Identify situations in which an energy transfer is taking place. Describe energy transfer chains for given situations. Exceeding Identify useful and wasted energies. devices around the lab and ask students to identify the initial energy and final energy stores for each one. Explaining: Energy demonstrations Set up some demonstrations (e.g. a pendulum, motor-lifting weight, toy) and discuss the way that energy is stored in the beginning and at the end, and ways in which energy is transferred. Plenary: Thinking skills What Was The Question: strain energy. (Possible questions: What do we call energy when it is stored in a bent bow/stretched spring/ stretched elastic band/bent ruler?) (e.g. a pendulum, motor-lifting weight, wind-up toy) and discuss the way that energy is stored in the beginning and at the end, and ways in which energy is transferred. Lesson 7Ic: Fuels Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing Recall what power stations are used for. State the meaning of: biomass/biofuel, fuel, renewable, non-renewable. Describe advantages and disadvantages of different energy resources. Recall examples of renewable and fuels and their sources. Recall the different ways in which energy can be stored. Recall some substances that are used as sources of energy. Securing Starter: Brainstorm fuels Ask students to think of three different fuels and some uses for these fuels. Exploring: Energy in liquid fuels Students compare the energy released by ethanol and paraffin, using spirit burners to heat a fixed volume of water for a fixed time. Explaining: Oil and gas extraction and uses Ask students to research the origins of oil and natural gas, and how they Exploring: Energy in liquid fuels Students could calculate the actual energy transferred. Resources from 7Ic Exploring Science. n/a Students compare the energy released by ethanol and paraffin, using spirit burners to heat a fixed volume of water for a fixed time.
Describe the factors that make up a good fuel. Compare the temperature rise of water when some fuels are burnt. Describe what happens in a fuel cell. are extracted from deep underground, including the fracking process. Plenary: Thinking skills Odd One Out: natural gas, hydrogen, coal. (Possible answers: coal is the only solid; hydrogen is the only one not used in power stations, hydrogen is the only one that has to be made/ can be renewable.) Lesson 7Id: Other energy resources Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing State the meaning of: hydroelectricity, geothermal, solar energy, wind energy, tidal power. Recall examples of renewable fuels and their sources. Recall the different ways in which energy can be stored. Recall the different ways in which energy can be transferred. Securing Apply the idea of different colours being good or poor absorbers. Describe advantages and disadvantages of different renewable, energy resources. Explain how the Sun is the ultimate source of the energy used in renewable resources. Describe what happens in a fuel cell. Identify situations in which energy is stored. Starter: Renewable resources Demonstrate examples of renewable resources in action (e.g. use light shining on solar cells to drive a small motor). Ask students to suggest how these demonstrations could relate to larger scale equivalents. Exploring: Solar panels Students find the best colour for a solar panel by using foil trays or old cans painted a variety of colours and measuring the temperature rise of water inside them. Explaining: Energy from the Sun Ensure students understand the link between energy from the Sun and rain with reference to the water cycle. Explain how energy from the Sun causes wind and waves, which involves more complex ideas. Exploring: Solar panels Discuss fair ways to carry out the experiment. Resources from 7Id Exploring Science. n/a Students find the best colour for a solar panel by using foil trays or old cans painted a variety of colours and measuring the temperature rise of water inside them.
Identify situations in which an energy transfer is taking place. Exceeding Decide and explain the best energy resources to use in an area. Describe energy transfer chains for given situations. Plenary: Thinking skills Odd One Out: solar, wind, waves. (Possible answers: all originate with the Sun, but solar is the only one that uses the Sun’s energy directly, is the only one that can be used directly for heating and is the only one that can be used in two ways; waves are the only one that cannot be used on land.) Lesson 7Ie: Using resources Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing State the meaning of: efficiency, climate change. Recall some effects of climate change. Recall the different ways in which energy can be stored. Recall the different ways in which energy can be transferred. Recall some substances that are used as sources of energy. Recall examples of renewable and fuels and their sources. Securing Identify useful and wasted energies. Describe advantages and disadvantages of different renewable, energy resources. Suggest ways in which our use of fossil fuels/non-renewable fuels can be reduced. Identify situations in which energy is stored. Starter: Making sentences Ask students to make sentences using these groups of three words: oil, Sun, plants; rain, hydroelectricity, Sun; nuclear, geothermal, Sun. They should spot the connections: the Sun being the original source for the energy stored in oil and the energy transferred by hydroelectricity. Exploring: Making changes Ask students to think about the different ways of using less energy and then to choose one they are interested in. They can work alone or in small groups to design and carry out a survey. Students should consider their results and work out something they can do to make a difference. Explaining: Climate change n/a Resources from 7Ie Exploring Science. n/a Students design and carry out a survey into energy use and how to use less.
