sjchs.uk · web viewin the main lesson practical, students investigate refraction through a glass...

$: sjchs.uk · Web viewIn the main lesson practical, students investigate refraction through a glass or Perspex box. Support: An access sheet is available where students are required$
Topic Programme of study statement

Secure outcomes Lesson overviewKerboodle Resources

and Assessment

Working Scientifically

WS 1.1 Asking scientific questions

WS- Ask questions and

develop a line of enquiry based on observations of the real world, alongside prior knowledge and experience.

- Select, plan, and carry out the most appropriate types of scientific enquiries to test predictions, including identifying independent, dependent, and control variables, where appropriate.

- Describe how scientists develop an idea into a question that can be investigated.

- Identify independent, dependent, and control variables.

- Explain that some questions can be investigated and others cannot.

To start, ask students to make a list of questions they could ask, given something to investigate.

In the main lesson activity, students identify three questions they could ask to investigate given situations, identifying the independent, dependent, and control variables for their questions.Support: A support sheet is available where students focus on ideas, questions, and variables of two stations as opposed to four. Try to decrease the number of technical terms used.

An interactive screen is provided for a plenary, in which students categorise variables for an investigation as independent, dependent, and control.

For homework, students write down variables linked to things they can investigate in everyday life.

Activity: Asking scientific questions

Interactive: Identifying variables

WS 1.2 Planning investigations

WS- Select, plan, and carry

out the most appropriate types of scientific enquiries to test predictions, including identifying independent, dependent, and control variables, where appropriate.

- Describe how to write a plan for an investigation.

- Recognise what makes data accurate and precise.

- Describe a risk assessment.

To start, discuss with students different risks they took that day, classifying them as minor or severe. Include a discussion on likelihood as well.

In the main lesson activity, students choose the correct equipment to make measurements, then work through structured questions to discover the steps involved in planning investigations.Support: The support sheet includes a suggested table of results. The emphasis of the teacher should be to help

Activity: Planning investigations

Interactive: Accurate or precise?

© Oxford University Press 2014

- Use appropriate techniques, apparatus, and materials during fieldwork and laboratory work, paying attention to health and safety.

students understand the ideas rather than worrying about remembering terminology.

An interactive screen is provided for a plenary, in which students decide if sets of data are accurate and precise.

For homework, students write a risk assessment of an everyday activity.

WS 1.3 Recording data

WS- Use appropriate

techniques, apparatus, and materials during fieldwork and laboratory work, paying attention to health and safety.

- Present observations and data using appropriate methods, including tables and graphs.

- Describe how to make and record observations and measurements.

- Calculate a mean from three repeat measurements.

- Present data appropriately as tables and graphs.

To start, students describe how to use equipment to collect data that is accurate and precise.

In the main lesson practical, students carry out a simple experiment to collect results, record them in a results table, and draw a suitable graph.Support: An access sheet is available with simplified questions. Tables and graph grids have also been partially-filled in to help students with complex skills.Extension: Students can see if they spot a pattern, attempt a conclusion, and explain why is it important to display data as graphs/charts (to display patterns).

An interactive screen is provided for a plenary, in which students calculate means for given data.

For homework, students collect some data at home and record it in a suitable table.

Practical: Collecting and presenting data

Interactive: Calculating means

WS 1.4 Analysing data

WS- Interpret observations

and data, including identifying patterns and using observations, measurements, and data to draw conclusions.

- Present observations and data using appropriate methods, including

- Find a pattern in data using a graph or chart.

- Interpret data to draw conclusions.

An interactive screen is provided for a starter, in which students decide if the relationships described in various statements are likely or unlikely.

In the main lesson activity, students are provided with data sets, and for each set they have to choose the correct type of graph to draw.Support: A support sheet is available where students are given pre-labelled graph grids to plot their data. An alternative source of support is to use the skill sheet for

Activity: Analysing data

Interactive: Is there a relationship?


tables and graphs choosing scales instead of the accompanying support sheet.Extension: Encourage students to give numerical examples when describing patterns in graphs. Non-linear graphs are discussed in the extension.

To finish, ask students to complete graphs by adding a line of best fit.

For homework, students practise drawing graphs with given data.

WS 1.5 Evaluating data (extending)

WS- Evaluate data, showing

awareness of potential sources of random and systematic error.

- Evaluate the reliability of methods and suggest possible improvements.

- Describe the stages in evaluating data.

- Suggest ways of improving a practical investigation.

To start, provide students with statistics and discuss as a class whether they believe the data or not.

In the main lesson activity, students compare two different experiments to identify why one is better than the other, and how the experiments can be improved. Support: The support sheet offers students a simplified text to summarise when considering differences between two experiments.

An interactive screen is provided for a plenary, in which students choose the pieces of information a scientist would want to know about data before deciding to trust a claim made by a fictional fertiliser company.

For homework, students write a paragraph to explain how to evaluate food data correctly, and why this is important.

Activity: Evaluating data

Interactive: Patrick’s claim

Topic Programme of study statement

Secure outcomes Lesson overviewKerboodle Resources

and Assessment

Physics 1


P1 1.1 Introduction to forces

Physics- Forces as pushes or pulls,

arising from the interaction between two objects.

- Using force arrows in diagrams, adding forces in one dimension.

- Forces measured in newtons, measurements of stretch or compression as force is changed.

- Opposing forces and equilibrium: weight supported on a compressed surface.

WS- Make predictions using

scientific knowledge and understanding.

- Explain what forces do.

- Describe what is meant by an interaction pair.

- Make predictions about forces in familiar situations.

To start, students recap their KS2 knowledge of forces by listing as many forces as they can.

In the main lesson practical, students measure the force needed to carry out different activities using a newtonmeter. Students then use force arrows to show the size and direction of the force in each activity they measure. Support: Make sure the forces are straightforward to measure. For example, objects with hooks or straps. Extension: Students prepare their own table to record results. Students identify several forces acting on one object and explain why they chose these groups, for example, as pairs of interaction forces.

An interactive screen is provided as a plenary, in which students rank situations by the size of the forces involved.

For homework, students measure forces at home.

Practical: Measuring forces

Interactive: Comparing the size of forces

P1 1.2 Squashing and stretching

Physics- Forces: associated with

deforming objects; stretching and squashing – springs.

- Force–extension linear relation; Hooke’s Law as a special case.

- Opposing forces and equilibrium: weight held by a stretched spring.

- Energy changes on deformation.

- Describe how forces deform objects.

- Explain how solid surfaces provide a support force.

- Use Hooke’s Law.- Present data on a

graph, and identify a quantitative relationship in the pattern.

To start, students explain how objects change when forces are applied to and removed from the object.

In the main lesson practical, students investigate the effect of forces on elastic, leading to Hooke’s law. Support: A support sheet is available with a pre-drawn table. Extension: Students understand that extension should be proportional to force and use their graph to predict extension for different masses.

An interactive screen is provided for a plenary, in which students complete a paragraph to summarise the

Practical: Investigating elastic

Interactive: Stretching experiment

Question-led lesson: Squashing and stretching


WS- Present observations and

data using appropriate methods, including tables and graphs.

experiment.

For homework, students research an application of springs.

An alternative question-led lesson is also available for this lesson.

P1 1.3 Drag forces and friction

Physics- Forces: associated with

rubbing and friction between surfaces, with pushing things out of the way; resistance to motion of air and water.

WS- Select, plan and carry out

the most appropriate types of scientific enquiries to test predictions, including identifying independent, dependent, and control variables, where appropriate.

- Describe the effect of drag forces and friction.

- Explain why drag forces and friction arise.

- Plan and carry out an experiment to investigate friction, selecting suitable equipment.

An interactive screen is provided for a starter, in which students identify features that affect friction and drag.

There are two practicals that can be used for this lesson. In the main lesson practical, students can measure the force needed to pull a block along different surfaces – investigating friction. Support: An access sheet is available with a given method and results table.Alternatively, students can change the shape of 1 cm3 of plasticine to see how this changes the speed it drops down a tube of water – investigating drag. Extension: Students measure the cross-sectional area for each shape. They look for a relationship between area and time, plotting a suitable graph.

To finish, discuss with students how features of sport shoes change depending on the surface the sport is played on.

For homework, students write an article on the design of sportswear for different sports.

Practical: Investigating friction

Interactive: Friction and drag

P1 1.4 Forces at a distance

Physics- Non-contact forces:

gravity forces acting at a distance on Earth and in space.

- Gravity force, weight = mass × gravitational

- Describe the effects of a field.

- Describe the effect of gravitational forces on Earth and in space.

- Present results in a

An interactive screen is provided for a starter, in which students sort forces into contact and non-contact forces.

