Download - y7 Energy Transfers
-
7/31/2019 y7 Energy Transfers
1/29
Achieving Outstanding Outcomes
(Clifton Science 11/07/2012)
Planning for outstanding
Differentiation
Challenge
Engagement
AsLDeveloping dialogue
about learning with
students
Written feedback
Verbal feedback
Formative assessment
Questioning
Promoting thinking
Deeper learning
Skill sets and mind sets
RWCN
Resilience
Independence
Collaboration
-
7/31/2019 y7 Energy Transfers
2/29
Structure of Observed Learning Outcomes (SOLO) Hierarchy
Observed Outcome Visual Level Grade Type of outcome
Extended abstract: Ihave several ideas aboutI can
link them to the bigger
pictureI can look at these
ideas in a new and different
way.
7+ A*/A Generalise, predict, evaluate, reflect, hypothesise, theorise,
create, prove, plan, justify, argue, compose, prioritise,
design, construct
Intermediate: I haveseveral ideas aboutI can link
them to the bigger pictureI
can look at these ideas in a newand different way (there are
some errors)
6 B Generalise, predict, evaluate, reflect, hypothesise, theorise,
create, prove, plan, justify, argue, compose, prioritise,
design, construct
Relational: I have severalideas aboutI can link them to
the bigger picture
5 C Sequence, classify, compare and contrast, explain causes,
explain effects, analyse, form an analogy, organise,
distinguish, question, relate, apply
Intermediate: I haveseveral ideas aboutI can link
them to the bigger picture
(there are some errors)
4 D Sequence, classify, compare and contrast, explain causes,
explain effects, analyse, form an analogy, organise,
distinguish, question, relate, apply
Multi-structural: I haveseveral ideas about
3 E Describe, list, outline, combine, follow an algorithm
Uni-structural: I have one
relevant idea about
2 F/G Define, identify, name, draw, find, label, match, follow a
simple procedurePre-structural: I am not
sure aboutB U
-
7/31/2019 y7 Energy Transfers
3/29
Why is this important?
Related jobs:
Spiritual, moral, social, cultural
This SoW builds on the following KS1 and KS2 material:KS1:
Light and sound
3. Pupils should be taught:
Light and dark
a. to identify different light sources, including the Sun
b. that darkness is the absence of light
Making and detecting sounds
c. that there are many kinds of sound and sources of sound
d. that sounds travel away from sources, g etting fainter as they do so, and that they are heard when they enter the ear.
KS2:
Light and sound
3. Pupils should be taught:
Everyday effects of light
a. that light travels from a source
b. that light cannot pass through some materials, and how this leads to the formation of shadows
c. that light is reflected from surfaces [for example, mirrors, polished metals]
Seeing
d. that we see things only when light from them enters our eyes
Vibration and sound
e. that sounds are made when objects [ for example, strings on musical instruments] vibrate but that vibrations are not always directly visible
f. how to change the pitch and loudness of sounds produced by some vibrating objects [for example, a drum skin, a plucked string]
g. that vibrations from sound sources require a medium [for example, metal, wood, glass, air] through which to travel to the ear.
-
7/31/2019 y7 Energy Transfers
4/29
What are we preparing students for? material taken from the Cams Hill Consortium
Core POS (e.g. AQA C1) Additional Science (AQA C2) Triple Science (AQA C3)
P1.1 The transfer of energy by heating processes and thefactors that affect the rate at which that energy istransferred- convection, conduction (link energy to particles) and infra-redradiation. Kinetic theory and the different states of matterConsolidation of the difference between energy andtemperature and the factors that affect the rate of energytransfer (SA, material and contact). Heating & insulatingbuildings, solar panels. Specific heat capacity
P3.1 Medical applications of physicsProperties, uses and safety relating to X Rays and Ultrasound.Using s = v x t with ultrasound.Lenses and refraction, refractive indexRefractive index = sin I / sin rNature of images , upright, real or virtual. Images produced byconverging and diverging lenses including construction of raydiagrams. Magnification = Image height / object heightThe structure of the eye, correction of vision (long and shortsight) Range of vision. Comparing eye to camera.