Describe the relationship between resistance and current. Describe how the resistance of a wire varies with its length and thickness. Explain how a variable resistor works. Exceeding Use a model to explain the idea of voltage. Describe how voltage and energy are linked. Explain why a voltmeter is connected in parallel. Explaining: Lorry model for measuring electricity Use a lorry model to help students to think about how ammeters and voltmeters work. Discuss what the various parts represent and how useful the model is. Plenary: Thinking skills Consider All Possibilities: the current in a circuit is very low. (Possible answers: there are lots of components in the circuit; the connecting wires are very thin; there is only one cell in the circuit; most of the chemicals in the cell have been used up.) Lesson 7Je: Using electricity Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing Recall some dangers of electricity. Recall some safety precautions to be followed when using electricity. Identify electrical hazards in a scenario. Describe the job that fuses do. Recall how the different wires are connected in a plug. Securing Explain why electricity is more convenient than other sources of energy, and classify some of its uses. Explain some safety precautions to be followed when using electricity. Starter: Heating effect of current Demonstrate the heating effect of a current, by holding a length of nichrome wire between two clamp stands and making it part of a circuit. When the wire has been warmed up it can be used to cut paper. Exploring: Testing fuse wire Provide students with lengths of fuse wire of different ratings and ask them to find out the maximum current for each wire. Explaining: Wiring plugs Starter: Heating effect of current Extend the demonstration to show how fuses work. Exploring: Testing fuse wire Encourage students to consider the inherent inaccuracy of attempting to Resources from 7Je Exploring Science. n/a Demonstrate the heating effect of a current, by holding a length of nichrome wire between two clamp stands and making it part of a circuit. Students use lengths of fuse wire of different
Plenary: Thinking skills What Was The Question: extension (Possible question: What is the name for the amount a spring stretches when there is a force on it?); it will not go back to its original length (Possible question: What happens if a spring is stretched beyond its elastic limit?); if the force doubles the extension doubles (Possible question: What does Hooke's law say about springs?) Lesson 7Kc: Friction Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing State what is meant by friction. Describe how friction forces affect movement. Describe some ways in which friction can be changed. Identify simple situations in which friction is helpful or not helpful. Securing Recall some effects of frictional forces. Explain some ways in which friction can be changed. Suggest how and why friction has been reduced or increased in unfamiliar situations. Exceeding Draw lines of best fit on scatter graphs. Starter: Woodpecker Show students the woodpecker toy with the woodpecker stationary at the top of the pole and then moving, to explain friction. Get students to sketch a diagram of this toy, annotating it to explain how it works. Exploring: Light a fire Ask students to use the Internet to find out how to light a fire without using matches. Ask them to explain the methods used in terms of friction. Explaining: Lubrication demonstration Demonstrate how a linear air track works and show students how long a glider can continue to move if the track is set up with rubber bands at each end. Get students to explain n/a Resources from 7Kc Exploring Science. n/a Demonstrate how a linear air track works and show students how long a glider can continue to move if the track is set up with rubber bands at each end.