In the main lesson practical, students weigh different containers and use the weight to calculate the gravity and decide which planet or moon the container is representing.

Practical: Gravity cups

Interactive: Contact and non-contact forces


field strength (g), on Earth g = 10 N/kg, different on other planets and stars.


data using appropriate methods, including tables and graphs.

simple table. Support: A support sheet is available with a pre-drawn table for results, and a step-by-step guide to work out the identity of each station.Extension: Students explain why the mass of the container varies.

To finish, students discuss the differences in playing sport on the Moon compared to playing sport on the Earth.

For homework, students research the International Space Station.

WebQuest: International Space Station

P1 1.5 Balanced and unbalanced

Physics- Using force arrows in

diagrams, adding forces in one dimension, balanced and unbalanced forces.

- Forces being needed to cause objects to stop or start moving, or to change their speed or direction of motion (qualitative only).

- Change depending on direction of force and its size.

- Opposing forces and equilibrium: weight held by a stretched spring or supported on a compressed surface.


data using appropriate methods, including

- Describe the difference between balanced and unbalanced forces.

- Describe situations that are in equilibrium.

- Explain why the speed or direction of motion of objects can change.

- Present observations in a table including force arrow drawings.

To start, show a video of a sports activity and students discuss what happens as the motion in this activity changes.

In the main lesson practical, students identify the forces acting in various different situations and decide if they are balanced or unbalanced. Support: The support sheet provides a pre-drawn table.Extension: Students identify the relative size and direction of unbalanced forces, linking this to the motion.

An interactive screen is provided for a plenary, in which students sort statements describing the motion of a football being kicked.

For homework, students list situations at home where forces are balanced or unbalanced.

Practical: Force circus

Interactive: Balanced and unbalanced forces


tables and graphs.P1 Chapter 1 Checkpoint

Using the Checkpoint assessment and Checkpoint resources, use this point to assess students and follow up with support and extension work.

Checkpoint

P1 2.1 Waves

Physics- Waves on water as

undulations which travel through water with transverse motion; these waves can be reflected, and add or cancel – superposition.

- Using physical processes and mechanisms, rather than energy, to explain the intermediate steps that bring about changes in systems.



- Describe the different types of wave and their features.

- Describe what happens when water waves hit a barrier.

- Describe what happens when waves superpose.

- Identify patterns in observations from wave experiments.

An interactive screen is provided for a starter, in which students identify examples of waves.

In the main lesson activity, demonstrate transverse and longitudinal waves using water ripples and a slinky. Students use their observations to answer the questions on the practical sheet.Support: An access sheet is available with simpler, more structured questions based on observations from the demonstration.

To finish, students draw a transverse wave and label its amplitude and wavelength.

For homework, students list 10 examples of waves and classify them as transverse or longitudinal.

Activity: Comparing waves

Interactive: Examples of waves

P1 2.2 Sound and energy transfer

Physics- Sound needs a medium

to travel, the speed of sound in air, in water, in solids.

- Sound produced by vibrations of objects, in loud speakers.

WS- Present reasoned

- Describe how sound is produced and travels.

- Explain why the speed of sound is different in different materials.

- Contrast the speed of sound and the speed of light.

To start, students feel their larynx vibrate as they hum and observe a tuning fork vibrating as it produces sound. Lead a discussion into how sound is produced by vibrations.

In the main lesson activity, explain how the state of matter affects the speed of sound. Students then answer the questions on the activity sheet to consolidate this knowledge. Support: Sketch diagrams of particle arrangements for

Activity: The speed of sound

Interactive: Vibrations and energy

Question-led lesson: Sound


explanations, including explaining data in relation to predictions and hypotheses.

- Compare the time for sound to travel in different materials using data given.

students to identify as solids, liquids, or gases.Extension: Students make clear links between the arrangements of particles and the transfer of energy by sound waves.

An interactive screen is provided for a plenary, in which students link up sentences to summarise the key points of this lesson.

For homework, students research supersonic travel.


and energy transfer

P1 2.3 Loudness and pitch

Physics- Auditory range of

humans and animals.- Frequencies of sound

waves, measured in hertz (Hz).



- Describe the link between loudness and amplitude.

- Describe the link between frequency and pitch.

- State the range of human hearing and describe how it differs from the ranges of hearing in animals.

- Explain how sounds will differ in different situations.

An interactive screen is provided for a starter, in which students categorise situations as changing loudness or pitch.

In the main lesson activity, students answer questions on wave diagrams and how hearing ranges differs between different animals. Then demonstrate and discuss the range of human hearing. Support: A support sheet is available as a reference for key terms used during this activity. Extension: Students should be able to draw wave diagrams where both loudness and pitch are changed.

To finish, students sketch wave diagrams to show how they change with loudness and pitch.

For homework, students explain how ‘mosquito’ alarms deter anti-social teens.

Activity: Wave diagrams

Interactive: Loudness and pitch

P1 2.4 Detecting sound

Physics- Pressure waves

transferring energy; waves transferring information for

- Describe how the ear works.

- Describe how your hearing can be damaged.

To start, play hangman as a class with the different parts of the ear.

In the main lesson activity, discuss the similarities between a microphone and an ear. Students then

Activity: Hearing and how it is damaged


conversion to electrical signals by microphone.

- Sound produced by vibrations of objects, in loudspeakers, detected by their effects on microphone diaphragm and the ear drum.

WS- Evaluate risks.

- Describe how a microphone detects sound.

- Explain some risks of loud music.

identify the parts of an ear and extract information to identify how the ear can be damaged.Support: Keep to obvious comparisons between the microphone and the ear to avoid confusion. Extension: Student may choose to add description to their diagram explaining the function of each part of the ear.

An interactive screen is provided for a plenary, in which students rearrange sentences to describe how sounds travel from the pinna to the brain.

For homework, students research the science of music.

Interactive: Hearing

WebQuest: The science of music

P1 2.5 Echoes and ultrasound

Physics- Pressure waves

transferring energy; use for cleaning and physiotherapy by ultra-sound.

- Frequencies of sound waves measured in hertz (Hz); echoes, reflection, and absorption of sound.



- Describe what ultrasound is.

- Describe some uses of ultrasound.

- Explain, with reasons, why animals use echolocation.

To start, show images of ultrasound scans and discuss how they are formed.

In the main lesson activity, discuss how distances can be measured with echoes, and how echoes and ultrasound are used. Students then complete the activity sheet.Support: An access sheet is available with simpler text and supporting comprehension questions.Extension: Students can evaluate the safety of medical scans that use ultrasound.

An interactive screen is provided for a plenary, in which students link together parts of sentences on echoes, ultrasounds, and their uses.

For homework, students prepare a sheet to summarise echoes and ultrasound.

Activity: Using echoes

Interactive: Ultrasound and echoes

P1 Chapter 2 Checkpoint


Checkpoint

P1 3.1 Light Physics- The similarities and

- Describe what happens when light

An interactive screen is provided for a starter, in which students classify objects as transparent, translucent,

Practical: How bright is


differences between light waves and waves in matter.

- Light waves travelling through a vacuum; speed of light.

- The transmission of light through materials: absorption, diffuse scattering, and specular reflection at a surface.

WS- Evaluate data, showing

awareness of potential sources of random and systematic error.

interacts with materials.

- State the speed of light.

- Compare results with other groups, suggesting reasons for differences.

and opaque.

In the main lesson practical, students measure light transmitted through different materials, to rank them as transparent, translucent, and opaque.Support: A suggested results table is provided, using a simplified practical procedure.Extension: Students can investigate the effect of thickness on opacity using layers of tissue paper.

To finish, students compare their results from the experiment and suggest reasons for any variations.

For homework, students list 10 materials at home and classify them as transparent, translucent, or opaque. They explain why this makes them suitable for their use.

the light?

Interactive: Types of materials

P1 3.2 Reflection

Physics- The transmission of light

through materials: absorption, diffuse scattering, and specular reflection at a surface.

- Use of ray model to explain imaging in mirrors.

- Differential colour effects in absorption and diffuse reflection.

WS- Use appropriate

techniques and apparatus during fieldwork and laboratory work, paying attention to health and safety.

- Explain how images are formed in a plane mirror.

- Explain the difference between specular reflection and diffuse scattering.

- Use appropriate equipment and take readings safely without help.

To start, discuss the difference between specular reflection and diffuse scattering.

In the main lesson practical, demonstrate the law of reflection using a mirror. Students then investigate specular reflection and diffuse scattering. Support: Students are given a choice of reflected rays on the practical sheet when considering specular reflection. Demonstrate the practical procedure for diffuse scattering beforehand to ensure students understand the task fully.

An interactive screen is provided for a plenary, in which students choose words to complete a paragraph on a reflection experiment.

