9K

Transition to further study – Physics

Transition to further study – Physics

This unit looks at some concepts in science that at the skills needed by computer games designers. The
students will encounter during their GCSE/IG final page looks at different types of research in physics.
studies, set in the context of explaining weather
phenomena.
GCSE/IG subject criteria
Recommended teaching time for unit: 7.5–10 hours
Subject criteria introduced (except for the parts greyed
Topic 9Ke provides an opportunity to look at how out) are:
material in this unit is used by designers of computer • describe and calculate the changes in energy
games, with a focus on STEM skills of critical analysis involved when a system is changed by heating (in
and evaluation. Topic 9Kd contains additional work on terms of temperature change and specific heat
scientific skills connected with obtaining information capacity)
from graphs. You may wish to spend additional time • define the term specific heat capacity and distinguish
on these topics should you feel that your students between it and the term specific latent heat
would benefit from these skills-development • calculate the amounts of energy associated with an
opportunities. object raised above ground level
From previous units, most students will be able to: • describe the characteristics of the magnetic field
of a magnet, showing how strength and direction
• use models to describe how electric circuits work change from one point to another
(7J) • explain how the motion of the molecules in a gas
• describe how particle theory explains material is related both to its temperature and its pressure:
properties, including gas pressure and the changes hence explain the relation between the temperature
in density and state that result from heating (8I and of a gas and its pressure at constant volume
8K) (qualitative only).
• describe the idea of a force field, and how this can
This unit also has a focus on the following aspects of
be used to model the effects of magnets and the
Working Scientifically/Scientific Enquiry:
effects of gravity (8L).
• use the general formula for a straight line to
Topic 9Ka contains an introductory page for the unit,
extract information from graphs showing linear or
which looks at how the scientific method may be
proportional relationships
used in slightly different ways by scientists in different
• use a speed–time graph to find distance travelled
disciplines. The main spread looks at how differences
• calculate speeds from the gradient of a distance–
can cause change, with the main emphasis on how
time graph
differences in temperature can lead to the changes
in pressure and density that affect weather patterns. STEM skills
Specific heat capacity and the idea of latent heat are
This unit examines these STEM skills and how they are
also introduced.
used:
Topic 9Kb revisits the idea of fields, and introduces
• critical analysis and evaluation (evaluation using
the formula for calculating gravitational potential
scored surveys).
energy.
Topic 9Kc looks at cause and effect and the way Cross-disciplinary opportunities
scientific explanations for some effects have changed. 9Kb – Physics 9Ja, 9Jb – force fields and static
The idea that correlation does not demonstrate electricity
causation is introduced, as well as the ideas of action– 9Kc – Physics 9I – forces and movement
reaction force pairs and of changes within atoms 9Kd – Physics 9Ic – speed
causing radioactivity.
Cross-curricular opportunities
Topic 9Kd looks at how to identify linear, directly
proportional and inversely proportional relationships 9Ke – Design and technology – testing new designs
from graphs. The Working Scientifically pages look
further at information that can be obtained from Maths skills
graphs by finding the formula of a straight line, the • use a scatter diagram to identify a correlation
gradient of a line and the area under the graph. between two variables
• translate information between graphical and
Topic 9Ke revisits the idea of physical and abstract numeric form
models and shows how different models can be used • understand that y = mx + c represents a linear
to explain the same things. The STEM spread looks relationship

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 Transition to further study – Physics

• plot two variables from experimental or other data

• determine the slope and intercept of a linear graph
In higher level physics, gravitational potential
energy is often defined as zero for an object far 9
• understand the physical significance of area
between a curve and the x-axis, and measure it by
from any gravitational fields, becoming negative as
it gets closer to a mass. Using this reference level, K

counting squares as appropriate. an object on the surface of the Earth has negative
potential energy, and the energy becomes less
9K Background information negative as the object is raised.