Recall the meanings of some prefixes used in the SI system (centi, milli, kilo). Plenary: Thinking about pressure Consider All Possibilities: You are sinking into the ground. (Possible answers: your feet do not have a big enough surface area to reduce the pressure; you are too heavy for the surface; the ground is boggy.) Lesson 7Ke: Balanced and unbalanced Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing State what is meant by: balanced forces, unbalanced forces. Explain the effects of balanced and unbalanced forces in simple situations. Securing Explain why a vehicle needs a force from the engine to keep moving at a constant speed. Describe how new evidence changed scientific ideas. Exceeding Explain the effects of balanced and unbalanced forces in unfamiliar situations. Starter: Balanced forces Demonstrate various situations where forces are balanced (e.g. a balloon tied to a mass to stop it rising). Discuss the types of forces and how students know they are balanced. Exploring: Modelling forces Show students an image of a situation with a way of showing the forces present. Ask them to design better or clearer ways of representing forces and movement. Explaining: Forces and speed Show students clips of moving objects (e.g. motor cars, boats) and explain the forces on them to show that balanced forces do not affect the speed of moving objects. Provide additional clips for students to discuss whether the forces on the objects are balanced or unbalanced. n/a Resources from 7Ke Exploring Science. n/a Demonstrate various situations where forces are balanced. Discuss the types of forces and how students know they are balanced. filled
their fingers. Plenary: Thinking skills What Was The Question: frequency. (Possible questions: What is the name for the number of vibrations per second? What is measured in hertz? Which characteristic of a sound determines the pitch?) Lesson 7Lb: Moving sounds Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing Recognise that all matter consists of particles. Identify a solid, liquid or gas from the arrangement of particles. Recall that sound travels through different materials by vibrations, and needs a medium. Describe how a sound changes as you get further from the source. Securing Recall that sound does not travel as quickly as light. Draw the arrangement of particles in a solid, liquid and gas. Use a model incorporating the idea of vibrations to explain how sound travels through different materials. Describe how fast sound is transmitted by solids, liquids, gases. Use quantitative data to compare the speed of sound in solids, liquids, gases. Calculate the speed of sound from data Starter: Bell jar demonstration Use a bell jar with a sound source (such as an electric bell) to show that sound waves can only travel from one place to another if a medium is present. Exploring: Measuring the speed of sound Students carry out an experiment to measure the speed of sound, using a clapper (or clap hands) to generate an echo from a wall. Explaining: Oscilloscope demonstration Use a signal generator and an oscilloscope to demonstrate how changing the frequency and intensity of a sound can lead to the trace of the sound wave changing on the screen. Ask students to sketch the oscilloscope trace, showing how the trace relates to the motion of the Exploring: Measuring the speed of sound Students can discuss where errors may have occurred in their experiment and how they can improve their method. Explaining: Oscilloscope demonstration An optional extension to this activity is to demonstrate that most sounds are made up of more complex series of waves, by singing, whistling Resources from 7Lb Exploring Science. Presenting data graphically. Students carry out an experiment to measure the speed of sound, using a clapper (or clap hands) to generate an echo from a wall.
about echoes. Use the terms frequency, amplitude, speed to describe waves. Recall that waves transfer energy without transferring matter. Explain why sounds are fainter further from the source in terms of the waves spreading out. Exceeding Evaluate the use of a slinky as a model for sound waves. Explain why the intensity of sound decreases with increasing distance from a source in terms of the energy dissipating. Apply knowledge of sound to new situations. Working Scientifically Identify line graphs and scatter graphs, and extract simple information from them. Present data in line graphs and scatter graphs. Identify patterns using scatter graphs. wave. Plenary: Thinking skills What Was The Question: water. (Possible questions: Name a substance in which sound can travel faster than it can in air; Name a substance in which sound travels more slowly than in steel; What has sound travelled through when whales hear it?; Name a liquid.) or playing various instruments into a microphone. Lesson 7Lc: Detecting sounds Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing Recall that sounds can be detected by sound meters and microphones. Recall that human hearing can be damaged by loud sounds. Name the parts of the ear. Recall that different animals have different hearing ranges. State the meaning of: ultrasound, Starter: What can you hear? Ask students to sit in complete silence for two minutes and just listen. At the end of that time, ask them what sounds they heard, which were the loudest, where they were coming from, etc. Exploring: Soundproof design Explaining: Hearing ranges This activity can be used for comparing hearing ranges. Means can be determined from the data and Resources from 7Lc Exploring Science. Presenting data graphically. Students investigate which materials are the best for soundproofing. Students plot a chart to show their results.
