Science Unit 6 Physics 2014-2015 KS4 Medium term overview

Module Title: BTEC First Award in Applications of Applied ScienceUnit 6: Applications of Physical science

Syllabus References:

Module Length: 30 guided learning hours Edexcel exam board

Overall aims of the scheme:

Learning aim A:Investigate motionLearning aim B:Investigate forcesLearning aim C: IInvestigate light and sound wavesLearning aim D:Investigate electricity

Core activities:Learning aim A:

2A.P1Learners state what speed is and how we calculate it.Learners use a stopwatch and tape measure to measure distance travelled during a period of time. They use their results to plot distance–time graphs2A.P2Learners use the graphs that they have plotted to makequalitative judgement of speed: stationary; moving at a constantSpeed; moving with increasing or decreasing speed.2A.M1Learners define distance, displacement, speed and velocity.2A.P1Learners watch a video of cars accelerating. Use the video asStimulus material to discuss acceleration and how it is measured.2A.P2Learners use light gates and a data logger to measure theAcceleration of a trolley as it travels down a ramp. Learners plotTheir results graphically.2A.M1Learners find out about three techniques for catching speedingDrivers and determine which one would be the most effective.2A.D1Learners sketch two graphs, one to show uniform motion and one to show non-uniform motion.2A.P3Learners watch a video clip of roller coasters. Class discussion

ICT Links:a) Developing skills in Independent researchb) Developing skills in specific research criteriac) Understanding what plagiarism isDeveloping skills in referencing researchresources- web sites correctly

Research: to define distance, displacement, speed and velocityResearch: about three techniques for catching speeding driversResearch types of roller coaster and the conservation of energy. They use a model of a roller coasterResearch the causes and provide examples of friction acting on objects

Inclusion: gifted and talented, SEN, EALSEN:

1. key word definitions;2. Differentiated work sheets3. Support through verbal interaction4. Working towards level 2 but can

evidence level 1 work

G&T:

1. Differentiated skill sheets2. Work towards merit/distinction grades3. Take the lead in practical activities

EAL:

Literacy and LearningLearning through talk:Comparing three techniques for catching speedingDrivers and determine which one would be the most effective.Discussion on Show a video clip of Formula 1 cars with ‘glowing’ brake discs. Lead a discussion on energy transformations happening to a car when braking and the factors that affect stopping distance.Lead a discussion on the uses of thermistors.Lead a discussion on the uses of LDRs.Discussion on watch a video of cars acceleratingDiscussion on the watched video clip of roller coasters

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1. Use of visual aids- PP slides, images, practical work

2. Emphasis on key words use and meanings

3. Availability of a dictionary4. Use of Google translate

PP:1. Regular assessment of student

progress2. Encouragement in class activities

LAC:

1. Use of Collins differentiated work tasks available

Boys underachievement:

1. Encourage full interaction in activities2. Identify roles in group work3. Peer supporting activities

on the energy changes involved in a roller coaster ride.2A.M21. Show a video clip of Formula 1 cars with ‘glowing’ brake discs. Lead a discussion on energy transformations happeningto a car when braking and the factors that affect stoppingdistance. Link back to kinetic energy to understand why brakingdistance increases with the square of speed.2Learners calculate kinetic energy and changes in gravitationalpotential energy in a roller coaster.3. Learners represent the movement of a roller coaster and a Formula 1 car on energy transformation diagrams.2A.P3Learners suggest what the term ‘conservation of energy’ means. Once a definition has been agreed, learners then give some examples of where this happens.2A.M21. Learners calculate the theoretical maximum speed of a trolleydown a ramp by measuring the gravitational energy at start andcomparing to final kinetic energy. Discuss with learners whythere is a difference between the measured and theoretical speed of the trolley.2. Learners investigate the conservation of energy. They use a model of a roller coaster with cardboard and marbles. Learnersshould draw energy transformation diagrams as part of theirinvestigation. They can then calculate the KE and the GPE ofthe marbles.3. Learners use their conservation of energy examples and draw energy transformation diagrams for them.Learning aim B:2B.P4 Learners watch a video clip of a tug-of-war, to demonstrate balanced and unbalanced forces.2B.M31. Set up a frictionless track and ask learners to apply forces to a glider on the track. Learners investigate the effect of balancedand unbalanced forces on the motion of the glider.2. Learners look at the effect of balanced and unbalanced