For homework, students draw the position of an object in a mirror when given the position of the object and the mirror.

Practical: Investigating reflection

Interactive: Reflection experiment

P1 3.3 Physics - Describe and An interactive screen is provided for a starter, in which Practical:


Refraction

- The refraction of light and action of convex lens in focusing (qualitative); the human eye.

WS- Present and record

observations using appropriate methods, including tables and graphs.

explain what happens when light is refracted.

- Describe what happens when light travels through a lens.

- Record observation using a labelled diagram.

students complete a crossword on the key words of light they have learnt so far.

In the main lesson practical, students investigate refraction through a glass or Perspex box.Support: An access sheet is available where students are required to carry out the experiment along pre-drawn incident rays, then answer a series of multiple-choice statements.

To finish, students role play refraction through a medium such as water or glass.

For homework, students identify uses of lenses at home and explain the role of the lens.

Investigating refraction

Interactive: Key words in light

P1 3.4 The eye and the camera

Physics- Light transferring energy

from source to absorber leading to chemical and electrical effects; photo-sensitive material in the retina and in cameras.

- Use of ray model to explain the pinhole camera.

- The refraction of light and action of convex lens in focusing (qualitative); the human eye.

WS- Use appropriate

techniques, apparatus, and materials during fieldwork and laboratory work, paying attention to

- Describe how the eye works.

- Describe how a simple camera forms an image.

- Choose suitable materials to make models of the eye and the camera.

An interactive screen is provided for a starter, in which students sort parts that appear in the eye, the camera and both.

In the main lesson activity, discuss how the camera and the eye have parts that perform similar roles. Students then make models of an eye or a camera.Support: The support sheet includes a list of parts of the camera and the eye to help students label diagrams, and to help them decide which parts to show on their models.

To finish, students describe how light travels from an object to the retina.

For homework, students research the eyes of another animal.


Activity: Modelling the eye and the camera

Interactive: The camera and the eye

Question-led lesson: The camera and the eye


health and safety.

P1 3.5 Colour

Physics- Colour and the different

frequencies of light, white light, and prisms (qualitative only); differential colour effects in absorption and diffuse reflection.



- Explain what happens when light passes through a prism.

- Describe how primary colours add to make secondary colours.

- Explain how filters and coloured materials subtract light.

- Predict the colour of object in red light and the colour of light through different filters.

To start, discuss as a class why we see rainbows and how they occur.

In the main lesson practical, students investigate how coloured filters affect the light that is transmitted through them, and as such, the colour of objects seen.Support: The support sheet includes a suggested table of results, guiding students through a simpler experimental procedure.Extension: Some students may be able to predict a pattern based on the preliminary experiment.

An interactive screen is provided for a plenary, in which students sort colours in primary, secondary, or neither.

For homework, students research how stage lighting can be used in concerts.

Practical: Colour mixing

Interactive: Types of colours

WebQuest: Stage lighting



Checkpoint

P1 4.1 The night sky

Physics - Our Sun as a star, other

stars in our galaxy, other galaxies.

- The light year as a unit of astronomical distance.

WS- Understand that scientific

methods and theories develop as earlier explanations are modified to take account of new evidence and

- Describe the objects that you can see in the night sky.

- Describe the structure of the Universe.

- Draw valid conclusions that utilise more than one piece of supporting evidence.

An interactive screen is provided for a starter, in which students link objects in the night sky with their definition.

In the main lesson activity, discuss what objects are in the Universe and how they fit together. Students then complete the activity sheet.Support: Show animations of satellites. An access sheet is available with easier text and comprehension questions. Graph paper is useful to give students an idea of one billion.Extension: Discuss different orbits for satellites (vary in height, orientation, uses), for example, geostationary

Activity: What is in the Universe?

Interactive: What is in the night sky?


ideas, together with the importance of publishing results and peer review.

orbits and low polar orbits. Ask students to suggest benefits for scientists sharing their ideas.

To finish, students list objects found in the Universe and rank them according to size.

For homework, students make a model of a satellite.

P1 4.2 The Solar System

Physics - Gravity force, gravity

forces between Earth and Moon, and between Earth and Sun (qualitative only).



- Name the objects in the Solar System.

- Describe some similarities and differences between the planets of the Solar System.

- Identify patterns in the spacing and diameters of planets.

To start, students sketch a diagram of the objects they think are in the Solar System and their orbits.

In the main lesson activity, students make a simple model of the Solar System. Students then complete the activity sheet.Support: Introduce the idea of scale and give students 30-cm rulers. The support sheet includes a table of data to help students answer the questions.Extension: Calculate space-time to planet, discussing problems with space travel.

An interactive screen is provided for a plenary, in which students arrange the objects of the Solar System in size order.

For homework, students research the planets of the Solar System.

Activity: The Solar System

Interactive: Objects in the Solar System

WebQuest: Solar System tourist

P1 4.3 The Earth

Physics - The seasons and the

Earth’s tilt, day lengths at different times of year, in different hemispheres.


and data, including identifying patterns and using observations,

- Explain the motion of the Sun, stars, and Moon across the sky.

- Explain why seasonal changes happen.

- Use data to show the effect of the Earth’s tilt on temperature and

To start, students list the differences between the seasons.

In the main lesson activity, discuss the Earth’s tilt and how this causes the differences in seasons and temperature in the UK. Students then complete the activity sheet. Support: A support sheet for the activity sheet is provided with labelled graph grids and fewer sets of data.Extension: Students design their own model on paper

Activity: The seasons

Interactive: The Sun and the seasons

Question-led lesson: The Earth


measurements, and data to draw conclusions.

day-length. to show the Earth’s tilt.

An interactive screen is provided for a plenary, in which students complete a paragraph to explain why seasons occur.

For homework, students describe differences in climate they would experience if they travelled to four different countries.


P1 4.4 The Moon

Physics - Use of ray model.WS- Make predictions using


- Describe the phases of the Moon.

- Explain why you see phases of the Moon.

- Explain why eclipses happen.

- Explain phases of the Moon using the models provided.

To start, students write down how the Moon changes in as much detail as possible.

In the main lesson practical, students model the phases of the Moon and eclipses.Support: Clarify these concepts using animations and diagrams. A support sheet is available with partially-drawn diagrams for students to complete.Extension: Students suggest why we don’t see eclipses every day or month.

An interactive screen is provided for a plenary, in which students complete a paragraph on how the Moon changes over a month.

For homework, students write a summary paragraph on solar and lunar eclipses.

Practical: The Moon and eclipses

Interactive: What does it look like?



Checkpoint


Topic Programme of study statement Secure outcomes Lesson overview

Kerboodle Resources and

AssessmentPhysics 2

P2 1.1 Charging up

Physics- Separation of

positive or negative charges when objects are rubbed together: transfer of electrons, forces between charged objects.

- The idea of electric field, forces acting across the space between objects not in contact.

- Non-contact forces: forces due to static electricity.


- Explain how objects can become charged.

- Describe how charged objects interact.

- Describe what is meant by an electric field.

- Interpret observations, identifying patterns linked to charge.

To start, demonstrate the lifting of hair by a charged balloon, discussing as a class why this happens.

In the main lesson activity, demonstrate several effects of electrostatics and discuss as a class how objects become charged and the idea of an electric fields. Students then complete the activity sheet.Support: A support sheet is available with a partially-filled table for observations.Extension: Introduce the triboelectric series. This lists materials and their tendency to lose or gain charge. It can be used to predict which becomes negatively charged, which becomes positively charged, and which will not gain a charge.

An interactive screen is provided for a plenary, in which students re-order sentences to explain the effect of a charged balloon on hair.

For homework, students research uses of static electricity.

Activity: Electrostatics

Interactive: What happens with the balloon?


WS- Interpret

observations and data, including identifying patterns and using observations, measurements, and data to draw conclusions.

P2 1.2 Circuits and current

Physics- Electric current,

measured in amperes in circuits.

- Current as a flow of charge.


WS- Use appropriate


- Describe what is meant by current.

- Describe how to measure current.

- Set up a circuit including an ammeter to measure current.

To start, review circuit symbols from KS2, drawing simple series circuits if knowledge is good.

In the main lesson practical, students measure the current of different series circuits.Support: Draw circuits on a sheet of paper. Students place components in the correct positions and link them up using wires. A partially-filled results table is available on the support sheet that gives combinations students should test in their series circuit.Extension: Students predict changes in current if the number of components in a circuit is changed. This links to resistance, which is covered later.

An interactive screen is provided for a plenary, in which students match the names of circuit components with their functions.

For homework, students draw circuit diagrams for simple pieces of equipment.

