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KS3 SCIENCE - KS3 PHYSICS QUIZZES
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Doc B's revising for KS3 SCIENCE - Doc Brown's Physics I appreciate SAT levels have gone, but I hope these KS3 physics Quizzes will still be of some use. Although I've already produced some combined KS3 physics quizzes, I welcome suggestions from teachers so I may produce useful compilation KS3 physics quizzes suitable for any school doing KS3 physics and any KS3 physics scheme of work. Copying of the KS3 physics quizzes is NOT permitted, but you can printout the KS3 physics questions to use in class or for homework. The first part of the page is the most important - the links to the KS3 Physics multiple choice quizzes. The rest of the page is lots of guidance for doc b to help design the most useful KS3 Physics quizzes For after KS3 SCIENCE ... GCSE 9-1 Chemistry Notes * GCSE 9-1 Biology Notes * GCSE 9-1 Physics Notes
NOTE (1) <= back on the link bar returns you to the previous web page. (2) Don't use the usual refresh button on the upper browser to repeat the quiz, use the REPEAT QUIZ - fresh Q's on the quiz link bar. (3) A small proportion of these KS3 physics questions are deliberately very challenging and more like GCSE level, but only the odd one! and most cover the full range of ability of KS3 science students. Multiple choice question KS3 PHYSICS Quizzes
SEE ALSO the KS3 Science Quiz compilations
National Curriculum KS3 Science PHYSICS specification Subject content – KS3 Physics Pupils should be taught about: KS3 physics Energy (National Curriculum KS3 science-physics) KS3 physics Calculation of fuel uses and costs in the domestic context
KS3 physics Energy changes and transfers (National Curriculum KS3 science-physics)
KS3 physics Changes in systems (National Curriculum KS3 science-physics)
KS3 physics Motion and forces (National Curriculum KS3 science-physics) KS3 physics Describing motion (National Curriculum KS3 science-physics)
KS3 physics Forces (National Curriculum KS3 science-physics)
KS3 physics Pressure in fluids (National Curriculum KS3 science-physics)
KS3 physics Balanced forces (National Curriculum KS3 science-physics)
KS3 physics Forces and motion (National Curriculum KS3 science-physics)
KS3 physics Waves (National Curriculum KS3 science-physics) KS3 physics Observed waves (National Curriculum KS3 science-physics)
KS3 physics Sound waves (National Curriculum KS3 science-physics)
KS3 physics Energy and waves (National Curriculum KS3 science-physics)
KS3 physics Light waves (National Curriculum KS3 science-physics)
KS3 physics Electricity and electromagnetism (National Curriculum KS3 science-physics) KS3 physics Current electricity (National Curriculum KS3 science-physics)
KS3 physics Static electricity (National Curriculum KS3 science-physics)
KS3 physics Magnetism (National Curriculum KS3 science-physics)
KS3 physics Matter (National Curriculum KS3 science-physics) KS3 physics Physical changes (National Curriculum KS3 science-physics)
KS3 physics Particle model (National Curriculum KS3 science-physics)
KS3 physics Energy in matter (National Curriculum KS3 science-physics)
KS3 physics Space physics (National Curriculum KS3 science-physics)
AQA KS3 Physics AQA KS3 physics 3.1 Forces 3.1.1 Speed Investigate variables that affect the speed of a toy car rolling down a slope AQA KS3 physics Know
AQA KS3 physics Apply
AQA KS3 physics Extend
AQA KS3 physics 3.1.2 Gravity AQA KS3 physics Explain the way in which an astronaut’s weight varies on a journey to the moon AQA KS3 physics Know
AQA KS3 physics Apply
AQA KS3 physics Extend
AQA KS3 physics 3.1.3 Contact forces AQA KS3 physics Investigate factors that affect the size of frictional or drag forces AQA KS3 physics Know
AQA KS3 physics Apply
AQA KS3 physics Extend
AQA KS3 physics 3.1.4 Pressure Investigate how pressure from your foot onto the ground varies with different footwear AQA KS3 physics Know
AQA KS3 physics Apply
AQA KS3 physics Extend
AQA KS3 physics 3.2 Electromagnets AQA KS3 physics 3.2.1 Voltage and resistance Compare the voltage drop across resistors connected in series in a circuit AQA KS3 physics Know
AQA KS3 physics Apply
AQA KS3 physics Extend
AQA KS3 physics 3.2.2 Current Compare and explain current flow in different parts of a parallel circuit AQA KS3 physics Know
AQA KS3 physics Apply
AQA KS3 physics Extend
AQA KS3 physics 3.2.3 Electromagnets Investigate ways of varying strength of an electromagnet AQA KS3 physics Know
AQA KS3 physics Apply
AQA KS3 physics Extend
AQA KS3 physics 3.2.4 Magnetism Explore the magnetic field pattern around different types or combinations of magnets AQA KS3 physics Know
AQA KS3 physics Apply
AQA KS3 physics Extend
AQA KS3 physics 3.3 Energy AQA KS3 physics 3.3.1 Energy costs AQA KS3 physics Compare the running costs of fluorescent and filament light bulbs AQA KS3 physics Know
AQA KS3 physics Apply
AQA KS3 physics Extent
AQA KS3 physics 3.3.2 Energy transfer AQA KS3 physics Explain the energy transfers in a hand-crank torch AQA KS3 physics Know
AQA KS3 physics Apply
AQA KS3 physics Extend
AQA KS3 physics 3.3.3 Work AQA KS3 physics Explain how an electric motor raising a weight is doing work AQA KS3 physics Know
AQA KS3 physics Apply
AQA KS3 physics Extend
AQA KS3 physics 3.3.4 Heating and cooling Investigate how to prevent heat loss by conduction, convection and radiation AQA KS3 physics Know
AQA KS3 physics Apply
AQA KS3 physics Extend
AQA KS3 physics 3.4 Waves AQA KS3 physics 3.4.1 Sound Relate changes in the shape of an oscilloscope trace to changes in pitch and volume AQA KS3 physics Know
AQA KS3 physics Apply
AQA KS3 physics Extend
AQA KS3 physics 3.4.2 Light Use ray diagrams to model how light passes through lenses and transparent materials AQA KS3 physics Know
AQA KS3 physics Apply
AQA KS3 physics Extend
AQA KS3 physics 3.4.3 Wave effects Relate the impact of different types of waves on living cells to their frequency & the energy carried by the wave AQA KS3 physics Know
AQA KS3 physics Apply
AQA KS3 physics Extend
AQA KS3 physics 3.4.4 Wave properties Use the wave model to explain observations of the reflection, absorption and transmission of waves AQA KS3 physics Know
AQA KS3 physics Apply
AQA KS3 physics Extend
OCR Twenty First Century Science knowledge and understanding expected before GCSE Physics Chapter P1 Radiation and waves What you should have learned and experienced from KS3 science about light, sound, and waves ...
