P3 - Waves. Find patterns in the way that the size of shadows change The eye

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1 Number of weeks (between 6&8) Content of the unit Assumed prior learning (tested at the beginning of the unit) Light Recognise that they need light in order to see things and that dark is the absence of light 6 week Colours Notice that light is reflected from surfaces 24 lessons Sound Recognise that light from the sun can be dangerous and that there are ways to protect their eyes Properties of waves (reflection, refraction, Recognise that shadows are formed when the light from a light source is blocked by a solid object diffraction) Find patterns in the way that the size of shadows change The eye Identify how sounds are made, associating some of them with something vibrating The ear Recognise that vibrations from sounds travel through a medium to the ear Find patterns between the pitch of a sound and features of the object that produced it Find patterns between the volume of a sound and the strength of the vibrations that produced it Recognise that sounds get fainter as the distance from the sound source increases. Assessment points and tasks Written feedback points Learning Outcomes (tested at the end and related to subject competences) - Pre-unit test (baseline) - P3 GAT (formative) - 6 mark question (formative) - Scientific skills investigation (formative) - End of unit test (summative) - diagnostic marking on GAT - diagnostic marking on 6 mark question - diagnostic marking on skills investigation - feedback on progress after end of topic test (*these opportunities in AfL column) I can state that waves transfer energy I can name some types of waves including water waves, sound waves, pressure waves and light waves I can state that different types of waves can travel through matter and vacuums I can describe the reflection of an observed wave in water. I can state that some waves may be reflected, experience superposition, absorbed, refracted and dispersed I can describe the superposition of observed waves in water I can explain how superposition may result in a rogue wave. I can name some devices that can detect sound, including microphones and ear drums I can state that sound waves may be reflected and absorbed I can describe the reflection of a sound wave as an echo I can describe some applications of absorbing sound, including sound proofing and ear defenders I can name some animals that use sound and have different auditory ranges than humans I can state that sound cannot travel through a vacuum I can state that sound is produced by vibrations I can describe some applications of echoes, including sonar, ultrasound and echolocation I can state the auditory range of humans I can describe how sound requires matter to travel I can state that sound waves are longitudinal I can state that frequencies of sound are measured in Hertz (Hz) I can describe what frequency is I can recognise a longitudinal wave from a diagram I can explain which material sound will travel fastest through, with reference to particle arrangement I can describe how sound waves can be used to transfer information if they are converted to electrical signals I can label a diagram of a longitudinal wave, including compressions, rarefractions I can explain what it means to describe sound as a longitudinal wave, with reference to the direction of vibrations and energy Page 1 of 9

2 I can relate the equation for speed, to the application of sound waves I can state the function of the human eye I can label the main parts of the human eye, cornea, pupil, iris, lens, retina, optic nerve I can state the functions of the main parts of the human eye, cornea, pupil, iris, lens, retina, optic nerve I can state that white light is a mixture of colours I can state that light waves may be absorbed, reflected (diffuse and specular), refracted and diffused I can give some examples of when light is absorbed or reflected I can state that pinhole cameras, cameras with lenses and the human eye form images from light I can list the colours of the spectrum of light in order I can state the primary colours and secondary colours of light I can describe how light behaves in relation to different materials using the words, transparent, translucent and opaque I can describe what is meant by absorbing and reflecting light I can state that during specular reflection in a plane mirror, the angle of incidence is always equal to the angle of reflection I can describe the formation of an image from specular reflection in a plane mirror using a ray model diagram I can state that light waves are able to travel though a vacuum I can describe how the human eye forms and image using ray diagrams I can describe that we see different colours due to the different absorption and reflection of light by objects I can describe how combinations of the primary colours of light result in the secondary colours of light I can state that in a vacuum, light waves have a maximum speed, the speed of light I can describe refraction using a ray model diagram I can state that convex lenses focus light I can describe how convex lenses focus light using a ray diagram I can explain some applications of convex lenses., in cameras and the eye I can state that light waves are transverse I can compare and contrast light waves and waves in matter I can describe the difference between a virtual and real image I can describe how a pinhole camera works using a ray diagram I can compare and contrast the human eye and a camera I can describe how white light is s mixture of colours with reference to frequency I can explain how we see different colours, with reference to the colour of the object and the colour the light available I can explain how a prism may be used to diffuse the different colours of light, with reference to refraction and wave speed I can describe transverse waves, with reference to oscillations and energy I can explain why refraction occurs, with reference to particle and the speed of light I can explain how colour blindness occurs, with reference to rod and cones I can explain light as a transverse electromagnetic wave, with reference to magnetic and electric fields Page 2 of 9