9Ka Physicists/Differences 9Kc Cause and effect

See 8K Background information for explanations of The Student Book states that Galileo discovered
relative humidity, land and sea breezes and global that bodies of the same size and shape fall at the
wind patterns. same speeds, irrespective of any differences in
Some of the explanations of weather effects in their masses. This is not quite true. Air resistance
this topic imply that rising air cools because the depends on the size, shape and speed of the
surrounding atmosphere is cooler. This is not the object, and other factors such as air density
main mechanism for cooling but is considered an that would remain the same if testing objects
acceptable simplification at this stage. See the simultaneously. The mass of an object does not
background notes for Topic 9Ke for a discussion of affect the air resistance. Once two bodies of the
adiabatic cooling of rising air. same shape and size but different masses are
moving, the air resistance on them will initially be
Latent heat the same, and will counteract part of the weight
Energy is needed to break bonds between particles of the object. For the object with the smaller
when a substance is melting or evaporating, and mass, a greater proportion of its weight will be
energy is released when a gas condenses or a counteracted by the upwards force from air
liquid freezes. The energy absorbed on melting resistance. The resultant downwards force on the
and released on freezing is called the latent heat lighter body will therefore reduce faster than on the
of fusion. The energy involved in evaporating and heavier body as the two pick up speed, and so the
condensing is called the latent heat of vaporisation. heavier one will accelerate at a greater rate. This is
The two quantities for a substance are not the why you would not expect to see a balloon fall at
same; the latent heat of vaporisation is much larger. the same speed as a bowling ball.
See 7K Background information for a discussion of
Specific heat capacity
action and reaction forces.
This is the energy needed to raise 1 kg of a
substance by 1 °C. The term ‘specific’ can be
9Kd Links between variables/Information
applied to many quantities and means that the
from graphs
quantity relates to a unit mass.
Absolute pressure and gauge pressure
Specific heat capacity is worked out using:
If using pressure sensors with datalogging systems,
energy transferred it is important to be clear which pressure is being
specific heat capacity =
mass × temperature change measured. Gauge pressure is the pressure of a
gas above (or below) atmospheric pressure, so a
This gives units of J/g°C, J/kg°C or kJ/kg°C, in
pressure of zero measured in this way is the same
addition to variations involving kelvin and imperial
as atmospheric pressure. Absolute pressure is the
units.
pressure compared with a vacuum, and this is the
pressure that should be measured when conducting
9Kb Fields
the gas pressure experiments suggested here. If
See 8L Background information for details
only gauge pressure can be measured, find the
of magnetic and gravitational fields, and 9J
absolute pressure by adding gauge pressure and
Background information for electric fields.
atmospheric pressure.
In the discussion of gravitational potential energy
(GPE), the amount of energy stored is described as Gas laws
depending on the ‘height’ of the object – usually the In this topic students can investigate the
height through which an object has been raised. In relationship between the pressure and volume
other words, the amount of GPE stored is relative to of a gas and the pressure and temperature of a
a reference level, which depends on the context in gas. These investigations are only intended to
which it is being considered. Potential energy stored provide practice in identifying different relationships
by moving objects in magnetic or electric fields is between variables, and no understanding of the gas
similarly relative to some datum that must be defined. laws is required or intended to be taught.

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 Transition to further study – Physics

9 The pressure, volume and temperature of an ideal

gas can be related by the following formula:
In this unit, only a simple demonstration is required
to show students a physical model of wave

K pV = nRT reflection. Use a straight dipper rather than a point

source. Students may find it easier to see what is

 where p = pressure, V = volume, n = number of

moles of gas present, R = ideal gas constant and
happening with a single pulse rather than repeated
waves.
T = absolute temperature.
If two of the variables are kept constant, the Adiabatic changes
relationship between the others can be derived. An adiabatic temperature change is one that
So for example, if n and T are constant, then the occurs without any transfer of energy between
product of p and V is also constant, so that p is the object and the surroundings. In this unit,
inversely proportional to V. Similarly, if p is kept the temperature drop as parcels of air rise
constant but T varied, then it can be seen that V is in the atmosphere and expand results from
directly proportional to T. an adiabatic change. This kind of change is
easier to think about when the gas is enclosed,
9Ke Models/Computer game design/Physics such as within a bicycle pump. Two models to
research explain this are outlined on Worksheet 9Ke-5.
Ripple tanks One model describes particles in a compressed
Details on how to best set up a ripple tank can be gas in a bicycle pump hitting the piston and
found on the Internet. The tank should be level making it move. As part of the force from the
so that a varying depth of water does not cause particles hitting the piston moves the piston, the
unwanted refraction. Ripple tanks will come with particles rebound at a slower speed. Because
a lamp or will be designed to be used with an the temperature of a gas is related to the
overhead projector. The lamp can be used to kinetic energy of the particles, this results in the
shine through the water onto a sheet of paper on temperature falling. The other model is in terms of
the floor or from below to project the shadows of the gas doing work on the piston to push it out, so
waves onto the ceiling. The latter is better for class it is transferring energy to the pump and therefore
demonstrations. its temperature must fall.

