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Ask them to identify and suggest a reason for the anomalous result. Page 54. Exceeding Describe the
shape of the magnetic field between two bar magnets in different arrangements. Explaining: Drawing
Sankey diagrams Guide students through the process of converting data about energy transfers into
a Sankey diagram. Identify the parts of the eye (including rods and cones) and state their functions.
The 3 main factors which affect the rate of a reaction are, changing the surface area of any solids
involved in the reaction, changing the concentration of any reactants that are in solution and
changing the pressure in reactions where gases are involved. How does the angle of incidence
compare to the angle of refraction when light goes from air to water. Starter: Two loudspeakers
Demonstrate superposition as students enter the room or ask students to file past the set-up before
starting other activities. Securing Use a model to explain why we see phases of the Moon. Explain
why particular materials are used for given purposes. Exploring: Power ratings Students examine
various items of domestic electrical equipment to find their power ratings. They are resilient and have
always lived in a global environment. Construct a circuit from instructions provided in the form of a
circuit diagram. Students completing a bioinformatics minor will gain the basic knowledge of biology
and programming needed to work in this area, as well as an understanding of how computational
techniques can be used to advance our knowledge of biology and the life sciences. Securing
Calculate the resultant of forces acting along the same line. Use a model to explain the effect of
various factors on shadow size. Exceeding Draw lines of best fit on scatter graphs. Our customer
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Share through pinterest seanbeats6 Not the right resource. I will observe the solution of sodium
thiosulphate and hydrochloric acid until it turns cloudy and I am unable to see the cross through it.
Explain what happens to particles and temperature during changes of state, in terms of energy and
forces. Explain why the lights in a house are wired in parallel. Explain why a vehicle needs a force
from the engine to keep moving at a constant speed. Ask students to predict what will happen if a
magnet is held near the top of the pin. Jc science coursework b 2014 titles job descriptions - Zesp
RiO Gospel. Model circuits using simple circuit diagrams. Recall that current is not used up. Students
can use a ROKIT kit to investigate how various factors affect the height it can reach. In addition to
interest in analytical skills, problem solving, and an aptitude for working with technology, students
are expected to develop an appreciation for teamwork. Exceeding Apply ideas about energy stores
and transfers to complex situations. Then ask students to use this model to find out if sweat can help
you to cool down. Ask students to predict what a concave lens will do to rays of light. Explain why
the heliocentric model is our current model of the Solar System.
Starter: Brainstorm speed Ask students to jot down their ideas about speed, what it means, its units
of measurement and some examples of fast- and slow-moving objects. Use the idea that a force can
be represented by two orthogonal forces. P60: Ask students to explain what the Milky Way is and
why we cannot see its shape directly. Exploring: Models of circuits Provide a model to explain how
electrical circuits work (e.g. lorries collecting, transporting and depositing material; repeat). Show the
effect on brightness of moving the slider and ask them to suggest how the rheostat works.
Explaining: Seasons demonstration 1 Use a globe and a strong light source to demonstrate the
seasons. Explain the effects of balanced and unbalanced forces in simple situations. Recall some
substances that are used as sources of energy. Exceeding Describe the effects of concave lenses on
parallel beams of light. Starter: Touching materials Provide students with a range of different
materials, including metal objects and insulating materials, such as polystyrene foam. Explaining:
Lubrication demonstration Demonstrate how a linear air track works and show students how long a
glider can continue to move if the track is set up with rubber bands at each end. They have passion
and drive, and it is for the good of society. Starter: Water as an insulator Ask students what they
think will happen when you heat a borosilicate glass boiling tube of water with an ice cube held at its
base with a piece of gauze. See other similar resources ?0.00 4.60 5 reviews Download Save for later
Not quite what you were looking for. Starter: Examples of levers Show students examples of the
same type of machine, such as a pair of embroidery scissors and a pair of kitchen scissors, or a small
and large spanner. Securing Explain why a conducting object cannot be given a charge of static
electricity. The 3 main factors which affect the rate of a reaction are, changing the surface area of
any solids involved in the reaction, changing the concentration of any reactants that are in solution
and changing the pressure in reactions where gases are involved. Then show students a ripple tank;
use it to demonstrate aspects of waves: reflection, refraction and superposition. Ask students to
explain the relationship between pressure, weight and area. Therefore not fitting the line of best fit
and being anomalous. Write a review Update existing review Submit review Cancel It's good to leave
some feedback. Elicit ideas about what the bottle garden can be used to model, and a brief
evaluation for each suggestion. As at the start we have two liquids (Sodium thiosulphate and
Hydrochloric acid) and we end up with a solid! (Sulphur, which makes the solution cloudy and
therefore we can find out how long it takes for the solution to turn cloudy using different
concentrations of hydrochloric acid). Plenary: Thinking about gravity and the Solar System Consider
All Possibilities: A rocket can’t get into orbit around the Earth. (Possible answers: the mass is too
great; the engines do not produce enough force; there is not enough fuel to run the engines for long
enough.) Exploring: ROKIT investigation Challenge students to work out how to make accurate
measure ments of altitude; and how to measure the trajectory (if they choose to investigate this).
