Developing Compare the temperature rise of water when some fuels are burnt. Identify situations in which energy is stored. Identify situations in which an energy transfer is taking place. Recall the factors that affect the amount of energy needed in a person's diet. Describe the factors that affect body mass. Recall some substances that are used as sources of energy. Securing Explain the differing energy needs of people of different ages and activity levels. Exceeding Calculate the energy requirements for a particular person or activity. Working Scientifically Use ratio notation to compare things. Simplify and use ratios. Starter: Energy brainstorm Brainstorm about energy by asking questions such as: ‘Does it take energy to lift a book onto a shelf?’; ‘Does it take energy to leave the book resting on the shelf?’ Follow this by asking about things that store energy. Exploring: Energy in food A simple experiment for students to use to compare at least three different foods to determine how much energy is stored in each type. Explaining: 7Ia Energy from food Explain that humans and other animals get their energy from food and outline the reasons why different people need different amounts of energy in their food. Plenary: Thinking skills Consider All Possibilities: Ben needs to eat more than Hilary. (Possible answers: Ben is a teenager and Hilary is a toddler; Ben is more active than Hilary; Ben and Hilary have similar activity levels but Ben is trying to gain weight.) Exploring: Energy in food Extend this by describing other ways of comparing quantities, for example, ratios. Resources from 7Ia Exploring Science. Using ratios to compare experimental results. A simple experiment for students to use to compare at least three different foods to determine how much energy is stored in each type. Lesson 7Ib: Energy transfers and stores Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing Identify situations in which energy is stored. Starter: Energy transfer demonstration Heat a beaker of water over a Bunsen Explaining: Energy demonstrations Resources from 7Ib Exploring n/a Set up a circus of energy transfer devices
Identify situations in which an energy transfer is taking place. Recall the different ways in which energy can be stored. Recall the different ways in which energy can be transferred. Securing Recall the law of conservation of energy. Identify situations in which energy is stored. Identify situations in which an energy transfer is taking place. Describe energy transfer chains for given situations. Exceeding Identify useful and wasted energies. burner. Ask students what is happening to the water and where the energy is coming from. Show them a battery powered fan (or other, similar device) and elicit the idea that here the energy store is in the cell, and that this energy is transferred to the moving air. Exploring: Circus of energy transfers Set up a circus of energy transfer devices around the lab and ask students to identify the initial energy and final energy stores for each one. Explaining: Energy demonstrations Set up some demonstrations (e.g. a pendulum, motor-lifting weight, 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?) Extend the discussion to look at the energy transfers in more detail. Science. around the lab and ask students to identify the initial energy and final energy stores for each one. Set up some demonstrations (e.g. a pendulum, motor-lifting weight, wind-up toy) and discuss the way that energy is stored in the beginning and at the end, and ways in which energy is transferred. Lesson 7Ic: Fuels 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, Starter: Brainstorm fuels Ask students to think of three different fuels and some uses for these fuels. Exploring: Energy in liquid fuels Students could calculate the Resources from 7Ic Exploring Science. n/a Students compare the energy released by ethanol and
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 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. Exploring: Energy in liquid fuels Students compare the energy released by ethanol and paraffin, using spirit burners to heat a fixed volume of water for a fixed time. Explaining: Oil and gas extraction and uses Ask students to research the origins of oil and natural gas, and how they are extracted from deep underground, including the fracking process. 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.) actual energy transferred. paraffin, using spirit burners to heat a fixed volume of water for a fixed time. 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 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 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
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. 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. 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. 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.) inside them. Lesson 7Ja: Current Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing Recall materials that are conductors and insulators. State the meaning of: conductor, insulator, complete circuit, ammeter, current. Describe why a cell is needed in a circuit. Explain how switches work to turn a circuit on or off. Identify common circuit components and their symbols. Starter: Torch circuits Show students a torch and, if possible, dismantle it to show the circuit inside. Ask students to describe how the torch works in words and/or diagrams. Exploring: Testing wires Supply students with a set of insulated wires and ask them to check which ones work. The wires Exploring: Testing wires The circuit can be extended to include faulty bulbs. Resources from 7Ja Exploring Science. The use of symbols when science. Students check a set of insulated wires to see which ones work.