Chapter P2 Sustainable energy What you should have learned and experienced from KS3 science about energy ...
Chapter P3 Electric circuits What you should have learned and experienced from KS3 science about light, sound, and waves ...
Chapter P4 Explaining motion What you should have learned and experienced from KS3 science about force and motion ...
Chapter P5 Radioactive materials What you should have learned and experienced from KS3 science about ? ...
Chapter P6 Matter – models and explanations What you should have learned and experienced from KS3 science about matter and particles ...
multiple choice quizzes for KS3 physics, revision notes for KS3 physics courses, practice questions for KS3 physics pupils help for ks3 physics students, syllabus summaries for ks3 physics, online questions for ks3 physics pupils, what do I need to know for my ks3 physics tests? revision for ks3 physics exams ks3 physics revision free detailed notes on ks3 physics to help revise ks3 physics revision notes on ks3 physics revision free detailed notes on ks3 physics free online website to help revise ks3 physics how to succeed in questions on ks3 physics a good website for free questions on ks3 physics
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KS3
PHYSICS
QUIZZES
The
KS3 Physics Questions are
selected at random from big databases.
QUIZ 7I on "Energy resources"
20 Question multiple choice QUIZ on ORGANISMS, BEHAVIOUR and HEALTH
20 Question multiple choice QUIZ on
CHEMICAL and MATERIAL BEHAVIOUR
20 Question multiple choice QUIZ on ENERGY, ELECTRICITY and FORCES
20 Question multiple choice QUIZ on THE ENVIRONMENT, EARTH & UNIVERSE
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Doc Brown's Revision KS3 Science KS3 PHYSICS Unit 7I Energy resources
KS3 Physics: About the unit
In this unit pupils:
• are
introduced to the concept of energy in the context of fuels as convenient and
therefore valuable sources
• consider
the nature and origin of fossil fuels and renewable sources of energy and how
their use has implications for the environment
• consolidate
and extend their ideas about energy resources for living things: food for
people and sunlight for plants
• link
the energy resources to the role of the Sun as the ultimate source of most of
the Earth’s energy resources
In scientific enquiry pupils:
• recognise
hazards and take safety precautions
• decide
what variables are relevant and how to control these to make fair comparisons
• consider
the reasons for repeating measurements and observations
• use the
Bunsen burner and thermometers safely and effectively
• make
measurements of volume, mass and temperature
• investigate
the energy resource in foods, controlling relevant variables
KS3 Physics:
Note on the teaching of energy
This unit provides an introduction to energy
through the idea of foods and fuels as energy resources. The term ‘resource’ is
used in preference to ‘source’ to try to encourage the idea that energy is not
just a kind of stuff, like fuel. Energy transfer is associated with change, in
particular changes that can perform useful tasks, as a first step towards more
formal understanding. This enables pupils to make connections between
apparently disparate phenomena, as contexts are drawn from across the sciences,
eg burning fuel, movement, eating food
and plant growth. Pupils can begin to distinguish energy from stuff (the
energy resource) and from linked concepts, eg
force, power (the rate of
transferring energy) and activity. A common misconception is that
activity gives you energy because it makes you healthier – and so more able to
do more activity.
KS3 Physics: Where the unit fits
in
This unit introduces pupils to a topic which
may be new to them, although it has links with work done in key stage 2. It
builds on ideas introduced in unit 6A ‘Interdependence and adaptation’ (green
plants need light), unit 6D ‘Reversible and irreversible changes’ (burning),
unit 6G ‘Changing circuits’ (electrical conduction) and unit 4C ‘Keeping warm’ (temperature;
thermal insulation) in the key stage 2 scheme of work.
In unit 8I ‘Heating and cooling’, pupils will
study energy transfer and change of state, and use particle explanations. In
unit 9I ‘Energy and electricity’, pupils will study energy transformations and
energy conservation.
This unit relates to unit 7A(ii) ‘Understanding
materials (resistant materials)’ in the design and technology scheme of work.
There are opportunities for citizenship education in this unit, in dealing with
energy-supply issues.
KS3 Physics: Expectations
At the end of this unit
in terms of scientific enquiry
most pupils will: plan
a fair comparison of the energy output of a range of fuels or foods; control
relevant variables; reduce error by repeating readings; comment on the accuracy
of results; find information from selected secondary sources about fuels and
energy devices; produce rules for the safe operation of a Bunsen burner
some pupils will not have made so much progress and will: make a fair comparison of the energy output of
a range of fuels or foods and with help produce a bar chart or line graph of
results; use information from a secondary source in reporting on fuels and
other energy sources; use a Bunsen burner safely
some pupils will have progressed further and will:
compare the effectiveness of different
energy-transforming appliances, eg
camping stoves, windmills; select secondary sources to provide information
about the use of fuels or other energy sources
in terms of physical processes
most pupils will:
state
that fuels release energy when burnt and describe how renewable energy
resources can be used to generate electricity and provide heating; explain why
conservation of fuels is important; identify energy transfers within a range of
systems including those involving living things
some pupils will not have made so much progress and will: name a range of fuels used domestically and in
industry and some renewable energy resources; give examples of how to save
fuels; identify energy transfers in some systems
some pupils will have progressed further and will:
compare the advantages and limitations of a
range of energy resources and give examples of how to use fuel economically;
describe energy transfer links between the Sun, energy resources and themselves
KS3 Physics: Prior learning
It is helpful if pupils:
• have
experience of burning materials
• know
that plants and animals need food for growth and that plants need sunlight to
grow
KS3 Physics: Health and safety
Risk assessments are required for any hazardous
activity. In this unit pupils:
• plan an
investigation into the burning of fuels
• burn a
variety of foods
Model risk assessments used by most employers
for normal science activities can be found in the publications listed in the Teacher’s guide. Teachers need to follow
these as indicated in the guidance notes for the activities, and consider what
modifications are needed for individual classroom situations.