Power of lens P = 1/fFactors effecting focal length of lens. (HT only how lenses aremade thinner)Total internal reflection. (HT only refractive
P1.2 Energy & efficiencyDescribe main energy transfers from electrical devices.Efficient use of energy - cannot be created or destroyed butcan be transferred. 'Wasted' energy is that which is not usefullytransferred but eventually makes the surroundings warmer as itis dissipated , becoming increasingly spread out. Efficiency ofdevicesEfficiency = Useful energy out / total energy in (x 100%)Efficiency = Useful power out / total power in (x 100%)
P1.5 The use of waves for communication and to provideevidence that the universe is expandingProperties of transverse and longitudinal waves with examples.EM radiation = energy transfer as waves travelling at samespeed through vacuum (space).The order of the EM Spectrum. EM spectrum is continuous,grouped according to wavelength & frequency.Properties of waves - absorption, reflection (rules, image type
and ray diagrams), refraction & diffraction.Wave speed = frequency X wavelengthUses of different types of waves. Sound (pitch and echos).The Doppler effect, red shift and the Big Bang theory. Cosmicmicrowave background radiation (CMBR) and use of Big Bangto explain its existence.
-
7/31/2019 y7 Energy Transfers
5/29
Sequence 1 Types of energy
Context Keywords
It is unlikely that students will have come across the
formal definition of energy as it is not part of the KS1/KS2
SoW. However, they might have heard it in everyday use
(you have too much energy you do). It is therefore
important to move students from this informal use of the
word to a more formal way of thinking about it.
The rich question will enable you to get students to
verbalise their current understanding; it is unlikely that
they will recognise the gravitational potential energy
present. This will allow you to check the full extent of their
understanding.
The same rich question can be returned to after WALT 2
and be used as a hinge question; they should recognise
the gravitational potential energy present. If not, further
work on WALT 1 and 2 is required. Those that do
recognise it can move onto WALT 3 which links potential
energy to kinetic energy; this concept is key in later study
of Physics.
Potential
EnergyChemical potential energy
Gravitational potential energy
Elastic potential energy
Light energy
Sound energy
Kinetic energy
Thermal energy
Electrical energy
-
7/31/2019 y7 Energy Transfers
6/29
Subject material: Types of energy.
Sequence 1
Rich question: Does the rock/ball/person sitting under a tree (on top of a hill) have much energy?
(accompany with diagram)
Learning intention (WALT) 1: List the 8 types of energy.
SOLO level: Multistructural
Success criteria:
Unistructural Name one type of energy. Self/peer
Multistructural List two or more types of energy. Self/peer
Relational Give one everyday example of an object that gives out the type
of energy or a situation where it is present.
Self/peer
Extended abstract Write a general definition for energy. Self/peer
Learning intention (WALT) 2: Classify the types of energy as potential energy or not potential
energy.
SOLO level: Relational
Success criteria:
Unistructural Define potential. Self/peer
Multistructural Use the definition of the word potential to define potential
energy.
Self/peer
Relational Classify the eight types of energy as potential energy or not
potential energy.
Self/peer
Extended abstract Correctly justify their decisions using sound science and correct
scientific terminology.
Self/peer
Learning intention (WALT) 3: Create a general link between potential energy and kinetic energy.
SOLO level: Extended abstract
Success criteria:
Unistructural Give one example of an object with potential energy or kinetic
energy.
Self/peer
Multistructural Give an example of an object that can have kinetic energy or
potential depending upon the situation.
Self/peer
Relational Explain how that object can have kinetic or potential energy. Self/peer
Extended abstract Correctly describes the relationship between a stationary objects
potential energy and the mximum amount of kinetic energy it
can have.
Self/peer
-
7/31/2019 y7 Energy Transfers
7/29
Sequence 2 Energy transformations
Context Keywords
Students often get confused by energy transformations vs
energy transfer. This is not helped by the use of energy
transfer diagrams to show energy transformations!
Students operating up to the relational level (level 5 /
grade C) will not have to be able to use Sankey diagrams
at this point (it is picked up again at KS4). Therefore,
Sankey diagrams and calculations are used in the
extended abstract activity;KS4 Higher Tier students will
benefit from exposure at this point as their efficiency
questions are more demanding.
Transformation
Input
Output
Device
Useful
Wasted
Efficient
Efficiency
-
7/31/2019 y7 Energy Transfers
8/29
Subject material: Energy transformations
Sequence 2
Rich question: Can energy be used up?
Learning intention (WALT) 1: List types of potential energy and non-potential energy.
