Subject: Physics
Grade Level: pre-MYP
Teachers: PaedDr. Soňa Chalupková, PhD., RNDr. Silvia Maťašovská, PhD.
Unit and time
period
Unit title
Area of Interaction
Context
Significant concept
Possible assessment tasks
preMyp Modified Objectives addressed
(Students should be able to ...)
Unit 1 –
September to
the end of
October
Measurement of
length
How accurate is
“accurate”?
C&S
Through this AOI
students will learn about
the history of
development and
appropriateness of the
different types of units
and rulers. They should
discover the need of
international standards of
units.
Measured length of an object
depends on the accuracy of
measuring device used.
1.Lab work - Find an
average length of your step
using different methods
2.Lab work – Measure
length of classroom by two
different methods
3. Poster presentation –
History of units of length
4. End-of-unit test
Unit 2 –
November to
the end of
December
Measurement of
volume
What is the
volume of this
stone?
HI
Through this AOI
students will construct
measuring cylinders.
They will learn about the
history of measuring
volume, about old units.
Volume of any object
(submerged into liquid) equals
the volume of liquid displaced
by an object.
Unit 3 –
January to
mid of
February
Measurement of
mass
What is the mass
of one grain of
rice?
HI
Through
this
AOI
students will create scale,
they will learn about
basic
principles
of
functioning of scale.
If you want to weigh any
object, you have to choose
proper scale.
1.Lab work – create a
measuring cylinder. You
can use 2-L-plastic bottle
and plastic cup (200 ml).
2.Lab work –
measure volume of regular
objects (prismatic) and
compare it with calculated
value.
3.Project – make a research
about historical units of
volume. What units do we
use in Slovakia, Amerika,
Afrika...?
1.Lab work – weigh small
objects: one paper clip, one
rice grain, one water droplet.
2. Lab work – create own
scale and show that they are
working properly.
3. Project – make a research
about one type of scale
4.End-of-unit test
- give examples how development of technology – more sensitive
rulers has played an important role in the development of science
- explain why it was necessary to start to use an International System
of Units
- reach more practical skills – work with different types of rulers
- suggest and formulate simple hypothesis, make simple experiments,
describe it
- compare 2 or more different methods of measurement of an average
length of own step – which is more reliable and accurate
- collect and record data using appropriate units of length, with
guidance
- organize and transform data into table, count an average and
identify the mistake of measurement – with guidance
- create graph from measured values – with guidance
- work effectively as a member of a team during the poster making
- use material and techniques safely and skilfully
- work with different sources in appropriate way
- present history of units in poster form connected with oral
presentation
- explain and apply the information from measurement of length to
solve problems in familiar and unfamiliar way
- reach more practical skills – work with different types of measuring
cylinders
- creating of own measuring cylinder
- suggest and formulate simple hypothesis, make simple experiments,
describe it
- collect and record data using appropriate units of volume, with
guidance
- work effectively as a member of a team during the labs
- use material and techniques safely and skilfully
- work with different sources in appropriate way
- present history of units in poster form connected with written text
- explain and apply the information from measurement of volume to
solve problems in familiar and unfamiliar way
- reach more practical skills – work with different types of scales
- suggest and formulate simple hypothesis, make simple experiments,
describe it
- collect and record data using appropriate units of mass with
guidance
- work effectively as a member of a team during the labs
- use material and techniques safely and skilfully
- work with different sources in appropriate way
- present your research about one type of scale in a written format
- explain and apply the information from measurement of mass to
solve problems in familiar and unfamiliar way
Unit 4 –
February to
the mid of
April
Density
Why do heavy
ships float and
how is it possible
that they not
sink?
HI
Students will learn about
construction of ships and
submarines.
Two objects with different
densities behave differently in
liquids..
1.Project – make a
functional model of a
submarine.
2.End-of-unit test.
3. Lab work – measure
density of chosen liquids
and solids.