KS3 Physics: Language for learning
Through the activities in this unit pupils will
be able to understand, use and spell correctly:
• words
with similar but distinct meanings, eg
energy,
activity, force, power, fuel
• words
and phrases relating to scientific enquiry,
eg
accuracy, control of variables, reliability of results, repeat reading
Through the activities pupils could:
• find
information using contents, index, glossary, key words, hotlinks, etc
• group
sentences into paragraphs with subheadings as appropriate
• develop
ideas and plans into continuous text
KS3 Physics: Resources
Resources include:
• ‘spirit
burners’ and alcohols or a similar range of fuels
• samples
of food,
eg dry breakfast cereals,
crispbread, toast
• unpainted
tin lids
• videos
and other secondary sources of information on fossil fuels and renewable energy
sources
• aluminium
‘takeaway’ trays or similar for making solar panels
• samples
of coal and oil
• solar
cell
• role
cards for class debate on issues related to energy use
KS3 Physics: Out-of-school
learning
Pupils could:
• use the
internet to find out about fossil fuels and renewable energy sources
• collect
magazine pictures to illustrate use of energy resources
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Doc Brown's Revision KS3 Science KS3 PHYSICS Unit 7J Electrical circuits
KS3 Physics: About the unit
In this unit pupils:
• consolidate
and extend their ideas about circuits
• use
concepts of electric current and energy transfer to explain the working of
circuits
• explain
patterns in the measurements of current and voltage
• use the
concept of resistance qualitatively
• build
circuits in which current flow is usefully controlled
• consider
the hazards of electricity for humans
In scientific enquiry pupils:
• explore
early ideas about electric current
• model
current in a variety of ways
• plan
safe procedures and recognise hazards
• use
ammeters to measure current
Note on the teaching of energy
This unit applies the concept of energy to
electrical circuits. In particular, pupils learn that while current is not used
up in the circuit, energy is. This work focuses on distinguishing between two
abstract concepts: electricity as ‘flowing stuff’ and electrical energy as
something that is identified by input and output effects. Its effects are
associated with the brightness of bulbs and its origins in the voltage rating
of batteries. There are necessary simplifications in the treatment, as
appropriate to this early unit.
KS3 Physics: Where the unit fits
in
This unit uses ideas developed in the key stage
2 programme of study. It builds on ideas introduced in unit 6G ‘Changing
circuits’ and unit 4F ‘Circuits and conductors’ in the key stage 2 scheme of
work.
This unit should precede unit 8J ‘Magnets and
electromagnets’ and unit 9I ‘Energy and electricity’.
KS3 Physics: Expectations
At the end of this unit
in terms of scientific enquiry
most pupils will:
select and use appropriate equipment to investigate circuits which include
cells, bulbs and switches; measure current; identify patterns in their results
and draw conclusions about series and parallel circuits; describe hazards
associated with electricity and how to deal with them
some pupils will not have made so much progress and will: explore circuits using appropriate equipment;
identify patterns in their results and use these to describe the behaviour of
simple circuits; identify and report on hazards associated with electricity
some pupils will have progressed further and will: plan and carry out a systematic investigation
of series and parallel circuits to obtain sufficient evidence to draw
conclusions; give examples of the development of scientific ideas about
electricity, eg Galvani and Volta on electric
current, and explain how electricity can be hazardous to humans
most pupils will:
construct a range of working electrical circuits and represent these in circuit
diagrams; state that electric current is the same at all points in a series
circuit and divides along the branches of a parallel circuit; use a flow model
to describe resistance and to distinguish between electric current and energy
transfer in a circuit; compare and contrast the advantages of series and
parallel circuits in use,
eg fuses, ring
main
some pupils will not have made so much progress and will: construct simple electrical circuits and
represent these diagrammatically; give examples of useful circuits; state
safety rules for use of electricity
some pupils will have progressed further and will: relate voltage of cells and batteries
qualitatively to energy transfer in circuits; use a flow model to explain the
difference between electric current and energy transfer; apply the idea that
nerves are electrical conductors to explain electrical hazards
KS3 Physics: Prior learning
It is helpful if pupils:
• recall
that a complete circuit is required for electrical devices to work
• can
connect a circuit
• can
draw and interpret standard electrical symbols for connection, cell/battery,
bulb and switch
KS3 Physics: Health and safety
Risk assessments are required for any hazardous
activity. In this unit pupils:
• test
fuses and use high currents (at low voltage)
• must
not experiment with mains equipment
Model risk assessments used by most employers
for normal science activities can be found in the publications listed in the Teacher’s guide. Teachers need to follow
these as indicated in the guidance notes for the activities, and consider what
modifications are needed for individual classroom situations.
KS3 Physics: Language for learning
Through the activities in this unit pupils will
be able to understand, use and spell correctly words and phrases relating to:
• circuit
components,
eg battery, cell, bulb or
lamp, connecting wire, switch, power supply, fuse
• electrical
concepts,
eg current, resistance, energy
transfer
Through the activities pupils could:
• collaborate
with others to share information and ideas, and solve problems
• identify
the main points in each paragraph, distinguishing key points from supporting
material
• follow
the sequence of actions, processes or ideas being described
• use
skimming, scanning, highlighting and note making as appropriate to different
texts
KS3 Physics: Resources
Resources include:
• battery-powered
appliances,
eg torch, motorised toy
• variable
resistors or potentiometers,
eg dimmer
controls
• low-voltage
model ring main and/or series lighting array
• steel
wool and fuse wire
• water
flow model of electrical circuit or alternative model
• secondary
sources about the work of Volta and Galvani and about the use of pacemakers and
defibrillators
Out-of-school
learning
Pupils could:
• talk to
adults about the control and safe use of domestic mains appliances, including
fuses (caution them not to experiment with mains equipment)
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Doc Brown's Revision KS3 Science KS3 PHYSICS Unit 7K Forces and their effects
KS3 Physics: About the unit
In this unit pupils:
• consolidate
and build on their concept of force and its measurement
• identify
the origin of friction, air resistance, upthrust and weight and describe
situations in which these forces act
• distinguish
between mass and weight
• use the
concept of speed
• relate
forces acting to changes in motion
• identify
situations in which forces are balanced and unbalanced
In scientific enquiry pupils:
• consider
why it is important to repeat measurements
• measure
distance, time and force including weight
• construct
and interpret line graphs and use them to make predictions
• investigate
floating in water of varying salinity, ensuring relevant variables are
controlled
• investigate
friction between solids, ensuring relevant variables are controlled
KS3 Physics: Where the unit fits in
This unit uses ideas developed in the key stage
2 programme of study. It builds on ideas introduced in unit 4E ‘Friction’ and
unit 6E ‘Forces in action’ in the key stage 2 scheme of work.
Together, this unit and unit 6E ‘Forces in
action’ in the key stage 2 scheme of work can be used as bridging units.