SOLO level: Multistructural
Success criteria:
Unistructural Names one type of potential / non-potential energy. Self/peer
Multistructural Names two or more types of potential / non-potential energy. Self/peer
Relational Writes a statement that distinguishes between potential andnon-potential energy.
Self/peer
Extended abstract Gives examples of each type of energy and justifies their answer
using correct terminology and science.
Self/peer
Learning intention (WALT) 2: Use simple diagrams to show energy transformations and to classify
output energy as useful or wasted.
SOLO level: Relational
Success criteria:
Unistructural Identifies the input or output energy for a device. Self/peer
Multistructural Identifies the input energy for a device and one or more types of
output energy.
Self/peer
Relational Uses simple energy transfer diagrams to represent energy
transformations and to classify energy outputs as useful or
wasted.
Self/peer
Extended abstract Predicts whether the input energy will be more/less/the same as
the total amount of output energy.
Self/peer
Learning intention (WALT) 3: Evaluate the efficiency of a range of devices (through use of Sankey
diagrams).
SOLO level: Extended abstract
Success criteria:
Unistructural Defines efficiency. Self/peer
Multistructural Lists devices that they think are very efficient. Self/peer
Relational Uses efficiency data to sequence devices from least to more
efficient.
Self/peer
Extended abstract Uses Sankey diagrams to calculate the efficiency of common
devices.
Self/peer
-
7/31/2019 y7 Energy Transfers
9/29
Sequence 3 Energy transformations in living things.
Context Keywords
Energy transformations link a range of diverse topics in
Science. For example, they are seen in electrical circuits,
chemical reactions, respiration and photosynthesis. This
provides an excellent opportunity to reinforce one of the
key ideas in Science. This is recognise in the programme of
study and the benefits often ignored by teachers.
The first and second activities reinforce the relevance of
the sequence to them. A link to prior learning can be
made through reference to respiration (Y7 Biology topic).
The third activity puts the content into the context ofintensive farming; this has added importance in that it
contributes to students spiritual, moral, social and cultural
development.
Transformation
Equation
Respiration
Input
Output
Chemical potential energy
Heat
Kinetic energy
Intensive farming
Evaluate
-
7/31/2019 y7 Energy Transfers
10/29
Subject material: Energy transformations in living things.
Sequence 3
Rich question: Do obese people have more or less energy than skinny people?
Learning intention (WALT) 1: List types of energy that our bodies take in and give out.
SOLO level: Multistructural
Success criteria:
Unistructural List one type of output energy for the human body. Self/peer
Multistructural Lists two to more types of output energy for the human body. Self/peer
Relational Explains why it is important for the human body to have eachtype of output energy.
Self/peer
Extended abstract Predicts how I would affect a person if they could not produce
each type of output energy.
Self/peer
Learning intention (WALT) 2: Relate our bodies input and output energy using a diagram.
SOLO level: Relational
Success criteria:
Unistructural Identifies one source of input energy for our bodies. Self/peer
Multistructural Identifies two sources of input energy for living things. Self/peer
Relational Use a word equation to relate the input energy to the output
energy.
Self/peer
Extended abstract Reflects on how a person would be affected if they had a
digestive disorder (e.g. Crohns disease).
Self/peer
Learning intention (WALT) 3: Evaluate intensive farming as a method for producing food.
SOLO level: Extended abstract
Success criteria:
Unistructural Names one advantage or disadvantage for intensive farming. Self/peer
Multistructural Names two or more advantages or disadvantages for intensive
farming.
Self/peer
Relational Compares and contrasts the importance of each
advantage/disadvantage.
Self/peer
Extended abstract Evaluates the use of intensive farming using sound and balanced
arguments.
Self/peer
-
7/31/2019 y7 Energy Transfers
11/29
Sequence 4 Energy transfers in living things.
Context Keywords
This is the first opportunity to help students understand
the difference between energy transformations and
energy transfers; it is done in the context of food chains.
Again, the use of food chains to show energy transfer is
recognised in the POS and is key in developing student
understanding of the key ideas in science.
The first activity is a reminder of prior learning.
The extended abstract activity asks students to evaluate
the use of the energy transfer diagram in this context.
Ideas that might be included:
Pros:
The transfer of energy between organisms is clearly
shown.
Feeding relationships are clearly shown.