- look for relationships and patterns between volume and mass of an
object
- make a model of a submarine
- collect data, record data in a table and calculate densities from
measured values of volume and mass
- analyze the possible mistakes during measurement
- work effectively as a member of a team during lab
- practice writing of a lab report
- explain and apply the information from density topic to solve
problems in familiar and unfamiliar way
- practice your mathematical skills when calculating densities of
objects
Unit 5 –
Mid of April
to the end of
June
Measurement of
time
How has been
world changing
in time?
HI
Through this AOI
students will explore,
how different types of
clocks have developed.
Inventions affected and still
affect our life.
1.Project - poster Time
2. End-of-unit test
- look for relationships and patterns between scale of water clock
- make a model of a pendulum clock
- collect data, record data in a table and transform these data into
a graph - look for relationships and patterns between length of a
pendulum and period – pendulum clock
- analyze the possible mistakes during measurement
- read and analyze data from timetable graphic
- work effectively as a member of a team during lab
- practice writing of a lab report
3. Lab work - How does a
period of a pendulum clock
depend on its length?
4. Lab work – Water clock
(calibrate bottle with water
to create water clock)
Subject: Physics
Teachers: RNDr. Silvia Maťašovská, PhD., PaedDr. Soňa Chalupková, PhD.
Grade level: MYP 1
Unit and time
period
Unit title
Area of Interaction
Context
Significant concept
Possible assessment
tasks
MYP 1 Modified Objectives addressed
(Students should be able to ...)
Unit 1 –
September to
the end of
October
Properties of matter fluids
How and where can we
use different properties
of fluids?
HI
Through this AOI we will
explore how different
properties of fluids
influence their use in
engineering.
Basic properties
influence
their
engineering.
1.Poster presentation
about the different
properties of fluids and
their use in engineering.
- explain and apply simple scientific information to solve
problems in familiar and in unfamiliar situations
- provide and present scientific
information using appropriate modes of communication:
written, visual representation (pictures, poster) consistent with
topic Properties of matter
- give examples of properties of matter and their applications
and describe how these could affect our daily life, technology
and environments
- present scientific information in formats (poster) appropriate
to the course and acknowledge sources
- demonstrate honesty when handling data and information,
and acknowledge sources
- carry out scientific investigations using materials and
techniques safely and skilfully
of fluids
use
in
2. End-of-unit test
3. Experiments during
the topic
Unit 2 –
November to
the end of
December
Properties of matter solids
How and where can we
use different properties
of solids?
HI
Through this AOI we will
explore how different
properties
of
solids
influence their use in
engineering.
Basic properties
influence
their
engineering.
of solids
use
in
1.Poster presentation
about the different
properties of solids and
their usage.
2. End-of-unit test
3. Experiments during
the topic
Unit 3 – Mid of
January to the
end of March
Magnetism
How do magnets help
us?
C&S
Through this AOI
students will find out how
magnets can help us in
everyday life (in
household, in nature, in
technology, in
medicine,…)
Magnets are around us and
they can help us.
1. Essay - “Magnets
around us”
2. Experiments during
the topic
3. End-of-unit- test
- explain and apply simple scientific information to solve
problems in familiar and in unfamiliar situations
- provide and present scientific
information using appropriate modes of communication:
written, visual representation (pictures, poster) consistent with
topic Properties of matter
- give examples of properties of matter and their applications
and describe how these could affect our daily life, technology
and environments
- present scientific information in formats (poster) appropriate
to the course and acknowledge sources
- demonstrate honesty when handling data and information,
and acknowledge sources
- carry out scientific investigations using materials and
techniques safely and skilfully
- distinguish between the magnets and ferromagnetic
materials
- give examples where we use magnetic materials in everyday
life
- describe and explain how we use different magnets and
magnetic materials in technology
- reach more practical skills – work with magnets
- formulate simple hypothesis, make simple experiments,
describe it and state short result
- work with different sources in appropriate way
- identify basic scientific components found in information
from different sources
- explain and apply the information from magnetism to solve
problems in familiar and unfamiliar way
- be more familiar with criteria
Unit 4 – April
to May
Static electricity
Can we play with
electricity?