This unit lays the foundation for unit 9J
‘Gravity and space’, unit 9K ‘Speeding up’ and unit 9L ‘Pressure and moments’.
It also relates to unit 7D ‘Using control to control a display’, unit 8A(ii)
‘Exploring materials (resistant materials)’, and unit 9A(ii) ‘Selecting
materials (resistant materials)’ in the design and technology scheme of work.
KS3 Physics: Expectations
At the end of this unit
in terms of scientific enquiry
most pupils will: make
predictions about upthrust, test these and relate their findings to scientific
knowledge; make suitably precise observations, including repeats to check
reliability, and use these to plot graphs; investigate friction, identifying
and controlling key factors
some pupils will not have made so much progress and will: make predictions about upthrust, test these
and identify patterns in their results; with help plot graphs of their results;
make relevant observations using appropriate equipment
some pupils will have progressed further and will: explain how they made a fair comparison in
their investigation of friction; interpret their results on floating, using
knowledge of balanced forces to explain conclusions; explain how the scales
they chose and lines they drew on graphs enabled them to show data effectively
in terms of physical processes
most pupils will:
identify directions in which forces act and describe situations in which forces
are balanced; distinguish between mass and weight, giving examples; describe
some ways of reducing friction and some situations in which friction is useful;
describe what is meant by speed
some pupils will not have made so much progress and will: identify forces, eg friction, upthrust and weight; recognise that friction opposes
motion, upthrust pushes upwards and weight pulls downwards; compare speeds
qualitatively
some pupils will have progressed further and will:
show how forces can combine to give a resultant
effect which depends on both the sizes and directions of the forces; describe
how weight is caused by gravity and how gravity is different on the Earth and
on the Moon; explain contact friction in simple terms
KS3 Physics: Prior learning
It is helpful if pupils:
• know
that pushes and pulls change the speed, direction or shape of an object
• know
how to measure distance and how to use a forcemeter to measure force in newtons
• know
that forces act in a particular direction and this can be indicated by arrows
• have
experience of the effects of a variety of forces, eg magnetic, gravity, friction, air resistance
KS3 Physics: Health and safety
Risk assessments are required for any hazardous
activity. In this unit pupils:
• use heavy
weights
• stretch
springs and rubber bands
Model risk assessments used by most employers
for normal science activities can be found in the publications listed in the Teacher’s guide. Teachers need to follow
these as indicated in the guidance notes for the activities, and consider what
modifications are needed for individual classroom situations.
KS3 Physics: Language for learning
Through the activities in this unit pupils will
be able to understand, use and spell correctly:
• words
and phrases with different meanings in scientific and everyday contexts, eg drag, upthrust
• words
with a more precise meaning in scientific contexts than in everyday contexts,
eg weight, mass, density
• words
and phrases relating to scientific enquiry,
eg
repeat reading, line of best fit
Through the activities pupils could:
• identify
the main points of a talk, TV programme, etc
KS3 Physics: Resources
Resources include:
• immersion
tank for objects to float and sink in
• scales
marked in grams, kilograms and newtons, including personal scales
• lubricants,
eg car oil, graphite
• videos/pictures
of the effects of friction, and of a person floating in the Dead Sea or similar
• Highway Code (stopping distances)
KS3 Physics: Out-of-school
learning
Pupils could:
• collect
advertising and publicity material relating to streamlining and reducing
friction,
eg in cars, bicycles, sports
clothing, oils and lubricants
• think
about buoyancy and what helps them to float when swimming • think about gravitational attraction when viewing films, videos and television programmes showing activities such as hang-gliding or skydiving
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Doc Brown's Revision KS3 Science KS3 PHYSICS Unit 7L The solar system and beyond
KS3 Physics: About the unit
In this unit pupils:
• consolidate
their ideas about the Sun and Moon, and use models of these to explain
phenomena such as eclipses and the seasons
• learn
that planets and satellites are seen by reflected light and that the Sun, as a
star, emits light
• compare
the Sun with other stars
In scientific enquiry pupils:
• consider
how evidence about the solar system has been collected and interpreted
• use
models to explain phenomena
• present
data as a line graph and interpret this
• evaluate
the strength of evidence obtained
• use
data from secondary sources to answer questions about the solar system and the
stars
KS3 Physics: Where the unit fits
in
This unit uses ideas developed in the key stage
2 programme of study. It builds on ideas introduced in unit 5E ‘Earth, Sun and
Moon’ and unit 6F ‘How we see things’ in the key stage 2 scheme of work.
The unit relates to unit 9J ‘Gravity and
space’. Reflection of light is covered in unit 8K ‘Light’.
The historical impact of discoveries about the
universe is covered in unit 21 ‘From Aristotle to the atom’ in the history
scheme of work.
KS3 Physics: Expectations
At the end of this unit
in terms of scientific enquiry
most pupils will:
describe and explain a phenomenon of the solar system, eg solar eclipse; describe ways in which evidence about the solar
system has been collected; interpret patterns in data with respect to a model
of the solar system, eg the tilt of the
Earth causing seasonal variation; select information from secondary sources
to present a report about a planet and evaluate the strength of evidence from
data
some pupils will not have made so much progress and will: describe a phenomenon of the solar system using
some scientific terms; describe patterns in seasonal variation, eg day length, climate; use simple
secondary sources to collect information about a planet
some pupils will have progressed further and will: describe and explain a phenomenon of the solar
system, showing that explanations have changed over time; use a model of the
Earth, Moon, Sun system to explain patterns in data, eg seasonal variations, and relate this to real observations; use a
range of secondary sources in finding information to report on aspects of the
solar system
in terms of physical processes
most pupils will:
relate eclipses, phases of the Moon and seasonal changes to a simple model of
the Sun, Earth and Moon system; describe the relative positions of the planets
and their conditions compared to Earth; state that the Sun is a star and that
stars are light sources, while planets and other objects in the solar system
reflect light
some pupils will not have made so much progress and will: describe how the Moon orbits the Earth and the
Earth spins while orbiting the Sun; identify some differences between features
of the Earth and other planets; recognise that the Sun and stars are light
sources but the Moon reflects light
some pupils will have progressed further and will:
explain, using models, patterns or associations
in data about the Earth and other planets in the solar system, eg relationship between distance from Sun
and orbital period; use large numbers appropriate to these; make
comparisons between the Sun and other stars
KS3 Physics: Prior learning
It is helpful if pupils:
• know
that the Sun, Earth and Moon are approximately spherical
• recall
how the position of the Sun appears to change during the day and how shadows
change as this happens
• recall
how day and night are related to the spin of the Earth
• recall
that the Earth orbits the Sun once each year, and that the Moon takes
approximately 28 days to orbit the Earth
KS3 Physics: Health and safety
Risk assessments are required for any
potentially hazardous activity. In this unit pupils:
• study
the Sun
Model risk assessments used by most employers
for normal science activities can be found in the publications listed in the Teacher’s guide. Teachers need to follow
these as indicated in the guidance notes for the activities, and consider what
modifications are needed for individual classroom situations.