3 Lesson Clear learning intentions (KQ) Clear success criteria (Bands) (Keywords) Hook (starter) Presentation of content (teacher input) Guided practice (pupil activities) Requisition (per group) Independent practice (homework) Closure (AfL) 1. Pre unit test How much do I know from KS2? To complete exam Word-search on keywords from KS2 Mind map of what pupils remember from KS2 as refreshers before exam Pupils complete baseline test in silence Pupil complete sentences: One thing I know about this topic is One thing I don t understand is One question I have is 2. Wave Properties What are waves? I can state that waves transfer energy (G) I can label a diagram of a wave and define it's features (E) I can explain how energy is transferred by different types of waves (D) What is a wave? Ask pupils to write a definition. 1. Explain the basic properties of waves. 2. Label the main parts of a wave (peak, trough, wavelength, amplitude) Pupils complete wave front diagrams on worksheet. Prepare explanations for the different properties of waves. Demo: properties of waves Ripple tanks - to show the different properties of waves Present explanations to class. 3. Types of Wave What different types of waves are there? I can give examples of longitudinal and transverse waves (G) I can describe the difference between longitudinal and transverse waves (E) I can label a diagram of a longitudinal wave, including compressions, rarefactions (D) Slinky demo - transverse and longitudinal waves 1. PPT main features of longitudinal and transverse waves. Pupils make notes 2. Wave circus - Classify each demonstration as longitudinal or transverse. 3. Describing waves - animations and key words. Pupils make notes. Slinky Mini Whiteboard. Show different waves. Pupils are to state whether they are transverse or longitudinal. 4. Speed of waves How can we calculate the speed of a wave? I can state that speed is measured in m/s (G) I can define the terms speed, frequency and wavelength (F) I can calculate the speed of a wave (D) I can rearrange an equations (B) Unscramble key words Wave equation, symbols and units. More able only - Exercise on rearranging equations (answers given) Complete calculations Ripple tank Quiz questions (multiple choice and calculations) Page 3 of 9

4 5. Sound Waves How are sounds produced? I can name some devices that can detect sound, including microphones and ear drums (H) I can state that sound is produced by vibrations (G) I can describe how sound travels (D) I can analyse how sound travels in different materials (C) Information around room. Find the answers to find out what today's lesson is about. 1. Circus of activities - Write down observation from each one. 2. Sounds of nature: Pick an example and use learning from circus to solve problem. 3. Pupils make notes about different sound waves. 4. Conclusion - use observations to summarise key findings about sound. Tuning forks and plastic beakers Drum Get pupils to come to the front and model answers for peer marking. 6. Echoes Why do echoes happen? I can state which surfaces will cause an echo (G) I can describe the reflection of a sound wave as an echo (F) I can explain how to reduce echoes (E) I can evaluate some applications of echoes, including sonar, ultrasound and echolocation (C) Anagram of keywords from previous lessons. 1. PPT - info on echoes and a worked example. 2. Each group to research a use of ultrasound and present to class. Information sheets provided. 3. Copy and complete table. Wave traces using mini white boards. Questions to ask: Which is: - softest? - highest? - lowest? - same freq? 7. Measuring Sound How can we measure sound? I can name some animals that use sound and have different auditory ranges than humans (H) I can state the auditory range of humans (F) I can draw sound waves to show changes in amplitude and frequency (D) I can analyse why changes to hearing range might occur (C) White board recap of previous lessons. 1. Use oscilloscope and CRO generator to establish class hearing ranges. 2. Work sheet. Either plot data as bar graph or answer questions on animal hearing ranges. 3. Fox deterrent. Describe how it works and suggest how to improve it. Oscilloscope setup. Noise machine stops gangs: wales/south_east/ stm. 8. The ear How does the ear detect sound waves? I can label a diagram of the ear (F) I can describe the function of the main parts of the ear (E) I can suggest reasons for hearing problems (C) White board recap of previous lessons. 1. Get Pupils to build model ear from diagram with Plasticine and showing Ear model. Pupils should label ear with Flags. 2. Move models and ask to label diagrams from memory. Then use ear models to help. 3. How does it work - Build Model ear to show how it works. 4. Order sentence to describe how we hear. Case studies - Pick one and explain the problem Page 4 of 9