Discuss and collaborate on examples of friction acting on objects. They should give at least two examples where friction is a nuisanceand at least two examples where it is usefulSmall/large group activities – practical investigations- developing team workUse of roles within groups

Learning from text:Use research and put information into own wordsUse of text books for research- students to gather appropriate information they requiredUse of library booksUse of Applications Of science text books

Learning through writing:

Presenting work as: reports, leaflets, newspaper articles, posters

Assessment for Learning Opportunities:1. Students have targets which they know and understand2. Students know regularly at what level they are working in relation to these targets3. Students know how they can improve their working at level so as to achieve their targets4. The students have access to level/grade descriptors, e.g. in their books or on classroom walls, and they understand them, and there is reference to them within lessons

Numeracy Links: Use the equation: distance (m) = speed

(m/s) × time (s). Use the equation: displacement (m) =

velocity (m/s) × time (s) Use the equation: acceleration (m/s2) =

change in velocity (m/s) / time taken (s). Equation: KE = ½ × mass × (speed)2. Calculate change in gravitational potential

energy using the following equation: PE = mass × acceleration due to gravity ×

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5. There are exemplars of good work available of different types which we can show to students and which, in particular, illustrate level/grade requirements6. Schemes of work/lesson plans all make specific reference to AFL7. Learning objectives are differentiated and levelled/graded8. Lesson observations show that each teacher is in “AFL mode”, i.e. always discussing their work with students and helping them see how they can improve in terms of level/grade descriptors and achieving targets.9. There is evidence that teachers have the skill of asking the students the type of questions, both individually and to the whole class, that enables them to understand how they can progress, and where relevant lead them to see how they can move on to achieve higher levels/grades.10. There is evidence that both peer and self assessment relating to the learning objectives are occurring in lessons as appropriate11. There is the evidence of AFL comments in the marking of students’ work.

12. AFL is also being used to adjust schemes of work, lesson plans and overall teaching in the light of analysis of the ascertained responses of students

forces on objects.3. Learners give two examples of situations demonstrating each.4. Learners should calculate the force on the objects2B.D31. Demonstrate a water-powered rocket. Discuss the forces acting on the rocket at various stages of flight with learners. 2. Learners produce a presentation explaining the forces that act on a rocket during stages of flight.3. Learners carry out an investigation into the shape of a car. They then make a cardboard model of their car and measure how fast it is blown back by a stream of air from a blower.4. Discuss the forces on a skydiver in free fall and once the parachute has opened. Research the terminal velocity for both stages. You could show a video to illustrate this further.2B.P6Learners provide examples of friction acting on objects. Theyshould give at least two examples where friction is a nuisanceand at least two examples where it is useful.2B.M4Learners draw a labelled force diagram and identify whether forces are balanced or unbalanced in a variety of applications. Diagrams should show all the forces involved and give approximate sizes2B.D3Learners list three situations involving friction and plan an experiment to investigate the effect of weight on friction. They then carry out and evaluate their investigation.2B.P4Learners define the key words associated with forces. Learnersuse each one in a sentence.2B.D31. Learners carry out an investigation of tensile forces by finding the extension of a spring when different weights are applied.2. Learners investigate tensile forces using a piece of elastic and a force meter. They will then be able to describe the relationship between length of the elastic and tensile force.3. Show learners photos showing compressive and tensile

change in height. Calculating using the equation:

Force (N) = mass (kg) ×acceleration (m/s2). Use the equation: work done (J) = force (N)

× distance (m). Using the equation: speed = frequency ×

wavelength. Use the equation: resistance (Ω) = voltage

(V) / current (A). Calculating averages from practical results

from Construct graphs lined/ bar/ curves from

Cross-Curricular Links:

Geography: looking at different areas within the country, then different environments the changing weather patterns linked to road safety

Art/DesignMaking a cardboard model of their car and measure how fast it is blown back by a stream of air from a blower.draw a labelled force diagrams

History local environment –- past present and future of the environment how it has changed over time, linked to the environment of vehicles on roads, road safety in counties- statistics

Student Leadership Opportunities:

