Thursday, 5 February 2009
Snow
Needless to say because of the snow the dates given below for Unit 8B and Track 2 have changed and we're now working a lesson behind.
Wednesday, 4 February 2009
New module for Track 2
Track 2 will be starting a new unit (8B Respiration) on Thursday 5th February. I really like this unit as it involves lots of practicals including a lung and, for very good groups, a heart dissection.
The grading for the unit is here..
Here is the outline for the unit: S = Starter M = Main Activity P = Plenary
The grading for the unit is here..
I will try to post PowerPoint's and more detailed lesson plans (if I ever put them in an electronic format!) on my group page. The web address can be found in the blog sidebar.
As always I welcome any constructive comments.
As always I welcome any constructive comments.
Sunday, 1 February 2009
Mr Cuthbert's Science Group
One of the limitations of using blogger is not being able to post lesson plans in microsoft word format or powerpoint presentations. I have therefore created a google group to go with the blog where such files can be accessed. The web address is here...
http://groups.google.com/group/mr-cuthbert-science
Please feel free to join and post comments about my Science lessons.
http://groups.google.com/group/mr-cuthbert-science
Please feel free to join and post comments about my Science lessons.
Monday, 26 January 2009
Unit 8I Heating and cooling
Lesson 4
Expanding and contracting
Aim: What happens when solids and fluids heat up.
Key words: Expansion, contraction, density.
10 min: Starter SATs question
A SATs question to recap from the previous lesson (level 4).
40 min - Main Activity Practicals.
Explain your observations of what happens when solids and fluids are heated.
10 min - Plenary Going over the answers.
Use the key words and particle model to get a Level 6.
Expanding and contracting
Aim: What happens when solids and fluids heat up.
Key words: Expansion, contraction, density.
10 min: Starter SATs question
A SATs question to recap from the previous lesson (level 4).
40 min - Main Activity Practicals.
Explain your observations of what happens when solids and fluids are heated.
10 min - Plenary Going over the answers.
Use the key words and particle model to get a Level 6.
Sunday, 25 January 2009
P2 Unit 6 Mains electricity lesson 1
Lesson 1 AC and cables/plugs
Aim: Use oscilloscope traces to compare direct and alternating potential differences.
10 min Starter: Introduction to AC and DC electricity/oscilloscopes.
20 min Main 1: Key points and text book questions.
Copy down key points about AC electricity and solve some oscilloscope problems plus text book questions on pg 249.
· Cell and batteries supply current that passes in one direction (direct current)
· An alternating current constantly changes direction. Mains electricity is an AC supply. In the UK it has a frequency of 50 cycles per second (50 Hz)
· UK mains supply is about 230 Volts.
· The live terminal of the mains supply alternates between positive and negative potential with respect to the neutral terminal (Higher tier)
· The neutral terminal stays at a potential close to zero with respect to the earth (Higher tier)
20 min Main 2: Cables and plugs
Draw a diagram of the correct structure for a cable and a plug using pg 250 to help. Text book questions on pg 251 for early finishers.
Aim: Use oscilloscope traces to compare direct and alternating potential differences.
10 min Starter: Introduction to AC and DC electricity/oscilloscopes.
20 min Main 1: Key points and text book questions.
Copy down key points about AC electricity and solve some oscilloscope problems plus text book questions on pg 249.
· Cell and batteries supply current that passes in one direction (direct current)
· An alternating current constantly changes direction. Mains electricity is an AC supply. In the UK it has a frequency of 50 cycles per second (50 Hz)
· UK mains supply is about 230 Volts.
· The live terminal of the mains supply alternates between positive and negative potential with respect to the neutral terminal (Higher tier)
· The neutral terminal stays at a potential close to zero with respect to the earth (Higher tier)
20 min Main 2: Cables and plugs
Draw a diagram of the correct structure for a cable and a plug using pg 250 to help. Text book questions on pg 251 for early finishers.
The image and text are from BBC Bytesize which is a very useful revision tool. The link to material covered in todays lesson can be found here. http://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa/electricity/mainselectrev1.shtml
10 min Plenary: Exam style question
On plugs from the foundation paper January 2007
Unit 8I Heating and cooling
Lesson 3.
Conductors and insulators
Aim: What materials are good conductors and what materials are good insulators?
10 min Starter: Recap on last lesson – where will the heat go problem and sorting materials into conductors and insulators – recap from key stage 2.
Some materials let heat pass through them easily. They are called Thermal conductors. Metals are really good Thermal conductors, they usually feel cold because heat passes through them quickly.
Some materials are Thermal insulators (plastic, cork, rubber, air, wood etc). They are good at keeping heat out as well as in.
Conductors and insulators
Aim: What materials are good conductors and what materials are good insulators?
10 min Starter: Recap on last lesson – where will the heat go problem and sorting materials into conductors and insulators – recap from key stage 2.
Some materials let heat pass through them easily. They are called Thermal conductors. Metals are really good Thermal conductors, they usually feel cold because heat passes through them quickly.
Some materials are Thermal insulators (plastic, cork, rubber, air, wood etc). They are good at keeping heat out as well as in.
Grading
Level 3: Can sort out conductors and insulators and say where we use them.
35 min Main Activity: Demo practical and write up –
Lesson A. A brief demonstration showing that some materials (metals) are better conductors than others. Hot wax and drawing pin experiment. Students write up experiment and answer some questions on conductors and insulators.
Lesson B. Students conduct the heat conduction experiment themselves.
35 min Main Activity: Demo practical and write up –
Lesson A. A brief demonstration showing that some materials (metals) are better conductors than others. Hot wax and drawing pin experiment. Students write up experiment and answer some questions on conductors and insulators.
Lesson B. Students conduct the heat conduction experiment themselves.
Lesson C. Mummy's tomb experiment.
