year 7 phase v - arkglobe.org 7... · remote learning pack phase v monday 29 june - friday 10 july...

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Year 7 Science Ark Globe Academy

Remote Learning Pack Phase V

Monday 29 June - Friday 10 July

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Session Title Work to be completed

Resource provided

Outcome On-Line Support

1 Identifying forces

Do Now Session Tasks Check for Understanding Apply Task

Phase IV Workbook with tasks Pages 4-7

Completed and corrected: Do Now Session Tasks, and Check for understanding and Apply task

“Session 1 -Identifying forces “on VLE

2 Representing forces

Do Now Check for understanding Build Task Apply Task


Completed and corrected: Do Now Build task Apply task

“Session 2 – Representing forces on VLE

3 Hooke’s Law pt 1

Do Now Session Tasks Build tasks

Phase IV Workbook with tasks Pages 13

Completed and corrected: Do Now, Session Tasks, Build tasks

“Session 3 + 4 Hooke’s Law” on VLE

4 Hookes law pt 2 Check for understanding Apply task


Completed and corrected: CFU and Apply tasks

“Session 3 + 4 Hooke’s Law” on VLE

5 Balancing forces Do Now Session tasks Build tasks CFU Apply task


Completed and Corrected: Do Now, Session tasks, build task, apply task

“Session 5 – Balancing forces” on VLE

6 Elements Do Now Check for understanding Complete the table Apply Task

Phase IV Workbook with tasks Pages 23&24

Completed and corrected: Do Now, Check for understanding, completed table, and apply task

“ Session 6 – Elements” on VLE

7 Atoms DO NOW Apply tasks

Phase IV Workbook with tasks Pages 25&26

Completed and corrected: Do Now and Apply Task

“Session 7 – Atoms” on VLE

8 Compounds DO NOW Check for Understanding Apply tasks

Phase V Workbook with tasks Pages 27-28

Completed and corrected: Do Now, Check for Understanding, and Apply tasks

“Session 8 – Compounds” on VLE

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9 Chemical formulae part 1

DO NOW Check for Understanding Apply Tasks


Completed and corrected: Do Now, Check for Understanding, and Apply tasks

“Session 9 + 10 – Chemical formulae part” on VLE

10 Chemical formulae part 2

Do Now, Fill in the Table, Build Task, Apply Tasks


Completed and corrected: Do Now, Build Task, and Apply tasks

“Session 9 + 10 – Chemical formulae part” on VLE

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Session 1 – Identifying forces (answers for all sessions can be found on slides on the VLE

Answer the following questions in full sentences.

Which of the below are examples of forces?

Friction Weight Height

What unit are forces measured in? Choose from the options below.

Newtons Kilograms Metres

What force keeps you on the Earth’s surface and not rising up into the atmosphere?

Stretch – List the names of any forces that you know.

Forces

A force is a push or pull or twist that causes a change in speed, direction or shape. For example, when you push open a door you have to apply a force to the door. You also have to apply a force to pull open a drawer.

Task 1 – For each action, state whether it is a push, a pull, or a twist

Forces can also be grouped into contact or non-contact forces.

Contact: a force where there needs to be contact between objects for the force to have an effect

Non-contact: A force that can affect something from a distance – there does not need to be contact between the two objects for the force to have an effect

Task 2 – For each force, say the name of the force and whether it is a contact/non-contact force and a push/pull/twist force by circling the correct word.

Words to help – Friction, Water resistance, tension, weight, magnetism, upthrust, air resistance

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Description : This is the force that resists things rubbing against each other. It acts against motion.

This force is called ______

It is a contact/non-contact force

It is a push/pull/twist

Description: This force slows things down when they are moving through air by coming into contact with air particles

This force is called ____ _________



Description: This is the force between magnets or between a magnet and a magnetic material




Description: This force pulls objects and people towards the Earth.

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This force is called ____ which happens due to gravity



Description ; This is a strain force caused by an object being stretched. It acts in the opposite direction to the pulling force




Description: This force pushes things up in water or air




Description : This force slows things down when they are moving through water.

This force is called ___ ______



Check for understanding - True or false?

1. Forces are always pushes

2. A force is a push, pull or twist

3. Air resistance is a non-contact force

4. Weight is the force due to gravity

5. Magnetism can be a push or a pull

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6. Friction acts in the same direction as motion

Apply task –

Answer these questions:

1. Name the following:

1. A force that tries to slow things down when two things rub together . .......................

2. A force from water that pushes things up.......................

3. A force that tries to slow things that are moving through air .....................

2. A cyclist is taking part in the Tour de France, which is a bicycle race that takes place every year. Name the two forces that act to slow him down.

3. A boat is floating on the water. One of the forces acting on the boat is the weight. This is the force of the Earth on the boat. State the other force acting on the boat.