Group work roles- manager/ leader during practical activitiesOrganising a small group for a presentation to the class on

WrL / Enterprise:

Extension/Enrichment Opportunities: SMSC

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Working at the higher distinction grades, to evaluate, synthesise learning

forces in action. Ask them to identify where these forces are acting.2B.M31, Learners produce a concept map of words associated with forces.2,Learners use a frictionless track to investigate the effect of varying forces acting on a trolley and show that acceleration is proportional to force and inversely proportional to mass.3. Learners revisit their work on describing the forces involved in the movement of a rocket. They describe the forces acting at different stages of the rocket launch from take-off to landing.4. Learners revisit their concept map and amend it to their current understanding, linking terms and introducing new ideas.2B.P51. Learners define GPE and work done. They then give examples and units of each. More able workers link this to: weight = mass × gravitational field strength.2. Learners pull objects along different surfaces with a newton meter and lift objects. They link the work done in each case to force × distance, and for vertical work done, to GPE = weight × change in height.3. Learners use force diagrams to describe work done in two different applications.4. Learners review their progress by describing work done, force, gravitational potential energy and weight. More able learners could explain what links these things together.Learning aim C:2C.P71. Show learners an image of a periscope and ask them what they are used for and how they work.2. Demonstrate a pencil in a glass of water and ask learners to suggest why the pencil appears bent.3. Learners explain what reflection and refraction are.2C.M51. Learners research applications of light, including using mirrors in telescopes, car rear-view mirrors and periscopes.2. Reinforce the concept of refraction. Learners model a ray of light by walking into a model of a glass block.

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3. Lead a discussion on the function of the lens in the eye and how glasses are used to correct vision problems (limited to short-sightedness and long-sightedness).

2C.D41. Ask learners to describe how light travels through a reflecting telescope to the eye.2. Learners list the equipment needed to build a periscope. They then plan to build a periscope and, once their plans are checked, construct a periscope. Learners draw associated ray diagrams to show how they work.3.Learners draw up a list of the similarities and differences between images formed by4. Learners investigate what happens when light is incident on convex and concave lenses. Learners draw ray diagrams to scale for their experimental set-ups, labelling the object, focal point and image.Learners draw diagrams to show what reflection and refraction are.5. Learners research how the eye focuses light and how glasses correct simple vision problems. Learners present their results as a poster or presentation.6. Learners write five true/false statements about lenses. Their peers must say which statements are true and which are false.2C.D41. Demonstrate an optical fibre and discuss with learners some uses of optical fibres, including endoscopes for keyhole surgery.2. Learners investigate what happens when a ray of white light is incident on triangular and semi-circular prisms, and write a report on their findings.3. Learners produce a leaflet to explain how prisms are used in bicycle reflectors.4. Learners find out how prisms are used in binoculars and draw a diagram to illustrate their findings.5. Learners draw ray diagrams to show the use of prisms in binoculars and safety reflectors2C.P8Demonstrate a bell in a vacuum jar to illustrate the need for a medium for sound to propagate.

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2C.M61. Demonstrate compressions and rarefactions using a long ‘slinky’ spring. This can be extended to use the patterns of compressions and rarefactions to calculate wavelength, frequency and speed of the wave using the equation: speed = frequency × wavelength.2. Learners measure the speed of sound by knocking together two pieces of wood and recording the time for an echo to be heard from a flat wall of measured distance.3. Learners spend one minute talking about sound. They must not hesitate or repeat anything during the minute.2C.D51. Give learners sets of three words associated with sound and ask them to work out which is the odd one out. They must give a reason for their answer.2. Learners research applications of sound, including ultrasound imaging, ultrasound treatment for kidney stones and sonar. They can present their findings as a presentation or poster.3. Give learners a true or false activity on sound and its applications.Learning aim D:2D.P91. Discuss with learners how to use ammeters to measure current in series and parallel circuits, and how to use voltmeters to measure voltage in series and parallel circuits. Lead the discussion on to how to calculate resistance.2. Learners match circuit symbols to components.2D.M71. Learners build circuits in series and parallel and take readings of voltage and current in the circuit. Learners should draw each circuit, mark on the measured values and then calculate the resistance of the components in the circuit.2. Learners take readings of voltage and current in circuits to calculate the resistance of light bulbs at different voltages.3. Learners take readings of voltage and current in a circuit with a resistor and draw a graph of current as a function of voltage. At constant temperature a straight line of best fit is given, proving Ohm’s law is obeyed.