A virtual version of today's experiment can be found here...
http://learningzone.coruseducation.com/VAC/heat/index.htm
Grading
Question 1 Level 3
Question 2 Level 4
Question 3 Level 5
Question 4 Level 5
Question 5 Level 6
Grading
Question 1 Level 3
Question 2 Level 4
Question 3 Level 5
Question 4 Level 5
Question 5 Level 6
10 min Plenary and grading for the lesson: A relevant SATs question based on today’s lesson.
Monday, 19 January 2009
Unit 8I Heating and cooling Lesson 1
Unit 8I Heating & Cooling Lesson plans
Lesson 1.
What’s the temperature?
Aim: What is the most accurate thermometer?
10 Minutes: Starter
Quick quiz: Matching boiling points with materials.
30 Minutes Main acitvity: Which is the most accurate thermometer?
Lesson 1.
What’s the temperature?
Aim: What is the most accurate thermometer?
10 Minutes: Starter
Quick quiz: Matching boiling points with materials.
30 Minutes Main acitvity: Which is the most accurate thermometer?
Thermometers are important because we need to record temperatures accurately. Students should be able to think of several occasions when it is important to record temperatures accurately.
Your task is to record the temperature of five materials using four different types of thermometer. Mr C has already measured the temperature of most* of the materials using a very well calibrated thermometer that is stored in the prep room, you must decide which thermometer is the most accurate for use in future experiments during the unit heating and cooling.
* aside from the students own bodies which should be 37 degrees celsius.
Mr C and Mrs Groves* will help you to draw a table to record your results.
* Track 1 & 2 only.
Once you have recorded your results you should write a conclusion to say what you have found out. It must answer the following...
1. Which thermometer would you recommend for use in the rest of the unit?
2. Why? Key word: accuracy
Extension...
3. Was the experiment fair? Key words: dependent + independent variables.
4. Explain your answer?
15 Minutes Plenary: SATs style question on Thermometers.
Students complete a relevant SATs style question.
National curriculum links
Ks 3; Sc 4; 5d Sc 1. 2 f, g, i, j, k o, p
Students complete a relevant SATs style question.
National curriculum links
Ks 3; Sc 4; 5d Sc 1. 2 f, g, i, j, k o, p
Grading
Level 4
I know that heat is a type of energy
I know that temperature is a measure of amount of heat energy
Sunday, 18 January 2009
Unit 7I Energy resources Lesson 6
Energy resources lesson plans
Lesson 6 energy and food
Aim – Where does all our energy originate from?
5 minutes Starter Students have previously studied food chains. Ask them what normally starts any food chain? Why do we have to have a plant at the start? Where do plants get their energy from?
20 minutes Trace the food chain ending in a glass of milk back to its source – the sun. The energy in the foods we eat can be traced through a food chain with the Sun’s energy at the start of the chain.
Similarly, trace the energy of a moving car or bus back to the sun – fossil fuels were living organisms that transformed and stored the suns energy.
Students answer Q 1 and 2 p.107
30 minutes Use p 107 as stimulus material for a discussion on how we can use energy well.
Pupils may wish to present the points that arise in the form of display material or a debate.
National curriculum links: Sc4 5a/b/c energy resources
Grading:
Level 5 Describe the type of energy that an object has or is using
Level 6 Describe how energy is transferred from the Sun to other energy resources
Lesson 6 energy and food
Aim – Where does all our energy originate from?
5 minutes Starter Students have previously studied food chains. Ask them what normally starts any food chain? Why do we have to have a plant at the start? Where do plants get their energy from?
20 minutes Trace the food chain ending in a glass of milk back to its source – the sun. The energy in the foods we eat can be traced through a food chain with the Sun’s energy at the start of the chain.
Similarly, trace the energy of a moving car or bus back to the sun – fossil fuels were living organisms that transformed and stored the suns energy.
Students answer Q 1 and 2 p.107
30 minutes Use p 107 as stimulus material for a discussion on how we can use energy well.
Pupils may wish to present the points that arise in the form of display material or a debate.
National curriculum links: Sc4 5a/b/c energy resources
Grading:
Level 5 Describe the type of energy that an object has or is using
Level 6 Describe how energy is transferred from the Sun to other energy resources
P2 Unit 5 5.2 Resistance & 5.3 current potential difference graphs
Additional Science P2 Unit 5: Current electricity.
Lesson 2: Resistance & current-potential difference graphs
Textbook section P2 5.2 & 5.3
Aim: How do wires, filament lamps, diodes, LDR’s & thermistors affect the resistance in an electrical circuit?
Starter (10 min):
Students recap last lesson by answering summary questions 1 & 2 on pg 237 of the textbook. Mr C will provide the answers and students should self assess their work.
Main Activity 1 (20 min): Current/Potential difference graphs for wires, filament lamps and diodes.
Students are given some data and have to draw a current/potential difference graph for the above components. Mr C will provide the data but students can use their own data for wires and filament lamps if they completed the experiment from last lesson. Students should note the shape of the graphs.
Provided the temperature is kept constant the resistance of a wire is always the same. Because R = V/I the resistance (slope of the graph) is always a straight line through the origin of the graph.
The current-potential difference graph for a filament lamp curves. So the current is not directly proportional to the potential difference. Resistance in a filament lamp increases as the filament lamp heats up, so resistance increases when current increases. Reversing the direction of the current makes no difference to the shape of the graph.
The current through a diode flows in one direction only. In the reverse direction the diode has a very high resistance so the current is virtually zero.
Main Activity 2 (20 min): Thermistors and LDR’s
Mr C will describe how Thermistors and Light dependent resistors affect electrical circuits using Virtual Physics Laboratory.
Students then have to match the five components discussed today to descriptions of their effects on electrical circuits.