Cons:
Energy transformations (e.g. transformation of chemical
energy in food into body heat / thermal energy) are not
represented; the proportion of energy transferred along
the food chain is not shown.
The number of each different type of organism is notrepresented.
Very able students might well be able to suggest ways o
changing the diagrams to improve them.
Define
ClassifyEvaluate
Producer
Primary consumer
Secondary consumer
Food chain
-
7/31/2019 y7 Energy Transfers
12/29
Subject material: Energy transfers in living things.
Sequence 4
Rich question: Is the top of a food chain the best place to be?
Learning intention (WALT) 1: Define energy transfer and energy transformation.
SOLO level: Multistructural
Success criteria:
Unistructural Defines energy transfer or energy transformation. Self/peer
Multistructural Defines both energy transfer or energy transformation. Self/peer
Relational Classifies different situations as representing energy transfers orenergy transformations.
Self/peer
Extended abstract Justifies their responses using sound scientific arguments. Self/peer
Learning intention (WALT) 2: Classify a range of organisms as producers, primary consumers and
secondary consumers and show their feeding relationships in a diagram.
SOLO level: Relational
Success criteria:
Unistructural Defines one keyword. Self/peer
Multistructural Defines two or more keywords. Self/peer
Relational Classifies different organisms in a food chain as a producer,
primary consumer or secondary consumer.
Self/peer
Extended abstract Generalise about what types of organisms are producers,
primary consumers and secondary consumers.
Self/peer
Learning intention (WALT) 3: Evaluate the use of energy transfer diagrams to show the flow of energy
in a food chain.
SOLO level: Extended abstract
Success criteria:
Unistructural Gives one good/bad point about the use of energy transfer
diagrams to represent the energy flow in food chains.
Self/peer
Multistructural Gives two or more good/bad points about the use of energy
transfer diagrams to represent the energy flow in food chains.
Self/peer
Relational Sequence the points according to their importance. Self/peer
Extended abstract Writes a balanced evaluation of the use of energy transfer
diagrams to show energy flow in food chains.
Self/peer
-
7/31/2019 y7 Energy Transfers
13/29
Sequence 5 Heat transfer - Conduction
Context Keywords
In the following sequences thermal transfer is introduced.
Students will need to have a good understanding of the
particle model from a previous unit in order to be able to
relate the arrangement of particles and their motion to
conduction.
In the extended abstract activity students are asked to
evaluate the model for conduction. They should consider
that the model does not explain why non-metals do not
conduct electricity (the KS4 model does explain this).
Therefore, the model is not particularly strong.
Transfer
Thermal energyParticle model
Thermal energy
Kinetic energy
Evaluate
Transformation
-
7/31/2019 y7 Energy Transfers
14/29
Subject material: Heat transfer.
Sequence 5
Rich question: When you heat something, is energy transferred or is it transformed?
Learning intention (WALT) 1: Defines thermal conduction.
SOLO level: Multistructural
Success criteria:
Unistructural Defines thermal or conduction. Self/peer
Multistructural Defines both thermal and conduction. Self/peer
Relational Use the definitions of thermal and conduction to write adefinition for thermal conduction.
Self/peer
Extended abstract Creates a theory to explain thermal conduction using the particle
model.
Self/peer
Learning intention (WALT) 2: Use the particle model to explain how conduction happens in solids.
SOLO level: Relational
Success criteria:
Unistructural Lists one feature of the particle model for solids. Self/peer
Multistructural Lists two or more features of the particle model for solids. Self/peer
Relational Explains thermal conduction using the particle model. Self/peer
Extended abstract Identifies the energy transformations in the model and justifies
their answer using sound science.
Self/peer
Learning intention (WALT) 3: Evaluate the use of the particle model as a way of explaining conduction.
SOLO level: Extended abstract
Success criteria:
Unistructural Identifies one good/bad feature of the model. Self/peer
Multistructural Identifies two or more good/bad features of the model. Self/peer
Relational Uses sound science to explain each good/bad point. Self/peer
Extended abstract Evaluates the use of the particle model for explaining
conduction.
Self/peer
-
7/31/2019 y7 Energy Transfers
15/29
Sequence 6 Convection
Context Keywords
Similar to the previous sequence, students will need a
sound understanding of the particle model.
