest possible
improvements.
KS4 Physics
- Describe the
main groupings
of the spectrum
– radio,
microwave,
infra-red,
© Oxford University Press 2014
B2.
Extension: You may wish to introduce the Drake
equation used to calculate the probability of life in the
Universe.
An interactive screen is provided for a plenary, in which
students complete a crossword on detecting alien life.
- Describe how GPS
works.
- Describe how you
can find the
distance to planets
and stars.
- Interpret distances
recorded to find a
mystery location
using trilateration.
For homework students research the search for
extra-terrestrial life.
To start, introduce GPS and how it uses satellites to
work out accurate locations.
In the main lesson activity, students use trilateration to
find distances on a London Underground map to model
how GPs works.
Support: A review of the speed equation may be
required before starting this activity. The support sheet
contains step-by-step instructions for Task 2.
Extension: Make this activity more challenging by
using a map of the UK or a star map instead.
An interactive screen is provided for a plenary, in which
students link together halves of sentences to describe
key concepts behind GPS.
For homework, students design a poster to describe how
GPS, radar, and parallax work.
Activity:
Detecting
position
Interactive:
Summarising
GPS
P3 3.4 Detecting
messages
visible, ultraviolet, X-rays,
and gammarays.
- Recall that
different
substances may
absorb,
transmit,
refract, or
reflect
electromagnetic
waves.
- Give examples
of some
practical uses of
electromagnetic
waves in each of
the main groups
of wavelength.
KS3 Physics
- Sound waves.
Light waves.
KS3 WS
- understand and
use SI units and
IUPAC
(International
Union of Pure
and Applied
Chemistry)
chemical
nomenclature.
KS4 Physics
© Oxford University Press 2014
- Describe how a
radio wave carries
a signal.
- Give answers in SI
units when using
the wave speed
equation.
To start, ask students to list as many SI units as they
can remember, and identify what they measure.
Activity: Radio
broadcasts
In the main lesson activity, students find the
frequencies of six radio stations using an analogue
radio. They use these frequencies to find the
wavelengths of the signals using the wave speed
equation.
Support: The support sheet gives students hints for
unit conversions between Hz, kHz, and MHz, as well as a
step-by-step guide to calculating wavelengths given the
frequency and wave speed.
Extension: Challenge students to use standard form in
calculations where possible.
Interactive:
Broadcasting
Question-led
lesson:
Detecting
messages
P3 3.5 Detecting
particles
- Recall that
electromagnetic
waves are
transverse and
are transmitted
through space
where all have
the same
velocity.
- Give examples
of some
practical uses of
electromagnetic
waves in each of
the main groups
of wavelength.
- Explain the
concept of
modulation and
how information
can be
transmitted by
waves through
variations in
amplitude or
frequency, and
that each of
these is used in
its optimum
frequency
range.
KS3 Physics
- Particle model.
KS3 WS
© Oxford University Press 2014
An interactive screen is provided for a plenary, in which
students order sentences to describe how radio
broadcasts are transmitted.
For homework, students design a cartoon to explain the
steps involved in broadcasting a radio show.
An alternative question-led lesson is also available for
this lesson.
- Describe how
physicists
investigate what
To start, give students food tins without labels and have
them try to determine what is inside. Compare this with
how scientists use existing knowledge and patterns from
Activity:
Rutherford’s
experiment
- Understand that
scientific
methods and
theories develop
as earlier
explanations are
modified to take
account of new
evidence and
ideas, together
with the
importance of
publishing
results and peer
review.
KS4 Physics
- Describe how
and why the
atomic model
has changed
over time.
- Describe the
atom as a
positively
charged nucleus
surrounded by
negatively
charged
electrons, with
the nuclear
radius much
smaller than
that of the atom
and with almost
© Oxford University Press 2014
the Universe is
made of.
- Describe how
particles can be
detected.
- Describe the stages
of developing a
new theory.
observations to determine the unknown.
In the main lesson activity, read information on
Rutherford’s experiments and how this led to the
nuclear model of the atom.
Support: A support sheet is available with shorter, less
demanding text. Alternatively, you may wish to read the
main text provided as a class to support weaker
readers.
An interactive screen is provided for a plenary, in which
students complete a crossword on how particles are
detected.
For homework, give students a subatomic particle to
research and write a paragraph to summarise their
findings.
Interactive:
Investigating the
Universe
all of the mass
in the nucleus.
P3 Chapter 3
Checkpoint
© Oxford University Press 2014
Using the Checkpoint assessment and Checkpoint
resources, use this point to assess students and follow
up with support and extension work.
Checkpoint