Lesson 2: Resistance & current-potential difference graphs
Textbook section P2 5.2 & 5.3
Aim: How do wires, filament lamps, diodes, LDR’s & thermistors affect the resistance in an electrical circuit?
Starter (10 min):
Students recap last lesson by answering summary questions 1 & 2 on pg 237 of the textbook. Mr C will provide the answers and students should self assess their work.
Main Activity 1 (20 min): Current/Potential difference graphs for wires, filament lamps and diodes.
Students are given some data and have to draw a current/potential difference graph for the above components. Mr C will provide the data but students can use their own data for wires and filament lamps if they completed the experiment from last lesson. Students should note the shape of the graphs.
Provided the temperature is kept constant the resistance of a wire is always the same. Because R = V/I the resistance (slope of the graph) is always a straight line through the origin of the graph.
The current-potential difference graph for a filament lamp curves. So the current is not directly proportional to the potential difference. Resistance in a filament lamp increases as the filament lamp heats up, so resistance increases when current increases. Reversing the direction of the current makes no difference to the shape of the graph.
The current through a diode flows in one direction only. In the reverse direction the diode has a very high resistance so the current is virtually zero.
Main Activity 2 (20 min): Thermistors and LDR’s
Mr C will describe how Thermistors and Light dependent resistors affect electrical circuits using Virtual Physics Laboratory.
Students then have to match the five components discussed today to descriptions of their effects on electrical circuits.
http://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa/electricity/resistancerev3.shtml more information from BBC Bytesize.
Plenary (5 min): Four key questions
From Physics revision cards.
AQA Specification: Unit Physics 2.13.6
P2 2.5 Falling objects
Lesson 4: Falling objects
Textbook section P2 2.5
Aim: How does a parachute work?
Starter (10 min): F=ma becomes weight (N) = mass (kg) x acceleration due to gravity (m/s2)
When objects fall freely, the resultant force acting on them is the Earth’s force provided by Earth’s gravitational field. This will make an object accelerate at about 10 ms2 close to the Earth’s surface.
We call the force of gravity ‘weight’ and the acceleration ‘the acceleration due to gravity’.
F=ma becomes weight = mass x gravitational field strength.
When objects fall through fluids (such as water and air), the fluid exerts frictional forces on the object. > the velocity of the object then > frictional force. Eventually the two forces (weight & friction) will balance, resultant force = zero and the object moves at a steady velocity. This is called the ‘terminal velocity’. Possibly show the ball bearing in air, water, and honey demonstration.
http://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa/forces/forcemassrev4.shtml see BBC Bytesize for more on this topic.
Main activity (30 min): Egg parachute competition.
Students have to think about what makes a good parachute (one that creates the most drag force/air resistance so > deceleration, <> time taken to hit the ground). They have 15 min to build an egg parachute which will then be tested outside (materials plastic bags, string, tape, 1 egg per team).
Rules
1. No cushioning for the egg
2. If the egg breaks you are disqualified
3. The team whose parachute took the longest to hit the ground without the egg breaking are the winners. The winning team will receive a prize.
Plenary (15 min):
Students are given a velocity time graph for a falling object, they have to describe what is happening at each stage using the key words and terms. They should also calculate the size of the forces using the equation w = m x g.
Accelerates, Weight, Gravity, Drag force, Increase, Decrease, Terminal velocity, greater than, equal to
AQA Specification – Physics 2.13.2
· The faster a body moves through a fluid the greater the frictional force that acts on it.
· A body falling through a fluid will initially accelerate due to the force of gravity. Eventually the resultant force on the body will be zero and it will fall at its terminal velocity.
· Calculate the weight of a body using: weight (newton, N) = mass (kilogram, kg) x gravitational field strength (newton/kilogram, N/kg)Draw and interpret velocity-time graphs for bodies that reach terminal velocity, including a consideration of the forces acting on the body.
Textbook section P2 2.5
Aim: How does a parachute work?
Starter (10 min): F=ma becomes weight (N) = mass (kg) x acceleration due to gravity (m/s2)
When objects fall freely, the resultant force acting on them is the Earth’s force provided by Earth’s gravitational field. This will make an object accelerate at about 10 ms2 close to the Earth’s surface.
We call the force of gravity ‘weight’ and the acceleration ‘the acceleration due to gravity’.
F=ma becomes weight = mass x gravitational field strength.
When objects fall through fluids (such as water and air), the fluid exerts frictional forces on the object. > the velocity of the object then > frictional force. Eventually the two forces (weight & friction) will balance, resultant force = zero and the object moves at a steady velocity. This is called the ‘terminal velocity’. Possibly show the ball bearing in air, water, and honey demonstration.
http://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa/forces/forcemassrev4.shtml see BBC Bytesize for more on this topic.
Main activity (30 min): Egg parachute competition.
Students have to think about what makes a good parachute (one that creates the most drag force/air resistance so > deceleration, <> time taken to hit the ground). They have 15 min to build an egg parachute which will then be tested outside (materials plastic bags, string, tape, 1 egg per team).
Rules
1. No cushioning for the egg
2. If the egg breaks you are disqualified
3. The team whose parachute took the longest to hit the ground without the egg breaking are the winners. The winning team will receive a prize.
Plenary (15 min):
Students are given a velocity time graph for a falling object, they have to describe what is happening at each stage using the key words and terms. They should also calculate the size of the forces using the equation w = m x g.
Accelerates, Weight, Gravity, Drag force, Increase, Decrease, Terminal velocity, greater than, equal to
AQA Specification – Physics 2.13.2
· The faster a body moves through a fluid the greater the frictional force that acts on it.
· A body falling through a fluid will initially accelerate due to the force of gravity. Eventually the resultant force on the body will be zero and it will fall at its terminal velocity.
· Calculate the weight of a body using: weight (newton, N) = mass (kilogram, kg) x gravitational field strength (newton/kilogram, N/kg)Draw and interpret velocity-time graphs for bodies that reach terminal velocity, including a consideration of the forces acting on the body.