Practical: Investigating current

Interactive: Function of circuit components

P2 1.3 Potential difference

Physics- Potential difference,

- Describe what is meant by potential

An interactive screen is provided for a starter, in which students link different operating potential differences

Activity: Investigating


measured in volts.- Battery and bulb

ratings.WS- Use appropriate


difference.- Describe how to

measure potential difference.

- Describe what is meant by the rating of a battery or bulb.

- Set up a simple circuit and use appropriate equipment to measure potential difference.

with objects.

In the main lesson activity, students set up series circuits to measure potential difference.Support: Provide enlarged circuit diagrams on A3 or A4 paper for students to place components on before linking them with wires. A support sheet is also available with suggested combinations of components to investigate in a results table.

To finish, students list the similarities and differences between current and potential difference.

For homework, students prepare a list of 10 pieces of electrical equipment and their voltage supplied.

potential difference

Interactive: Looking at potential difference

P2 1.4 Series and parallel

Physics- Series and parallel

circuits, currents add where branches meet.

WS- Interpret


- Describe the difference between series and parallel circuits.

- Describe how current and potential difference vary in series and parallel circuits.

- Identify the pattern of current and potential difference in series and parallel circuits.

An interactive screen is provided for a starter, in which students group pieces of electrical equipment into those that use series circuits and those that use parallel circuits.

In the main lesson practical, students investigate current and potential difference in series and parallel circuits by making observations and various different circuits.Support: Diagrams of experimental setup are provided for students to add observations, current, and p.d. readings. Extension: Students should look for readings that are nearly the same, or that add up to roughly the same amount as another reading in the circuit.

To finish, revisit the rope model to demonstrate current and potential difference in a series circuit. Then discuss as a class how the rope model can be adapted for parallel circuits.

For homework, students draw circuit diagrams for

Practical: Series and parallel circuits

Interactive: Series or parallel?


lighting in the home.

P2 1.5 Resistance

Physics- Resistance,

measured in ohms, as the ratio of potential difference (p.d.) to current.

- Differences in resistance between conducting and insulating components (quantitative).

WS- Select, plan, and

carry out the most appropriate types of scientific enquiries to test predictions, including identifying independent, dependent, and control variables, where appropriate.

- Describe what is meant by resistance.

- Calculate resistance of a component and of a circuit.

- Describe the difference between conductors and insulators in terms of resistance.

- Identify independent, dependent, and control variables.

An interactive screen is provided for a starter, in which students match circuit components to their functions.

In the main lesson practical, students investigate the relationship between resistance in a piece of wire and the length of the piece of wire.Support: The support sheet contains a partially-filled results table.Extension: Students can use ammeters and voltmeters instead of a multimeter, in order to use their readings to calculate resistance for each length of wire.

To finish, students discuss the points of their experiment that went well and what improvements they could make.

For homework, provide students with examples of resistance calculations for them to complete.

Practical:Investigating the resistance of a wire

Interactive: What do you know already?

P2 1.6 Magnets and magnetic fields

Physics- Magnetic poles,

attraction and repulsion.

- Magnetic fields by plotting with compass, representation by field lines.

- Earth’s magnetism,

- Describe how magnets interact.

- Describe how to represent magnetic fields.

- Describe the Earth’s magnetic field.

- Draw field lines round a magnet in

To start, use a magnet to levitate a paperclip. Demonstrate the effects that magnetic materials and non-magnetic materials have on this demonstration when they are inserted between the paperclip and the magnet.

In the main lesson practical, students use a compass to plot field lines around a bar magnet.Support: The support sheet provides students with a step-by- step guide on drawing field lines around a bar

Practical: Drawing magnetic fields

Interactive: Which way does it point?


compass, and navigation.

- Non-contact forces: forces between magnets.


WS- Make and record

observations and measurements using a range of methods for different investigations; and evaluate the reliability of methods and suggest possible improvements.

detail. magnet using a compass.Extension: Students predict the shapes of magnetic fields for different-shaped magnets.

An interactive screen is provided for a plenary, in which students choose the correct words to describe how a compass works.

For homework, students find as many uses as possible of magnets at home, writing a paragraph about why magnets are used in these instances.

P2 1.7 Electromagnets

Physics- The magnetic effect

of a current, electromagnets, D.C. motors (principles only).

WS- Make predictions

using scientific

- Describe how to make an electromagnet.

- Describe how to change the strength of an electromagnet.

- Predict and test the effect of changes

An interactive screen is provided for a starter, in which students complete sentences on the properties of electromagnets.

In the main lesson practical, students investigate how the number of turns on the coil, the material of the core, and the applied current affect the strength of an electromagnet.Support: A support sheet is available that includes

Practical: Changing the strength of electromagnets

Interactive:Changing the strength


knowledge and understanding.

to an electromagnet.

partially-filled results tables.Extension: Students should be encouraged to suggest quantitative predictions based on scientific understanding.

To finish, students compare their initial predictions for the situations in the practical with what actually occurred. They then identify what had the biggest impact on the strength of electromagnets and list the features of a really strong electromagnet.

For homework, provide students with costs for a range of materials needed to make electromagnets. Students then decide what materials could be combined to make the strongest, yet cheapest, electromagnet.


Question-ledlesson:Electromagnets

P2 1.8 Using electromagnets

Physics- The magnetic effect

of a current, electromagnets, D.C. motors (principles only).

WS- Identify further

questions arising from their results.

- Describe some uses of electromagnets.

- Describe how a simple motor works.

- From your experiment, pose scientific questions to be investigated.

An interactive screen is provided for a starter, in which students sort uses of electromagnets according to which property of electromagnets make them useful for that application.

In the main lesson practical, students make a motor.Support: The support sheet contains hints for students when writing further questions they can investigate in this practical.Extension: Students may be able to repeat the experiment, changing one variable in a methodical way, in the same time it takes the rest of the class to carry out the practical once.

To finish, students independently list as many uses of electromagnets as they can, then joining up into small groups to compare their lists.

Practical: Usingelectromagnets

Interactive: Uses ofElectromagnets

WebQuest:Metal-recycling andelectromagnets


For homework, students research the use of electromagnets in metal-recycling.



Checkpoint

P2 2.1 Food and fuels

Physics- Comparing energy

values of different foods (from labels) (kJ).

- Fuels and energy resources.



- Compare the energy values of food and fuels.

- Compare the energy in food and fuels with the energy needed for different activities.

- Explain data on food intake and energy requirements for a range of activities.

An interactive screen is provided for a starter, in which students categorise statements about energy in food as true or false.

In the main lesson activity, students extract information on energy intake per portion from food labels. They then suggest foods that could be eaten to provide their daily required amount of energy and consider energy requirements for different activities.Support: The accompanying access sheet has simplified questions.Extension: Students can suggest similar activities that use the same amount of energy (or 10 times the amount of energy).

To finish, students decide which activity they do in a school week has the greatest energy requirement. They then discuss whether they should adjust their food intake according to their school day.

For homework, students keep of the activities they do during a 24-hour period and estimate their energy requirements for that day.

Activity: Food and fuels

Interactive: Energy stored in foods

P2 2.2 Energy adds up

Physics- Energy as a

quantity that can be quantified and calculated; the total energy has the same value

- Describe energy before and after a change.

- Explain what brings about transfers in energy.

- Present

To start, introduce energy stores and give an example of each store. Students then come up with their own examples of each store.

In the main lesson practical, students identify the energy stores before and after an energy transfer.Support: The support sheet allows students to record

Practical:The conservation of energy

Interactive: Energy


before and after a change.

- Comparing the starting with the final conditions of a system and describing increases and decreases in the amounts of energy associated with movements, temperature, changes in positions in a field, in elastic distortions and in chemical compositions.

- Other processes that involve energy transfer: changing motion, dropping an object, completing an electrical circuit, stretching a spring, metabolism of food, burning fuels.

- Energy changes on deformation.

WS- Make and record

observations and measurements using a range of

observations of energy transfers in a table.

their observations in words, choosing the type of energy store each time from two possible answers.Extension: Students start to write out energy transfers in words as equations, filling in details of the transfer between energy stores.

An interactive screen is provided for a plenary, in which students sort items and scenarios into energy stores or energy transfers.

For homework, students describe five energy changes that occur in a normal school day, identifying the involved energy stores.

stores and transfers


methods for different investigations.

P2 2.3 Energy and temperature

Physics- Heating and

thermal equilibrium: temperature difference between two objects leading to energy transfer from the hotter to the cooler one.

- Changes with temperature in motion and spacing of particles.

WS- Evaluate data,

showing awareness of potential sources of random and systematic error.

- State the difference between energy and temperature.

- Describe what happens when you heat up solids, liquids, and gases.

- Explain what is meant by equilibrium.

- Describe how to reduce error in experimental apparatus.

An interactive screen is provided for a starter, in which students match objects to their temperature.