5 9&10. GAT What grade am I working at? See grade ladder on Badger 1. Introduce GAT 2. Pupils complete GAT LA need scaffolding Extension: self-assess and improve. Optional: Pupils use materials such as bubble wrap, polystyrene to make ear defenders Peer-assess SPAG 11. Light Properties What are the properties of light? I can give examples of luminous and non-luminous objects (H) I can describe how light behaves in relation to different materials using the words, transparent, translucent and opaque (F) I can state that light waves are able to travel though a vacuum (F) I can describe what happens when light hits different types of surfaces (E) I can describe transverse waves, with reference to oscillations and energy (C) Optical illusions - On slide but there is also a w/s with some more. 1. Look at picture and discuss how light travels. 2. Gap fill notes on how light travels 3. Show examples of line drawings, get pupils to complete Examples of luminous and non-luminous, reflective and non-reflective, transparent and opaque materials for pupils to look at. Hot seat activity. True and False sentences on Light to determine who gets to sit. 12. Reflection What causes reflections? I can state the properties of a mirror (G) I can state the law of reflection (F) I can draw ray diagrams to show how images are formed in a mirror (D) I can explain why images formed in a mirror are virtual (C) Mirror writing- pupils try to work out what the word is 1. Go over names of lines and angles; Demo how to use a ray box to draw a diagram. 2. Investigation: Measure angle of incidence and reflection and identify pattern. 3. Show pupils how to draw around block and measure angles. Pupils investigate angle of incidence and reflection of a plane mirror. Pupils draw diagrams to show how a periscope works. Mirror, light box, paper, protractor Show several examples of light and pupils must decide if they are being reflected or refracted. Page 5 of 9

6 13. Refraction Investigati on 14. Refraction Investigati on 15. Refraction Investigati on 16. Fibre optics How do we plan an investigation? How do we represent our results? How do we write an evaluation and conclusion? How do optical fibres work? I can describe some safety precautions during scientific investigations (H) I can identify the independent and dependent variables in an investigation (F) I can identify the control variables in an investigation (E) I can explain the importance of control variables (B) I can apply mathematical concepts to calculate results (average) (H) I can present observations and data using an appropriate table (F) I can present observations and data using an appropriate line graph (D) I can interpret observations and data to identify simple patterns of correlation (G) I can draw more complex conclusions from the interpretation of data (D) I can describe how to improve accuracy, precision, repeatability, reproducibility and objectivity (C) I can evaluate data, with reference to potential sources of random and systematic error (B) I can give uses of optical fibres (G) I can define the critical angle (F) I can draw a diagram to show TIR (E) I can evaluate the benefits of optical fibres in a variety of applications (C) Match up investigation definitions: Independent Dependent Control Hypothesis Risk assessment Method Prediction Show a poorly drawn results table pupils need to find mistakes and improve for their results Show a poorly drawn graph pupils spot mistakes Introduce the concept of refraction through everyday examples. Hypothesis: The angle of refraction depends upon the angle of incidence. Demonstrate method. Discuss risk assessment. Discuss how to calculate average and draw a graph. Demonstrate how to draw graph Discuss what should be included in evaluation and conclusion. Show examples of optical fibres Introduce practical for critical angle Draw diagram of TIR Look at uses of optical fibres Pupils write plan including: Hypothesis Variables Prediction Equipment Method Risk assessment Extension: Why must we control variables? Pupils carry out experiment. Pupils repeat readings and find average. Extension: Pupils draw graph of results. Pupils draw graph Pupils write evaluation and conclusion Pupils carry out practical to find critical angle. Pupils draw diagrams for TIR. Pupils evaluate benefits of optical fibre broadband and/or endoscopes Demo: Semi-circular glass block, light box, plain paper, protractor. Semi-circular glass block, light box, plain paper, protractor. Graph paper, rulers Semi-circular glass block, light box, plain paper, protractor. Homework 1 due Homework 2 set Application of knowledge: The class discusses Which food has the most energy and why. Discuss limitations of result for example did they use the same amount of food and water? Suggest improvements Discuss how the model apply to the digestive system Peer-assess SPAG Page 6 of 9