P2 Unit 2.4 On the road
Lesson 3: On the road
Textbook section P2 2.4
Aim: What factors affect the stopping distance of vehicle on the road?
Starter 10 min: 10 key questions that provide a recap of the previous two lessons. These should be attempted without books. Mr C will provide the answers and students should self assess their work.
Textbook section P2 2.4
Aim: What factors affect the stopping distance of vehicle on the road?
Starter 10 min: 10 key questions that provide a recap of the previous two lessons. These should be attempted without books. Mr C will provide the answers and students should self assess their work.
Main activity 30 min:
When a vehicle is travelling at a steady speed the resultant force acting on it is zero, so driving forces are equal & opposite to frictional forces.
The braking force needed to stop that vehicle depends on the velocity and mass of the vehicle. > velocity and/or > mass = > braking force.
The total stopping distance of a vehicle is the distance it travels during the driver’s reaction time (the thinking distance) plus the distance it travels under the braking force (the braking distance).
Stopping distance = thinking distance + braking distance. With the same driver and car the thinking & braking distance will increase when the initial velocity increases.
The thinking distance will increase if the driver is tired or under the influence.
The braking distance can be increased by poorly maintained roads, bad weather conditions & the condition of the car i.e. worn brakes or tyres.
Students have to...
1. Use the textbook to draw a diagram or series of diagrams that summarise the above, it should be simple and concise and include as many key points as possible. To help them begin a diagram of Mr Average in his average car is shown on the board.
What is a stopping distance? Explained by Mr Average.
What factors affect braking force?
What factors affect the thinking distance and braking distance?
2. Complete summary questions 1 & 2 on pg 203 of the text book. Mr C will provide answers at the end of the lesson.
3. If there is time the lesson can be finished with some reaction tests using software on the computer.
http://www.gcse.com/fm/stopping_distances.htm a good summary of the material covered in this lesson.
Plenary (10 min)...
Students can try some practice exam questions. Mr C will give the answers and students should mark and correct their own work.
AQA Specification – Physics 2.13.2
· When a vehicle travels at a steady speed the frictional forces balance the driving forces.
· The greater the speed of a vehicle the greater the braking force needed to stop it in a certain distance.
· The stopping distance of a vehicle depends on the distance the vehicle travels during the drivers reaction time and the distance it travels under the braking force.
· A driver’s reaction time can be affected by tiredness, drugs and alcohol.
· A vehicle’s braking distance can be affected by adverse road and weather conditions and poor condition of the vehicle.
Thursday, 15 January 2009
P2 Unit 5 lesson 1 Resistance & p.d/current graphs
Resistance & current/voltage graphsLesson P2 5.1/2/3
Aim: Calculate resistance (ohms) and draw current/p.d graphs for a wire, filament lamp and a diode.
Key words: Potential difference, resistance, voltage (p.d), current, filament lamp, diode.
Starter: Recap of circuits and introduction to Resistance equation...
Resistance (ohms) = Potential difference (Volts)/current (amperes).
R = V/I. Students try some examples to practice using the equation.
Main: Mr C will introduce current/p.d graphs and quickly demonstrate the circuit that you will need to set up. You will be changing the voltage in the circuit and measuring the effect this has on the current using an ammeter. You will then need to record your results in a table and plot them on a graph. The slope of the line represents the resistance in the circuit. Make sure you investigate the effect that wires, filament lamps and diodes have on resistance.
Write a short conclusion that summarises your observations. How do the various appliances effect resistance in electrical circuits (the slope of the graph).
Plenary: Mr C will go over what you should have observed during the experiment. Make sure you assess your own work so you know your understanding is correct.
To end the lesson Mr C will explain how thermistor’s and LDR’s (Light dependent resistors) affect resistance in a circuit. If there is time the summary questions on pg 239 of the textbook can be attempted.
Homework: from H/W book.
AQA Specification Link up
Physics 2.13.6
Wednesday, 14 January 2009
Unit 7I Lesson 5 Energy and food
Energy resources lesson plans
Lesson 5 energy and food
Aim – Calculate the energy content of two different brands of crisp
5 minutes – recap of the last two lessons about renewable energy and fossil fuels.
This lesson is has two parts – In the first part discuss and identify our energy related need for food. In the second part is an experiment.
10 minutes Starter Living things such as people transform the energy provided by food into other forms
We need heat to maintain our body temperature. Energy from food is transformed into movement including the movement needed to make our lungs breath air and our heart pump blood. The food we eat combines with oxygen to make the energy.
If we eat more than we need the food is converted into fat.
You need to remember that humans convert the chemical energy from food into movement (kinetic) energy and heat energy.
Some types of food provide more energy than others. The energy content of food can be measured in units called Joules. If you throw an apple about 1 metre into the air then you use up about 1 Joule of energy.
30 minutes Main activity and experiment
Comparing the energy content of two different types of crisp
Measure out 10 ml of water and pour it into a boiling tube.
Carefully place the tube in a clamp stand.
Use a thermometer to record the starting temperature of the water.
Carefully light the crisp using a Bunsen burner and hold underneath the boiling tube.
Once the crisp has extinguished record the finishing temperature of the water.
The specific heat capacity of water is approximately 0.42 Joules/g. We can work out the energy content of each crisp by using the equation…
Energy content = temperature change of water x 42 (10 grams of water)
Megan and Georgina's energy content = 19 x 42 = 798
Energy content of 100g of crisps = Energy content/mass of wotsits x 100.
Megan and Georgina's energy content of crisps = 798 Joules / 1.5 grams x 100 = 53,200 Joules
Do our results agree with what the food labels on the crisps say?
According to the label a 100g of Wotsits contain 2,270,000 Joules.