In the main lesson practical, students investigate what happens to solids, liquids, and gases when they are heated.Support: A support sheet is available with a partially filled results table and a list of possible observations students should look out for during their experiments.

To finish, discuss with students what happens to particles when objects are heated, how absolute zero is when particles stop vibrating, and that there is no limit on the hottest temperature. Students suggest places where you may find extreme temperatures.

For homework, students make a list of objects at home that are of different temperatures.

Practical: Energy and temperature

Interactive: Matching temperatures

P2 2.4 Energy transfer: particles

Physics- Heating and

thermal equilibrium: temperature difference between two objects leading to energy transfer from the hotter to the cooler one, through contact (conduction); such transfers tending

- Describe how energy is transferred by particles in conduction and convection.

- Describe how an insulator can reduce energy transfer.

- Describe the pattern in conduction shown

An interactive screen is provided for a starter, in which students reorder sentences to explain how soup is heated by convection,

In the main lesson practical, students investigate whether various materials are conductors or insulators.Support: Use the support sheet for a partially-filled table of results. Students may need reminding how to calculate means.

To finish, students compare the similarities and differences between conduction and convection.

Activity:Investigating conduction

Activity:Investigating conduction


to reduce the temperature difference; use of insulators.

WS- Interpret


by results, using numerical data to inform a conclusion.

For homework, students describe situation at home where energy is transferred by conduction or congestion and explain how the heat transfer is either helped or reduced.

P2 2.5 Energy transfer: radiation

Physics- Temperature

difference between two objects leading to energy transfer from the hotter to the cooler one, through radiation.

WS- Evaluate risks.

- Describe some sources of infrared radiation.

- Explain how energy is transferred by radiation.

- Identify risks and explain why it is important to reduce them.

To start, asks students how they can tell if something is hot or cold. Discuss as a class what they think radiation is.

In the main lesson practical, students carry out an investigation to find the relationship between how hot or cold something feels, its temperature, its colour, and it texture. As part of the practical students discuss the risks associated with the method.Support: A partially filled results table is available in the corresponding support sheet.Extension: Students are required to explore the idea of thermal equilibrium during their experiment.

An interactive screen is provided for a plenary, in which students summarise the key concepts of infrared by choosing the correct words to complete the sentences.

For homework, students research how to reduce energy bills.

An alternative question-led lesson is also available for

Practical: Radiation

Interactive:Infrared energy transfers

WebQuest: Saving on heating bills

Question-led lesson: Energy transfer: radiation


this lesson.

P2 2.6 Energy resources

Physics- Domestic fuel bills,

fuel use, and costs.- Fuels and energy

resources.WS- Interpret


- Describe the difference between a renewable and a non-renewable energy resource.

- Describe how electricity is generated in a power station.

- Choose an appropriate source of secondary information.

To start, discuss with students how their lives would be different without electricity.

In the main lesson activity, students research renewable and non-renewable energy resources, fossil fuels, power stations, and generating electricity. They then produce a poster of leaflet on their research.Support: A support sheet is available that gives students a much more structured approach to their research task.Extension: Students identify the advantages and disadvantages of using different energy resources, linking waste products from burning fossil fuels to risks.

An interactive screen is provided for a plenary, in which students complete the sentences on the formation, uses, advantages, and disadvantages of fossil fuels.

For homework, students write a newspaper article on the fictional opening of a thermal power station in their neighbourhood.

Activity: Energy resources

Interactive: Fossil fuels

P2 2.7 Energy and power

Physics- Comparing power

ratings of appliances in watts (W, kW).

- Comparing amounts of energy transferred (J, kJ, kWh).

- Domestic fuel bills, fuel use, and costs.


using scientific

- Explain the difference between energy and power.

- Describe the link between power, fuel use, and cost of using domestic appliances.

- Predict the power requirements of different equipment and how much it costs to use.

To start, show students various light bulbs with different power ratings and ask students to decide which with produce the brightest light. Then offer the definition of power.

In the main lesson activity, students examine pieces of electrical equipment to identify the power, rank the objects in order of power, and answer the questions on the activity sheet.Support: Remind students that power is measured in watts (W) or kilowatts (kW), and that these are the only letters they should look for when reading appliance labels.Extension: Introduce kilowatt hours (kWh) in general

Activity: Power

Interactive: Reducing energy bills


knowledge and understanding.

terms, and allow students to read the corresponding section in the student book.

An interactive screen is provided for a plenary, in which students complete sentences to describe how energy bills can be reduced.

For homework, students check the power rating of appliances found at home and rank them in order of power.

P2 2.8 Work, energy, and machines

Physics- Work done- Examples of

processes that cause change with forces (work = force × distance) levers and gears reducing force by increasing distance simple machines give bigger force but at the expense of smaller movement (and vice versa): product of force and displacement unchanged.

WS- Evaluate data,


- Calculate work done.

- Apply the conservation of energy to simple machines.

- Evaluate results from the practical.

To start, ask students if an adult and a child can use a see-saw together to introduce levers.

In the main lesson practical, students carry out four short experiments to investigate the effect on movement of using simple machines.Support: An access sheet is available where students are given further guidance to use their results in forming a conclusion.Extension: Students should be encouraged to use numerical data to support their answers on the practical sheet.

An interactive screen is provided for a plenary, in which students group machines according to whether they use levers, pulleys, or gears.

For homework, students describe five machines that have made their lives easier or more interesting. For each machine they should identify if it uses pulleys, levers, or gears.

Practical: Work

Interactive: Types of machines

P2 Chapter 2 Using the Checkpoint assessment and Checkpoint Checkpoint


Checkpoint resources, use this point to assess students and follow up with support and extension work.

P2 3.1 Speed

Physics- Speed and the

quantitative relationship between average speed, distance, and time (speed = distance ÷ time).

- Relative motion: trains and cars passing one another.


WS- Use appropriate


- Calculate speed using the speed equation.

- Describe relative motion.

- Choose equipment to make appropriate measurements for time and distance to calculate speed.

To start, measure the speed of a ball dropping from a height of one metre. Discuss where the ball travelled fastest or slowest to introduce the ideas of average speed and instantaneous speed.

In the main lesson practical, students carry out two experiments to find the speed of a moving object and their reaction times. The experiment on reaction times demonstrates the effect this can have on the first experiment. Support: The accompanying support sheet includes a partially-filled results table, with suggestions for moving objects that students can use around the classroom.Extension: Challenge students to record all their speeds in metres per second (m/s) in order to practise the conversion of units.

An interactive screen is provided for a plenary, in which students choose the correct words to summaries relative motion.

For homework, students produce a safety leaflet to explain when drivers should slow down.

Practical: What’s the speed?

Interactive: Talking about relative speed

P2 3.2 Motion graphs

Physics- The representation

of a journey on a distance–time

- Interpret distance–time graphs.

- Calculate speed from a

To start, sketch a distance-time graph onto the board and explain what it shows. Draw a second graph that students then describe what it shows in pairs to each other.

Activity: Using distance–time graphs


graph.WS- Present

observations and data using appropriate methods, including tables and graphs.

distance-time graph.

- Plot data on a distance-time graph accurately.

In the main lesson activity, students interpret data to plot a distance-time graph for one of the three given activities, and prepare a short summary of the graph they have drawn.Support: A support sheet is available where the breakdown of the times and distances during the ten-day sled dog race has been filled in for them to plot the information.Extension: Students carry out the extension task where they must write a short story and plot the graph of the journey described.

An interactive screen is provided for a plenary, in which students match halves of sentences together to explain how distance-time graphs can be interpreted.

For homework, students notes typical times and distances taken for their journey to and from school, a friend’s house, or an after-school club. They then produce a labelled distance-time graph for the journey.

Interactive: What can you tell from a distance–time graph?

P2 3.3 Pressure in gases

Physics- Atmospheric

pressure, decreases with increase of height as weight of air above decreases with height.

WS- Interpret

observations and data, including identifying patterns and using observations,

- Describe the factors that affect gas pressure.

- Describe how atmospheric pressure changes with height.

- Interpret observations of atmospheric pressure.

To start, inflate two balloons, one fully and one partially. Use these to introduce how gas pressure is produced by the gas particles colliding with the balloon, and so there is more pressure in the fully inflated balloon as there are more particles and so more collisions.

In the main lesson activity, demonstrate gas pressure using the collapsing bottle experiment and a sealed syringe. Students record their observations of these demonstrations and use them to answer the questions on the activity sheet.Support: An access sheet is available with multiple-choice answers for students to choose from when explaining the scientific concept behind each demonstration.

Activity: Investigating gas pressure

Interactive: The collapsing bottle

WebQuest: Pressure and altitude



Extension: Students should suggest differences in observations if these demonstrations were carried out under different temperatures and pressures.