Securing Construct a circuit from instructions provided in the form of a circuit diagram. Describe how changing the number or type of components in a circuit affects the current. Recall the differences between how current behaves in series and parallel circuits and describe and predict what the current is like at different points in a series circuit and parallel circuit. Explain how switches can be used to control different parts of a parallel circuit. Explain why the lights in a house are wired in parallel. Analyse a given parallel circuit and say which components will be on or off with different combinations of switches closed. Recall the link between current and bulb brightness. Exceeding Use their knowledge of switches and parallel circuits to devise circuits for specified purposes. Ask students to build a series circuit with one switch and two bulbs and then ask them if they can use a second switch to turn just one bulb on or off. Explaining: 7Jc Using tables Introduce the use of tables for effective science communication and the idea of qualitative and quantitative data. Plenary: Bridges in parallel Show students a map or photo showing the two bridges across the River Severn. Explain that the first bridge was opened in 1966 but by 1990 there were severe traffic jams, so the Second Severn Crossing was opened in 1996. Ask students to suggest how this is a model for a parallel circuit and to point out what characteristics of a circuit it can and cannot represent. Lesson 7Jd: Voltage and resistance Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing State what is meant by: voltage, resistance. State the units for voltage. Describe how a voltmeter is used. Recall how the current changes when the voltage of the supply changes. Securing Starter: Variable resistor Show students a rheostat connected in series in a circuit with a bulb. Show the effect on brightness of moving the slider and ask them to suggest how the rheostat works. A display ammeter can help to reinforce the link between size of current and Exploring: Length of wire and resistance Students can plot a scatter graph and a line of best fit to show their results. Resources from 7Jd Exploring Science. n/a Students investigate the effect of the length of a wire on its resistance (measured only in terms of the size of the
Recall how the different wires are connected in a plug. Securing Explain why electricity is more convenient than other sources of energy, and classify some of its uses. Explain some safety precautions to be followed when using electricity. Explain how a fuse works. Explain how a domestic ring main is a form of parallel circuit. Identify errors in the wiring of a plug. Exceeding Apply their knowledge of voltage, current and electrical safety to novel situations. Exploring: Testing fuse wire Provide students with lengths of fuse wire of different ratings and ask them to find out the maximum current for each wire. Explaining: Wiring plugs Show students how to wire a plug, including precautions such as making sure no strands of wire are sticking out, the outer cable is held by the cable grip, etc. Plenary: Thinking skills Odd One Out: light bulb filament, connecting wire, fuse. (Possible answers: the connecting wire as it is not designed to convert electrical energy into other forms of energy; the fuse is the only one designed to melt.) Exploring: Testing fuse wire Encourage students to consider the inherent inaccuracy of attempting to determine the current at the exact moment that the wire melts, and ways of allowing for this, such as repeating the measurement several times. two clamp stands and making it part of a circuit. Students use lengths of fuse wire of different ratings to find out the maximum current for each wire. Show students how to wire a plug. Lesson 7Ka: Forces Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing Describe what a force is. Recall the names of simple forces. State what is meant by: contact force, non-contact force. Recall the effects of forces on an object. State what is meant by: friction, air resistance, water resistance. Securing Classify forces as contact and Starter: Forces concept map Ask students to create a concept map to summarise what they already know about forces. Exploring: More forces Give students practice using force meters by asking them to weigh a range of objects and also to measure other forces, such as the force required to open a door, to drag a n/a Resources from 7Ka Exploring Science. n/a Students practice using force meters by weighing a range of objects and other forces.