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4. Learners list three things that they knew about electricity before the lesson, three things that they learnt during the lesson, and three things they would still like to know about current and voltage.2D.P101. Ask learners to list five facts about LDRs. Combine all facts from the class and ask learners to rank them in order of importance. Learners build a circuit to investigate the relationship between the light level and the resistance of an LDR.2. Learners build a circuit to investigate the relationship between the temperature and the resistance of a thermistor.2D.M81. Lead a discussion on the uses of thermistors.2. Lead a discussion on the uses of LDRs.2D.D71. Learners produce a flowchart to suggest how a security light works.2. Learners list some uses of thermistors. Ask them why thermistors work in each situation

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Week Learning Objectives Tasks Differentiation

1 2A.P1 Produce accurate graphs to represent uniform and non-uniform motion using primarydata.

2A.P2 Calculate speed and velocity for simple experiments.

2A.M1 Interpret graphs to identify objects that are stationary, moving at a constant speed and moving with increasing or decreasing speed.

1. Research the terms; velocity, motion, acceleration, uniform motion, non-uniform motion, and displacementTo obtain primary data you need to investigate uniform motion. Complete a full laboratory reports, include graphs 2. I) Set up a runway with a slight slope and place a toy car or trolley on it. II) Give the car a short, gentle push and watch how it moves. III) Adjust the height of the runway so that when the car starts moving it continues at a steady speed. This means it does Not slow down and stop, nor does it speed up.To measure the distance travelled and time taken by a toy car or trolley rolling along this runway at a steady speed:

calculate speed and velocity by; measuring the distance travelled and time taken by using a marble rolling along this runway at an increasing speed: 1. I) Raise the runway slightly. II) Make measurements of the distance travelled by the marble and the time taken at a number of points along the track. III) Record your results in a suitable table with appropriate column headings and units. IV) Plot a distance–time graph for the marble’s journey along the runway. V) Describe what the graph shows. VI) Use the graph to calculate the marble’s acceleration and show your working.Produce a leaflet for the department. Clearly outline the characteristic graph shapes you have found. It should help to identify vehicles which are: a) stationary b) moving with a constant speed c) moving with increasing speed d) moving with decreasing speed

1A.1 Evidence of graphs using primary data from simple uniform motion experiments (ref content A.6)

1A.2Evidence to show measurements of distance for simple experiments, along with the units recorded during the investigation

2A.M1

Use data to explain and interpret what happens with vehicles in motion

2 2A.P1 Produce accurate graphs to represent uniform and non-uniform motion using primary

3. I) Make measurements of the distance travelled by the toy car and the time taken at a number of points from the starting point.

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data

2A.P2 Calculate speed and velocity for simple experiments.

2A.M1 Interpret graphs to identify objects that are stationary, moving at a constant speed and moving with increasing or decreasing speed

2A.D1 Calculate the gradient for distance–time graphs and the gradient and area under speed–time graphs.

II) Record results in a suitable table with appropriate column headings and units. III) Plot a distance–time graph for the car’s journey along the runway. IV) Describe what the graph shows. V) Use the graph to calculate the car’s speed and show your working.measure the distance travelled and time taken by a toy car or trolley rolling along this runway at a decreasing speed:

2. I) Lower the runway slightly, so that when the car starts moving it slows down. II) Make measurements of the distance travelled by the toy car and the time taken at a number of points along the track. III) Record your results in a suitable table with appropriate column headings and units. IV) Plot a distance–time graph for the car’s journey along the runway V) Describe what the graph shows VI) Use the graph to calculate the car’s deceleration and show your working.

2. Using data obtained from your tutor for a vehicle starting from rest:a) Plot a speed–time graph for the data and calculate the gradient (acceleration) b) Find the distance travelled by the vehicle by calculating the area under the graph

Research three techniques for catching speeding drivers and determine which one would be the most effective.sketch two graphs, one to show uniform motion and one to show non-uniform motion.