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9Ka
9Ab
Differences
Heading

Objectives STARTERS
Developing:
1. Describe how potential difference and energy 1: Quick quiz
are linked. BA
2. Describe convection in terms of density and Use the 9K Quick Quiz for baseline assessment.
pressure differences. Students can use the 9K Quick Quiz Answer
3. Use ideas about energy and bonds to explain Sheet to record their answers. You could use the
why there is no change in temperature of a solid, Quick Quiz to review the relevant prior learning
liquid or gas at its melting point or boiling point. for the whole unit and then use this information
Securing: to plan relevant actions depending on students’
confidence. Returning to the Quick Quiz at the
4. Describe the effect of a substance’s specific heat end of the unit could monitor development of
capacity on its ability to store thermal energy. understanding. Alternatively, just use the first four
5. Use ideas about latent heat to explain questions, which relate to this topic, to provide
phenomena related to changes of state. information on students’ prior learning for your
Exceeding: planning. These questions could be revisited
formatively in a plenary for this topic. This topic
Exceeding objectives are designed to broaden
revises some material that was originally covered
students’ skills and knowledge beyond what is
in Unit 7J (voltage/potential difference) and Unit
required, often introducing a higher level of challenge.
8K (energy transfers by heating, mainly Topics 8Ka
6. Use the formulae for latent heat and specific and 8Kb). The Year 7 Quick Quiz questions and
heat capacity in calculations. Year 8 Quick Quiz questions could also be used to
The objectives in this unit are designed to start the help assess prior learning. See the ASP for more
transition between lower secondary science and information about Quick Quizzes.
GCSE/IG work. As such, the objectives are
applicable to all students. Note, however, that
Course resources
objectives may also form part of the lower KS3
ASP: 9K Quick Quiz; 9K Quick Quiz Answer
curricula and specifications indicated.
Sheet.
Optional: 7J Quick Quiz (Year 7); 7J Quick Quiz
Student materials
Answer Sheet (Year 7); 8K Quick Quiz (Year 8);
Topic notes 8L Quick Quiz Answer Sheet (Year 8).
• The term ‘specific’ when used to describe a
quantity usually refers to ‘per kilogram’. So
specific heat capacity is the energy needed to 2: The scientific method
raise 1 kg of material by 1 °C. Specific latent heat BA WS
is the energy needed/released on a change of
Ask students to work in pairs to sketch a flow
state for 1 kg of the substance, although only
‘latent heat’ is discussed in the materials for the chart outlining the scientific method, then ask
Developing and Securing objectives. for contributions from the class in order to draw
• It is important that teachers review all materials one on the board (see Skills Sheet SI 1 from
that they intend to use with students before use, the Year 7 Activity Pack). Ask students to work
to ensure suitability. in pairs again to jot down the names of as
• It is envisaged that in the course of studying the many different areas of science as they can
physics component of this topic, students will use (e.g. geology, astronomy, etc.) and what those
one Starter idea, Explaining 1, one further Exploring areas cover. Ask for suggestions and compile a
or Explaining idea, and one of the plenaries. list on the board.
Additional activities can be added as time allows.
Allocate one of these areas of science to each small
Be prepared group and ask them to discuss whether scientists
Before Exploring 1, check the heating rate of the in all these areas follow the scientific method in
blocks and immersion heaters so that you can tell the same way. Get them to highlight what may be
students how long to heat the blocks to ensure similar or different when they feed back. There are
that the final temperature does not exceed 50 °C. no rigid distinctions between different ‘areas’ of
science – for example:

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 Transition to further study – Physics

9 • particle physics experiments in the Large Hadron

Collider are informed by abstract models
change on material, for a given amount of
energy supplied (8Ka Exploring 2). The following