Recall the unit for measuring forces. Describe how to use a force meter, newtonmeter. State what is meant by: mass, weight. Recall the direction in which gravity acts. Identify situations and places where different forces are likely to be found. Represent sizes and directions of forces using arrows. Explain the difference between mass and weight. Exceeding Compare the way in which force meters and balances that compare masses work. book or other object along a bench, or the force they can exert with their little fingers. Explaining: Cycle helmets Discuss the differing views on the use of cycle helmets. Many people consider that they may do more harm than good. Opposing views may be found on the Internet. Plenary: Thinking about forces Odd One Out: friction, gravity, magnetism. (Possible answers: friction is the only contact force and is the only one that always tries to slow things down; magnetism is the only one that can push or pull; gravity is the only one that gives us weight.) Lesson 7Kb: Springs Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing Recall the effects of forces on an object. Explain how a force has caused certain effects on an object. State what is meant by extension, compress, stretch, elastic, plastic. Securing Describe how the extension of a spring depends on the force applied. Explain what is meant by elastic limit, limit of proportionality. Exceeding Starter: Jumping high Ask students to suggest how they can make the highest jump possible. This could be done by asking them to sketch a labelled diagram. Show the sketches and ask what all the ideas have in common. Exploring: Investigating stretching Students investigate the stretching characteristics of various materials (e.g. springs and elastic bands) to find out whether a material stretches Exploring: Investigating stretching Students can plot scatter graphs to determine the elastic limit and limit of proportionality for the springs. Resources from 7Kb Exploring Science. Present data in scatter graphs. Draw lines of best fit on scatter graphs. Students investigate the stretching characteristics of various materials (e.g. springs and elastic bands) to find out whether a material stretches in a linear or
Suggest how and why friction has been reduced or increased in unfamiliar situations. Exceeding Draw lines of best fit on scatter graphs. the methods used in terms of friction. Explaining: Lubrication demonstration Demonstrate how a linear air track works and show students how long a glider can continue to move if the track is set up with rubber bands at each end. Get students to explain what a lubricant is. Use alternative demonstrations if you wish. Plenary: Thinking about friction Consider All Possibilities: A bicycle is not going very fast. (Possible answers: the axles need lubricating; the brakes are catching; there is a strong wind blowing; the cyclist is not pedalling hard.) Lesson 7Kd: Pressure Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing State what is meant by: pressure. Recall that 1 Pa = 1 N/m2. Describe how the pressure depends on force and area. Describe the effects of high or low pressure in simple situations. Securing Recall some common units for measuring pressures. Use the formula relating force, pressure and area. Exceeding Explain applications of pressure in different situations. Starter: Demonstrating pressure Demonstrate the effects of pressure by placing various masses on modelling clay and measuring the depth of the impression made. Ask students to explain the relationship between pressure, weight and area. Exploring: Reducing pressure under vehicles Ask students to use the Internet to find pictures of different ways in which the pressure beneath vehicles can be reduced, and to explain why this is necessary. n/a Resources from 7Kd Exploring Science. n/a Demonstrate the effects of pressure by placing various masses on modelling clay and measuring the depth of the impression made.