2A.D1Relating learning to real-life scenarios to show skills in evaluating

1A.31. Evidence showing carrying out simple energy conservation experiments2. Evidence of drawing energy transformation diagrams

3 2A.P3 Describe the conservation of energy for simple experiments, including energy transformation diagrams.

This information will be used by your employer in a public information leaflet. To explain changes in mass, velocity or steepness of the road (height) and changes the kinetic energy of a vehicle and how this affects its stopping distance.1. Research and write a clear definition to explain what

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conservation of energy means. 2. Use the example of a car moving down a steep hill with no brakes, describe how energy is conserved 3. Draw an energy transformation diagram of the above. 4. Imagine the same car brakes sharply. Draw an energy transformation diagram for this and describe how it is different from the first situation.

2A.M2Developing research skills to gain data to compare different vehicles and the forces applied on the different scenarios

2A.D3Use numeracy skills to calculate changes in motion when different forces are applied

1B.4Provide evidence to identify at least two examples of balanced and two examples of unbalanced forces on objects

2B.M3Using different scenarios to apply learning when mass of objects change

4 2A.M2 Calculate kinetic energy and changes in gravitational potential energy.

2A.D3Explain how changes in energy will affect transportation and stopping distances

1. I) Research the masses of two different makes or models of vehicle. II) Calculate the kinetic energy of each vehicle at two different speeds, showing step-by-step workings.2. I) Research and describe how for no change in engine force or frictional forces, a change in the car’s gravitational potential energy can change the car’s kinetic energy. II) Use the example of what happens when the hand brake on a parked car is release III) For one of the vehicles you researched, calculate the change in gravitational potential energy when it rolls down a slope through a vertical height change of 2.5 m, showing step-by-step workings.Use sample calculations to explain changes in mass, velocity or height changes the kinetic energy of a vehicle and hence It’s stopping distance. 2. Explain why there is not a linear relationship between speed and braking distance.

5 2B.P4 Describe the effects of balanced and unbalanced forces on objects.

Identifying forces that act on stationary and moving cars. 1. Research and define the following terms; friction force, reaction force, balanced and unbalanced forces resultant force, Air resistance/drag present work in a tablePresent the following evidence as a poster:2. Use labelled free-body diagrams to identify and describe these forces acting on objects 3. Describe and explain how friction and normal reaction forces are produced on stationary and moving cars. 4. Identify forces that are ‘balanced’ and ‘unbalanced’ included in examples of the forces acting on a car during steady Speed acceleration and deceleration. Indicate on your diagrams how each condition affects the car.

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2B.M3 Calculate the force on objects, in relation to their mass and acceleration for an application

2B.D3 Explain the various forces involved, and their approximate sizes, in a variety of applications.

Research to find examples of the mass of at least three different vehicles. 2. The typical braking force for a car is 7100 N. Use your research in task 2 to calculate the deceleration of each the vehicles for this braking force. 3. Make a table of your vehicle list, their masses, forces involved during braking, calculated acceleration, and explain

Draw labelled free-body force diagrams to show a car braking normally, braking when the tyres or brakes are worn, and braking when the road is icy. 2. Evaluate how the calculated acceleration will be affected if the car’s tyres or brakes are worn, or the road is icy. 3. Complete a newspaper article for a school magazine to warn about the dangers of traffic outside the school, using the Information you have gathered here about forces and motion of cars with their stopping distances, and the different weather conditions

2B.D3Using key concepts learnt to synthesise data obtained to evaluate dangers on the road

1B.5Describe the work done by forces acting on objects for at least three different forces through different distances

6 2B.P4 Describe the effects of balanced and unbalanced forces on objects.

2B.D3 Explain the various forces involved, and their approximate sizes, in a variety of applications.

‘Investigating frictional forces’ to simulate a moving car which is slowed down by frictional forces. 1. Carry out the investigation for a range of different surfaces that provide different grip. Complete a laboratory report 2. Record your results in a suitable table with appropriate column headings and units. 3. Describe simply which surfaces produce the greatest frictional force with the wheels of the car. 4. Identify other possible sources of frictional force in your experiment.

Describe the energy transfer which takes place as the car slows down and stops. 2. Explain the link between the stopping distance and the work done by the friction force. 3. Use the values of the friction force you found in part b) and the stopping distances you found in part a). Calculate the Work done against friction for each surface. Comment on your answer.