H&SE
Through
these
AOI
students will find out that
static electricity is around
us and sometimes it can
hurt us. We are going to
learn how to prevent
against injuries or big
damages caused by static
electricity.
Everything around us is made
of atoms and thus the static
electricity influences our
health and life.
1. Essay - “Static
electricity around us”
2. Poster
presentation–
“Elements around us”
3. End-of-unit test
4. Lab work - Create
your own electrometer
5. Experiments during
the topic
Unit 5 - June
Astronomy
Why is the Universe so
fascinating for us?
HI
As human being is very
curious, people wanted
know as much as possible
about Universe and thus
the progress in science
was necessary. Through
this AOI students will
explore what and how
people got information
about Universe in the
past.
The progress in science is
necessary in the development
of mankind.
1.Leaflet – make a
leaflet about one
“element” in Universe
(planet, comet..)
- making and observing experiments + giving predictions +
note writing
- safe work with static electricity
- describe and explain how we use different types of atoms in
our daily life
- appreciate the need of different elements in our body
- present scientific information in format of leaflet and poster
- present scientific information on public – oral presentation
- formulate simple hypothesis, make simple experiments,
describe it and state short result
- identify the possible danger of static electricity and protect
against it
- work with different sources in appropriate way
- identify basic scientific components found in information
from different sources
- explain and apply the information from static electricity to
solve problems in familiar and unfamiliar way
- present scientific information in format of leaflet and poster
- present scientific information on public – oral presentation
- work with different sources in appropriate way
Subject: Physics
Grade Level: MYP 2
Teachers: RNDr. Silvia Maťašovská, PhD., PaedDr. Soňa Chalupková, PhD.
Unit and time
period
Unit title
Area of Interaction
Context
Significant concept
Possible assessment
tasks
MYP 2 Modified Objectives addressed
(Students should be able to ...)
Unit 1 –
September to
the end of
October
Measurement of
temperature
How does the
temperature influence
balance in nature and in
our lives?
Environments
Through these AOIs
students will find out how
the temperature balance is
important for our life and
for life on our Earth - in
general.
Temperature influences our
life and balance in nature
needed for life on Earth.
1. Lab report 1–
Finding of an average
day temperature (during
1 week)
2. Lab report 2
Measurement of
temperature of water
(wax, chocolate) if we
quickly heat it up and
then slowly cool it
down
3. End-of-unit- test
- safe work with hot things
- correct way of measurement of temperature
- be aware of the fragile temperature balance in the world
- discuss and understand that not all materials and objects are
able to live in different temperatures
- discuss the difference in thermoregulation between warm –
blooded and cold – blooded animals
- present scientific information in format of lab reports measurement of temperature of water in time
- formulate simple hypothesis, collect and record data of
temperature into table, draw graph + interpret data + analyze
possible mistakes, write short conclusion
- identify the mistake of measurement using different types of
thermometers with different scales
- take data from longer term (during 1 week) measurement of
temperature
- be aware of the importance of fever for us + what it means
+ how to heal it
Unit 2 –
November to
the end of
December
Expansions
Why are bridges put on
rollers?
HI
Students should realize
that expansions influence
the construction of
bridges, water pipes,
roads, railway lines,
thermostats....
Dimensions of an object
change with the temperature.
1.Essay “Thermostats around
us”
- safe work with hot things
- correct way of measurement of temperature
- describe and explain how thermal expansion of solids,
liquids and gases is used in technology, architecture,…
- provide and present scientific information using appropriate
modes of communication
- demonstrate honesty when handling data and information
and acknowledge sources
Unit 3 – Mid of
January to the
end of April
Forces
What everything is
force “capable”of ?