Compare longitudinal and transverse waves. State the meaning of superposition, and give examples. Explain why the intensity of sound waves decreases with increasing distance from a source in terms of the waves spreading out. Exceeding Compare quantitatively how the intensity of sound waves and waves on water decrease with increasing distance from the source. effects of tourist helicopters on elephants and the effects of traffic noise on songbirds. Explaining: Slinky demonstration Use a slinky spring to illustrate the difference between longitudinal waves and transverse waves. Students can draw sketches of both waves, showing direction of wave, compression due to wave passing (not transverse waves), motion of marker etc. Plenary: Thinking skills Consider All Possibilities: some waves on water are bigger than others. (Possible answers: some waves are made by bigger stones/disturbances; some waves are further from their source so they are smaller; some waves are a result of two waves in the same place/superposition.) Lesson 8Ia: The particle model Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing Describe the three states of matter in terms of shape, volume and compressibility. State what is meant by diffusion, contraction and expansion. Use the particle model of matter to explain the properties of solids, liquids and gases, and how their movement changes with temperature. Starter: Expansion Demonstrate one or more effects caused by the expansion of materials on heating. Ask students to predict what will happen in each case, backing these up with an explanation based on behaviour of the particles. After each demonstration, ask them to review their predictions and explanations. n/a Resources from 8Ia Exploring Science. n/a Demonstrate one or more effects caused by the expansion of materials on heating. Demonstrate heating and
Use the particle model of matter to explain expansion and contraction at different temperatures. State what is meant by density and recall its units and the factors that affect it. Securing Describe how the volumes and densities of substances change at different temperatures. Identify some consequences of changing the temperature of objects or substances, such as structures expanding or contracting. Explain how density depends on mass and volume. Use the particle model of matter/particle theory to explain density changes at different temperatures. Exceeding Use quantitative information on expansion and contraction. Working Scientifically Describe how to measure the volume of regular and irregular objects. Change the subject of a simple mathematical formula. Exploring: Expansion and contraction Students research some uses for expansion and contraction, and some problems caused by these (and how the problems are overcome). Explaining: Bimetallic strip Show students a bimetallic strip and explain that it is made from two different metals stuck together. Show what happens when it is heated and ask them to suggest why this happens. Ask them to predict what will happen when it cools and why. Plenary: Thinking about particles and density Consider All Possibilities: The volume of a substance changes. (Possible answers: it is a gas that has been put into a bigger/smaller container; it has been heated and has expanded; it has been cooled and has contracted.) cooling a bimetallic strip. Lesson 8Ib: Changing state Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing Recall that ice is less dense than water. Describe the ways in which the volume and density changes during the transition are different from other materials. Explain how chemical changes are different from physical changes and Starter: Handwarmer Show students the type of that uses a state change to produce heat. Flex the handwarmer before setting it off to show that it is liquid, then click the disc and pass it around to allow students to feel the warmth. Ask them to use ideas about particles to explain why it feels warm. n/a Resources from 8Ib Exploring Science. n/a Students gently heat a beaker of ice and record the temperature at regular intervals until the ice has melted and the water has been
Explain some effects caused by air or water pressure using ideas about forces. Use the particle model of matter to explain atmospheric pressure in different situations. Explain why pressure in a fluid increases with depth. Use the particle model of matter to explain why gas pressure changes with temperature, number of particles and volume. Exceeding Apply ideas about pressure to barometers and altimeters. Use the equation relating pressure to the depth and density of a liquid. Ask students to find out about altitude sickness: when it occurs, what its causes and symptoms are, and how it can be treated. Explaining: Pressure all around Ask students to put on a disposable plastic glove and put their hand in a bowl of water. Use the experience to help students appreciate the idea of pressure acting equally in all directions in terms of particles and their movement. Plenary: Thinking about pressure What Was The Question?: There are more particles in each unit volume of air. (Possible questions: Why is the pressure higher inside a tyre when it has been pumped up? Why is it easier to breathe at sea level than on the top of a high mountain?) increase athletic performance. to help students appreciate the idea of pressure acting equally in all directions in terms of particles and their movement. Lesson 8Id: Floating and