An interactive screen is provided for a plenary, in which students reorder phrases to explain what happens during the collapsing bottle experiment.

For homework, students research atmospheric pressure and mountain climbing.

P2 3.4 Pressure in liquids

Physics- Pressure in liquids,

increasing with depth; upthrust effects, floating and sinking.


using scientific knowledge and understanding.

- Describe how liquid pressure changes with depth.

- Explain why some things float and some things sink, using force diagrams.

- Predict how water pressure changes in a familiar context, using scientific knowledge and understanding.

To start, ask students what weighs more – a kilogram of feathers or a kilogram of iron. Use responses to correct misconceptions and remind students of the difference between mass and weight. Then introduce water pressure and how it relates to floating and sinking, finishing with students predicting which will float in water – a bag of feathers or a bag of iron.

In the main lesson activity, display a range of objects for students to predict if they will float or sink. Also show a plastic bottle with holes in and what happens to it when it is filled with water. Students record their observations from the demonstrations and answer the questions on the activity sheet.Support: The accompanying support sheet gives students further prompts to spot patterns in their observations.

An interactive screen is provided for a plenary, in which students fill in missing words to explain water pressure in different scenarios.

For homework, students answer simple questions on the effects of pressure in liquids, for example why do some fruits float and others sink, how does a life jacket keep a person from sinking, and why do air bubbles rise?

Activity: Liquids at work

Interactive: Water pressure


P2 3.5 Pressure on solids

Physics- Pressure measured

by ratio of force over area – acting normal to any surface.



- Calculate pressure.- Apply ideas of

pressure to different situations.

- Predict quantitatively the effect of changing area and/or force on pressure.

To start, students suggest ways to walk through soft snow. Discuss as a class how the ideas they come up with reduce pressure on the snow. Introduce the pressure equation.

In the main lesson practical, students carry out an experiment to investigate pressure exerted by different masses.Support: The support sheet includes a partially filled results table for students to fill in.Extension: Students should plot a graph of their results (depth of indentation versus weight ÷ surface area) if time, and evaluate their results.

An interactive screen is provided for a plenary, in which students categorise scenarios according to whether they are high pressure or low pressure.

For homework, students find examples of useful pressure in everyday life, writing about how the pressure is created.


Practical: Investigating pressure

Interactive: Useful pressure

Question-led lesson: Pressure on solids

P2 3.6 Turning forces

Physics- Moment as the

turning effect of a force.

WS- Identify further

questions arising from their results.

- Describe what is meant by a ‘moments’.

- Calculate the moment of a force.

- Independently identify scientific questions from results.

To start, have a student open a door normally and discuss as a class why the door handle (and subsequently, the student’s hand) is placed far away from the door hinge (the pivot). Ask the same student to try opening the door with their hand close to the door hinge. Introduce the concepts of moments and force multipliers.

In the main lesson practical, students investigate the turning force required to topple a clamp stand at different heights from the base.Support: A partially filled results table is available on

Practical: Just a moment!

Interactive: Moments


the accompanying support sheet.Extension: Students may choose to investigate moments when there is more than one force acting on the clamp stand in the same or opposite directions, if time.

An interactive screen is provided for a plenary, in which students pair key words of this lesson to their definitions.

For homework, students identify five examples of the principle of moments at home. They explain how the turning effects are balanced by comparing the distance and force either side of a pivot for each example, and research one example in detail to explain exactly how moments work in context.



Checkpoint


Topic Programme of study statement Secure outcomes Lesson overview

Kerboodle Resources and

AssessmentPhysics 3

P3 1.1 Your phone

KS3 Physics- Sound waves.- Light waves.KS3 WS- Apply sampling

techniques.KS4 Physics- Recall that

electromagnetic waves are transmitted through space where all have the same velocity.

- Give examples of some practical uses of electromagnetic waves.

- Describe the difference between an analogue and a digital signal.

- Describe the difference between an analogue and a digital signal.

- Reproduce a wave using sampling.

To start, introduce the electromagnetic (EM) spectrum and describe how waves can be used in communication.

In the main lesson activity, students sample analogue signals, convert digital information into wave signals, and compare the properties of analogue and digital signals. Support: Remind students of the different waves that make up the EM spectrum. When sampling the analogue signal, if the signal falls in the middle of two values, students should round up to the next integer as a rule of thumb.

An interactive screen is provided for a plenary, in which students order statements to explain how sound is transmitted via a mobile phone.

For homework, students find three devices at home that use digital or analogue signals and describe how they process data, the EM waves used, and whether they use analogue or digital signals.

Activity: Digital and analogue

Interactive: How do mobile phones work?

P3 1.2 Your house KS3 Physics- Calculation of

fuel uses and costs in the domestic context.

- Describe what is meant by efficiency.

- Describe how an LDR detects light.

- Design a suitable

To start, ask students what is meant by efficiency and if they can come up with any examples of pairs of devices that are efficient and not efficient (e.g., incandescent and energy-saving lightbulbs).

In the main lesson practical, students investigate the

Practical: Investigating the efficiency of lightbulbs

Interactive:


- Current electricity.

KS3 WS- make and record

observations and measurements using a range of methods for different investigations; and suggest possible improvements.

KS4 Physics- Design and use

circuits to explore changes in resistance – including for LDRs.

- Explain that mechanical processes become wasteful when they cause a rise in temperature so dissipating energy in heating the surroundings.

results table and use this to record data obtained from an investigation.

power, temperature, and light intensity of incandescent and energy-saving lightbulbs. Support: You may wish to recap the law of conservation of energy, and the definitions for power, resistance, and light intensity before starting the practical.

An interactive screen is provided for a plenary, in which students choose the correct words to complete sentences on the efficiency of various devices.

For homework, students research how devices in the home can be used more efficiently and design a leaflet for homeowners to advise them how to reduce the cost of energy bills.

Efficiency statements

P3 1.3 Your hospital – intensive care

KS3 Physics- Light waves.- Current

- Describe how a thermistor detects changes in

To start, ask students for situations where it is important to monitor temperature continuously and how this can be done.

Practical: Monitoring temperature


electricity.KS3 WS- Evaluate data,


KS4 Physics- Design and use

circuits to explore changes in resistance – including for thermistors.

temperature.- Describe how

sensors can be used in hospitals.

- Compare the accuracy of the different methods of measuring temperature used in the experiment.

In the main lesson practical, students calibrate a thermistor using a thermometer. They then use the thermistor, thermometer, and thermofilm to monitor the temperature of a model incubator, and evaluate each method.Support: A support sheet is available with a suggested results table. Extension: Explain to students the basic principle of how a thermistor works (semiconductors with more delocalised electrons to carry charge at higher temperatures). Students should be encouraged to draw a calibration curve if time.

An interactive screen is provided for a plenary, in which students link the different sensors found in hospitals with what they monitor.

For homework, students produce a leaflet to describe how sensors are used in hospitals.

Interactive: Technology in hospitals

P3 1.4 Your hospital – seeing inside

KS3 Physics- Sound waves.- Light waves.KS3 WS- Interpret


- Describe how optical fibres work.

- Describe some techniques for seeing inside the human body.

- Choose a suitable technique to diagnose symptoms in a given patient, justifying their answer.

To start, ask students how doctors can diagnose a patient without operating. Present a student as a patient with imaginary symptoms to aid discussion.

In the main lesson activity, students compare five different ways of seeing inside the body – ultrasound, MRI, X-ray, gamma ray, and endoscopy.Support: Recap reflection, refraction, and the EM spectrum if necessary. The support sheet lists uses of the EM spectrum to help students answer the questions.

An interactive screen is provided for a plenary, in which students order sentences to describe how X-rays can be used to image broken bones.

For homework, students produce a poster to summarise

Activity: Patient diagnosis

Interactive: X-rays

Question-led lesson: Your hospital – seeing inside


KS4 Physics- Recall that

different substances may absorb, transmit, refract, or reflect electromagnetic waves.


uses of optical fibres and total internal reflection.


P3 1.5 Your sports KS3 Physics- Describing

motion.- Forces and

motion.KS3 WS- Evaluate data,


KS4 Physics- Explain the

vector-scalar distinction as it applies to displacement, velocity, and

- Describe how technology is used in sport.

- Describe what is meant by reaction time.

- Identify sources of random and systematic errors in given scenarios.

To start, students select a sport and write down why champions win. Students use their list to discuss the impact of speed and reaction times on winning.

In the main lesson activity, students read information on how technology is used in sport to measure time and compare the effect of reaction time on athletes in short-distance and long-distance running.Support: Students may require a reminder of the factors affecting reaction time before the start of this activity.

An interactive screen is provided for a plenary, in which students complete a crossword on the technologies used in sport.