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4. Complete a full report of your investigation into stopping distances and make a valid conclusion, evaluate your method 5. Make recommendations 1B.6

Evidence showing identification of friction forces and situations where they occurProduce a table

7 2B.P5 Calculate the work done by forces acting on objects for simple experiments.

2B.P6Describe how friction and normal reaction forces are produced in response to an applied force

1. Plan and carry out an additional experiment to measure the friction force between the surface and the wheels of the toy car. 2. Complete a full laboratory report of you investigation, the conclusion should state if the force was balanced or Unbalanced with reasoning, were your results valid?3. Evaluate the method you used in your plan identify if there were improvements that could have been made.

Present the following evidence in an information leaflet; 1. Describe and explain how friction slows down and stops a moving car.2. Draw labelled free-body force diagrams for the leaflet, to show the forces acting on a car before the brakes are applied, and after the brakes are applied. 3. Describe briefly why it takes a car some time to stop after the driver sees a hazard and applies the brakes, for example if a child runs out in front of a car.4. Research stopping distances to identify what affects the distance covered when a vehicle tries to stop

8 2C.P7 Describe, using diagrams, reflection and refraction of light for simple applications.

2C.M5 Describe how lenses and mirrors can affect rays of light.

2C.D4 Explain how reflection and

For looking at devices using reflection and refraction in the hospital you need to investigate the effects of mirrors, glass blocks and lenses on the path of light rays.

1. Research and define the terms; reflection, and refraction of light, convex, concave lens 2. Complete an experiment ‘Investigating reflection’ to investigate the reflection of light from a plane mirror I) present with laboratory report. II) Draw accurate labelled ray diagrams to show how the light path is changed when it encounters the mirror.Describe the effect of the two different types of lenses on light rays.Research and explain how each of the following applications

1C.71. Draw diagrams to show the reflection of light in plane mirrors2. Demonstrate an understanding of how plane mirrors are used for simple applications

2C.M5Explaining the outcomes from practical investigations

2C.D4

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refraction of light can be used in applications

works, using clear diagrams in each case: a) The plane wing mirrors of an ambulance b) A rear view convex mirror inside an ambulance c) convex lenses and a mirror used in a microscope d) An optical fibre as a light source in keyhole surgerye) Reflective strips on ambulance crew clothing, which makes the wearer visible to drivers by reflecting light from the car’s headlights back to the driver.

Applying knowledge and key scientific concepts to real-life scenarios. How this knowledge can save lives

9 2C.P7 Describe, using diagrams, reflection and refraction of light for simple applications.

2C.M5 Describe how lenses and mirrors can affect rays of light.

Carry out the practical ‘Investigating refraction’ to investigate how light is refracted through a: a) glass block, b) convex lens, c) concave lens. I) Present with laboratory report. II) Draw accurate labelled ray diagrams to show how the light path is changed in each case.

Measure the focal length of one of the convex lenses. I) Complete an experiment ‘Investigating the critical angle’ to investigate what happens when a ray of light cannot Escape from a glass block, but is reflected back into it.II) Draw accurate labelled ray diagrams to show how the light path is changed as the angle of incidence is varied.

2C.M5Explaining the outcomes from practical investigations

2C.P8 Describe the importance of a medium for the transmission of sound waves through a variety of substances for simple applications.

2C.M6 Describe the propagation of sound waves, including compression and rarefaction.

Explaining the science behind ultrasound tests and treatments Research sound waves and how they are transmitted and reflected. I) Use textbooks or the Internet to produce a labelled diagram of a sound wave. II) Describe the terms: amplitude; frequency and wavelength; compression and rarefaction. III) Draw a table comparing the frequencies of ultrasound and audible sound ranges.

1. Explain the arrangement of particles in a solid, liquid and gases include diagrams.2. Research and explain how this allows sound transmission and why sound needs a medium to travel through.3. Research information about the speed of sound in air, in various liquids, and in solid materials such as steel.4. Write a brief report about how sound is reflected.