What!?! So where did all the energy go? Thats what we will be finding out in the next unit 'Heating and Cooling'.
Grading
Level 4
List the eight forms of energy
Level 5
Describe some energy transfers including some which involve living things
National curriculum links
Sc4 5a Energy resources
Sc1.2g- observations
Lesson 5 energy and food
Aim – Calculate the energy content of two different brands of crisp
5 minutes – recap of the last two lessons about renewable energy and fossil fuels.
This lesson is has two parts – In the first part discuss and identify our energy related need for food. In the second part is an experiment.
10 minutes Starter Living things such as people transform the energy provided by food into other forms
We need heat to maintain our body temperature. Energy from food is transformed into movement including the movement needed to make our lungs breath air and our heart pump blood. The food we eat combines with oxygen to make the energy.
If we eat more than we need the food is converted into fat.
You need to remember that humans convert the chemical energy from food into movement (kinetic) energy and heat energy.
Some types of food provide more energy than others. The energy content of food can be measured in units called Joules. If you throw an apple about 1 metre into the air then you use up about 1 Joule of energy.
30 minutes Main activity and experiment
Comparing the energy content of two different types of crisp
Measure out 10 ml of water and pour it into a boiling tube.
Carefully place the tube in a clamp stand.
Use a thermometer to record the starting temperature of the water.
Carefully light the crisp using a Bunsen burner and hold underneath the boiling tube.
Once the crisp has extinguished record the finishing temperature of the water.
The specific heat capacity of water is approximately 0.42 Joules/g. We can work out the energy content of each crisp by using the equation…
Energy content = temperature change of water x 42 (10 grams of water)
Megan and Georgina's energy content = 19 x 42 = 798
Energy content of 100g of crisps = Energy content/mass of wotsits x 100.
Megan and Georgina's energy content of crisps = 798 Joules / 1.5 grams x 100 = 53,200 Joules
Do our results agree with what the food labels on the crisps say?
According to the label a 100g of Wotsits contain 2,270,000 Joules.
What!?! So where did all the energy go? Thats what we will be finding out in the next unit 'Heating and Cooling'.
Grading
Level 4
List the eight forms of energy
Level 5
Describe some energy transfers including some which involve living things
National curriculum links
Sc4 5a Energy resources
Sc1.2g- observations
F5
I've been experimenting with getting photos online as I'd like (subject to permission) to put some photos of Science club and other fun experiments onto the blog.
This photo cropped up, it is from a Physics course I attended that involved making Rockets that were launched using a compressed air rig. The rocket is named dually after the legendary 'Mr Fish' and Brock Lesnar's finishing move of the same name.
The rocket flew the third furthest distance in a competition between about 20 other Physics teachers. The winner was built by a graduate astro physicist - that's what studying environmental scientist will do for you!Lesson 4 Renewable energy
Energy resources lesson plans
Lesson 4 renewable energy
5 minutes – recap of the last lesson about fossil fuels.
10 minutes Starter – Setting up the solar panel practical
Most of the energy on earth comes from the Suns rays. It is then converted into other forms of energy that we are familiar with on Earth. However as an alternative to fossil fuels we can use the Sun’s rays directly as an energy resource – this is called solar power. You will be setting up an experiment to investigate how colour affects the solar panels that heat water in some peoples homes.
1. Wrap a measuring cylinder with different coloured sheets of paper (inc black & white).
2. Fill the cylinder with 50 ml of water, use a thermometer to measure the starting temperature of the water.
3. Place the cylinder next to a desk lamp with a 60 W bulb and wait for 25 mins.
25 minutes Main activity Table and other energy resources
Prepare a table to record the results of the experiment and draw a diagram of the equipment. Mr Cuthbert will then ask for your ideas on other forms of renewable energy. What are the advantages and disadvantages of these?
http://www.bbc.co.uk/schools/ks3bitesize/science/physics/energy_transfer_6.shtml for more information.
Home work set for this week. Design a poster about 1 form of renewable energy that shows one advantage and one disadvantage.
20 minutes – Practical results.
4. Measure the final temperature of the water in the measuring cylinder.
5. Were there any changes? Were some colours better than others?
6. Answer questions a – d on pg 103 of the textbook.
Recap of key points in the lesson.
Grading
Level 3
Name some renewable energy resources
Level 4
Give some examples of how to save fuels
Level 5
Identify which sort of energy an object has, or is using
Describe how renewable energy resources can be used to make electricity
Describe how renewable energy resources can be used to make heat
Level 6/7
Explain the advantages and limitations of different energy resources
NC Scheme of work - Sc4 5a/b Energy resources
SC1 Scientific enquiry - Sc1. 2a,g,h,I,j,k,m,o,p Investigative skills – obtaining evidence
Lesson 4 renewable energy
5 minutes – recap of the last lesson about fossil fuels.
10 minutes Starter – Setting up the solar panel practical
Most of the energy on earth comes from the Suns rays. It is then converted into other forms of energy that we are familiar with on Earth. However as an alternative to fossil fuels we can use the Sun’s rays directly as an energy resource – this is called solar power. You will be setting up an experiment to investigate how colour affects the solar panels that heat water in some peoples homes.
1. Wrap a measuring cylinder with different coloured sheets of paper (inc black & white).
2. Fill the cylinder with 50 ml of water, use a thermometer to measure the starting temperature of the water.
3. Place the cylinder next to a desk lamp with a 60 W bulb and wait for 25 mins.
25 minutes Main activity Table and other energy resources
Prepare a table to record the results of the experiment and draw a diagram of the equipment. Mr Cuthbert will then ask for your ideas on other forms of renewable energy. What are the advantages and disadvantages of these?
http://www.bbc.co.uk/schools/ks3bitesize/science/physics/energy_transfer_6.shtml for more information.