K developed to explain previously observed

phenomena
practical is similar but encourages students to
quantify the results. Add a little paraffin oil to

a • much of geology is observational, with models

worked out to explain rock formations and
the thermometer holes in calorimeter blocks to
improve the accuracy of the temperature readings.
compositions, but experiments on the properties Students will need to know the power rating of the
of rocks and minerals can also be carried out to immersion heater.
inform the models
Developing: Students follow the instructions on
• astronomy is mainly observational, but the
Worksheet 9Ka-1 to put the materials in order of
models used to develop hypotheses and models
specific heat capacity.
depend on discoveries in particle physics
• the study of animal behaviour might be Securing: Students follow the instructions on
observational only (if carried out in the wild), but Worksheet 9Ka-2. Instead of carrying out their
behavioural studies can also be carried out by own calculations for the final questions, students
experimenting in the laboratory. can check their results using the data provided in
the AL spreadsheet Heating calculator. This has
Get students to write down two things they
formulae set up so that students can calculate
remembered from previous learning about the
the specific heat capacity for each material from
scientific method and two things they have learned
their experimental results. It also allows them to
in this activity.
calculate the energy transferred by entering the
power of the heater and the time for which it was
Course resources working, and gives specific heat capacity values for
AP: Skills Sheet SI 1 (Year 7). a range of common metals.
Exceeding: Students follow the instructions on
3: Jumbled heating sentences Worksheet 9Ka-2, including making their own
BA calculations of specific heat capacities. If students
Help students revise earlier work on energy are looking up specific heat capacities on the
transfers by heating, as work in this topic builds on Internet, note that values can be given in different
this knowledge. Ask students to make sentences units. The worksheet and the spreadsheet use
using these groups of three words: conduction, J/kg °C.
particles, solid; convection, density, particles;
radiation, transparent, vacuum. Ask for volunteers
to read out their sentences, and get the rest of the
To avoid burns, check the temperature
class to point out errors or suggest improvements
rise of the blocks and immersion heaters
or additions to the sentences that will more helpfully
(ensuring the final temperature does not
revise the different processes. As an extension,
exceed 50 °C) and tell students how long
students could make a concept map that contains
to heat the blocks for. Take care with
the same (and additional) words as nodes, either
electrical wires near water. Mop up any
individually or in small groups. The Word Sheet for
spills straight away.
this topic may be helpful.
Exceeding: Give students the nine words above
jumbled up. Ask them to write one paragraph
Course resources
summarising energy transfers that includes all the
AP: Worksheets 9Ka-1; 9Ka-2.
words. Students’ responses should compare and
AL: Spreadsheet Heating calculator.
contrast the three energy transfer processes.

Course resources Equipment

ASP: 9K Word Sheets (optional). 1 kg metal block calorimeters of different
metals (labelled with material name), immersion
heater, power supply, beaker or tank to contain
1 litre of water, stop clock, thermometer,
EXPLORING TASKS balance, graph paper.
Optional: datalogger, temperature sensor,
1: Specific heat capacity
insulation materials (jackets for the calorimeter
WS blocks or loose material plus rubber bands to
Students may have carried out a practical to hold it in place).
demonstrate the dependence of temperature

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 Transition to further study – Physics

2: Convection currents and winds

Show students the AL presentation Convection
Course resources
AP: Skills Sheet SI 1 (Year 7).
9
currents and winds: revision (first seen in Year 8).
This explains the formation of land and sea breezes, K
and also global wind systems. Ask students to write
a more detailed script, to be used as the voice-
2: 9Ka Differences (Student Book)
FA
a
over to an animation based on screens 3 to 8. Their
scripts should include terms such as specific heat This spread looks at the idea of differences as
capacity, expand, density and pressure, and ideally drivers of change. The energy transfers during
should also refer to changes in particle movement. changes of state were covered in Unit 8I; this is
revised here and the term latent heat introduced.
Students can work on their scripts in pairs, then The idea of specific heat capacity is also
swap scripts with other pairs to make constructive introduced. Questions 5 and 6 can be used for
criticisms. formative assessment.