Students will not have to refer to density when explaining
convections currents unless they are completing the
extended abstract activity. Density is a highly abstract
concept that is not required at the relational level (level 5
/ grade C).
Convection current
DensityKinetic energy
-
7/31/2019 y7 Energy Transfers
16/29
Subject material: Heat transfer 2.
Sequence 6
Rich question: Does heat rise in a spacecraft?
Learning intention (WALT) 1: Define convection.
SOLO level: Multistructural
Success criteria:
Unistructural Define convection. Self/peer
Multistructural Define convection and conduction. Self/peer
Relational Compare and contrast the definitions of convection andconduction.
Self/peer
Extended abstract Predict whether liquids and gases could transfer heat by
conduction and justify their prediction using the particle model.
Self/peer
Learning intention (WALT) 2: Use the particle model to explain how convection happens in liquids and
gases.
SOLO level: Relational
Success criteria:
Unistructural Identify one feature of the particle arrangement or particlemotion in fluids (gases and liquids)
Self/peer
Multistructural Identify two or more features of the particle arrangement or
motion in fluids.
Self/peer
Relational Use the particle model and knowledge of energy transformations
to explain the causes of convection currents.
Self/peer
Extended abstract Use the particle model and knowledge related to energy to
explain whether hot or cold water would be more or less dense.
Self/peer
Learning intention (WALT) 3: Use the concept of density to explain the mechanism for convection.
SOLO level: Extended abstract
Success criteria:
Unistructural Define thermal energy, kinetic energy or density. Self/peer
Multistructural Define thermal energy, kinetic energy and density. Self/peer
Relational Relate the density of a material to whether it will sink or float. Self/peer
Extended abstract Write a theory to explain how convection currents are formed
(using concepts of density and energy transformations and the
particle model).
Self/peer
-
7/31/2019 y7 Energy Transfers
17/29
Sequence 7 Radiation
Context Keywords
The purposes of this sequence are:
a. Develop students basic knowledge related to thermalradiation.
b. Have students understand the similarities and
differences between the three forms of thermal
energy transfer.
The level of knowledge about radiation that is required is
low. This is because the effects of surface area, colour etc
on rate of thermal radiation are studied in depth at KS4.
The over-riding purpose of this sequence and the previous
two is for students to develop a sound understanding of
the three methods for thermal energy transfer so these
additional factors are not relevant at this point.
Radiation
WaveCompare and contrast
Justify
-
7/31/2019 y7 Energy Transfers
18/29
Subject material: Radiation
Sequence 7
Rich question: Is it hot in space?
Learning intention (WALT) 1: Define radiation.
SOLO level: Multistructural
Success criteria:
Unistructural List one key feature of thermal radiation. Self/peer
Multistructural List the key features of thermal radiation. Self/peer
Relational Use an analogy to explain how thermal radiation occurs. Self/peer
Extended abstract Evaluate the analogy. Self/peer
Learning intention (WALT) 2: Compare and contrast radiation with conduction and convection.
SOLO level: Relational
Success criteria:
Unistructural Define thermal radiation, conduction or convection. Self/peer
Multistructural Define thermal radiation, conduction and convection. Self/peer
Relational Compare and contrast the definitions of thermal radiation andconduction or convection.
Self/peer
Extended abstract Predict whether heat travels from the Sun to the Earth using
conduction, convection or radiation and justify your answer.
Self/peer
Learning intention (WALT) 3: Identify which type of energy transfer is being used and justify your
answer.
SOLO level: Extended abstract
Success criteria:
Unistructural Correctly identifies one energy transfer. Self/peer
Multistructural Correctly identifies two or more energy transfers. Self/peer
Relational Classifies a range of situations into thermal radiation, conduction
or radiation.
Self/peer
Extended abstract Justifies their answer using sound science and correct scientific
terminology.
Self/peer
-
7/31/2019 y7 Energy Transfers
19/29
Sequence 8 How does light travel?
Context Keywords
Students have done some work on light at KS1 and KS2;
this sequences reinforces this work and provides an
experimental proof of what they learnt at KS1 and KS2.
Students will have been introduced to reflection during
KS2.
Wave
Visible lightSource
Normal line
Angle of incidence
Angle of reflection
Relationship
-
7/31/2019 y7 Energy Transfers
20/29
Subject material: How does light travel?
Sequence 8
Rich question: Do shadows exist at night?