Describe how pressure in a fluid increases with depth. Use the particle model of matter to describe the causes of pressure in fluids. Securing Explain some effects caused by air or water pressure using ideas about forces. Use the particle model of matter to explain atmospheric pressure in different situations. Explain why pressure in a fluid increases with depth. Use the particle model of matter to explain why gas pressure changes with temperature, number of particles and volume. Exceeding Apply ideas about pressure to barometers and altimeters. Use the equation relating pressure to the depth and density of a liquid. about particles and air pressure, and then to write down observations during or after the demonstration. Exploring: Research altitude sickness Ask students to find out about altitude sickness: when it occurs, what its causes and symptoms are, and how it can be treated. Explaining: Pressure all around Ask students to put on a disposable plastic glove and put their hand in a bowl of water. Use the experience to help students appreciate the idea of pressure acting equally in all directions in terms of particles and their movement. Plenary: Thinking about pressure What Was The Question?: There are more particles in each unit volume of air. (Possible questions: Why is the pressure higher inside a tyre when it has been pumped up? Why is it easier to breathe at sea level than on the top of a high mountain?) research air pressure inside passenger aircraft or how training at altitude can increase athletic performance. 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. 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. 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 Exploring: Factors affecting upthrust Extend the investigation by Resources from 8Id Exploring Science. Apply concepts and calculate results. Demonstrate ‘dancing raisins’ by putting a few raisins into a beaker or
plane mirror. Describe some uses of plane mirrors. Describe the difference between even reflection and scattering, and recall the law of reflection. Use the ray model of light to explain how we see things that are not sources of light. Securing State the meaning of: diffuse, specular, incident ray, reflected ray. Use the ray model of light to explain how a periscope works. Use ray diagrams to explain the law of reflection and to describe the differences in light reflected from smooth and rough surfaces. Describe the characteristics of the image formed by a plane mirror and use ray diagrams to explain its formation. Exceeding State the meaning of: convex mirror, concave mirror. Use ray diagrams to explain some of the features of images in periscopes. Working Scientifically Explain why internationally agreed symbols and conventions are necessary in science communication. Interpret diagrams that use scientific symbols and conventions. useful in each case. Exploring: Make a periscope Ask students if they know what a periscope is, and to suggest some uses for it. Then ask students to design their own periscope using their knowledge of mirrors and reflection. Explaining: Images in plane mirrors Demonstrate the various properties of an image in a plane mirror. The distance of the image behind the mirror can be demonstrated simply by laying a ruler at right angles to the mirror, or use an object such as a pencil stuck in a piece of modelling clay in front and behind the mirror. Plenary: Thinking about reflection Odd One Out: incident ray, reflected ray, normal. (Possible answers: normal is not a light ray; normal is the only one that has a fixed angle.) What Was The Question: specular. (Possible questions: What is the name for the type of reflection that happens in a mirror? Name the type of reflection where all the reflected rays go in the same direction.) diagram to explain how their periscope works. knowledge of mirrors and reflection. Demonstrate the various properties of an image in a plane mirror. Lesson 8Jc: Refraction Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing Starter: Refraction demonstrations Exploring: Resources n/a Show students
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. Identify the parts of a camera and state their functions. Securing Use ray diagrams to explain image formation in pinhole cameras. Identify which parts of the eye cause refraction of light and describe how light is focused on the retina. Describe similarities and differences between cameras and eyes. Describe some examples of the absorption of energy transferred by light leading to chemical or electrical effects (in the retina or in a camera sensor). Describe how secondary colours of white light can be made from primary colours of light. Describe the way our eyes detect different colours. Exceeding Describe the causes and effects of long-sight and short-sight and how different types of lens are used to correct these defects. Explain how different types of lens are used to correct long-sight and Starter: Brainstorm cameras and eyes Show students a pinhole camera. Ask them to suggest the differences between the pinhole camera and a real camera. Then ask students to note down any similarities and differences they can think of between cameras and eyes. Exploring: Photograms Students record simple images by arranging various translucent and opaque objects on a piece of photographic paper and then using a table lamp to expose the paper until it turns black. Explaining: Model eye Use a 3D model eye to help students appreciate the structure of the eye. Ask them to identify the different parts of the model and explain their functions. Plenary: Thinking about cameras and eyes Consider All Possibilities: A camera does not take a good picture. (Possible answers: the camera is broken; there is not enough light; something is covering the lens; the settings on the camera are wrong; the person is not holding the camera still.) n/a Resources from 8Jd Exploring Science. n/a Students record simple images by arranging various translucent and opaque objects on a piece of photographic paper and then using a table lamp to expose the paper until it turns black.
