Describe the causes of air and water Students investigate the effect of resistance. shape on drag, using a dilute Explain why a vehicle needs a force mixture of wallpaper paste and water from the engine to keep moving at a in a large measuring cylinder, and constant speed. modelling clay. Exceeding Use and interpret the equation linking Explaining: Humans at the extremes drag, density, speed and frontal area. Research into exploring extreme altitudes and depths, and ask students to consider whether it is ethical to experiment on humans and animals to facilitate these explorations. Plenary: Thinking about drag Odd One Out: skier, cyclist, pilot. (Possible answers: skier – the only one not using a machine; pilot – the only one not relying on muscle power to move forwards; pilot – the only one for whom streamlining could save fuel.) Lesson 8Ja: Light on the move Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing Starter: Light for seeing n/a Resources n/a Students Recall that light travels in straight lines Reinforce the idea that we see most from 8Ja investigate how and can pass through empty space. objects (i.e. non-luminous things) Exploring the size and State the meaning of: opaque, because of reflected light. Get Science. number of holes translucent, transparent, reflect, students to make an annotated in a pinhole scatter, transmit, absorb. sketch showing how they ‘see’ an camera affects Use the ray model of light to explain object illuminated by a torch in a dark the image. how we see things that are not sources room and how they see objects in a of light and to explain how shadows lighted room. Discuss ways of Demonstrate are formed. representing the paths of rays. that light Recall that sound does not travel as travels in
Describe the causes of air and water resistance. Explain why a vehicle needs a force from the engine to keep moving at a constant speed. Exceeding Use and interpret the equation linking drag, density, speed and frontal area. Students investigate the effect of shape on drag, using a dilute mixture of wallpaper paste and water in a large measuring cylinder, and modelling clay. Explaining: Humans at the extremes Research into exploring extreme altitudes and depths, and ask students to consider whether it is ethical to experiment on humans and animals to facilitate these explorations. Plenary: Thinking about drag Odd One Out: skier, cyclist, pilot. (Possible answers: skier – the only one not using a machine; pilot – the only one not relying on muscle power to move forwards; pilot – the only one for whom streamlining could save fuel.) Lesson 8Ja: Light on the move Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing Recall that light travels in straight lines and can pass through empty space. State the meaning of: opaque, translucent, transparent, reflect, scatter, transmit, absorb. Use the ray model of light to explain how we see things that are not sources of light and to explain how shadows are formed. Recall that sound does not travel as Starter: Light for seeing Reinforce the idea that we see most objects (i.e. non-luminous things) because of reflected light. Get students to make an annotated sketch showing how they ‘see’ an object illuminated by a torch in a dark room and how they see objects in a lighted room. Discuss ways of representing the paths of rays. n/a Resources from 8Ja Exploring Science. n/a Students investigate how the size and number of holes in a pinhole camera affects the image. Demonstrate that light travels in
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