KS3 Physics: Language for learning
Through the activities pupils will be able to
understand, use and spell correctly:
• words
relating to the solar system,
eg planets,
asteroid, satellite, orbit, eclipse
• words
with similar but distinct meanings,
eg
orbit, rotate
Through the activities pupils could:
• introduce,
develop and conclude pieces of writing appropriately
• identify
the main points in each paragraph, distinguishing key points from supporting
material
• use
skimming, scanning, highlighting and note making as appropriate to different
texts
KS3 Physics: Resources
Resources include:
• secondary
sources, eg internet, CD-ROMs, photographs, video clips, reference
books, showing the phases of the Moon, Earth from Moon, solar eclipses,
discussing the possibility of life on other planets, the apparent movement of
stars across the night sky
• secondary
sources giving seasonal data, eg
temperature, day length, rainfall, for a variety of places
• suitable
materials for making models of the Earth, Moon and Sun system and of the solar
system or a planetarium
• datalogger
with light sensor and heat sensor
KS3 Physics: Out-of-school
learning
Pupils could:
• read
more about the planets in the solar system and space travel, including science
fiction
• visit
museums, planetarium or virtual observatory through the internet, eg www.jb.man.ac.uk/
• watch
TV programmes and use the internet to find out about current exploration of the
solar system
• make
and keep records of nightly observations of the Moon and stars and find out
about the constellations • contact local astronomy societies
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Doc Brown's Revision KS3 Science KS3 PHYSICS Unit 8I Heating and cooling
KS3 Physics: About the unit
In this unit pupils:
• recognise
the need for a temperature scale
• learn
to distinguish between heat (as energy) and temperature
• learn
about mechanisms of heat transfer: conduction, convection and radiation, and
apply this to familiar contexts
• learn
about expansion and change of state in solids, liquids and gases
• use the
particle model to explain conduction, convection and change of state
In scientific enquiry pupils:
• draw
and interpret line graphs from data collected
• carry
out a survey of people’s perceptions of common temperatures
• investigate
the effectiveness of different forms of insulation, controlling relevant
variables
Note on the teaching of energy This unit considers the idea that energy transfer results from a difference in temperature. This is an important concept, as most changes are a result of differences and energy changes are associated with them, eg a raised object falls, transforming its potential energy to kinetic energy. The unit also helps pupils distinguish heat (energy) from temperature. There has been much debate about the use of the word ‘heat’ for energy. The risk is that it might support the idea of a separate kind of stuff – as was current in science before the work of James Joule in the nineteenth century. It is used here in contexts which should avoid that misconception. The unit applies ideas of moving particles to explain the transfer of heat (energy) by conduction and convection, thus clarifying that, in this context, heat is a kind of movement. Particle models are also used to explain how matter changes state when energy is added or removed, so this unit needs to follow unit 7G ‘Particle model of solids, liquids and gases’ and unit 7H ‘Solutions’.
KS3 Physics: Where the unit fits
in
This unit uses ideas developed in the key stage
2 programme of study. It builds on ideas introduced in unit 4C ‘Keeping warm’
and unit 5D ‘Changing state’ in the key stage 2 scheme of work.
In unit 7I ‘Energy resources’, pupils will have
identified that when fuels burn they release energy and have noted the
consequent rise in temperature.
In unit 7G ‘Particle model of solids, liquids
and gases’, pupils will have encountered the particle model of matter. In unit 9I ‘Energy and electricity’, pupils will study energy transformation and energy conservation.
Expectations
At the end of this unit
in terms of scientific enquiry
most pupils will: plan
a survey of perceptions of temperature, using an appropriate sample; plan an
investigation into methods of reducing heat loss; carry this out using ICT for
recording temperature data and relate findings to practical implications;
select effectively information from secondary sources to compare methods of
preventing heat loss in houses; collect and interpret temperature data from a
substance changing state
some pupils will not have made so much progress and will:
use thermometers safely; present survey data
using a chart or table; identify and control key variables in an investigation
of insulators for reducing heat loss and draw practical conclusions; select
information to report on ways of reducing heat loss in houses; draw a graph of
temperature changes when a substance changes state
some pupils will have progressed further and will: make systematic measurements of temperature
changes with a precision which enables reliable conclusions to be drawn in an
investigation of insulators; evaluate different sources of information on
domestic heat loss prevention methods; extrapolate from temperature data on
change of state
most pupils will:
give
examples of common temperatures on the Celsius scale; distinguish between heat
and temperature, describe energy flow as the result of temperature difference;
describe some uses of good conductors and insulators and examples of conduction
in solids and convection in liquids and gases; explain conduction and
convection, expansion and change of state in terms of the particle model
some pupils will not have made so much progress and will: give examples of some common temperatures;
describe some uses of good conductors and insulators; describe how insulators
can reduce heat loss; describe how substances expand and change state
some pupils will have progressed further and will: give examples of a wide range of temperatures
on the Celsius scale; compare conductivity of materials and relate this to
their uses; use the particle model to explain change of state relating this to
the forces between particles
KS3 Physics: Prior learning
It is helpful if pupils:
• know
that temperature is a measure of how hot an object is
• can use
a thermometer
• know
that metals are good thermal and electrical conductors
• recall
that evaporation occurs at the surface of a liquid
• know
about the particle model of matter
• can
describe differences between solids, liquids and gases
KS3 Physics: Health and safety
Risk assessments are required for any hazardous
activity. In this unit pupils:
• use hot
water and electrical heaters
• observe
heated metals, liquids and air
• use
flammable and oxidising materials
Model risk assessments used by most employers
for normal science activities can be found in the publications listed in the Teacher’s guide. Teachers need to follow
these as indicated in the guidance notes for the activities, and consider what
modifications are needed for classroom situations.