Course resources 3: Latent heat of vaporisation of water

AL: Presentation Convection currents and Demonstrate a rough measurement of the latent
winds: revision. heat of vaporisation of water. Use a beaker of water
on a hotplate. Part-fill the beaker with water, record
its mass and bring the water to the boil. Start the
3: Specific heat calculations timer once the water begins boiling. Leave it boiling
Worksheet 9Ka-5 provides practice in using the for a few minutes (the time to produce a significant
formula for specific heat capacity. reduction in mass will depend on the power of the
Securing: Students work through the questions in hotplate). Find the mass again.
pairs. Help students as necessary while they work While the water is boiling, remind students that
through the sheet. power is the energy supplied per second, and go
Exceeding: Follow up by challenging students to through the calculations to convert the power of the
find out about oil-filled radiators and explain their hotplate (in watts) and the time it is switched on (in
benefits and drawbacks compared with electric fires seconds) into a quantity of energy transferred (in
or gas heaters. Encourage students to describe the joules).
ways in which energy is transferred by heating when Calculate the specific latent heat of water by dividing
oil-filled radiators are used. Answers should include the energy transferred (in joules) by the change in
why the radiators are filled with oil rather than mass (in g). The value obtained in J/g will be the
being solid metal or filled with water (higher heat same number as for the specific latent heat in kJ/kg.
capacity than metal; lighter; a high enough boiling The value for water is 2260 kJ/kg. Ask students to
point so it remains liquid at operating temperatures). suggest why the value you have obtained is different
Information is easily found on the Internet so from the accepted value (reasons could include
students should be encouraged to produce their transfer of energy from the hotplate and water to the
answers in a specific format (e.g. lists of bullet surroundings, accuracy of the power rating used to
points) to discourage copying and pasting. calculate the energy transferred).

Course resources
AP: Worksheet 9Ka-5. Keep students away from the steam.
Mop up any spills straight away.
Equipment
Internet access.

Equipment
Beaker and hotplate, balance, stop clock.
EXPLAINING TASKS

1: 9Ka Physicists (Student Book)

BA PLENARIES
This page helps students to revise the scientific Most plenaries can be used for formative
method and how it is adapted in different areas of assessment. Suggested assessment, feedback and
science, and then introduces the theme of weather. action strands of formative assessment can all be
The Year 7 Skills Sheet SI 1 on the scientific method modified. See the ASP for further information and
may be useful. ideas on formative assessment.

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 Transition to further study – Physics

9 1: Quick Check
FA
not understand the science ideas, poor recall,
not reading the task properly, etc. Group together

K Assessment: The 9Ka Quick Check sheet provides

a set of sentence starters for students to complete
students with similar issues and get them to revise
together one area identified for improvement for

a using the conjunctions suggested. Students work in

pairs to complete the sentences. They should write
their group.
The AL presentation 9Ka Thinking skills can be
more than one ending to each sentence if they can. used for this activity.
Students working on the Developing objectives can
omit Questions 5 and 6.
Course resources
Feedback: Ask for volunteers to complete each AL: Presentation 9Ka Thinking skills.
sentence. Each time, ask for a show of hands to
say whether or not the sentence is correct. Ask
students to reflect in pairs on whether any errors 3: Concept map
they made are due to language (grammar and FA
spelling) or to understanding the science.
Assessment: Ask students to work in pairs or small
Action: Listen to the feedback, note any groups to develop a concept map showing what
misconceptions and explain them. they know about differences causing change. You
may need to brainstorm a list of some of these
Course resources differences to help get students started. Students
AP: 9Ka Quick Check. could include as many differences as they can in
their concept maps, drawn from this topic and
from earlier work (such as potential difference,
2: Thinking skills height differences and GPE, temperature, pressure,
FA density and concentration differences, etc.), or they
Assessment: could concentrate on temperature differences and
heating, incorporating the new ideas of latent heat
Plus, Minus, Interesting: Water should have a much and specific heat capacity.
lower specific heat capacity. (Possible answers:
Plus – kettles would boil more quickly; Minus – Students should be encouraged to use sketches
global warming would cause the oceans to warm and key terms in their concept maps. Circulate
faster, which would affect weather and wildlife; as they are working, asking questions to prompt
Interesting – Would we still get land and sea breezes students to think deeply about what they have
if the sea heated up and cooled down faster? Water shown already and new ideas that they could
has a higher specific heat capacity than most other include.
substances made from small molecules.) Feedback: Get each pair or group to swap their
Consider All Possibilities: The temperature of concept maps with another group. Students should
a substance is not changing. (Possible answers: check that the concept maps show sensible links,
the substance is melting/evaporating/freezing/ make suggestions for improvements, and identify
condensing; the substance is at the same any areas that they think show misconceptions.
temperature as its surroundings; the substance is Check these while students are producing their
well insulated.) feedback. After they have had time to do this, ask
for a show of hands to help discuss any areas of
What Was The Question: It has a higher specific difficulty.
heat capacity. (Possible questions: Why does sea
warm up more slowly than the land during the day? Action: Students make notes of any changes that
Why does the sea take longer to cool than the land they had not included and any areas they are
during the night? Why does it take longer to heat having difficulty with. You may also wish to make
1 kg of water than it takes to heat 1 kg of iron/metal a note of these to be addressed during GCSE/IG
using the same heater?) teaching.
Feedback: Give students a few minutes to think of
their responses, then ask for volunteers to provide HOMEWORK TASKS
answers. Ask the class to choose the best answers
to each question and to suggest which features of a 1: Warming and cooling 1
good answer these demonstrate. Worksheet 9Ka-3 provides a cloze exercise to help
Action: Get students to categorise the areas in consolidate the ideas about energy transfers and
which they need to improve, for example they do temperature differences covered in this topic.