Learning intention (WALT) 1: List some light sources.
SOLO level: Multistructural
Success criteria:
Unistructural Names one light source. Self/peer
Multistructural Names two or more light sources. Self/peer
Relational Classifies objects as light sources or not sources. Self/peer
Extended abstract Explains why they classified objects as light sources or not. Self/peer
Learning intention (WALT) 2: Relate the angle of incidence to the angle of reflection by analysing the
results of an experiment.
SOLO level: Relational
Success criteria:
Unistructural Defines angle of incidence or angle of reflection. Self/peer
Multistructural Defines angle of incidence and angle of reflection. Self/peer
Relational Correctly identifies the relationship between the angle of
incidence and the angle of reflection.
Self/peer
Extended abstract Evaluate the strength of their conclusion using their knowledge
of the experiment performed.
Self/peer
Learning intention (WALT) 3: Reflect on how the world would be different if light did not travel in
straight lines.
SOLO level: Extended abstract
Success criteria:
Unistructural Identifies one situation that relies on light travelling in straight
lines.
Self/peer
Multistructural Identifies two or more situations that rely on light travelling in a
straight line.
Self/peer
Relational Classifies a range of examples that rely on light travelling in a
straight line.
Self/peer
Extended abstract Explains why they classified each example the way they did. Self/peer
-
7/31/2019 y7 Energy Transfers
21/29
Sequence 9 Refraction
Context Keywords
Refraction is a new concept for Y7 students; everyday
examples should be used to reinforce the material. The
material is also revisited at a higher level at KS4 in both
Core Science and Physics so a firm foundation is
necessary.
The analogy referred to in the relational activity might use
the tank powerpoint that Adam Brown made.
Refraction
DensitySpeed
Direction
Angle of incidence
Normal line
Angle of refraction
-
7/31/2019 y7 Energy Transfers
22/29
Subject material: Refraction
Sequence 9
Rich question: How does water bend things?
Learning intention (WALT) 1: Describe a situation where refraction is happening.
SOLO level: Multistructural
Success criteria:
Unistructural Makes one relevant observation. Self/peer
Multistructural Makes two or more relevant observations. Self/peer
Relational Identifies other situations where refraction happens. Self/peer
Extended abstract Make a general statement about what they would observe in all
situations when refraction happens.
Self/peer
Learning intention (WALT) 2: Explain the results from an experiment that shows refraction.
SOLO level: Relational
Success criteria:
Unistructural Makes one relevant observation during the experiment. Self/peer
Multistructural Makes a range of relevant observations. Self/peer
Relational Use an analogy to explain refraction. Self/peer
Extended abstract Explains refraction using the concept of density. Self/peer
Learning intention (WALT) 3: Predict the direction that the light rays will travel in different situations.
SOLO level: Extended abstract
Success criteria:
Unistructural Makes one relevant observation about the situation but cannot
predict the direction.
Self/peer
Multistructural Makes a range of relevant observations without making correctpredictions.
Self/peer
Relational Compares each situation to their experiment to help them
decide..
Self/peer
Extended abstract Predicts which direction the light ray will move and justifies their
answer.
Self/peer
-
7/31/2019 y7 Energy Transfers
23/29
Sequence 10 Visible light.
Context Keywords
Optical dispersion will be a new phenomenon for most
students; however, they will be familiar with everyday
examples.
White light
Coloured lightDispersion
Plan
Explain
-
7/31/2019 y7 Energy Transfers
24/29
Subject material: Visible light.
Sequence 10
Rich question: Which colour is most similar to white? Is white a colour?
Learning intention (WALT) 1: List the colours of light in a rainbow.
SOLO level: Multistructural
Success criteria:
Unistructural Names one colour of visible light. Self/peer
Multistructural Names two or more colours. Self/peer
Relational Correctly sequences the colours of the rainbow. Self/peer
Extended abstract Creates a rhyme or mnemonic to help remember the sequence. Self/peer
Learning intention (WALT) 2: Use an experiment to compare how much different colours of light are
refracted.
SOLO level: Relational
Success criteria:
Unistructural Follows a simple procedure to complete the experiment (with
support if necessary).
Self/peer
Multistructural Follows a procedure to disperse white light. Self/peer
Relational Relates the amount of optical dispersion to the colour of the
light.