C&S
Through these
AOIs
students should see, feel
and
understand,
that
forces are everywhere
around us. The better we
know them and their
behaviour in different
environments, the better
we use them.
Every action is followed by
reaction, nothing moves
without force.
1. Building bridges
from straws – stability
of bridges
2. Lab report –
Observe the extension
of the string with
increasing weight.
3. Project presentation
about applications of
the Newton’s Laws in
nature,
technology,
household, …
4. End-of-unit test
5. Rockets
Unit 4 – May
to the end of
June
Electric current 1
How do we use electric
current in daily life?
C&S
Through these AOI
students will learn about
the different effects of
electric current and about
usage in a daily life.
Electric current is a good
servant but a poor master.
1. Leaflet - Use of el.
current in the world, in
a
daily
life,
in
household
2. All practical work
3. End-of-unit test
- understand that a force is a mutual interaction between 2
objects
- understand and use scientific language relevant to the force
unit
- solve problems from the unit in familiar and unfamiliar way
- present and communicate scientific information in format of
lab report, essay, worksheets, poster, oral presentation or
Power Point presentation and acknowledge sources in
appropriate way
- demonstrate honesty when handling scientific data and
information included in projects, reports, posters, essay
- give examples of friction, inertia, the law of the force and
the law of action and reaction in our daily life + in
technology, discuss some of their benefits and limitations and
their effects on environment and our daily life
- discuss and explain the importance of the ball – bearings for
technology
- design scientific investigation that include variables, identify
materials and method – extension of a string, making a
newtonmeter, rockets, …with guidance
- collect data, organize and transform data into tables and
graphs + identify some patterns – with guidance
- carry out scientific investigation using materials and
techniques safely and skillfully
- show respect to the environment during all experiments
- present own ideas clearly and coherently
- evaluate own and others’ performance
- describe and explain ways how we use el. current and how
it is important for our society
- distinguish difference in life style of our society and wild
tribes and comment how we are dependent on electricity
- give examples applications of parallel and series circuits in
a household and how this influences the behaviour of our
el. appliances
- understand and use scientific language relevant to the topic
+ understand symbols of components
- present and communicate scientific information in format of
brochure
- work with different types of sources and be critical to the
information
- demonstrate honesty when handling data and information
and acknowledge sources
- explain and apply scientific information to solve problems
in familiar and unfamiliar way – from this topic
- discuss scientific information from different sources
- design and build an el. circuit
- read data from ammeter and voltmeter, organize and
transform it into a table
- work effectively as a member of a team, collaborate
- carry out a scientific investigation with el. current in a safe
way
Subject: Physics
Grade Level: MYP 3
Teachers: RNDr. Silvia Maťašovská, PhD., PaedDr. Soňa Chalupková, PhD.
Unit and
time period
Unit title
Area of Interaction
Context
Significant concept
Possible assessment
tasks
MYP 3 Modified Objectives addressed
(Students should be able to ...)
Unit 1 –
September
to the end
of
November
Motion 1
How fast is “fast”?
Environments
Through
this
AOI
students will explore, how
different
environments
and different conditions
affect our movement.
They will also investigate
what is “fast” in different
environments
and
different
real
life
situations.
Motion is relative
and speed means
something different
in
different
situations.
1. Lab report 1:
Measurement of an
average speed while 60
m running
2. Lab report 2:
Compare an average
speed of the growth of
cress with an average
speed of growth of
bean.
3. Project:
project about world
speed records from
different environments
(sport, technology,
nature,…)
4. End-of-unit test
- use appropriate scientific terms such distance travelled, speed, velocity, time taken,
average speed
- use with understanding formulas for s, v, t, va, s1 + s2 = s, s1 =s2 while solving
examples in familiar and in unfamiliar way
- identify and describe the scientific information contained in the text of the examples,
in newspapers’ articles, in graphs, in encyclopedia
- explain the relativity of a movement in everyday life – choose a reference system
- make graphs to solve distance – time problems
- look for relationships and patterns in distance – time graph, speed – time graph,
graphs in newspapers
- collect data – 3 different types of speed, search for speed of the chosen objects in
encyclopedias, books, web pages…
- recording data - 60 m run in a table and transforming these data into a graph
- work effectively as a member of a team during lab
Unit 2 –
December
to the mid
of January
Colours
How do we
perceive colours?