7 17. Lenses What can we use lenses for? I can state that convex lenses focus light (F) I can describe images formed in lenses (E) I can suggest uses for images formed in different lens scenarios (D) I can describe the difference between a virtual and real image (C) Have different examples of lenses on the tables with text. Have pupils look through them to experience different views Introduce idea of a lens. Show 2 types of lenses. Explain practical task. Pupils use lenses at less than 1F, between 1F and 2F and more than 2F to describe images formed. Pupils then suggest uses for each scenario and justify. Light box, Convex lens of focal length 15mm, metre ruler, candle Have pupils explain different eye conditions and what is done to correct this. 18. Ray diagrams How can we show how light behaves using ray diagrams? I can draw arrows to show the direction light is moving (G) I can draw ray diagrams to show how I can see an objects (F) I can draw a ray diagram to show how a periscope works (D) I can draw ray diagrams to show how a lens works (C) Predict how letters of the alphabet will look in a mirror. Competition - reading words using a mirror. Show the basic concepts of ray diagrams Circus activity differentiated. Pupils grouped in terms of ability to complete: 1. LA adding arrows, completing simple diagrams 2. MA Ray diagram for periscope, mirrors 3. HA Ray diagrams for lenses at between 1F and 2F Summary table of images and uses. 19. Colours of the Rainbow What is the spectrum? I can state that white light is a mixture of colours (H) I can list the colours of the spectrum of light in order (G) I can describe how a prism disperses light into the spectrum of visible light (E) I can explain why dispersion happens in terms of wavelength (C) Think: Can you touch a rainbow? Group/class discussion on ideas and why. 1. Demo/Experiment: Show pupils the dispersion of white light, pupils carry out and draw diagram in their book. 2. Why we see colours. 3. Using what you have learned today - why do rainbows appear after it rains. Demo: Ray Boxes Power Pack Prisms Pupils to use success criteria to explain colour of 4 objects. Page 7 of 9

8 20. Seeing Colours How do we see different colours? I can state the primary colours and secondary colours of light (G) I can describe that we see different colours due to the different absorption and reflection of light by objects (E) I can describe how combinations of the primary colours of light result in the secondary colours of light (D) I can explain how we see different colours, with reference to the colour of the object and the colour the light available (C) 21. The Eye How does the eye allow us to see? I can state the function of the human eye (H) I can label the main parts of the human eye, cornea, pupil, iris, lens, retina, optic nerve. (E) I can describe the functions of the main parts of the human eye, cornea, pupil, iris, lens, retina, optic nerve. (D) I can analyse the images formed on the retina (C) Gruesome image of the innards of a human eyeball? 1. Watch video clip, show model and get pupil to label diagram of the eye 2. Watch second video clip and identify function of each part of the eye. Label parts of the eye Describe their function Extension ray diagram of the eye Eye dissection demo Show definitions of parts of the eye. Pupils need to write down the correct word Mark Question Can I write a detailed 6 mark question using key scientific terms? I can score 1-2 marks on the 6 mark question (G) I can score 3-4 marks on the 6 mark question (E) I can score 5-6 marks on the 6 mark question (C) Question: Compare and contrast the properties of light and sound waves. Page 8 of 9

9 23. Revision What do I need to revise for the test? I can state facts from this topic. (G) I can describe different types of waves from this topic. (D) I can calculate wave/sound speed using equations. (C) I can rearrange equations. (A) I can compare and evaluate waves. (A) Quiz 1. Use feedback from quiz assessments for targeted revision. 2. Create flash cards. 3. Practice revision techniques. Checklist of key points of the topic. Revision Homework. RAG checklist to identify weakness to revise at home. Practice a 6 mark question 24. End of Unit Test How much have I learnt in KS3? To complete exam Keyword anagram. 1. Instructions on completing test. 2. Complete test. x30 test paper. N/A Page 9 of 9