1C.81.Describe how sound is reflected2. How sound reflection is used by bats and in simple applications such as an echo sounding and on submarines

2C.M6Explaining properties of sound waves

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5. Explain how distances are calculated from the time of an echo or sound reflection.Present all the information gathered in an information leaflet to be added to the training display board

11 2C.D5 Explain how sound waves can be applied in everyday uses.

Research and provide explanations for how the following applications work in a hospital setting:I) Ultrasound in imaging of a foetus II) Ultrasound in treatment of kidney stonesIII) Voice recognition (for staff and administration purposes).Include some diagrams and present the two ultrasound applications as case studiesOne case studies should include a short explanation on distance calculations, using time of an echo or sound reflection

2C.D5Synthesising learning to apply knowledge of sound waves in medical science and uses in real-life

2D.P9 Measure currents and voltages in series and parallel electric circuits.

2D.M7 Calculate resistances from measured currents and voltages.

2D.M6

Conduct a series of experiments to determine how to measure the resistance of a resistor, so it can be correctly labelled; and to measure the resistance of a filament lamp.1. Research and define the terms; resistance, series circuits and parallel circuits 2. I) Complete a practical ‘Investigating resistance’ to build simple series and parallel circuits using two fixed resistors. II) At suitable points connect a voltmeter and an ammeterIII) Record the readings of current and voltage in a suitable results table.(Remember: In electrical experiments connect ammeters in series circuits, and voltmeters in parallel.) IV) Draw symbol diagrams of your circuits and take a photograph

1. Include an extra column in your results table and record your calculations of resistance for each set of voltage and current measurement changes. 2. Increase the voltage and describe what happens to the resistance of the resistor.3. Plot a graph of current against voltage and draw a line of best fit. 4. Research and write a paragraph explaining whether each resistor obeys Ohm’s law.1. Build a simple circuit using a 12 V 24 W filament lamp.

1D. 91. Show evidence of carrying out some experiments with series and parallel circuits2. Draw a circuit diagrams to describe how to connect electrical series and parallel circuits

2C.M7Using numeracy skills to obtain reliable data from calculations

2D.M6

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Analyse an everyday life situation in which the resistance of a conducting wire is not constant

2. Record a range of current and voltage values from 1 V to 10V in a suitable table.3. Draw a graph of current against voltage for your values. 4. Explain ad evaluate what happens to the resistance of the filament lamp as the voltage is increased.

Applying numeracy skills to everyday situations including lighting in the home, and work place

13 2D.P10 Investigate an application of thermistors or LDRs using primary data.

2D.M8 Mathematically or graphically process the results of the investigation into thermistors or LDRs to draw conclusions.

2D.D7 Evaluate the investigation into thermistors or LDRs, suggesting improvements to a real-life application

The company needs to set up a standard procedure for testing the resistance of different components under different conditions. Conduct experiments to determine how to measure current and temperature values, so it can be used to assess the relationship between temperature and resistance for NTC thermistors.Research and define the terms; LED, LDR, NTC thermistors (negative temperature coefficient of resistance)

Using the data obtained in your practical investigations, draw suitable graphs of your results. Explain what happens to the resistance of a thermistor when it is heated.

Describe an application of a thermistor for everyday use. Evaluate how easy it is to use the thermistor in this situation, and what the advantages and advantages are

1D. 10Describe the role of a thermistor or LDR for an application

2D.M8Developing skills in analysis of data to draw conclusions on LDR’s or thermistors

2D.D7Synthesising key concepts learnt to evaluate the effectiveness of applications in real -life

14 2D.P10 Investigate an application of thermistors or LDRs using primary data.

2D.M8 Mathematically or graphically process the results of the investigation into thermistors or LDRs to draw conclusions.

2D.D7 Evaluate the investigation into thermistors or LDRs, suggesting improvements to a real-life application.

Carry out the practical ‘Investigating thermistors’ to investigate the operation of two identical NTC thermistors. Record the results of current measurements, while recording the temperature of the water at regular time intervals.Explain how you could use the graph to measure an unknown temperature for the company’s quality testing purposes, compare the operation of the two thermistors at different temperatures.

Make valid suggestions as to how the device could be improved in design, for example to provide an automatic warning if temperature rises above a certain level.

2D.M8Further skills in data analysis to construct graphs appropriate to the data available

2D.D7Developing skills in forming own opinions on evidence available backing-up ideas scientifically

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