For homework, students research technology used for timing in sport.

Activity: Reaction times

Interactive: Sport events

WebQuest: Timing in sport


speed.- Recall Newton’s

First Law and relate it to observations showing that forces can change direction of motion as well as its speed.

- Explain that force is rate of momentum change and explain the dangers caused by large decelerations and the forces involved.

P3 1.6 Your planet KS3 Physics- Calculation of

fuel uses and costs in the domestic context.

KS3 WS- Interpret

observations and data, including identifying patterns and using observations,

- Explain why demand for electricity is increasing.

- Describe how future demand for electricity could be met.

- Describe the general relationship between oil use and average income per person.

To start, students list everything that they used the day before that required electricity to run. They compare their list with what they think a student’s list from 30 years ago would have been like.

In the main lesson activity, students interpret data on oil usage in different countries, and use this data, along with their own knowledge, to answer questions on electricity demand and generation.Support: Discuss with students what the data provided show, and how the graph can be linked to the table before allowing students to begin the activity. Extension: The main differences between nuclear fission and fusion can be explained briefly, where appropriate.

Activity: The demand for electricity

Interactive: The demand for electricity



KS4 Physics- List and describe

the main energy sources available for use on Earth (including fossil fuels, nuclear fuel, biofuel, wind, the tides, and the Sun) and distinguish between renewable and non-renewable sources.

An interactive screen is provided for a plenary, in which students sort statements into whether they are reasons for the increase in demand for electricity, or whether they are unrelated.

For homework, students complete the activity sheet and write a report on how each country in the activity sheet can meet its demand for electricity using the data provided.



Checkpoint

P3 2.1 Discovering the Universe 1

KS3 Physics- Forces.- Space physics.KS4 Physics- Give examples

of forces that act without contact across an empty space, linking these to the gravity, electric, and magnetic fields

- Describe some ideas about the Universe that developed in different cultures.

- Describe the geocentric model of the Solar System.

To start, describe one theory about the Universe from the corresponding student-book page. Ask students what they think of this theory and, if they disagree, what observations have led them to this.

In the main lesson activity, students research the theories of ancient civilisations on the Solar System. They use their research to make a model of their chosen theory and give a short presentation of the theory to their class.Support: You may wish to read the corresponding spread in the student book with students to support weaker readers. Further prompts may be required to

Activity: The Solar System in different cultures

Interactive: The Solar System in other cultures


involved.- Explain the

difference between planetary orbits and orbits of meteors.

- Explain for circular orbits how the force of gravity can lead to changing velocity of a planet but unchanged speed.

help students find the relevant information. Extension: Encourage students to evaluate the models created by others.

An interactive screen is provided for a plenary, in which students link the theory of the Solar System with the culture that this theory originated from.

For homework, research the geocentric model and record three interesting facts that were not covered in the lesson.

P3 2.2 Discovering the Universe 2

KS3 Physics- Space physics.KS3 WS- Present

reasoned explanations including explaining data in relation to predictions and hypotheses.

- Describe how observations led to a different model of the Solar System.

- Describe the heliocentric model of the Solar System.

To start, ask students how observations about the Solar System are made. Guide the discussion towards telescopes and Galileo.

In the main lesson activity, students research the similarities and differences between the geocentric and heliocentric models of the Universe. They give a presentation of their findings to the class.Support: The accompanying support sheet gives students a writing frame to complete about the two models of our Solar System. Students may then read their completed writing frames for the presentation.

An interactive screen is provided for a plenary, in which students reorder statements to describe how observations led to the geocentric model being replaced by the heliocentric model.

For homework, students write a school magazine article to explain what retrograde motion is and how this led to

Activity: Understanding the Universe

Interactive: From geocentric to heliocentric


the development of the heliocentric model of the Universe.

P3 2.3 The Big Bang

KS3 Physics- Space physics.KS3 WS- Present

observations and data using appropriate methods, including tables and graphs.


redshift of light from galaxies that are receding (qualitative only), that the change of speed with galaxies’ distances is evidence of an expanding universe, and hence explain the link between the evidence and the Big Bang model.

- Describe the timescale of the Universe.

- Describe what is meant by the Big Bang.

- Present and describe key events following the Big Bang.

To start, discuss with students what a billion means and help students to understand the scale of a billion using examples such as one million seconds = 11.5 days whereas one billion seconds = 31.7 years.

In the main lesson activity, students read the information sheet on the Big Bang theory of the beginning of the Universe and present the information in a poster.Support: You may wish to read the text provided as a group to help weaker readers access the material given.

An interactive screen is provided for a plenary, in which students order sentences to describe the Big Bang theory of how the Universe was formed.

For homework, students write a poem to describe the Big Bang theory.

Activity: The timescale of the Universe

Interactive: How the Universe began

P3 2.4 Spacecraft and satellites

KS3 Physics- Describing

motion.- Forces.- Balanced forces.

- Describe how to get a satellite into orbit.

- Describe some uses of satellites.

To start, students list applications they know of that require satellite technology.

In the main lesson activity, students watch two demonstrations that model a rocket launch and how

Activity: Satellites

Interactive: Launching a


- Forces and motion.

- Space physics.KS3 WS- Make predictions


KS4 Physics- Explain that

motion in a circle involves constant speed but changing velocity (qualitative only).

- Relate linear motion to other relative motions, such as the Earth’s relative to the Sun.

- Explain the concept of equilibrium and identify, for equilibrium situations, the forces that balance one another.

- Explain for circular orbits how the force of gravity can lead

- Predict with justification the orbit of a given satellite based on its use.

satellites stay in orbit. They then compare different orbits of satellites.Support: Allow extra time to guide students through the demonstrations. Use prompt questions (e.g., ‘What does the bung represent in this case?). Extension: Ask students to give a quick evaluation of the demonstrations shown.

An interactive screen is provided for a plenary, in which students arrange sentences to describe how a satellite is launched.

For homework, students prepare two comic strips to compare a day in the life of someone with satellite technology and someone without.


satellite

Question-led lesson: Spacecraft and satellites


to changing velocity of a planet but unchanged speed, and relate this association to the orbits of communications satellites around the Earth.

P3 2.5 Mission to the Moon

KS3 Physics- Forces.- Forces and

motion.- Space physics.KS3 WS- Evaluate risks.KS4 Physics- Give examples

of forces that act without contact across empty space, linking these to gravity, electric, and magnetic fields involved.

- Recall that fusion in stars involves pairs of hydrogen nuclei forming helium, emitting radiation and increasing the

- Describe some of the risks and benefits of the space programme.

- Complete a risk assessment for a space mission.

An interactive screen is provided for a starter, in which students categorise statements as advantages or disadvantages of space missions.

In the main lesson activity, students complete a risk assessment for space missions.Support: The accompanying support sheet offers students a partially completed grid for their risk assessment.

To finish, students pair-share ideas for a class discussion on the advantages and disadvantages of space travel.

For homework, students research a space mission and present risks and benefits of this mission. Students evaluate whether they think the mission was worth it.

Activity: Space travel

Interactive: Space missions


particle kinetic energy.

P3 2.6 Radioactivity 1

KS4 Physics- Recall that some

nuclei may emit alpha, beta, or neutral particles and electromagnetic radiation as gamma rays.

- Explain that radioactive decay is a random process, the concept of half-life, and how the hazards associated with radioactive material differ according to the half-life involved, and to the differences in the penetration properties of alpha particles, beta particles, and gamma rays.

- Describe what is meant by a radioactive material.

To start, show students hazard symbols and ask them to name and describe each symbol, with particular emphasis on the symbol for radioactivity.

In the main lesson activity, students research Becquerel, Curie, or Rutherford’s role in the discovery of radioactivity, and prepare a factsheet on the scientist.Support: You may wish to read the information sheet as a group to help weaker readers. Extension: GCSE textbooks can be offered to students during their research, and the concept of half-life can also be discussed.

An interactive screen is provided for a plenary, in which students choose the correct words to complete a paragraph on radioactivity.

For homework, students design a poster on a radioactive element of their choice.

Activity: Discovering radioactivity

Interactive: What is radioactivity?

P3 2.7 Radioactivity 2

KS3 WS- Evaluate risks.KS4 Physics- Give examples

- Describe the risks of using radioactive materials.

- Describe some uses

To start, have students recap the difference between risks and hazards. Students write one entry for a risk assessment of a simple task.

Activity: Uses and risks of radioactive materials


of practical use of alpha particles, beta particles, and gamma rays.

- Describe and distinguish between uses of nuclear radiations for exploration of internal organs, and to control or destroy unwanted tissue.

- Explain why radioactive material, whether external to the body or ingested, is hazardous because of damage to the tissue cells.

of radioactive materials.