sinking Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing State what is meant by upthrust. Explain why an object floats. Recall the factors that affect the amount of upthrust on an object. Securing Work out if something will float. Use ideas about density changes to explain how a hot air balloon flies/how the depth of a submarine is controlled. Exceeding Starter: Dancing raisins Demonstrate ‘dancing raisins’ by putting a few raisins into a beaker or glass of a colourless fizzy drink such as lemonade. Ask students to observe and describe what is happening and then to suggest and discuss reasons for these observations. Exploring: Factors affecting upthrust Exploring: Factors affecting upthrust Extend the investigation by asking students to investigate materials that float, to find out how the volume of each sample Resources from 8Id Exploring Science. Apply concepts and calculate results. Demonstrate ‘dancing raisins’ by putting a few raisins into a beaker or glass of a colourless fizzy drink such as lemonade. Students carry
Describe the causes of air and water resistance. Explain why a vehicle needs a force from the engine to keep moving at a constant speed. Exceeding Use and interpret the equation linking drag, density, speed and frontal area. Students investigate the effect of shape on drag, using a dilute mixture of wallpaper paste and water in a large measuring cylinder, and modelling clay. Explaining: Humans at the extremes Research into exploring extreme altitudes and depths, and ask students to consider whether it is ethical to experiment on humans and animals to facilitate these explorations. Plenary: Thinking about drag Odd One Out: skier, cyclist, pilot. (Possible answers: skier – the only one not using a machine; pilot – the only one not relying on muscle power to move forwards; pilot – the only one for whom streamlining could save fuel.) Lesson 8Ja: Light on the move Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing Recall that light travels in straight lines and can pass through empty space. State the meaning of: opaque, translucent, transparent, reflect, scatter, transmit, absorb. Use the ray model of light to explain how we see things that are not sources of light and to explain how shadows are formed. Recall that sound does not travel as Starter: Light for seeing Reinforce the idea that we see most objects (i.e. non-luminous things) because of reflected light. Get students to make an annotated sketch showing how they ‘see’ an object illuminated by a torch in a dark room and how they see objects in a lighted room. Discuss ways of representing the paths of rays. n/a Resources from 8Ja Exploring Science. n/a Students investigate how the size and number of holes in a pinhole camera affects the image. Demonstrate that light travels in
quickly as light, and sound needs a medium through which to travel but light does not. State the meaning of transverse wave and recall that light waves are transverse waves. Securing Compare longitudinal and transverse waves. Represent the path of light as straight lines with arrows on diagrams and describe how you can demonstrate that light travels in straight lines. Use a ray diagram to explain how shadows are formed and to explain image formation in pinhole cameras. Exceeding Use ray diagrams to model and explain the effect of hole size on the image formed by a pinhole camera. Use a model to explain the effect of various factors on shadow size. Exploring: Pinhole cameras Ask students to investigate how the size and number of holes in a pinhole camera affects the image. Explaining: Straight lines 1 Demonstrate that light travels in straight lines. In a darkened room shine a beam of light onto a wall. Puff some talcum powder into the beam. The powder dust should illuminate the beam of light more clearly. Plenary: Thinking about light Consider All Possibilities: You cannot see an object in a room. (Possible answers: there is no light in the room; you are not facing the object; there is an opaque screen between you and the object; there is light in the room but none of it is shining on the object.) straight lines. Lesson 8Jb: Reflection Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing State the meaning of: reflect, scatter, transmit, absorb, reflection, angle of incidence, angle of reflection, normal, plane mirror. Describe some uses of plane mirrors. Describe the difference between even reflection and scattering, and recall the law of reflection. Use the ray model of light to explain how we see things that are not sources Starter: Using mirrors Ask students to think of as many uses of mirrors as they can. Then ask them to explain why the mirror is useful in each case. Exploring: Make a periscope Ask students if they know what a periscope is, and to suggest some uses for it. Then ask students to design their own periscope using Exploring: Make a periscope Ask students to draw a ray diagram to explain how their periscope works. Resources from 8Jb Exploring Science. Measuring angles. Students design their own periscope using their knowledge of mirrors and reflection. Demonstrate the various properties of an