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 Transition to further study – Physics

Course resources
AP: Worksheet 9Ka-3.
3: Boiling the kettle dry
Worksheet 9Ka-6 provides questions involving 9
specific heat capacity and specific latent heat. It
may be helpful if students have had some practice K
2: Warming and cooling 2
Worksheet 9Ka-4 provides questions on the content
using the specific heat capacity formula via
Exploring 3 (Worksheet 9Ka-5). a
of this topic. It also looks at the formation of dew
and clouds. It would be helpful (but not essential) Course resources
if students have used Worksheet 8Ka-5 on relative AP: Worksheets 9Ka-5; 9Ka-6.
humidity before attempting this homework.

Course resources
AP: Worksheets 8Ka-5 (Year 8) (optional);
9Ka-4.

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9Kb
Transition to further study – Physics

Fields

Objectives revision of magnetic and gravitational fields). Ask

Developing: students to work in pairs to write down five facts
they recall about force fields. These can be kept
1. State what is meant by a magnetic field,
to revisit in Plenary 3 or you could compile a class
gravitational field and electric field.
list on the board. If the list is going to be revisited
2. Represent force fields using diagrams.
later, record incorrect facts as well as correct ones.
3. Describe the factors that affect the amount of
Students could be asked to place a tick, question
gravitational potential energy stored in an object.
mark or cross beside the facts on the board to
Securing: show whether they (or the group they represent)
agree they are correct, are not sure or think they
4. Evaluate the models used to represent different
are incorrect. Tell students that they may wish to
types of force field.
change or refine some of the facts after the lesson.
5. Use the formula for gravitational potential energy.
Exceeding: 2: Gravitational potential energy stores
The AL presentation Gravitational potential
Exceeding objectives are designed to broaden energy stores shows images of various objects
students’ skills and knowledge beyond what that are storing gravitational potential energy.
is required, often introducing a higher level of Before the presentation, ask students to make a
challenge. note to suggest how the stored energy is used,
6. Describe how two electric fields or two and to suggest a rank order for the amount of
gravitational fields affect each other. energy stored in each example. Discuss these after
they have finished watching the presentation. Get
The objectives in this unit are designed to start the students to make a note of any new examples that
transition between lower secondary science and they have learnt about.
GCSE/IG work. As such, the objectives are
applicable to all students. Note, however, that
objectives may also form part of the lower KS3 Course resources
curricula and specifications indicated. AL: Presentation Gravitational potential energy
stores.
Student materials
Topic notes 3: Modelling force fields
• It is important that teachers review all materials WS
that they intend to use with students before use, The AL presentation Modelling force fields:
to ensure suitability. revision was first used in 9Ja Explaining 3. The
• It is envisaged that in the course of studying the presentation starts by showing diagrams of
physics component of this topic, students will magnetic, electric and gravitational fields and
use one Starter idea, Explaining 1, one further asking questions about them. Before they watch
Exploring or Explaining idea, and one of the this, get students to make a table comparing and
plenaries. Additional activities can be added as contrasting the way different fields are modelled.
time allows. The presentation could be used again here to find
out how much of this material students recall. The
Be prepared final screen on alternative ways of modelling fields
The equipment used to seal the tubes in can be omitted. At the end, get students to highlight
Exploring 2 must be checked before the lesson. what they had recalled and what they had to be
reminded of about modelling fields. Ask them to
reflect on whether any challenges were about their
basic understanding of fields or confusion about
STARTERS the way fields are modelled.
1: Five facts
Course resources
FA
AL: Presentation Modelling force fields:
Students have studied fields in Units 8J (magnetic revision.
and gravitational fields) and 9J (electric fields, plus