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 given situation. Describe how energy is transferred in conduction, convection and radiation. Explain why particular materials are used for given purposes. Use the particle model of matter to explain energy transfers by conduction and convection. Securing Compare conduction in thermal conductors and thermal insulators. Explain the process(es) in which energy is transferred by heating in a given situation. Compare conduction, convection, radiation and evaporation as methods of heat energy transfer. Exceeding Explain the causes and effects of wind chill. Starter: Touching materials Provide students with a range of different materials, including metal objects and insulating materials, such as polystyrene foam. Ask them to touch each material and decide whether it feels warm or cold. Ask them to suggest why the materials feel different to the touch. Exploring: How fast does metal conduct heat? Students measure how fast heat travels along a metal rod, using a clamp and temperature sensors at equal intervals along it. Explaining: Convection in water Demonstrate a convection current in water using a potassium manganate(VII) crystal, a tube, a beaker of water and a Bunsen burner. Ask students to explain why some of the water turns purple and then why the purple water moves in the way it does. Plenary: Energy transfer demonstrations Show students two demonstrations (wood and metal, and a smoke box) and ask them to explain what is happening in each case, using words 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 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.
such as conductor, insulator, density, convection, etc., as appropriate. 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 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. Starter: Water as an insulator Ask students what they think will happen when you heat a borosilicate glass boiling tube of water with an ice cube held at its base with a piece of gauze. Demonstrate the practical and ask students to explain why the ice does not melt. Exploring: Investigating insulation Students plan and carry out an investigation of the factors that affect insulation, such as thickness of material, type of material, shiny/dull material, no air, etc. Explaining: Air as an insulator Demonstrate that most effective insulators consist mainly of air, by asking students to examine a piece of foam rubber or expanded polystyrene using a hand lens, or use a vacuum pump to evacuate the air from a piece of duvet filling. Plenary: Thinking about controlling energy transfer Odd One Out: glass, feathers, bubble wrap. (Possible answers: glass does not contain pockets of air; feathers 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 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.
mean speed. Explain how the distance travelled and the time taken affects the speed. Use the formula relating speed, distance and time. Represent simple journeys on a distance– time graph. Describe changes of speed shown on a distance–time graph. Explain what relative speed means. Securing Explain why the maximum speed on a journey is usually greater than the mean speed. Calculate speeds from the gradient of a distance–time graph. Calculate the relative speed between two objects moving along the same line. Exceeding Work out the direction of relative motion for objects not moving along the same line. Working Scientifically Change the subject of a simple mathematical formula. Calculate the gradient of a line on a graph. about speed, what it means, its units of measurement and some examples of fast- and slow-moving objects. Exploring: Investigating speed Students investigate the variables that affect the speed of toy cars running down a ramp. Factors that could be investigated: steepness of the slope, mass of the cars/trolleys, type of car, different surfaces for the ramp. Use light gates to measure the mean speed of the cars. Explaining: Measuring speed demonstration Demonstrate how a light gate can be used to measure the speed of a toy car or trolley down a ramp. Plenary: Thinking about speed Consider All Possibilities: One car completes its journey in a shorter time than another. (Possible answers: it travels faster; it does not stop and the other does; it does not have as far to go.) demonstration Use this demonstration to reinforce the meaning of accuracy and reliability. Exploring Science. variables that affect the speed of toy cars running down a ramp. Demonstrate how a light gate can be used to measure the speed of a toy car or trolley down a ramp. Lesson 9Id: Turning forces Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing Describe how a simple lever can magnify force or distance. Identify the pivot, load and effort in Class 1 levers. Starter: Examples of levers Show students examples of the same type of machine, such as a pair of embroidery scissors and a pair of kitchen scissors, or a small and large Starter: Examples of levers Give students a scenario: they Resources from 9Id Exploring Science. Substitute into formulae. Students try different levers. Use a long object with a