HI
Students will learn to mix
colours – of light,
pigments, paintings.
Blending two
elements together
creates a new
element.
1.End-of-unit test
- aware the importance of the light for life on our Earth
- discuss and aware the importance of sight for us and importance of colors in our life
- distinguish between primary colours of physicists and artists – work with different
sources
Unit 3 –
Mid of
January to
February
Mirrors & lenses
How do different
environments
influence the
behaviour of light?
Environments
Light behaves differently
as it moves in different
media,
in
different
environments.
Different
environments
influence the
behaviour of light.
1. Essay - “Mirrors
around us”
2. Lab report 1: Model
of a periscope
3. End-of-unit- test
- aware the importance of the light for life on our Earth
- use appropriate and with understanding scientific terms such angle of incidence,
angle of reflection, normal, plane and concave and convex mirror, real and unreal
image, laterally inverted image, total reflection, umbra, penumbra, eclipse, phases of
the Moon, spectrum
- draw and interpret the ray diagram
- describe and explain the use of curved mirrors in everyday life – their benefits and
limitations
- look for relationships between angle of reflection and angle of incidence
- solve optical problems in familiar and unfamiliar way
- discuss and aware the importance of sight for us
- discuss the limitations of blind people in our society and suggest some possibility
how to help them
- work effectively as a member of a team
- present scientific information in a form of banner
- be familiar with working with plane mirrors
Unit 4 –
March
June
Energy
Where do our Earth
and we get most of
energy and how do
we use it?
Environments
We try to identify the
main sources of energy on
our Earth and we try to
look how the usage of
these sources affects our
environment and our
economy,
technology,
households..
Energy
can
be
changed from one
form to another, but
it cannot be created
or destroyed.
1. Leaflet – Power
plants
2. Lab report – What
is my own power
output during upstairs
running?
3. Lab report –
Energy transformations
of bouncing ball
4. End-of-unit test
- give examples of possibilities how can my family and I save energy + argue why it
is important
- give examples, describe and explain ways how power plants work and discuss their
positives and negative effects on the environment
- describe how the building of power plants, use of energy sources, development of
new ecological technologies, ... is affected by political, economical and
environmental factors
- present scientific information in format of essay, leaflet, oral presentation, lab
report, menu, ...
- understand and use scientific language relevant to the topic (work, energy)
- understand the importance of a balanced diet, explain the connection between
caloric value of some kind of food and possible power output of it, discuss the
dangerous of anorexia and obesity
- read with understanding the energy bills and information from electrometer, energy
transfer diagrams
- discuss scientific information from different sources about energy costs, energy
sources and power plants, use of energy in a household, balanced diet, cars of future,
energy “loss”, …
- analyze simple scientific information – worksheets about energy
- explain and apply scientific information about work done, power output, efficiency,
kinetic and gravitational potential energy and energy changes in familiar and
unfamiliar way
- formulate a simple hypothesis and explain it using a logical reasoning and their
knowledge of science, design scientific investigation and comment on the method
and the accuracy of the results, suggest improvements to the method - What is my
own power output during upstairs running?
- carry out scientific investigation, work effectively as a member of a team, show
respect to the others – Find my own power output
- collect and record data, organize and transform data into tables and graphs
draw conclusions supported by explanation that are consistent with the analysis of data
Subject: Physics
Grade Level: MYP 4
Teachers: PaedDr. Soňa Chalupková, PhD., RNDr. Silvia Maťašovská, PhD.