Draw ray diagrams to describe the refraction of light as it passes into and out of different media. Describe the effects of convex lenses on parallel beams of light. Securing Explain why refraction occurs. State the meaning of focal length, focus, and principal axis. Relate the power of a lens to its shape. Exceeding Describe the effects of concave lenses on parallel beams of light. State the meaning of: total internal reflection, critical angle. Describe some uses of total internal reflection such as in optical fibres and in binoculars. Exploring: Investigating lenses Students use ray boxes to shine parallel rays of light through cylindrical converging lenses of different thicknesses and note the results. Explaining: Lens demonstration Use a ray box with triple slits to show students how a convex lens affects light. Then simulate a convex lens using two narrow prisms (available from equipment suppliers) placed base to base and using two ray boxes with single slits. Ask students to predict what a concave lens will do to rays of light. Plenary: Thinking about atoms and properties What Was the Question: bigger. (Possible questions: How does the angle of refraction compare to the angle of incidence when light goes from glass to air? How does the angle of incidence compare to the angle of refraction when light goes from air to water? How does the speed of light in air compare to the speed of light in glass/water?) on a screen to illustrate the effect of making light rays converge to a point. The relationship between the curvature of the lens and the distance between the lens and screen to achieve a focused picture can then be investigated. through cylindrical converging lenses of different thicknesses and note the results. Use a ray box with triple slits to show students how a convex lens affects light. Lesson 8Jd: Cameras and eyes Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing Recall the primary colours for light. Identify the parts of the eye (including rods and cones) and state their functions. Starter: Brainstorm cameras and eyes Show students a pinhole camera. Ask them to suggest the differences between the pinhole camera and a n/a Resources from 8Jd Exploring Science. n/a Students record simple images by arranging various translucent and
correctly use the terms: spectrum, dispersion. Recall the colours of the visible spectrum, in order. Recall that the appearance of an object depends on the colour of light shining on it. Recall that filters can be used to make coloured light. Securing Explain why coloured objects appear coloured. Explain how filters can be used to make coloured light. Explain why objects look different in light of different colours. Exceeding Explain how paints of different colours can be made by colour subtraction. occur. Ask them to suggest where the colours come from. Exploring: Exploring filters Students use white light from a ray box and shine it through different filters onto a white screen. Ask them to explore what happens when they use two filters, one after the other, and to suggest explanations for what they see happening. Explaining: Mixing paint Ask students to research how paints of different colours can be made by colour subtraction. Plenary: Thinking about colours What Was The Question: yellow. (Possible questions: What colour do you get if green and red lights are mixed? What colour has a wavelength in the middle of the visible spectrum? What colour does the Sun appear to be in the morning and afternoon? What colour would a white car appear if illuminated in street lights/yellow lights/a mixture of red and green lights?) asking them to use a prism to produce a spectrum, and then to investigate what happens when they shine the spectrum through different filters. Science. shine it through different filters onto a white screen. They then explore what happens when they use two filters, one after the other. Lesson 8Ka: Temperature changes Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing Recall some units for measuring temperature. Recall that energy will be transferred Starter: Living in extremes Ask students to brainstorm the ways in which humans adapt to extreme climates around the world by Exploring: Sweat and cooling Students could consider the Resources from 8Ka Exploring Science. Choosing and using a suitable level of accuracy Model a sweaty human body using a plastic drinks bottle
by heating between materials at different temperatures. Explain how internal energy and temperature are different. Identify the direction in which energy will be transferred in given circumstances. Recall the effect of evaporation on the temperature of the remaining liquid and recall ways of reducing energy transfers by evaporation. Describe the factors that determine the temperature of an object. Securing Describe the factors that affect the rate of transfer of energy by heating. Use the particle model of matter to explain energy transfer by evaporation from a surface. Exceeding Convert between the Kelvin and Celsius scales. Describe how the average kinetic energy of the particles in a gas relates to its Kelvin temperature. adapting their housing. Discuss the ideas put forward. Exploring: Sweat and cooling Model a sweaty human body using a plastic drinks bottle with warm water and wrapped in a damp paper towel or kitchen roll. Then ask students to use this model to find out if sweat can help you to cool down. Explaining: The cooling effect of evaporation Explain the link between the average speed of particles and temperature, and why evaporation produces a cooling effect. Plenary: Cooling by evaporation Put one drop of surgical spirit on to the back of students’ hands, and one drop of water. Ask students to explain why the surgical spirit feels colder than the water, even though both are at room temperature. validity of their