Explain how levers are used in common devices. State what is meant by a moment of a force and recall its units. Recall that an object will balance if the moments are equal and opposite. Describe the factors that affect the size of a moment. Securing Identify the pivot, load and effort in Class 2 and Class 3 levers. Use the formula relating moment, force and perpendicular distance. Exceeding Describe how gears affect the force needed to move an object and the speed of movement. Explain how gears work using ideas about moments. spanner. Ask students why the things are made in different sizes and ask them to suggest situations in which they would use the large or the small example. Exploring: Using levers Set up a circus and allow students to try different levers. Ask students to identify the pivot and the position of the effort. Explaining: Perpendicular distances Use a long object with a weighted end to demonstrate that, when working out a moment, the distance used must be perpendicular to the force. Calculate what the moment of the weight. Plenary: Thinking about levers Consider All Possibilities: You cannot lift a heavy mass using a lever. (Possible answers: the mass is too far away from the fulcrum; the lever is not long enough; you cannot provide enough force.) have a tin of paint and five different of different lengths (5 cm, 10 cm, 15 cm, 20 cm and 25 cm). Ask them to write down which they would choose and why, using as much physics as they can in their answers, including the words ‘pivot’, ‘load’ and ‘effort’. weighted end to demonstrate that, when working out a moment, the distance used must be perpendicular to the force. Lesson 9Ie: More machines Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing Describe how a ramp or a simple pulley system can reduce the force needed to lift an object. Recall that if the force needed is decreased the distance it moves is Starter: Sure or unsure? Ask students to write down one thing about levers and moments that they are sure about, and one thing they are unsure about. Revise the things that students are having difficulty Exploring: Investigating pulleys Ask students to calculate the work done in Resources from 9Ie Exploring Science. Substitute into formulae. Students investigate the force needed to lift a given mass with different
circuit. Describe how changing the number or type of components in a circuit affects the current. Describe how current and voltage behave in series and parallel circuits. Securing Describe how voltage and energy are linked. Describe a current as a flow of electrons. Exceeding Describe the relationship between watts and joules/second. Use the formula relating power, current and voltage. Exploring: Models of circuits Provide a model to explain how electrical circuits work (e.g. lorries collecting, transporting and depositing material; repeat). Ask students which part of the model represents parts of a circuit. Explaining: Switches Show students examples of different types of switch. Demonstrate the switches, and elicit ideas about how they work and what they can be used for. Plenary: Thinking about current electricity Odd One Out: atom, electron, nucleus. (Possible answers: atom, as the other two are parts of an atom; atom, as it normally has no charge whereas electrons and nuclei have charges; electron – the only particle that can move through a material.) Lesson 9Jd: Resistance Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing State what is meant by resistance and name its units. Describe the relationship between resistance and current. Describe how the resistance of a wire varies with length and thickness. Use the formula relating voltage, Starter: Variable resistors Show students a rheostat connected in series in a circuit with a bulb. Show the effect on brightness of moving the slider and ask them to suggest how the rheostat works, revising ideas about resistance. Explaining: A model for resistance Students can discuss how the model could be changed to represent a wire Resources from 9Jd Exploring Science. n/a Show students a rheostat connected in series in a circuit with a bulb. Students
Explain how changing the size or direction of the current affects the magnetic field. Explain how electromagnets are used in relays. Describe how a wire carrying a current must be oriented in a magnetic field to produce a force. Describe how the motor effect is used in a simple electric motor and how the force it produces can be changed. Exceeding Use Fleming’s left-hand rule and the right-hand grip rule. Explain how the motor effect is used in unfamiliar devices. Exploring: Make a motor Give students motor kits (available from equipment suppliers) and ask them to build a simple electric motor of the ‘Westminster pattern’. Explaining: Motor effect demonstration Demonstrate the motor effect (sometimes called the ‘catapult effect’). Ask students to suggest what will happen if you reverse the direction of the magnetic field or reverse the direction of the current. Plenary: Thinking about electromagnets Consider All Possibilities: An electromagnet will not pick up a can of food. (Possible answers: the can is made of a non-magnetic material; there is no current flowing through the electromagnet; the electromagnet is not strong enough to pick up the can of food.) Written by Penny Johnson.