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    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

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    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

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    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.

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    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.

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    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

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    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

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    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

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    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

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    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

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    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

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    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

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    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

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    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

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    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

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    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

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    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

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    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

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    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

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    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

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    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

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    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

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    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

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    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

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    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

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    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

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    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

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    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.

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    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