Stretch : Compare weight and magnetism

Hints : What is the same? What is different? Is it contact or non-contact? Is it pull, push or twist? What kind of objects does it act on?

Session 2 – Representing forces Do Now – Correct the sentencs.

1. Forces cannot make objects move

2. Forces cannot change an object’s speed

3. A force is a push, pull, or turn

4. Weight is the force due to friction

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Stretch: Describe the difference between a contact and non contact force. Give examples

Measuring and representing forces

You cannot see a force but often you can see what it does. We can show the forces acting on an object using a force diagram. In a force diagram, an arrow represents each force. The arrow shows:

• the size of the force (the longer the arrow, the bigger the force)

• the direction in which the force acts

Forces can be measured using a force meter, also called a newton meter. Force meters contain a spring connected to a metal hook. The spring stretches when a force is applied to the hook. The bigger the force applied, the longer the spring stretches and the bigger the reading.

The unit of force is called the newton, and it has the symbol N. The greater the force, the bigger the number, so 100 N is a greater force than 5 N.

Check for understanding – True or false?

1. Force arrows can tell us the size of a force

2. Force arrows tell you the type of force

3. Units of force are kilograms

Stationary objects

When two forces acting on an object are equal in size but act in opposite directions, we say that they are balanced forces. On a boy standing still, weight is pulling him downwards but a reaction force acts against this. When an object rests on a surface such as the ground, the reaction force from the ground balances its weight. The ground pushes up against the object. The reaction force is what you feel in your feet as you stand still. Without this balancing force you would sink into the ground.

Drawing force diagrams (build task)

All of these are stationary objects, draw arrows on them to show the forces and reaction forces (there can be more than one pair!)

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Apply task – exam questions

Q1. (a) Some of the statements in the list describe forces, and some do not.

Tick the boxes by the three forces.

the movement of a car travelling along a road

the push of a jet engine on an aeroplane.

the flow of electricity through a light bulb.

the weight of a book on a table.

the pull of a horse pulling a cart.

the speed of a hockey ball flying through the air. 3 marks

(b) A girl throws a ball. The diagram shows the path of the ball after she has thrown it.

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How can you tell from the path of the ball that there is a force acting on the ball?

......................................................................................................................

...................................................................................................................... 1 mark

(c)

The drawing shows a trolley rolling along a table from A to B. Then another force acts on the trolley. This is shown by the arrow on the drawing.

What effect does this force have?

Tick the correct box.

It makes the trolley go faster.

It makes the trolley go slower.

It makes the trolley change direction.

It has no effect. 1 mark

Maximum 5 marks

Q2. (a) The diagram shows Alan sitting on a ride at a theme park.

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(i) Which arrow shows Alan’s weight?

Give the correct letter. .................................. 1 mark

(ii) Alan begins to move forwards. Which arrow shows the force which makes Alan move faster?

Give the correct letter. .................................. 1 mark

(b) During the ride, Alan is upside down.

Draw an arrow on the diagram to show the direction of Alan’s weight while he is upside down.

1 mark Maximum 3 marks

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Session 3 – Hooke’s Law pt 1

Do Now – Copy the true. Correct the false. 1. Arrows in force diagrams show the direction of force 2. Arrows in force diagrams show the type of force 3. Arrows in force diagrams show the size of force 4. The units of force are Newtons 5. We measure force with a weight meter

Stretch: Why can you not push a wall and make it move.

Deformation

For a bungee jumper, a bungee cord stretches as the jumper falls.

When the bungee cord has stretched as far as it will go, it pulls him back up.

This force is called tension.

The extension of a material or a spring is its increase in length when pulled.

Elastic materials, and objects such as springs, change shape when a force is exerted on them:

• stretching happens when the material or object is pulled

• compression happens when the material or object is squashed

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Build task – Complete the definitions of these key words

Deform – When an ____ changes shape and/or size because of a ____ being applied to it

Compress – Squeezing or ____ an object

Stretching – Pulling an object to make it ______

Build task 2 – Complete the paragraph.

A change in shape of elastic material is called _____. In general, the _____ the force exerted, the greater the amount of deformation. This is why an elastic band gets longer the harder you pull it, and why a rubber ball squashes more the harder you squeeze it.

Remember that if you pull or squeeze too hard, the object may not return to its _____ size and shape afterwards, and it may even snap. Until you reach this point, a special case called Hooke’s Law applies.

Session 4 – Hooke’s Law pt 2 Hooke’s Law says that the extension of an elastic object is directly proportional to the force applied to it. In other words:

• if the force applied is doubled, the extension doubles

• if no force is applied, there is no extension

Adding weights to a spring and measuring the extension ( the new length – length at the start) allows me to prove Hooke’s law.