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 Transition to further study – Physics

EXPLORING TASKS
relating energy, mass, temperature and specific
heat capacity (given on the worksheet). 9
1: Combining magnetic fields
WS
Exceeding: Ask students to calculate the efficiency
of the transfer from gravitational potential energy
K
Worksheet 8Lc-3 (8Lc Exploring 1) gives
instructions for using a plotting compass to find
to thermal energy, reminding them of the formula if
necessary. They can also be asked to suggest ways
b
the shape of the magnetic field between two bar in which the efficiency could be improved (e.g., by
magnets placed near each other (illustrated by insulating the tube).
photo E in the Student Book, Topic 9Kb Fields).
This was an activity aimed at students working Hands should be washed immediately if
on Exceeding objectives in Year 8, and the AL the lead shot is handled. Any spilled lead
presentation Plotting a magnetic field: revision should be cleared up straight away to
(used in Year 8) could be useful to remind students avoid slip hazard.
of the technique.
This practical could be carried out with all students.
Worksheet 9Kb-1 provides some questions that can Course resources
be used to follow up the activity, to help students to AP: Worksheet 9Kb-2.
understand what the patterns mean.
Equipment
Exceeding: The final question on Worksheet 9Kb-1
Plastic cups, balance, cardboard or Perspex
asks students to use what they have learnt about
tube (50–100 cm long), bungs or other means
field patterns between two magnets to predict what
of sealing the ends of the tube, lead shot
the field patterns will be between two point static
(allow 500 g per group, if possible), infrared
charges.
thermometer, metre rule, balance.

Course resources
AP: Worksheets 8Lc-3 (Year 8); 9Kb-1. 3: Pumped storage power stations
AL: Presentation Plotting a magnetic field: Worksheet 9Kb-6 provides some information about
revision. pumped storage power stations and asks questions
involving the use of the equation for gravitational
Equipment potential energy. It will be useful to discuss the idea
Two bar magnets, plotting compass, sheet of of a reference level with students. For example,
paper, pencil. the lower reservoir is unlikely to be at sea level, so
water in it will store some gravitational potential
energy compared with water in the sea. However,
2: Falling lead for the calculations on the sheet what matters is the
WS extra GPE stored by water in the upper reservoir, so
we can assume that the GPE of water in the lower
Students measure the temperature rise in lead
reservoir is zero.
shot that has fallen through a measured distance.
This is done by placing the shot in a sealed tube The AL interactive Pumped storage provides a
and repeatedly inverting the tube. The gravitational diagram with hotspots to remind students of the
potential energy transferred is then compared with energy stores and transfers involved in a pumped
the energy stored in the warmed lead. Instructions storage power station.
are provided on Worksheet 9Kb-2.
Exceeding: Ask students to write a short paragraph
It is advisable to check this yourself before the explaining why attempting to rely on renewable
lesson, to ensure the bungs or other means of energy resources such as solar and wind is likely
sealing the ends of the tube remain in place when to result in energy shortages, and how pumped
the lead shot falls onto them. storage power stations could help the situation.
They should mention the effect of the efficiency
Developing: It may be best to use this as a calculated in Question 3.
demonstration for Developing students, to illustrate
the energy transfer from gravitational potential
Course resources
energy to thermal energy.
AP: Worksheet 9Kb-6.
Securing: If necessary, help students to calculate AL: Interactive Pumped storage.
the energy transferred to the lead using the formula