Unit and
time period
Unit title
Area of Interaction
Context
Significant concept
Possible assessment
tasks
MYP 4 Modified Objectives addressed
(Students should be able to ...)
Unit 1 –
September
to the end
of
November
Motion 2
How fast is still
safe?
H&S
Students will learn
about safety on roads
and thus they will learn
how to protect our
health.
How to plan a journey
effectively.
1. Lab work 1“What does a motion on
an incline plane look
like and how can we
affect it?”
2. Lab work 2 - “What
is my reaction time?
3. End-of-unit- test
4. Project – plan a
journey (safety on
roads)
Unit 2 –
December
to the end
of January
Pressure
How does
the
pressure influence
our environment?
Environments
Students will explore
how the pressure
influence us in many
environments.
The pressure influences
environments.
1.Essay – “What
everything is pressure
“capable” of?”
2. End-of-unit test
- use appropriate scientific terms such distance traveled, speed, velocity, time taken,
average speed, acceleration, free fall motion
- use with understanding formulas for accelerated motion while solving complex
examples in familiar and in unfamiliar way
- use and apply math knowledge about the quadratic functions to solve
accelerated/decelerated motion examples
- identify and describe the scientific information contained in the text of the
examples, in newspapers’ articles, in graphs, in encyclopedia
- explain the relativity of a movement in everyday life – choose a reference system
- make the graphs to solve distance – time problems and connect it with the
knowledge about the quadratic function
- look for relationships and patterns in distance – time graph, speed – time graph,
graphs in newspapers
- identify a distance travelled as an area under the speed-time graph
- understand that free fall motion is an uniformly accelerated motion and give the
real life examples of such motion
- collect data –about their reaction time and about an accelerated movement on an
inclined plane into a table and transform these data into a graph and be able to draw
a conclusion
- work effectively as a member of a team during lab
- use appropriate and with understanding scientific formulas from the pressure topic
(hydrostatic pressure, Pascal’s Law, Archimedes Law, Bernoulli equation,
continuity equation)
- describe and explain the use of hydraulic, pneumatic and suction machines – their
benefits and limitations
- look for relationships between density and sinking and floating
- solve pressure problems in familiar and unfamiliar way
- describe how water – tower works
- be capable of saving of somebody, who is sinking down – theoretically
- describe and discuss why we have problems with pressure during snuffles
- work effectively as a member of a team
- design scientific investigation of Archimedes’ Law, Pascal’s Law
- analyze and interpret data reached during labs and practical works
- model of hydraulic machines
- describe and explain the mechanism why and how fish, submarines, bathyscafe …
can flow up and down
- look for relationships between the air pressure and weather
- model lungs and describe how it works
- describe and discuss the Bernoulli effect in traffic – safety on the roads
- work with different types of sources + reading comprehension
- use appropriate scientific terms such distance traveled, speed, velocity, time taken,
average speed
- use with understanding formulas for M = F x r, M1 = M2, Ek = ½ Jω2 while
solving examples in familiar and in unfamiliar way
- identify and describe the scientific information contained in the text of the
examples, user’s guide
- design scientific investigation – Estimate the masses of coins using a sheet of
paper, Verification of torque
- identify materials and method, analyze and present data reached during the labs
3. Lab work Verification of the
Archimedes’ Law;
dependence of pressure
on depth and area and
mass
4. Experiments during
the topic
Unit 3 –
February
to the mid
of April
Solid Object
Is it possible to find
a fixed point and
move the whole
world?
HI
Through this
AOI
students will learn how
science and knowledge
about some scientific
principles can help us
and make our life
Balance is important in
the world.
1. Lab work Estimate the masses of
coins using a sheet of
paper
2.
Presentation
–
Levers around us and
their use
easier.
Unit 4 –
Mid of
April to
end of June
Sound
What is the role of
the sound in my
life?