Home work set for this week. Design a poster about 1 form of renewable energy that shows one advantage and one disadvantage.
20 minutes – Practical results.
4. Measure the final temperature of the water in the measuring cylinder.
5. Were there any changes? Were some colours better than others?
6. Answer questions a – d on pg 103 of the textbook.
Recap of key points in the lesson.
Grading
Level 3
Name some renewable energy resources
Level 4
Give some examples of how to save fuels
Level 5
Identify which sort of energy an object has, or is using
Describe how renewable energy resources can be used to make electricity
Describe how renewable energy resources can be used to make heat
Level 6/7
Explain the advantages and limitations of different energy resources
NC Scheme of work - Sc4 5a/b Energy resources
SC1 Scientific enquiry - Sc1. 2a,g,h,I,j,k,m,o,p Investigative skills – obtaining evidence
Tuesday, 6 January 2009
Unit 8A Lesson 4
Unit 8A Food & Digestion – Lesson 4.
Why is food important?
Why is food important?
Aim Produce a poster that explains where we can get a key nutrient from and why we need that nutrient.
Starter – Mix & Match
Some nutrients are listed on the board together with their function in the human body. Your job is to match the nutrient to the correct function. This provides a recap on the previous research lesson where you found out about nutrients using the class textbooks.
Main activity – Poster design
Your job is to design an A4 poster about a specific nutrient. You MUST include the following information.
The name of the nutrient i.e. Fat
Three foods that are sources of that nutrient
Why our bodies need that particular nutrient.
Any extra information you find out will be a bonus.
You will then have to present the poster to the class and give a short talk about what you found out (1 min approx).
The class will review the posters and presentations and decide which one is the best. There will be a prize for the winner. Mr C will also award you a level for your work.
Plenary
Mr C will lead a short quiz to find out how much you have learned over the previous two lessons.
National curriculum links
Sc2 2a Sc 1 2b,i, j, I, m
Some nutrients are listed on the board together with their function in the human body. Your job is to match the nutrient to the correct function. This provides a recap on the previous research lesson where you found out about nutrients using the class textbooks.
Main activity – Poster design
Your job is to design an A4 poster about a specific nutrient. You MUST include the following information.
The name of the nutrient i.e. Fat
Three foods that are sources of that nutrient
Why our bodies need that particular nutrient.
Any extra information you find out will be a bonus.
You will then have to present the poster to the class and give a short talk about what you found out (1 min approx).
The class will review the posters and presentations and decide which one is the best. There will be a prize for the winner. Mr C will also award you a level for your work.
Plenary
Mr C will lead a short quiz to find out how much you have learned over the previous two lessons.
National curriculum links
Sc2 2a Sc 1 2b,i, j, I, m
Levelness
Level 4
I can name some groups of nutrients and identify some examples of foods in which they are found.
Level 5
I can name the constituents of a balanced diet, identifying examples of foods in which these are found, and describe the role of the main nutrients in the body.
Level 6I know the role of fibre and the functions of the colon.
Monday, 5 January 2009
Unit 9I Energy resources lessons 2/3
Lesson 7I Lesson 2 Comparing fuels
Aim: Make a fair comparison of two different types of fuel.
Key words: Natural gas, ethanol, fair test, reliability, temperature change.
Starter: You will be taking part in a practical to compare the energy output of two different fuels. To begin the lesson you need to prepare a table for recording your results as you will be drawing a graph of these results later in the lesson. We will be data logging which means that you need to make lots of measurements as accurately as you can.
Main: We will be testing two different types of fuel over the next two lessons; they are natural gas (using the Bunsen burners) and ethanol (using a spirit burner). To measure the energy content of the fuel we are going to use that fuel to heat some water in a beaker. You need to think about how we can which of the two fuels has the most energy. You also need to think about how you can make the comparison a fair test (remember what you found out about Thermometers in the previous lessons). We will be heating the water for 10 minutes and recording the temperature of the water every minute.
Once you have recorded your results you also need to plot a temperature/time graph and write a short conclusion (which fuel was the best?).
Aim: Make a fair comparison of two different types of fuel.
Key words: Natural gas, ethanol, fair test, reliability, temperature change.
Starter: You will be taking part in a practical to compare the energy output of two different fuels. To begin the lesson you need to prepare a table for recording your results as you will be drawing a graph of these results later in the lesson. We will be data logging which means that you need to make lots of measurements as accurately as you can.
Main: We will be testing two different types of fuel over the next two lessons; they are natural gas (using the Bunsen burners) and ethanol (using a spirit burner). To measure the energy content of the fuel we are going to use that fuel to heat some water in a beaker. You need to think about how we can which of the two fuels has the most energy. You also need to think about how you can make the comparison a fair test (remember what you found out about Thermometers in the previous lessons). We will be heating the water for 10 minutes and recording the temperature of the water every minute.
Once you have recorded your results you also need to plot a temperature/time graph and write a short conclusion (which fuel was the best?).
LA differentiation: Mr C will provide copies of the method for the experiment and a writing frame for the data logging graph (labelled X & Y axis). The reason for this is so students can focus on drawing really clear diagrams of scientific equipment. Students also need to focus on fair testing and how the equipment is set up to ensure a fair test. Students will also draw the table for results.
Plenary: Discussion of today’s practical and a relevant SATs question (at the end of the second lesson).
Homework: None set.
Specification link up – unit Physics 2.13.5
Sc4 5a – energy resources
Sc1.2a – drawing conclusions from data
Unit 9L Lesson 1 Pressure
Unit 9L Pressure & moments
Lesson 1 Pressure
Aim: Use the pressure equation to work out the pressure exerted by you on the floor.
Key words: pressure, force, Newton, area, m2
Starter: You may have heard of the word ‘pressure’ before. Can you think of any examples that you might like to tell the class? Mr C will demo the collapsing can experiment to show you a fun example of pressure in action.