KS3 Physics: Language for learning
Through the activities in this unit pupils will
be able to understand, use and spell correctly words:
• relating
to heat transfer,
eg conduction,
convection, radiation, insulator, conductor
• with
similar but distinct meanings,
eg heat
(as energy), temperature
• relating
to scientific enquiry,
eg sample size,
trial measurements, evaluation, prediction
Through the activities pupils could:
• organise
information in an appropriate sequence
• show
relationships between ideas in writing by using link words, eg so that, and reservation words, eg although, if
KS3 Physics: Resources
Resources include:
• a range
of thermometers
• temperature
sensors and dataloggers
• range
of insulating materials,
eg felt,
expanded polystyrene, duvet filling, cork, thermal lining for curtains
• ‘energy
houses’ – lidded boxes which can be insulated using a variety of materials of
varying thicknesses, using Velcro pads
• information
on insulation in the home
• vacuum
pump
• radiant
heater
• ‘ball
and ring’ or other expansion demonstration apparatus
• salol
(phenyl salicylate)
Out-of-school learning
Pupils could:
• consider
why different clothes are worn at different times • think about how to keep food and drink warm or cool
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Doc Brown's Revision KS3 Science KS3 PHYSICS Unit 8J Magnets and electromagnets
KS3 Physics: About the unit
In this unit pupils:
• identify
magnetic materials, make a magnet and test the strength of a magnet
• use the
concepts of a magnetic field, a permanent magnet and an electromagnet
• investigate
factors affecting the strength of an electromagnet
• explain
the working of a number of devices that use magnets and electromagnets
In scientific enquiry pupils:
• use
scientific knowledge and understanding to make predictions about the behaviour
of magnets and magnetic material
• use
preliminary work to find out whether an approach is practicable
• investigate
the strength of an electromagnet, controlling relevant variables and evaluating
the limitations of the data collected
Where the unit fits
in
This unit builds on work done in unit 3E
‘Magnets and springs’ in the key stage 2 scheme of work and on unit 7J
‘Electrical circuits’. It lays the foundation for unit 9I ‘Energy and electricity’, which includes the generation and uses of electricity.
KS3 Physics: Expectations
At the end of this unit
in terms of scientific enquiry
most pupils will: make
predictions about the behaviour of magnets and magnetic materials and draw
conclusions from patterns in evidence; identify factors affecting the strength
of electromagnets, make sufficient observations in an investigation of
electromagnets to draw conclusions
some pupils will not have made so much progress and will: suggest how to carry out a test to distinguish
between magnets and magnetic materials; make changes to vary the strength of an
electromagnet
some pupils will have progressed further and will: use a model of the magnetic field to explain
phenomena
in terms of physical processes
most pupils will:
distinguish between magnetic and non-magnetic materials; describe magnetic
shielding; make a permanent magnet and an electromagnet; describe how the
Earth’s magnetic field can be used for navigation; describe the shape and
direction of a magnetic field; give examples of the use of magnets and
electromagnets
some pupils will not have made so much progress and will: identify steel, iron and iron oxide as
magnetic materials; make a magnet and electromagnet; describe the use of an
electromagnet in sorting metals
some pupils will have progressed further and will: explain how magnetic materials can be
magnetised using a simple particle/domain model; identify similarities in the
magnetic fields of a bar magnet, the Earth and a straight coil; describe the
shape of the field around a straight current-carrying conductor
KS3 Physics: Prior learning
It is helpful if pupils:
• know
that magnets attract magnetic materials
• know
that magnets can attract and repel other magnets
• know
that magnets have a range of uses in everyday life, eg fridge door catches
• have
constructed simple circuits and used power supplies
KS3 Physics: Health and safety
Risk assessments are required for any hazardous
activity. In this unit pupils:
• use
high currents at low voltage
Model risk assessments used by most employers
for normal science activities can be found in the publications listed in the Teacher’s guide. Teachers need to follow
these as indicated in the guidance notes for the activities, and consider what
modifications are needed for individual classroom situations.
KS3 Physics: Language for learning
Through the activities in this unit pupils will
be able to understand, use and spell correctly:
• words
and phrases relating to magnets and electromagnets, eg north-seeking pole, south-seeking pole, magnetic field, magnetic
field line, core, solenoid, coil
• words
and phrases relating to scientific enquiry,
eg
qualitative and quantitative observation, range, precision, variable, trials,
repeats
KS3 Physics: Resources
Resources include:
• sheets
of magnetic material,
eg steel, nickel
• materials
for making permanent magnets and electromagnets
• secondary
sources on the discovery of the Earth’s magnetic field
KS3 Physics: Out-of-school
learning
Pupils could:
• think
about how aluminium and metal cans are sorted for recycling and/or visit a
scrapyard to see magnets
• observe
the use of magnetic tags fitted to clothes to prevent shoplifting in clothes
shops
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Doc Brown's Revision KS3 Science KS3 PHYSICS Unit 8K Light
KS3 Physics: About the unit
In this unit pupils:
• build
on their knowledge of light and its effects
• learn
how we see objects
• represent
light as a ray and use this concept to explain reflection and refraction
• find
out about the origin of coloured light and the appearance of coloured objects
In scientific enquiry pupils:
• consider
why the spectrum described by Newton has seven colours
• make
and test predictions about the path of light
• measure
and record angles
• identify
and make predictions from patterns in data
• investigate
reflection and refraction at a plane surface
• investigate
the effects of coloured light on the appearance of objects
Note
Much of this work involves the interpretation
and analysis of visual information gathered from a variety of sources. Visually
impaired pupils will be able to take part in activities through careful use of
their residual vision and sense of touch, as many light sources are also heat
sources. Teachers could adapt the work on colour to ensure that any pupils with
impaired colour vision can make a contribution that is valued by the rest of
the class.
KS3 Physics: Where the unit fits
in
This unit uses ideas developed in the key stage
2 programme of study. It builds on ideas introduced in unit 3F ‘Light and
shadows’ and unit 6F ‘How we see things’ in the key stage 2 scheme of work.
Sound travel is compared to light in unit 8L
‘Sound and hearing’. The drawing of objects in different lighting conditions is
covered in unit 8A ‘Objects and viewpoints’ in the art and design scheme of
work.