Explain why vehicles or other moving objects have a top speed. Securing Describe the factors that
affect the rate of transfer of energy by heating. Identify simple situations in which friction is helpful
or not helpful. This scheme of work is designed so that each topic is a lesson. Starter: Series and
parallel circuits Set up a series circuit with two bulbs and a parallel circuit with two bulbs and ask
students to list the differences between them. WS13: Card sort with assorted hypotheses and
conclusions.
Plenary: Thinking skills What Was The Question: Forces in opposite directions are equal. (Possible
questions: describe the forces between an apple and the Earth; describe the vertical forces on a
spring with a mass on the end; describe the forces on a car moving at a constant speed.) Exploring:
Weather fronts Challenge students to find out and explain why winds are strongest in places where
weather maps show isobars closest together. Starter: Handwarmer Show students the type of hand-
warmer that uses a state change to produce heat. Explaining: Humans at the extremes Research into
exploring extreme altitudes and depths, and ask students to consider whether it is ethical to
experiment on humans and animals to facilitate these explorations. Ask for volunteers to describe
how it works and what the individual parts do. Starter: Bottle garden Show students a sealed bottle
garden. P19: A spring stretches 2 cm when a 10 N weight hangs on it. Explaining: Circuit diagrams
Provide drawings of symbols and circuit diagrams and ask students to match them. Use the ray
model of light to explain how we see things that are not sources of light. Recall the different ways in
which energy can be stored. Explaining: Cartesian diver Combine ideas about pressure in fluids and
the relationship between density and floating by demonstrating a Cartesian diver to students and
asking them to suggest how it works. Each year is divided into 12 units and each unit contains 5
topics. Use the particle model of matter to explain energy transfer by evaporation from a surface.
Analyse the rotations and axes of other planets to predict annual changes. Explaining: Air as an
insulator Demonstrate that most effective insulators consist mainly of air, by asking students to
examine a piece of foam rubber or expanded polystyrene using a hand lens, or use a vacuum pump to
evacuate the air from a piece of duvet filling. And I made sure that there was only one person looking
at the cross through out all the experiments, I made sure that I used the same volume of solutions in
every experiment (10ml of sodium thiosulphate and 5ml hydrochloric acid). Plenary: Thinking about
energy Odd One Out: solar energy, coal, tidal power. (Possible answers: coal is the only non-
renewable resource; coal is the only resource that can easily be stored; tidal power is the only one that
can be used only to generate electricity (solar can provide heating or electricity, as can coal).)
Explaining: Energy transfers and stores Set a pendulum swinging and ask students to explain why
the pendulum will eventually stop swinging. P48: In pairs, ask students to draw a diagram to model
the Page 62. Use the formula relating moment, force and perpendicular distance. Explaining:
Keeping warm Discuss (or ask students to research) some of the consequences of climate change and
why we should try to reduce our use of fossil fuels. Students carry out an experiment to measure the
speed of sound, using a clapper (or clap hands) to generate an echo from a wall. Page 19. Exploring:
Exploring the Solar System Students work in groups to research one space mission and produce a
brief presentation on what the spacecraft looked like, where it went and something that it found out.
Exceeding Use quantitative information on expansion and contraction. Students measure how fast
heat travels along a metal rod, using a clamp and temperature sensors at equal intervals along it.
Demonstrate that most effective insulators consist mainly of air. Page 36. Write a review Update
existing review Submit review Cancel It's good to leave some feedback. Ask each group to read out
one of their statements. P50: Ask students to create a table with two columns: Physical changes and
Chemical changes. Students should then write a short passage explaining the evidence that the Earth
is not flat. Starter: Forces concept map Ask students to create a concept map to summarise what they
already know about forces. Describe and explain how adding more bulbs affects the brightness of
bulbs in a circuit.
To make sure that it is accurately consistent through out all the experiments (the sodium thiosulphate
will be at 10ml, and the hydrochloric acid at 5ml all the time!). Describe an electromagnet and the
shape of its magnetic field. The Applied Science programmes cover three key areas: Biology,
Chemistry and Physics, with an emphasis on the work of scientists and technicians. And I made sure
that there was only one person looking at the cross through out all the experiments, I made sure that I
used the same volume of solutions in every experiment (10ml of sodium thiosulphate and 5ml
hydrochloric acid). Explaining: Circuit diagrams Provide drawings of symbols and circuit diagrams
and ask students to match them. Can we help them to see the importance of our discipline to the
lives of their future clients. Email This field is for validation purposes and should be left unchanged.