- Explain why radioactive techniques are used in medicine despite the associated risks.

In the main lesson activity, students use information and statistics for medical uses of radioactivity to evaluate the risks and benefits of these techniques.Support: You may wish to read the information together as a class to help weaker readers access the information provided.

An interactive screen is provided for a plenary, in which students decide if statements about the use of radiation in medicine are true of false.

For homework, students research radioactivity in medicine.

Interactive: The correct treatment?

WebQuest: Radioactivity and medicine

P3 2.8 Electromagnetism 1

KS3 Physics- Current

electricity.- Magnetism.KS3 WS- Use appropriate

techniques, apparatus, and materials during

- Describe how to generate electricity using electromagnetic induction.

- Carry out an experiment to induce an electric current, describing

To start, students describe what electromagnets are to revise concepts covered in P2.

In the main lesson practical, students set up an experiment to demonstrate electromagnetic induction and show how the number of turns in a wire affects the current induced.Support: Demonstrate the preliminary experiment. This will help students familiarise themselves with the

Practical: Electromagnetic induction

Interactive: Generating electricity


laboratory work, paying attention to health and safety.


difference between direct and alternating voltages.

- Explain how to show that a current can create a magnetic effect and describe the directions of the magnetic field around a conducting wire.

- Recall that a change in the magnetic field around a conductor can give rise to an induced e.m.f. across its ends, which could drive a current, generating a field that would oppose the original change; hence explain how this effect

trends shown by the results.

apparatus required. Extension: Students should consider using magnets of different strengths if time.

An interactive screen is provided for a plenary, in which students choose the correct word to complete a paragraph on generating electricity.

For homework, students write a letter, report, or journal article as Faraday, describing how he discovered electromagnetic induction.


is used in a alternator to generate a.c., and in a dynamo to generate d.c.

P3 2.9 Electromagnetism 2

KS3 Physics- Energy and

waves.- Light waves.KS3 WS- Interpret



relationship between velocity, frequency, and wavelength.

- Describe the main groupings of the spectrum; that these range from long to short wavelengths

- Describe how electromagnetic waves are used for communication.

- Deduce the type of electromagnetic wave used given data on frequency.

To start, ask students how methods of communication have changed over the years, from Morse code and letters to emails and texts. Lead the discussion to wireless communication and the use of the electromagnetic (EM) spectrum.

In the main lesson activity, students design a poster of the uses of the EM waves in communication.Support: Information in the student book may be explored as a class to help weaker readers.

An interactive screen is provided for a plenary, in which students complete a crossword to cover the key concepts of the use of EM waves in communication.

For homework, students complete their posters and the activity sheet.

Activity: Communications

Interactive: Electromagnetic communication


and from low to high frequencies; and that our eyes can only detect a limited range.



Checkpoint

P3 3.1 Detecting planets

KS3 Physics- Light waves.- Space physics.KS3 WS- Make and record

observations, suggesting possible improvements.

KS4 Physics- Describe and

explain superposition in water waves and the effects of reflection, transmission, and absorption of waves at material interfaces.

- Use the ray model to show how light travels and to illustrate specular reflection and

- Describe how astronomers use telescopes.

- Describe two types of telescope.

- Make a refracting telescope and describe images formed.

To start, review reflection, refraction, and the drawing of ray diagrams. Give students curved lenses and mirrors for students to experiment with how these objects produce an image.

In the main lesson activity, students make a simple refracting telescope and compare reflecting and refraction telescopes.Support: Extra time may be required to recap reflection and refraction in detail before starting this activity.

An interactive screen is provided for a plenary, in which students link together halves of sentences on telescopes.

For homework, students design a poster to compare the two types of telescopes.

Activity: Telescopes

Interactive: Reflecting and refracting telescopes


the apparent position of images in plane mirrors.

- Use the ray model to illustrate refraction and explain the apparent displacement of an image in a refracting substance (qualitative only).

- Recall that electromagnetic waves are transverse.

- Recall that different substances may absorb, transmit, refract, or reflect electromagnetic waves.

P3 3.2 Detecting alien life

KS3 Physics- Light waves.- Space physics.KS4 Physics- Recall that

different substances may

- Describe how astronomers search for life on other planets.

To start, Introduce relative distances in our Solar System compared with objects further afield, such as our nearest star. Introduce how distances are measured in light years.

In the main lesson activity, students read an information sheet on the different ways astronomers have searched

Activity: Detecting aliens

Interactive: Detecting aliens

WebQuest:


absorb, transmit, refract, or reflect electromagnetic waves.


for extra-terrestrial life, summarising this information into a table and answering the questions that follow. Support: Students may require a brief recap of the requirements of life on Earth, as covered previously in B2. Extension: You may wish to introduce the Drake equation used to calculate the probability of life in the Universe.

An interactive screen is provided for a plenary, in which students complete a crossword on detecting alien life.

For homework students research the search for extra-terrestrial life.

Searching for aliens

P3 3.3 Detecting position

KS3 Physics- Light waves.- Space physics.KS3 WS- Make and record

observations and measurements using a range of methods for different investigations; and evaluate the reliability of methods and suggest possible improvements.

KS4 Physics- Describe the

main groupings of the spectrum – radio,

- Describe how GPS works.

- Describe how you can find the distance to planets and stars.

- Interpret distances recorded to find a mystery location using trilateration.

To start, introduce GPS and how it uses satellites to work out accurate locations.

In the main lesson activity, students use trilateration to find distances on a London Underground map to model how GPs works.Support: A review of the speed equation may be required before starting this activity. The support sheet contains step-by-step instructions for Task 2.Extension: Make this activity more challenging by using a map of the UK or a star map instead.

An interactive screen is provided for a plenary, in which students link together halves of sentences to describe key concepts behind GPS.

For homework, students design a poster to describe how GPS, radar, and parallax work.

Activity: Detecting position

Interactive: Summarising GPS


microwave, infra-red, visible, ultra-violet, X-rays, and gamma-rays.

- Recall that different substances may absorb, transmit, refract, or reflect electromagnetic waves.

- Give examples of some practical uses of electromagnetic waves in each of the main groups of wavelength.

P3 3.4 Detecting messages

KS3 Physics- Sound waves.Light waves.KS3 WS- understand and

use SI units and IUPAC (International Union of Pure and Applied Chemistry) chemical nomenclature.

KS4 Physics- Recall that

- Describe how a radio wave carries a signal.

- Give answers in SI units when using the wave speed equation.

To start, ask students to list as many SI units as they can remember, and identify what they measure.

In the main lesson activity, students find the frequencies of six radio stations using an analogue radio. They use these frequencies to find the wavelengths of the signals using the wave speed equation.Support: The support sheet gives students hints for unit conversions between Hz, kHz, and MHz, as well as a step-by-step guide to calculating wavelengths given the frequency and wave speed. Extension: Challenge students to use standard form in calculations where possible.

An interactive screen is provided for a plenary, in which

Activity: Radio broadcasts

Interactive: Broadcasting

Question-led lesson: Detecting messages


electromagnetic waves are transverse and are transmitted through space where all have the same velocity.

- Give examples of some practical uses of electromagnetic waves in each of the main groups of wavelength.

- Explain the concept of modulation and how information can be transmitted by waves through variations in amplitude or frequency, and that each of these is used in its optimum frequency range.

students order sentences to describe how radio broadcasts are transmitted.

For homework, students design a cartoon to explain the steps involved in broadcasting a radio show.


P3 3.5 Detecting particles

KS3 Physics- Particle model.KS3 WS- Understand that

scientific methods and

- Describe how physicists investigate what the Universe is made of.

- Describe how

To start, give students food tins without labels and have them try to determine what is inside. Compare this with how scientists use existing knowledge and patterns from observations to determine the unknown.

In the main lesson activity, read information on

Activity: Rutherford’s experiment

Interactive: Investigating the


theories develop as earlier explanations are modified to take account of new evidence and ideas, together with the importance of publishing results and peer review.

KS4 Physics- Describe how

and why the atomic model has changed over time.

- Describe the atom as a positively charged nucleus surrounded by negatively charged electrons, with the nuclear radius much smaller than that of the atom and with almost all of the mass in the nucleus.

particles can be detected.

- Describe the stages of developing a new theory.

Rutherford’s experiments and how this led to the nuclear model of the atom.Support: A support sheet is available with shorter, less demanding text. Alternatively, you may wish to read the main text provided as a class to support weaker readers.

An interactive screen is provided for a plenary, in which students complete a crossword on how particles are detected.

For homework, give students a subatomic particle to research and write a paragraph to summarise their findings.

Universe



Checkpoint


sjchs.uk · web viewin the main lesson practical, students investigate refraction through a glass...

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