KS3 Physics: Expectations
At the end of this unit
in terms of scientific enquiry
most pupils will: make
measurements of light intensity using a light sensor and compare the effects of
materials on light; make predictions about the reflection of light at plane
surfaces, measure angles with precision and make generalisations from the data;
frame a question about light and colour and plan how to investigate it
some pupils will not have made so much progress and will: classify materials as opaque, transparent,
translucent, reflectors or absorbers, on the basis of data from light sensors
or visually; identify patterns in angular measurements of reflected rays of
light; with help, investigate a question about colour and light
some pupils will have progressed further and will: draw conclusions from their data, informed by
scientific understanding about reflection and refraction of light at plane
surfaces; make predictions about image formation using the law of reflection or
the patterns of behaviour from refraction; make sufficient observations when
investigating colour to draw valid conclusions
in terms of physical processes
most pupils will:
recognise
that light travels in straight lines at very high speed; represent the path of
light by rays; describe how light is reflected and refracted at plane surfaces;
explain the origin of colour in the dispersion of white light and describe the
effects of coloured filters and different coloured lights on the appearance of
coloured objects; give an example of how colour is important in everyday life
some pupils will not have made so much progress and will: describe how light is reflected at plane
surfaces and describe reflected images; describe the effect of a prism on white
light and recognise that filters and coloured objects absorb some colours and
transmit or reflect others
some pupils will have progressed further and will: calculate the time for light to travel,
KS3 Physics: Prior learning
It is
helpful if pupils:
• know
that light travels from a source
• can
distinguish between opaque, transparent and translucent materials and relate
shadow formation to opaque materials
• know
that light is reflected from shiny surfaces
• know
that we see things only when light from them enters our eyes
KS3 Physics: Health and safety
Risk assessments are required for any hazardous
activity. In this unit:
• a laser
may be used to demonstrate how light travels
• pupils
use ray boxes
Model risk assessments used by most employers
for normal science activities can be found in the publications listed in the Teacher’s guide. Teachers need to follow
these as indicated in the guidance notes for the activities, and consider what
modifications are needed for individual classroom situations.
KS3 Physics: Language for learning
Through the activities in this unit pupils will
be able to understand, use and spell correctly words:
• relating
to the behaviour of light and its interaction with materials, eg transparent, opaque, spectrum,
reflection, refraction
• with
similar but distinct meanings in everyday use, eg image, reflection
KS3 Physics: Resources
Resources include:
• pictures
showing luminous and non-luminous objects
• secondary
sources to find out about optical devices and phenomena, including reference
books and CD-ROMs
• software
simulation of colour mixing
• datalogger
and light sensor
• a range
of glass blocks of different shapes
• coloured
filters and objects
• laser
(class 2)
• infrared
remote control device,
eg from
audiovisual (AV) equipment
KS3 Physics: Out-of-school
learning
Pupils could:
• look
for reflective materials in different situations, eg on road signs, safety clothing
• think
about how an infrared remote control device for a TV works
• observe
the effects of coloured lighting in shops, in theatres and on TV
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Doc Brown's Revision KS3 Science KS3 PHYSICS Unit 8L Sound and hearing
KS3 Physics: About the unit
In this unit pupils:
• build
on their knowledge of sound and hearing
• explain
how sound travels through media
• give an
explanation of how the ear works, find out about the harmful effects of loud noise
and how loud noise can be reduced
In scientific enquiry pupils:
• decide
on a suitable question to investigate and on what type of data to collect
• identify
relevant variables and consider how to control or take account of them
• evaluate
data, considering alternative explanations
• investigate
the loudness of sounds using an appropriate strategy
Note Hearing-impaired pupils can make a valuable contribution to this unit, but will need particular support, eg by visual demonstrations of vibrations when sounds are produced, the use of amplification apparatus or ICT to translate sound into visual information. The work at the end of the unit on hearing impairment can be adapted if there are hearing-impaired pupils in the class, to ensure their contribution is valued by the rest of the class.
KS3 Physics: Where the unit fits in
This unit uses ideas developed in key stage 2.
It builds on unit 5F ‘Changing sounds’ in the key stage 2 scheme of work.
This unit could be linked with unit 7
‘Measuring physical data’ in the ICT scheme of work, which suggests an
investigation of an aspect of sound.
The elements of musical sounds are covered in
unit 3 ‘Soundscapes’ in the music scheme of work.
The wave nature of sound is further developed
in key stage 4.
KS3 Physics: Expectations
At the end of this unit
in terms of scientific enquiry
most pupils will:
identify patterns in qualitative data about sound and describe sound qualities;
frame a question about hearing which can be investigated; identify and control
key variables; identify limitations in their data; compare sound levels, and
report on a loudness enquiry; describe a current issue related to sound
some pupils will not have made so much progress and will: measure sound levels and describe a range of
sounds; describe what they found out from an investigation into hearing;
compare sound levels, and report on loudness of sound in common situations
some pupils will have progressed further and will: select an appropriate approach to investigating
a question about hearing; present a reasoned argument about a current issue in
the science of hearing
in terms of physical processes
most pupils will:
relate changes in pitch and loudness of sounds to changes in vibrations;
explain how musical instruments can make these changes and relate these to the
oscilloscope representations of waves; recognise that sound needs a medium to
travel through and that it travels at different speeds through different media;
explain simply how the ear works and give examples of hearing ranges; describe
ways in which hearing can be impaired and how noise pollution can be reduced
some pupils will not have made so much progress and will: relate sound to vibration and identify a range
of sources or vibrations; recognise that sound travels but cannot travel
through a vacuum; explain that sound waves cause our eardrums to vibrate and
that this enables us to hear; state that loud sounds can damage hearing
some pupils will have progressed further and will: relate pitch to frequency of sounds and
loudness to amplitude; use particle theory to explain how sound travels through
materials; use a model of the ear to discuss possible causes of hearing
impairment
KS3 Physics: Prior learning
It is helpful if pupils know:
• that
sounds are produced by vibrating sources
• how the
sounds produced by musical instruments can be changed
KS3 Physics: Health and safety
Risk assessments are required for hazardous
activity. In this unit pupils:
• use
sound sources which could exceed recommended safe levels
• may
work near traffic and require supervision
Model risk assessments used by most employers
for normal science activities can be found in the publications listed in the Teacher’s guide. Teachers need to follow
these as indicated in the guidance notes for the activities, and consider what
modifications are needed for individual classroom situations.