model by researching relevant information about the human body and comparing it with similar information about their model. for Plot graphs. filled with warm water and wrapped in a damp paper towel or kitchen roll. Students then use this model to find out if sweat can help you to cool down. Lesson 8Kb: Transferring energy Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing Recall that energy can be transferred by heating in conduction, radiation and convection. Recall examples of common thermal conductors and insulators. Identify the process(es) in which energy is transferred by heating in a Starter: Touching materials Provide students with a range of different materials, including metal objects and insulating materials, such as polystyrene foam. Ask them to touch each material and decide whether it feels warm or cold. Ask them to suggest why the materials n/a Resources from 8Kb Exploring Science. Choosing and using a suitable level of accuracy for Students measure how fast heat travels along a metal rod, using a clamp and temperature sensors at equal
given situation. Describe how energy is transferred in conduction, convection and radiation. Explain why particular materials are used for given purposes. Use the particle model of matter to explain energy transfers by conduction and convection. Securing Compare conduction in thermal conductors and thermal insulators. Explain the process(es) in which energy is transferred by heating in a given situation. Compare conduction, convection, radiation and evaporation as methods of heat energy transfer. Exceeding Explain the causes and effects of wind chill. feel different to the touch. Exploring: How fast does metal conduct heat? Students measure how fast heat travels along a metal rod, using a clamp and temperature sensors at equal intervals along it. Explaining: Convection in water Demonstrate a convection current in water using a potassium manganate(VII) crystal, a tube, a beaker of water and a Bunsen burner. Ask students to explain why some of the water turns purple and then why the purple water moves in the way it does. Plenary: Energy transfer demonstrations Show students two demonstrations (wood and metal, and a smoke box) and ask them to explain what is happening in each case, using words such as conductor, insulator, density, convection, etc., as appropriate. intervals along it. Demonstrate a convection current in water using a potassium manganate(VII) crystal, a tube, a beaker of water and a Bunsen burner. Show students two demonstrations (wood and metal, and a smoke box) and ask them to explain what is happening in each case. Lesson 8Kc: Controlling transfers Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing Recall ways of reducing energy transfer by conduction, convection and evaporation. Apply the idea of different colours being good or poor emitters or Starter: Water as an insulator Ask students what they think will happen when you heat a borosilicate glass boiling tube of water with an ice cube held at its base with a piece of gauze. n/a Resources from 8Kc Exploring Science. Choosing and using a suitable level of accuracy for Demonstrate what happens when you heat a borosilicate boiling tube of
absorbers. Explain why particular materials are used for given purposes. Securing Evaluate ways of increasing or decreasing energy transfer by conduction, convection, radiation and evaporation. Compare the effects of different rates of conduction in different materials. Exceeding Apply the idea of thermal mass to homes. Working Scientifically State the meaning of: accuracy. State the meaning of: precision. Use information about resolution to choose measuring instruments. Explain how to avoid systematic and random errors. Demonstrate the practical and ask students to explain why the ice does not melt. Exploring: Investigating insulation Students plan and carry out an investigation of the factors that affect insulation, such as thickness of material, type of material, shiny/dull material, no air, etc. Explaining: Air as an insulator Demonstrate that most effective insulators consist mainly of air, by asking students to examine a piece of foam rubber or expanded polystyrene using a hand lens, or use a vacuum pump to evacuate the air from a piece of duvet filling. Plenary: Thinking about controlling energy transfer Odd One Out: glass, feathers, bubble wrap. (Possible answers: glass does not contain pockets of air; feathers come from living things.) water with an ice cube held at its base with a piece of gauze. Students plan and carry out an investigation of the factors that affect insulation, such as thickness of material, type of material, shiny/dull material, etc. Demonstrate that most effective insulators consist mainly of air. Lesson 8Kd: Power and efficiency Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing Match Sankey diagrams to simple situations. State the meaning of efficiency and recall some advantages of efficient appliances. Identify useful and wasted energies. Starter: Appliances brainstorm Ask students to work in groups to list all the devices they can that use electricity (either from cells or from the mains). Ask them to agree categories for the main way in which each device transfers energy, then to Exploring: Power ratings Use a joule meter to demonstrate the amount of energy used in a fixed time by Resources from 8Kd Exploring Science. n/a Students examine various items of domestic equipment to find their power ratings.