Self/peer
Extended abstract Predicts the amount of optical dispersion for infra-red and
ultraviolet light.
Self/peer
Learning intention (WALT) 3: Plan an experiment that will prove that white light is a mixture of
different colours of light.
SOLO level: Extended abstract
Success criteria:
Unistructural Identifies one useful piece of equipment. Self/peer
Multistructural Identifies two or more useful pieces of equipment. Self/peer
Relational Explains what they will use their equipment for. Self/peer
Extended abstract Plans their experiment in sufficient detail so that a third party
could get meaningful results.
Self/peer
-
7/31/2019 y7 Energy Transfers
25/29
Sequence 11 Absorption and reflection (colour).
Context Keywords
Students tend to find this content quite challenging as
they tend to relate colours to mixing paints etc. We do
have some software (School Science Review) that can help
with this material.
It is possible to support this work experimentally.
However, some forward planning will be required to
ensure the materials are available and that they give you
the desired results.
Absorption
ReflectionColour
Predict
-
7/31/2019 y7 Energy Transfers
26/29
Subject material: Absorption and reflection (colour).
Sequence 11
Rich question: Do we all have the same skin colour when the lights are turned off?
Learning intention (WALT) 1: List the colours that make up white light.
SOLO level: Multistructural
Success criteria:
Unistructural Names one colour light found in white light. Self/peer
Multistructural Names two or more colours of light found in white light. Self/peer
Relational Identifies the correct relationship between white light and
coloured light.
Self/peer
Extended abstract Predicts what colour white light would become if one colour light
were removed.
Self/peer
Learning intention (WALT) 2: Explain why objects can be coloured.
SOLO level: Relational
Success criteria:
Unistructural Defines absorption or reflection. Self/peer
Multistructural Defines absorption and reflection. Self/peer
Relational Uses absorption and reflection to explain why some objects arecoloured.
Self/peer
Extended abstract Forms a theory to explain why some objects appear white /
black.
Self/peer
Learning intention (WALT) 3: Predict the colour of an object in different situations.
SOLO level: Extended abstract
Success criteria:
Unistructural Identifies one colour of light that is absorbed or reflected. Self/peer
Multistructural Identifies two or more colours of light that are reflected orabsorbed.
Self/peer
Relational By correctly referencing the primary colours of light, absorption
and reflection, explains why an object has a particular colour
when white light is shone on it.
Self/peer
Extended abstract Predicts the colour of objects when different colour lights are
shone on them.
Self/peer
-
7/31/2019 y7 Energy Transfers
27/29
-
7/31/2019 y7 Energy Transfers
28/29
Energy Transfers and Energy
Transformations
(How Science Works Assessment)
Water is one of the most important
substances on Earth; without water life
would not exist. However, water can also
play tricks on us by making straight
objects look bent. This happens because
of refraction.
In this assessment we will be able to show how good you are at
experiments. The key to this one is accuracy; you need to measure
things as carefully as you can. You will be shown how to do an
experiment. You need to do the experiment and get the best
results possible.
Success criteria
SOLO level Criteria
Get some experimental results by following a method with
support from your teacher.
Collect some results by following a method.
Compare and contrast your results with your teachers results.
Evaluate your experiment.
If you are unsure about anything, ask your teacher. They will not tell
you the answers but they can give you some guidance.
-
7/31/2019 y7 Energy Transfers
29/29
Energy Transfers
and Energy
Transformations(Content Assessment)
Energy is transformed from one form into another by many things. For
example, our bodies transform the chemical energy in food into thermal
energy (body heat), kinetic energy (we move) and sound (we all make noise).
Without energy transformations we could not survive!
This assessment tests your knowledge related to energy transformations.
Take your time and think carefully about how to communicate your ideas to
the person who is marking your work.
Success criteria
SOLO level Criteria
Define input energy OR output energy.
Define both input energy and output energy.
Define useful energy and wasted energy.
Draw an energy transfer diagram that shows the input and
output energy for a television. Annotate your diagram to showwhich types of energy are useful and which ones are wasted.
Draw a Sankey diagram for a television. The input energy should
be 200J. The output energies should all be equal (you will need
to calculate these). Then calculate the efficiency of the
television.
If you do not understand what a statement is asking you to do, you can ask
your teacher. They can explain what the statement is asking you to do butthey cannot tell you the answer