KS3 Physics: Language for learning
Through the activities in this unit pupils will
be able to understand, use and spell correctly:
• words
and phrases describing features of sound,
eg
loud, soft, quiet, high, low, pitch, noise pollution, temporary deafness
• words
to describe sound vibrations,
eg
frequency, amplitude, wave
• words
with different meanings in scientific and everyday contexts, eg quiet, soft, low, pitch, wave, loudness,
volume, dynamics
• words
and phrases relating to scientific enquiry,
eg
qualitative data, alternative explanations
Through the activities pupils could:
• understand
information that is not explicitly stated or that the reader is assumed to
understand
KS3 Physics: Resources
Resources include:
• musical
instruments (actual and illustrations of),
eg
stringed, wind, percussion
• means
of generating, capturing and displaying representations of sound waves, eg tuning forks, signal generator,
microphone, loudspeaker, oscilloscope, datalogger, or computer with sound card
• radio
or audio tape player
• data
about sound levels, eg from the Noise at
Work regulations; data about hearing loss in different age groups and
accounts of temporary deafness or tinnitus
KS3 Physics: Out-of-school learning
Pupils could:
• think
about how the musical instruments that they play or listen to make sounds
• think
about the loud and distracting noises in the environment
• consider
the effects of loud noise on hearing
• look
for safety signs and warnings about loud noises • ask family members or friends who play traditional instruments to demonstrate them
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Doc Brown's Revision KS3 Science KS3 PHYSICS Unit 9I Energy and electricity
KS3 Physics: About the unit
In this unit pupils:
• explore
a range of useful energy transfers and transformations
• discuss
the use of electricity as a convenient way to transfer energy to do useful
things
• associate
the concept of voltage with the transfer of energy in a circuit
• investigate
the voltage of cells
• study
how electricity is generated, with reference to environmental impacts
• use the
principle of conservation of energy to identify ways in which energy is
dissipated during transfers
In scientific enquiry pupils:
• use
models to explain observations relating to electric currents
• use
scientific knowledge to frame a question for investigation
• measure
voltage in circuits
• identify
patterns in the measurements of voltage in series circuits and use these to
draw conclusions
Note on
the teaching of energy
This unit presents a range of useful changes
and helps pupils to use the language of energy transfer and transformation in
describing them. The word ‘transfer’ is used to describe energy’s change of
place; the word ‘transform’ is used to describe a change in the way energy
shows itself, eg from electrical energy
to light.
The unit focuses on how transfers and/or
transformations of energy by electricity are important in everyday life. It
explains these simply and looks at some of the consequences of the electricity
supply industry. The unit covers the ideas of dissipation or ‘wasted’ energy
and the conservation of energy. In extending the concept to these contexts,
simplifications appropriate to year 9 pupils have been made. Pupils need labels they can use when they come across energy, eg electrical energy, light and heat. This is a first step in developing understanding. Teachers should help pupils recognise that they need to go further in some contexts, eg that ‘spring energy’ is the result of the elastic properties of the metal the spring is made of, and so could be called ‘potential energy’ because of its compressed position. It would be inappropriate, at this stage, to develop this further and associate the energy with the electric bonding forces between the atoms of the spring. Formal definitions of work, kinetic energy and potential energy are also best left until key stage 4 for most pupils.
KS3 Physics: Where the unit fits in
This unit builds on work on electricity and
energy in units 7I ‘Energy resources’, 7J ‘Electrical circuits’ and 8I ‘Heating
and cooling’. It relates to work on the reactivity of metals in unit 9F
‘Patterns of reactivity’ and work on fuels in unit 9G ‘Environmental
chemistry’. It relates to unit 9D ‘Using control for electronic monitoring’ in
the design and technology scheme of work, and to unit 18 ‘Twentieth-century
conflicts’ and unit 20 ‘Twentieth-century medicine’ in the history scheme of
work.
KS3 Physics: Expectations
At the end of this unit
in terms of scientific enquiry
most pupils will:
identify patterns in measurements of voltage and use these to draw conclusions
about circuits; identify and control key factors in investigating simple cells
and identify patterns in their results, including observations that do not fit
the main trends
some pupils will not have made so much progress and will: measure the voltage of a range of cells;
present data as charts or tables
some pupils will have progressed further and will: relate energy transfer devices in the
laboratory to everyday appliances; synthesise information from secondary
sources about the development of the electricity supply industry and
communicate it clearly; consider whether data is sufficient, and account for
anomalies
in terms of physical processes
most pupils will:
describe some energy transfers and transformations in familiar situations,
including dissipated energy, and devices; recognise that the voltage change
across a circuit component is a measure of its energy transfer; describe how
voltage originates from a chemical cell; give examples of the hazards of
high-voltage circuits; compare the energy consumption of common electrical
appliances; describe how electricity is generated by energy from fuels, and
recognise possible environmental effects of this
some pupils will not have made so much progress and will: describe some useful energy transfer devices;
recognise that any functioning circuit needs a power supply to provide a
voltage and that high voltages are hazardous; recognise that electricity is a
convenient way of ‘delivering’ energy, but that it must be paid for and that
its generation can cause environmental problems; give examples of how energy
goes to waste
some pupils will have progressed further and will: apply a model of voltage and energy changes to
a circuit; recognise that although the total energy in a system is conserved,
energy can be dissipated; use ‘power ratings’ in comparing the costs of using
different electrical appliances; link the function of an electric generator to
magnetic effects
KS3 Physics: Prior learning
It is helpful if pupils:
• know
how to connect simple series and parallel circuits
• recall
that fossil fuels and wind, waves and the Sun are all energy resources
KS3 Physics: Health and safety
Risk assessments are required for any hazardous
activity. In this unit pupils:
• use
mains electrical equipment in their investigations
Pupils must not experiment with mains
electricity.
Model risk assessments used by most employers
for normal science activities can be found in the publications listed in the Teacher’s guide. Teachers need to follow
these as indicated in the guidance notes for the activities, and consider what
modifications are needed for classroom situations.
KS3 Physics: Language for learning
Through the activities in this unit pupils will
be able to understand, use and spell correctly:
• words
and phrases relating to scientific enquiry,
eg
independent and dependent variable, control
• words and
phrases describing energy transfers and transformations,
• words
and phrases relating to energy supply and waste, eg conservation, dissipation, electric generator, dynamo, power station
Through the activities pupils could:
• use
secondary sources to assess conflicting evidence and arrive at a considered
viewpoint
• write
coherent text to communicate information effectively
KS3 Physics: Resources
Resources include:
• a
selection of electrical toys and devices to show energy transfers and
transformations
• samples
of fruit and vegetables or dilute acid solutions
• a
selection of samples of metals to make electrodes, eg copper, zinc, iron, aluminium, magnesium
• secondary
source material on generating electricity and associated environmental issues,
electric cars and other ‘energy-saving’ appliances
• small
motors or materials to build generators
• a
bicycle dynamo
• a
joulemeter (and datalogger)
• ammeters
and voltmeters or digital multimeters
• a
household electricity meter or picture of one
• domestic
appliances, including low-energy bulbs, or pictures of and energy information
about these
KS3 Physics: Out-of-school learning
Pupils could:
• survey
the power rating of various devices in the home or observe their electricity
meter when different appliances are running
• check
their own electricity bill
• keep a
diary of energy experiences,
eg Today I
used my personal stereo with new batteries
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