Main: The amount of pressure exerted on an object can be calculated by dividing the force of an object with the area over which that force is applied. This is represented by the equation pressure (N/m2) = force (N)/area (m2). You need to be able to use this equation and rearrange it to solve problems.
If you struggle with rearranging equations then use the magic triangle to help you.
http://www.bbc.co.uk/schools/ks3bitesize/science/physics/forces_motion_4.shtml
Aim: Use the pressure equation to work out the pressure exerted by you on the floor.
Key words: pressure, force, Newton, area, m2
Starter: You may have heard of the word ‘pressure’ before. Can you think of any examples that you might like to tell the class? Mr C will demo the collapsing can experiment to show you a fun example of pressure in action.
Main: The amount of pressure exerted on an object can be calculated by dividing the force of an object with the area over which that force is applied. This is represented by the equation pressure (N/m2) = force (N)/area (m2). You need to be able to use this equation and rearrange it to solve problems.
If you struggle with rearranging equations then use the magic triangle to help you.
http://www.bbc.co.uk/schools/ks3bitesize/science/physics/forces_motion_4.shtml
Mr C will provide you with some problems to try and solve.
Finally you will work out the amount of pressure that you exert on the floor of the science lab. To do this you will need to work out your weight (remember this will be in Newtons) using some special scales that we have in the lab. You also need to work out the area of your feet. This can be done by drawing round the outline of your feet on squared paper to work out the area. You then simply need to plug your numbers into the pressure equation.
Plenary What did we learn today?
Homework None set today.
Curriculum links
Sc 3 1 b & Sc 4 2 g
Sc 1 2 g
Sunday, 4 January 2009
Unit P2 Lesson 3.2 Kinetic energy
Lesson P2 3.2 Kinetic energy
Aim: What energy transformations happen when a catapult is drawn back and then fired?
Key words: Kinetic energy, Elastic potential energy.
Starter:
To provide a recap about what you learnt last lesson Mr C will provide some work done = force x distance problems for you to solve.
Aim: What energy transformations happen when a catapult is drawn back and then fired?
Key words: Kinetic energy, Elastic potential energy.
Starter:
To provide a recap about what you learnt last lesson Mr C will provide some work done = force x distance problems for you to solve.
Main:
Your job is to use the textbooks and find out what Kinetic energy and elastic potential energy are and use what you have found out to answer Question 1 in the summary questions (see the aim of the lesson). If possible I would like you to answer this question in the form of a comic strip – in each frame you should show what actions take place (for example a person pulls back the catapult) and what energy transformations take place (chemical energy in the body is transformed into kinetic energy then elastic potential energy & some heat energy in the catapult). You can also attempt question 2 (a) and (b). Mr C will go over the answers and any problems that arise.
Plenary:
You will try some exam style questions about what has been covered in the previous two lessons. Remember practice makes perfect!
Which of the objects are storing elastic potential energy?
Explain the reason for your choice or choices. (3 marks).
Homework: None set.
AQA Specification link up – unit Physics 2.13.5
· For an object that is able to recover its original shape elastic potential energy is the energy stored in an object when work is done on the object to change its shape.
· The kinetic energy of a body depends on its mass and speed.
· Discuss the transformation of kinetic energy to other forms of energy in particular situations.
P2 Unit 3 Lesson 1
Energy and work Lesson P2 3.1
Aim: Find out what work is and use the equation work done (J) = force (N) x distance (m)
Aim: Find out what work is and use the equation work done (J) = force (N) x distance (m)
Key words: work, joules, force, Newton, distance.
Starter: Some of the class are offered a fudge bar to eat. However having eaten the fudge bar they then have to use up the energy consumed by climbing some stairs outside the lab. We can work out how many times they have to climb the stairs using the equation work done = force x distance.
You will then need to take some notes about what has been discussed.
Main: Students attempt some practice examples of using the equation and then attempt the summary questions on pg 211 of the text book.
Plenary: Answers to the summary questions and examples are given, you should self assess your work. A brief class discussion will then take place to iron out any problems or misconceptions that may have arisen during the lesson.Finally there will be a reminder about what happens to energy when work takes place using the example of a man riding a bike.
Homework: None set.AQA Specification Link up Unit: Physics 2.13.3
· When a force causes a body to move through a distance, energy is transferred and work is done.
· Work done = energy transferred.
· The amount of work done, force and distance are related by the equation: work done = force applied x distance moved in the direction of force. Work done against frictional force is mainly transformed into heat.
Saturday, 3 January 2009
P2 Unit 4 Lesson 2 Charge on the move
Charge on the move Lesson P2 4.2
Aim: Explain, in terms of the flow of electrons, how and when a metallic ring can be charged.
Key words: Electron, Proton, Flow of charge, Conductor, Earth.
Starter: Students to draw energy transfer diagrams for a torch. This provides a recap of material & knowledge covered in Year 9.
Main: Demonstration and explanations of the flow of charge using a gold leaf electroscope, charged rings and simple circuit model (virtual physics lab).
Students should make some notes explaining that current is the flow of electrical charge.
Students to draw a simple cartoon strip explaining what they observed during the ‘ring charging demonstration’. Particular attention should be given to the movement of electrons. Remember protons do not move, they are trapped in the nucleus of their respective atoms!
H Extension: Explaining lightning. H students should understand that as we supply a conductor with more and more charge, it’s electric potential energy increases. The potential difference between the conductor and the ground also increases. If the p.d becomes high enough then a spark may ‘jump’ between the charged object and a nearby earthed object. This is what happens when lightning strikes clock towers (see back to the future!) etc.
Plenary: Summary questions on Page 227 of the additional Science textbook. AfL self assessment of answers to questions.
Homework: Page 37 of H/W book & Q 16 on page 36.
AQA Specification Link up
· Electrical charges can move easily through some substances, e.g. metals.