object’s gravitational potential energy. Exceeding Describe how gravitational effects were used to estimate the mass of the Earth. Describe the domain model and use it to explain various phenomena connected with magnets. Use data to derive the formula relating the force of gravity to masses and the distance between them. Explaining: Modelling force fields Look at how gravitational and magnetic fields can be represented by lines showing the direction a mass/north pole will move. Plenary: Thinking about force fields Consider All Possibilities: An object is not attracted to a magnet. (Possible answers: the object is not made from a magnetic material; the object is too far away from the magnet; the magnetic field of the magnet is too weak; the object is another magnet and like poles are facing.) Lesson 9Jb: Static electricity Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing Recall how objects can be given a charge of static electricity, and describe some of its effects. Describe the kinds of materials that can and cannot be given a charge of static electricity. Recall the two types of charges and their effects on each other. Use ideas about attraction and repulsion to explain electrostatic phenomena involving repulsion between like charges. Securing Explain why a conducting object cannot be given a charge of static electricity. Starter: Tricks with static Rub a polythene or acetate rod with a duster until it has sufficient charge to pick up small pieces of tissue paper. Ask students to name the force that is lifting the paper. Ask students to suggest similarities and differences between this demonstration and using a magnet to pick up paperclips. Exploring: Attraction and repulsion – charges Students investigate the forces of attraction and repulsion between like and unlike charges, using acetate and polythene rods. Explaining: Van de Graaff generator demonstrations 2 Ask students to explain the as they happen and then choose one demonstration to describe and explain on an A4 poster. Resources from 9Jb Exploring Science. n/a Demonstrate rubbing a polythene or acetate rod with a duster until it has sufficient charge to pick up small pieces of tissue paper. Students investigate the forces of attraction and repulsion between like and unlike
Describe how the resistance of a filament lamp changes with voltage. Explain why the resistance of a filament lamp increases with increasing voltage. Working Scientifically Round numbers to a given number of decimal places or significant figures. Decide on an appropriate level of accuracy before rounding numbers. Show students one or more models for electrical resistance. A simple physical model can be made using a ping-pong ball rolling down a shallow ramp. Plenary: Thinking about resistance Consider All Possibilities: A circuit is changed so that the current through a bulb decreases. (Possible answers: the voltage of the cell/power supply is reduced; more bulbs are added to the circuit; a resistor is added to the circuit; the bulb is changed for one with a higher resistance.) proxy for temperature. Lesson 9Je: Electromagnets Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing Describe the shape of the magnetic field around a wire carrying a current. Describe an electromagnet and the shape of its magnetic field. Describe how the strength of an electromagnet can be changed. Explain how electromagnets are used in simple applications. Securing Explain how changing the size or direction of the current affects the magnetic field. Explain how electromagnets are used in relays. Describe how a wire carrying a current must be oriented in a magnetic field to produce a force. Starter: Homopolar motor Make a simple homopolar motor (from a cell, a small magnet and some wire) and show it to students. Encourage them to come up with a list of questions, such as: ‘What is the wire for?’, ‘What shape is the magnetic field of the magnet?’, ‘Is there a current in the wire?’. Exploring: Make a motor Give students motor kits (available from equipment suppliers) and ask them to build a simple electric motor of the ‘Westminster pattern’. Explaining: Motor effect demonstration Explaining: Motor effect demonstration Introduce students to Fleming’s rule (they are not expected to remember this). Resources from 9Je Exploring Science. n/a Students build a simple electric motor of the ‘Westminster pattern’, using a motor kit. Demonstrate the motor effect.