C&S
Through this
AOI
students will learn
about the importance of
sound and music in our
life. They will learn
how the sound is
created in musical
instruments which play
very important role in
our life.
3. All practical work
4. End-of-unit test
Sound is used
everywhere and we can’t
imagine life without it.
1. Essay - what is the
role of sound in my
life?
3. End-of-unit test
4.
Lab
work
–
Measuring of the speed
of sound.
5. Experiments during
the topic
- write conclusions supported by scientific interpretation of the analysis of data
- comment on the method and accuracy and precision of the results
- oral presentation
- work with different types of sources + choose the appropriate information from the
text
- describe and explain how levers effect our lives and society
- discuss benefits and limitations of use of levers in different environments –
technology, human body, medicine, daily life …
- aware the importance of research and science for making our life easier
- connect the position of centre of mass with stability and balance in sport, dance,
movement …
- work effectively as a member of a team during lab
- use appropriate scientific terms such wave length, frequency, period, speed of light
and sound,
- use with understanding formula for λ = v x T
- explain and apply scientific information to solve “sound problems” in familiar and
unfamiliar situations
- predict and describe what kind of image is created by lenses
-design the scientific investigation – measuring the speed of sound, identify
materials and equipment, evaluate the method of measurement, suggest
improvements
- oral discussion about noise and sight hygiene and protection
- aware of use of ultrasound in medicine
- work effectively as a member of a team during lab
Subject: Physics
Grade Level: MYP 5
Teachers: RNDr. Silvia Maťašovská, PhD., PaedDr. Soňa Chalupková, PhD.
Unit and
time period
Unit title
Area of Interaction
Context
Significant concept
Possible assessment
tasks
MYP 5 Modified Objectives addressed
(Students should be able to ...)
Unit 1 –
September
to the end
of
November
Dynamics
How do forces make
our life easier?
C&S
Through these AOIs
students will learn how
science
and
their
applications can help
us in our daily life, but
in technology, too.
We can’t imagine life
without action of forces.
- explain and apply scientific information about the forces and the Newton’s Laws
to solve problems in familiar and in unfamiliar situations
- provide and present scientific information about the friction, forces and their
effects using appropriate modes of communication: written, visual representation
(pictures, poster) consistent with topic Dynamics
- give examples of situations, where the friction is needed and where we need to
decrease friction – in our daily life, technology and environments
-give examples how we can decrease or increase friction
- give examples of the usage of the Newton’s Laws in every day life and how they
help you to us
- demonstrate honesty when handling data and information, present scientific
information in formats (essay, presentation) appropriate to the course and
acknowledge sources
- carry out scientific investigations using materials and techniques safely and
skilfully
- design an open ended lab report, if they are given only the different aids and
material – to design their own lab work
Unit 2 –
December
to January
Heat
How does the heat
transfer affect our
environments?
Environments
Through this AOI
students will explore,
how the heat, heat
transfer
and
heat
changes affect our
environments.
They
will
explore
how
suitable materials can
affect the effective
usage of heat or
prevent heat loss.
Heat is transported
everywhere and every
time.
1. Essay – “Friction –
our friend or
enemy?”
2. Lab work 1 –
Suggest how to create
spring scale.
3. Lab work 2 – Find
the coefficient of
static friction and
what does the moving
component of Fg
depend on?
4. Lab work –
investigate the
behaviour of catapult.
4. End-of-unit test
1. Project – about
one chose topic from
heat and heat transfer.
2. End-of-unit test
3. Lab work 1 –
Find the specific heat
capacity of an
unknown material.
Unit 3
February
to the mid
of April
Electric current 2
Why do we produce DC
and AC?
HI
Students will create
their own electric
circuits and they will
learn
about
the
functioning of some
electrical equipment.
Changing magnetic field
creates electric field.