Describe how current and voltage behave in series and parallel circuits. Securing Use the formula
relating work, force and distance moved. Explaining: Lubrication demonstration Demonstrate how a
linear air track works and show students how long a glider can continue to move if the track is set up
with rubber bands at each end. Use the idea that a force can be represented by two orthogonal
forces. Ask students to predict what will happen if a magnet is held near the top of the pin. Page 41.
Exceeding Use the formula relating power, energy and time (in W, J and s). This could be done by
asking them to sketch a labelled diagram. Use the experience to help students appreciate the idea of
pressure acting equally in all directions in terms of particles and their movement. If so, then the
Bachelor of Science degree might be your best bet. P25: Ask students to design an experiment to
find out the pressure under their shoes when they are standing up. Exceeding Compare different
theories for the origin of the Moon. Recall that the appearance of an object depends on the colour of
light shining on it. Exploring: More forces Give students practice using force meters by asking them
to weigh a range of objects and also to measure other forces, such as the force required to open a
door, to drag a book or other object along a bench, or the force they can exert with their little
fingers. The minor introduces the foundations of game design and implementation, beginning with
required coursework in the three developmental areas: game art, game design, and game
development. Securing Describe the functions of the parts of the ear. Recall that pressure in a fluid
changes with depth. Ask students to analyse their results (provide guidance). Explaining:
Perpendicular distances Use a long object with a weighted end to demonstrate that, when working
out a moment, the distance used must be perpendicular to the force. These tasks were selected to
involve knowledge recall and application, scientific literacy, mathematical skills and working
scientifically skills. Science coursework b titles 2014 worksheet - Boom Lab. Along with full
coverage of the Key Stage 3 National Curriculum, this 3-year route includes three revision units, and
three units that support students’ transition to GCSE. Describe how energy is transferred in
conduction, convection and radiation. Exceeding Calculate depth or distance from time and velocity
of ultrasound.
I will also use the same cross every time because different crosses may have different visibility and
therefore will give me unreliable results. Starter: Revisit the floating paperclip Set up a floating
paperclip at the front of the class. Securing Recall some common units for measuring pressures. Ask
what will happen to a) the current in the circuit and b) the brightness of the remaining bulb if one
bulb is removed and the gap in the circuit is joined up. The minor introduces the foundations of game
design and implementation, beginning with required coursework in the three developmental areas:
game art, game design, and game development. Exceeding Describe the causes and effects of long-
sight and short-sight and how different types of lens are used to correct these defects. They are
highly skilled in the use of many different types of lap equipment and have excellent study and
research skills. Drawing line graphs and scatter graphs, and using these to draw conclusions.
Exceeding Describe the different shapes of galaxies and relate the view of the sky to a planet’s
position in a galaxy. Recall the variables that affect the strength of gravity. Starter: Ideas about sound
Get students to volunteer their ideas about sound. Starter: Torch circuits Show students a torch and,
if possible, dismantle it to show the circuit inside. Use a ray box with triple slits to show students
how a convex lens affects light. Page 31. Write a review Update existing review Submit review
Cancel It's good to leave some feedback. Use ray diagrams to explain the law of reflection and to
describe the differences in light reflected from smooth and rough surfaces. Exceeding Describe how
gears affect the force needed to move an object and the speed of movement. Describe the
relationship between resistance and current. Exceeding Use Fleming’s left-hand rule and the right-
hand grip rule. Tell them that this kind of garden can survive and thrive for many years without any
substances being added. Demonstrate energy transfers and stores using an electric motor connected
to a cell, driving a pulley that can be used to lift a weight, and a linear air track with elastic bands at
the ends and set a glider moving gently. Page 45. Exploring: Models of circuits Provide a model to
explain how electrical circuits work (e.g. lorries collecting, transporting and depositing material;
repeat). Describe how fast sound is transmitted by solids, liquids, gases. Students investigate the
effect of temperature on resistance using a filament bulb. Students decide which models of
electricity are most helpful by considering their strengths and weaknesses. Name the star that the two
end stars in the Plough point to. Then repeating the same experiment but changing the concentration
of the hydrochloric acid being at 1.0 molar, 1.5 molar, 1.7 molar and finally 2.0 molar (the amount of
sodium thiosulphate must be kept the same!). P2: Ask students to suggest why a kettle has a lower
power rating than an electric shower. P16: Card sort with assorted labels to show what happens when
you use a force meter to weigh an object. Exceeding Explain the effects of balanced and unbalanced
forces in unfamiliar situations. Topics covered in the workbook: Cells, tissues and organs
Fundamental Ideas Energy transfer by heating The resources is easily adapted and i used basic power
points to accompany the workbook to help cover the topic knowledge.