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The results show that, the extension (in cm) increased whenever the force applied to the spring increased. It also shows us that the extension doubles when the force doubles. For example, a force of 2N gives an extension of 4cm and a force of 4N gives an extension of 8. So they are directly proportional.

if the force applied is doubled, the extension doubles and

if no force is applied, there is no extension

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But, if we keep adding springs, eventually the spring will start to behave differently and no longer follow Hooke’s law.

Adding forces of 5N and 6N gives extensions of 11cm and 15cm. The graph is now no longer a straight line and has began to curve. The point where it starts to curve is known as the elastic limit which is where the spring no longer obeys Hooke’s law.

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Apply task

Applying your knowledge of springs to elastic…

A Student investigated how the extension of a spring depends on the force applied to the spring. The diagram shows the spring before and after a force had been applied.

1) Complete the following sentence using letters A, B, C, or D from the diagram.

The extension of the spring is the distance between the positions labelled ....... and ............. on the metre rule

2) (b) A 1 N force caused an extension of 4 cm. What extension would you predict for a 2 N force? Explain your answer.

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Session 5 – Balanced and unbalanced forces Do Now –

What two pieces of information can we get from force arrows?

Direction of force

Speed of object

Size of force

Type of force

Complete the force diagram for this book resting on the table:

Extension – Draw another force diagram of the book on the table but it is being pushed to the right.

Q1.

Balanced and unbalanced

When two forces acting on an object are equal in size but act in opposite directions, we say that they are balanced forces.

If the forces on an object are balanced (or if there are no forces acting on it), this is what happens:

• a stationary object stays still

• a moving object continues to move at the same speed and in the same direction

Remember that an object can be moving, even if there are no forces acting on it.

Task –

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___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

When two forces cancel each other out we can say the object is in equilibrium.

If the forces on an object are unbalanced:

• An object that is not moving starts to move

• An object that is already moving changes speed or direction

Force diagrams

We can show the forces acting on an object using a force diagram. In a force diagram, an arrow represents each force. The arrow shows:

• the size of the force (the longer the arrow, the bigger the force)

• the direction in which the force acts

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The arrow should be labelled with the name of the force and its size in newtons. Textbooks often show a force with a thick coloured arrow so that it looks nice, but it is more accurate if you just use a ruler and pen or pencil to draw an arrow with a single line.

When two forces acting on an object are not equal in size, we say that they are unbalanced forces. The overall force acting on the object is called the resultant force. If the forces are balanced, the resultant force is zero.

In the example below, the resultant force is the difference between the two forces:

100 – 60 = 40 N (to the right)

The truck speeds up in the direction of the resultant force

The change in the motion of an object depends upon:

• the size of the resultant force

• the direction of the resultant force

The greater the resultant force, the greater the change in the motion of the object. Whether a moving object speeds up, or slows down, depends on the direction of the resultant force:

• the object speeds up if the resultant force acts in the direction of movement

• the object slows down if the resultant force acts opposite to the direction of movement

Build task. Work out the resultant forces on each block.

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Apply task – Exam questions

Q1. Ellie has a set of scales and some weights as shown below.

Ellie puts two weights in pan X and one weight in pan Y. The scales balance.

(a) Which weights could be in pans X and Y?

pan X: .......... and ..........

pan Y: .......... 1 mark

(b) Ellie removes all the weights from the scales. She then puts a cup on pan X. In which direction will pan Y move?

...............................................

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1 mark

(c) She puts weights into pan Y so the scales balance.

How much does the cup weigh?

................. N 1 mark

(d) Ellie puts some water in the cup. She then adds some more weights to pan Y to make the scales balance.

(i) How much do the cup and water weigh?

................. N 1 mark

(ii) How much does the water weigh?

................. N 1 mark

maximum 5 marks

Q2. The diagram below shows Jo hanging on a trapeze (swing) in a circus.

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(a) (i) Which arrow, A, B, C or D, shows the direction of Jo’s weight?

.............. 1 mark

(ii) Which arrow, A, B, C or D, shows the direction of the force of the rope on Jo?

.............. 1 mark

3) Add arrows to these force diagrams:

The bar is not moving The boat is accelerating

4) Calculate the resultant force and direction for each of these:

a b

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Session 6 – Elements Do Now:

1. Name the states of matter labelled A, B and C.

A. B. C.

2. In which state are the particles:

(a) Close together but free to move around. (b) Very spread out (c) Close together and vibrating in a fixed position.

Ext. – write out all the changes of state and then describe how the particle arrangement is changing for each.

All substances are made of very tiny particles called atoms.

There are about one hundred substances that are made up of just one type of atom. These are the elements.

Element: a substance made up of one type of atom (all of the atoms in an element are the same).

Check for understanding

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• Each element is given its own chemical symbol, like O for oxygen and Cl for chlorine.

• Chemical symbols are one or two letters long.

• Every chemical symbol starts with a capital letter, with the second letter in lower case.

• Take care to write chemical symbols correctly.