- provide and present scientific information using appropriate modes of
communication: oral, written, visual representation (formulae, graphs, tables,
diagrams) consistent with heat topic
- present scientific information in formats (laboratory reports, essay, power point
presentation) appropriate to the course and acknowledge sources
- demonstrate honesty when handling data and information, and acknowledge
sources
- formulate a hypothesis and explain it using a logical scientific reasoning
- design scientific investigations that include variables and controls that are
identified; identify materials/equipment needed; describe a method to be
followed; suggest the data to be collected and suggestions for analysis
- organize and transform data into numerical and/ or diagrammatic forms,
including mathematical calculations and/ or visual representations (tables,
graphs and charts)
- analyse and interpret data by identifying trends, patterns and relationships
draw conclusions supported by explanations that are consistent with the analysis
of data
- carry out scientific investigations using materials and techniques safely and
skilfully
1. Lab work - - give examples, describe and explain ways how electricity work
Finding
of
a - present scientific information in format of lab report, graphs
- understand why we use fuses, when we use 2-pin plugs and when 3-pins plugs
resistance
of
an - understand and use scientific language relevant to the topic
unknown
resistor - understand the role of a transformer, explain where and why we use it
using the “Direct - read with understanding the V-I characteristics of the different components
- discuss scientific information from different sources
Method”
- explain and apply scientific information about electricity and electromagnetism
2. End-of-unit test
in familiar and unfamiliar way
3. Experiments from
electromagnetism.
Unit 4 –
Mid of
April to the
mid of May
Phase change
What happens when the
ice cube melts in a
coke?
HI
Students will learn
about behaviour of
particles during phase
change
If you want to change
something, you need
energy.
1.Lab. work – find
the latent heat of
fusion of ice
2. End-of-unit test
Unit 5 –
Gases
How can we get useful
work from heat and
how we use it in
everyday life?
HI
knowledge about ideal
gases influenced
construction of many
important machines
and thus influenced the
progress and
development of society
Mechanical energy can
be obtained from thermal
energy.
1. Essay - about
functioning of one
heat engine.
2. Laboratory work
– investigate the
behaviour of gas
enclosed in a syringe.
Mid of
May to the
mid ofJ une
- calculate the resultant resistance of the resistors in series and parallel connection
and their combinations
- solve the examples about the Ohm’s Law with understanding
- formulate a simple hypothesis and explain it using a logical reasoning and their
knowledge of science, design scientific investigation and comment on the
method and the accuracy of the results, suggest improvements to the method The direct method of the measurement of resistance of an unknown resistor
- carry out scientific investigation, work effectively as a member of a team, show
respect to the others, support others, show respect for the measurement with
electricity and ammeters and voltmeters, keep safety during all experimental
work
- collect and record data, organize and transform data into tables and graphs
- draw conclusions supported by explanation that are consistent with the analysis
of data
- design scientific investigations that include variables and controls that are
identified; identify materials/equipment needed; describe a method to be
followed; suggest the data to be collected and suggestions for analysis
- organize and transform data into numerical and/ or diagrammatic forms,
including mathematical calculations and/ or visual representations (tables,
graphs and charts)
- solve problems related to phase change
- explain the macroscopic and microscopic effect of phase change
- provide and present scientific information using appropriate modes of
communication: oral, written, visual representation (formulae, graphs, tables,
diagrams) consistent with topic gases
- present scientific information in formats (laboratory report, essay) appropriate
to the course and acknowledge sources
- demonstrate honesty when handling data and information, and acknowledge
sources
- formulate a hypothesis and explain it using a logical scientific reasoning
- design scientific investigations that include variables and controls that are
identified; identify materials/equipment needed; describe a method to be
followed; suggest the data to be collected and suggestions for analysis
- organize and transform data into numerical and/ or diagrammatic forms,
including mathematical calculations and/ or visual representations (tables,
graphs and charts)
- analyse and interpret data by identifying trends, patterns and relationships
- draw conclusions supported by explanations that are consistent with the
analysis of data
- carry out scientific investigations using materials and techniques safely and
skilfully