· The rate of flow of electrical charge is called the current.
· A charged body can be discharged by connecting it to earth with a conductor, charge then flows through the conductor.
· Greater charge = greater p.d between a body & earth. If the p.d becomes high enough, a spark may jump across the gap between the body and any earthed conductor that is bought near it (HT only).
Aim: Explain, in terms of the flow of electrons, how and when a metallic ring can be charged.
Key words: Electron, Proton, Flow of charge, Conductor, Earth.
Starter: Students to draw energy transfer diagrams for a torch. This provides a recap of material & knowledge covered in Year 9.
Main: Demonstration and explanations of the flow of charge using a gold leaf electroscope, charged rings and simple circuit model (virtual physics lab).
Students should make some notes explaining that current is the flow of electrical charge.
Students to draw a simple cartoon strip explaining what they observed during the ‘ring charging demonstration’. Particular attention should be given to the movement of electrons. Remember protons do not move, they are trapped in the nucleus of their respective atoms!
H Extension: Explaining lightning. H students should understand that as we supply a conductor with more and more charge, it’s electric potential energy increases. The potential difference between the conductor and the ground also increases. If the p.d becomes high enough then a spark may ‘jump’ between the charged object and a nearby earthed object. This is what happens when lightning strikes clock towers (see back to the future!) etc.
Plenary: Summary questions on Page 227 of the additional Science textbook. AfL self assessment of answers to questions.
Homework: Page 37 of H/W book & Q 16 on page 36.
AQA Specification Link up
· Electrical charges can move easily through some substances, e.g. metals.
· The rate of flow of electrical charge is called the current.
· A charged body can be discharged by connecting it to earth with a conductor, charge then flows through the conductor.
· Greater charge = greater p.d between a body & earth. If the p.d becomes high enough, a spark may jump across the gap between the body and any earthed conductor that is bought near it (HT only).
Unit 9I Energy resources Lesson 1
Why are fuels useful?
Aim: Give two reasons why fuels are useful & learn how to use a thermometer properly.
Key words: Energy, Thermometer, Celsius, Heat, Light, transformed.
Starter: You have probably heard of the word energy and you probably understand that there are several different types of energy; they are electric, elastic, gravitational potential, light, heat, kinetic (movement), sound and chemical. Try out a key word search to familiarise yourself with these terms.
Mr C will show you a diagram on the whiteboard, how many energy types can you identify on the picture?
You also need to know that energy can change from one type to another (in fact it frequently does!) but can never be destroyed.
Main: Using thermometers practical
During this practical you will learn how to use thermometers properly and why it is important to use them in the correct scientific way. You will be using a Bunsen burner to heat a beaker of water and will be using 3 different thermometers to record the temperature at certain time intervals. The thermometers will be placed in different parts of the beaker during heating. The idea is to compare the temperature of different parts of the beaker at different times.
You should find that water in different parts of the beaker have different temperatures.
Why is it important to consider this when conducting scientific experiments?
Answers: Fair test, reliability of results etc.
You should record your results in a table and write a short conclusion to the experiment.
Plenary: A practice SATs question related to Thermometers.
Homework: None set today.
Specification Link up
· Sc4 –5d
· Sc1 2f,g,h,k,m,n
Aim: Give two reasons why fuels are useful & learn how to use a thermometer properly.
Key words: Energy, Thermometer, Celsius, Heat, Light, transformed.
Starter: You have probably heard of the word energy and you probably understand that there are several different types of energy; they are electric, elastic, gravitational potential, light, heat, kinetic (movement), sound and chemical. Try out a key word search to familiarise yourself with these terms.
Mr C will show you a diagram on the whiteboard, how many energy types can you identify on the picture?
You also need to know that energy can change from one type to another (in fact it frequently does!) but can never be destroyed.
Main: Using thermometers practical
During this practical you will learn how to use thermometers properly and why it is important to use them in the correct scientific way. You will be using a Bunsen burner to heat a beaker of water and will be using 3 different thermometers to record the temperature at certain time intervals. The thermometers will be placed in different parts of the beaker during heating. The idea is to compare the temperature of different parts of the beaker at different times.
You should find that water in different parts of the beaker have different temperatures.
Why is it important to consider this when conducting scientific experiments?
Answers: Fair test, reliability of results etc.
You should record your results in a table and write a short conclusion to the experiment.
Plenary: A practice SATs question related to Thermometers.
Homework: None set today.
Specification Link up
· Sc4 –5d
· Sc1 2f,g,h,k,m,n
Welcome to my Science blog
Welcome to my Science blog,
You have probably found your way here because you are in one of my Science groups at school or you may be a parent of one of my students taking an admirable interest in what your child gets up to at St Mark's school.
I'd like to take this opportunity to thank you for visiting and explain why I have set this blog up and what I intend to do with it in the future.
Firstly the government are extremely keen to improve communication between students, parents/carers and teachers. Put simply they want everyone to be more involved and take a greater interest in what we do at school. I thought that posting my lesson plans and other science related material on this blog would be a good step towards fulfilling that goal.
Secondly Science is a tough subject in terms of both teaching and learning. Many children and adults (myself included) find some concepts difficult to grasp at times. My hope is that this forum will allow me to interact with students and parents outside of the classroom and provide any help that I can online.
Finally I loathe paperwork and filing so storing my lesson plans online allows me to avoid this gruesome task.
I have tried to write the lesson plans with the students in mind. One of the reasons for this is that it may allow students to reference lessons where they have missed or feel that they need to revisit. I hope this helps.
I am always happy to receive constructive feedback about my work and this would be greatly appreciated from students and parents alike. However, I will not tolerate abusive comments on the blog and will take steps to ensure that such individuals are denied access to the blog in future.
Thanks for reading and best wishes
Jim Cuthbert
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