Apply:

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Session 7 – Atoms

Do Now:

1. Define the term ‘element?

Use your Periodic Table to write the symbols of the following elements:

Magnesium

Cobalt

Nitrogen

Potassium

Gold

Argon

Ext. Why is sulphur dioxide not an element?

Atom - the smallest particle of an element that can exist.

Democritus' atomic theory:

1.All matter consists of invisible particles called atoms.

2. Atoms are indestructible.

3. Atoms are solid but invisible.

4. Atoms differ in size, shape, mass, position, and arrangement.

• The atoms in an element are all the same.

• But the atoms of different elements are different (they have a different mass).

• The mass of a gold atom is greater than the mass of a hydrogen atom

Just one atom on its own does not have the properties of the element. A gold atom is not yellow. It is not shiny. It is not in the solid, liquid or gas state.

The properties of an element are the properties of the many, many atoms that make it up.

Circle the correct word in each sentence

An individual atom [has/doesn’t have] the properties of the element.

A carbon atom [is/is not] black or solid.

The properties of the element carbon are the result of [many/individual] atoms of carbon.

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Fill in the gaps using the following keywords:

Identical, different, colour, elements, properties

Atoms are the smallest parts of . All atoms in an element are but atoms from different elements are from one another. When atoms are on their own they do not have the same as the element. When there is a group of many atoms together they have the same properties as the element, for example .

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Session 8 – Compounds Do Now: Copy the true and correct the false.

1. Water is made from hydrogen and oxygen so it an element.

2. An element is a substance that contains one atom.

3. The atoms in pure gold are all the same.

4. The atoms in gold melt at 2,700°C (the boiling point of gold).

Ext. Draw a diagram of the atoms in a bar of gold. Explain why an individual gold atom does not have the properties of the bar of gold.

Compound - a substance made up of the atoms of two or more elements. The atoms are

strongly joined together.

Oxygen atoms go around in pairs. We call these groups of atoms (in this case, pairs)

molecules of oxygen.

Molecule - made up of two or more atoms strongly joined together.

Compounds have different properties to the elements they are made of.

Circle the correct words in the sentences below:

A compound is a substance made up of atoms of one/two or more elements.

The properties of a compound are the same as/different to the properties of its elements.

A molecule is a group of two/three or more atoms weakly/strongly joined together.

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Apply: Complete the table using the information from the pictures below as well as the examples above for water and magnesium oxide.

Use the second row for your particle diagrams

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Session 9 – Chemical formulae part 1 No Dow: Describe each of the particle diagrams using choosing words from the following list:

solid, liquid, gas, element, compound, atom, molecule.

(HINT: you may use words more than once)

Ext. Explain how you can tell the difference between an element and a compound.

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Name the compounds formed from the following elements. Write each one out as a sentence:

1. 1 zinc atom and 1 oxygen atom

2. 1 carbon atom and 2 oxygen atoms

3. 1 magnesium atom and 1 oxygen atom

4. 1 carbon atom and 1 oxygen atom

5. 1 lithium atom and 2 sulphur atoms

6. 1 potassium atom and 1 chlorine atom

7. 1 carbon atom and 3 oxygen atoms

For each chemical formula work out how many atoms of each element are in the compound

MgCl2

KMnO4

C6H12O6

Use the information below and your knowledge to complete the table

Methane is a gas that is commonly used for cooking. It is a compound made of molecules containing 1 carbon atom joined with 4 hydrogen atoms.

Oxygen is a gas living things need for respiration. Each molecule of oxygen has 2 atoms joined together.

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Complete the table:

Name of substance

State at room temperature

Element/ compound?

Chemical formula

Particle diagram

Methane

Oxygen

Water

Carbon dioxide

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Session 10 – Chemical formulae part 2 Do Now: For each compound work out how many atoms of each element there

CH4

H2O

ClC2O2H3

24 g of magnesium was burned in 16 g oxygen. Calculate the mass of magnesium oxide that was made.

24g Mg + 16g O = 40 g MgO

Complete these equations with the masses next to each substance.

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Check for understanding

Questions

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1 Write the elements that each of the following compounds is made from:

a iron sulfide

b hydrogen chloride

c hydrogen bromide

d lithium fluoride

e nitrogen dioxide

f HF

g CO2

h SO2

i CH4

2 Write how many atoms of each element are in each of the following compounds. The first one has been done for you.

a H2O 2 hydrogen atoms, 1 oxygen atom

b CaO

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c MgCl2

d CaCO3

e Al2O3

f AgI

g KOH

h H2SO4

i HNO3

3 24 g of magnesium were burned in oxygen. The compound formed had a mass of 40 g. Explain why the mass has gone up.

4 State the name of the compound formed in Question 3.

year 7 phase v - arkglobe.org 7... · remote learning pack phase v monday 29 june - friday 10 july...

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