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9 EXPLAINING TASKS
of response index) when responding to each
statement. Identify the statements that most

K 1: 9Kb Fields (Student Book)

FA
students were unsure about.
Action: Use a ‘hot seat’ technique to get different
b This spread revises the idea of a force field and
introduce the formula for calculating gravitational
volunteers to sit in the centre of the class and to
try to explain the more problematic statements.
potential energy. Note that the hailstone mentioned Other students can ask the volunteer questions
in the fact box would not transfer 10 kJ of energy until they feel more confident about the statements
when it landed, as much of this store of energy themselves.
would have been converted to thermal energy
stored in the surrounding air (due to air resistance) Course resources
during its fall. ASP: 9Kb Quick Check.
Students are then asked to interpret and compare
field diagrams for electric, gravitational and 2: Thinking skills
magnetic fields. Questions 4 and 5 can be used for FA
formative assessment. Assessment: Ask students to sketch a diagram that
demonstrates their understanding of the differences
2: Gravitational potential energy calculations between fields as they go through this activity. They
WS should choose the format for this.
The AL presentation Gravitational potential energy
calculations shows how to use the formula to Odd One Out: magnetic field, electric field,
calculate gravitational potential energy stored in a gravitational field. (Possible answers: gravitational
raised object. field is the only one that cannot repel; magnetic
field is the only one whose field diagram is not
Exceeding: The final part of the presentation radial lines (as a north pole cannot be isolated
presents some questions that involve rearranging from a south pole); magnetic field is the only one
the formula. Challenge students to answer these on that cannot act on any object (as an electric field
paper before going through the answers with them. can induce a charge and then attract the object);
gravitational field is the only one that acts on us all
Course resources the time.)
AL: Presentation Gravitational potential energy Consider All Possibilities: Object A is storing
calculations. more gravitational potential energy than object B.
(Possible answers: A has a greater mass than B;
A is higher than B; A is on a planet with a stronger
gravitational field than B.)
PLENARIES
Plus, Minus, Interesting: All gravitational fields
Most plenaries can be used for formative should be stronger. (Possible answers: Plus –
assessment. Suggested assessment, feedback and planets like Mars might have more atmosphere and
action strands of formative assessment can all be be more likely to have life; Minus – it would take
modified. See the ASP for further information and more energy/cost more to get satellites into orbit; it
ideas on formative assessment. would be more difficult for aeroplanes/helicopters
to take off; tides would be higher and might flood
1: Quick Check coastlines; Interesting – Would we feel gravitational
FA attraction to each other? The gravitational force
Assessment: The 9Kb Quick Check sheet provides between two people standing next to each other is
some statements on the content of this topic. Some about 0.000 001 N.)
of the statements are true and some are false. Ask Feedback: Students answer the thinking skills
students to tick the boxes to say if each one is true questions individually and then discuss their
or false, and write a corrected version of any false answers in groups, thereby feeding back their
statements. They should also add a mouth to the thoughts to one another. Ask students to write
smiley face to show how confident they are in their down their best answers and consider why they
answer. think they are the best. Ask them to do the same for
Feedback: Ask for a show of hands to indicate their weakest answers, trying to identify what they
whether each statement in turn is true or false. find difficult about these.
Students could also hold up a piece of paper Action: Ask a spokesperson from a number of groups
with a number between 1 and 5 (for a confidence to read out their best answers. Compile a class list

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 Transition to further study – Physics

of features of good answers and a second list of

areas of this topic that need to be reinforced. Use the
considered applications for humans as being most
important. 9
students’ answers and their diagrams to identify any
ideas about fields that are missing and share them K
with the class. If understanding is poor then revise the
material at the start of the next lesson.
HOMEWORK TASKS
b
1: Different orbits 1
The AL presentation 9Kb Thinking skills can be
Worksheet 9Kb-4 provides straightforward questions
used for this activity.
on the different kinds of orbit used by satellites.

Course resources Course resources

AL: Presentation 9Kb Thinking skills. AP: Worksheet 9Kb-4.

3: Revisit five facts 2: Different orbits 2

FA Worksheet 9Kb-5 provides information and
Students list the five most important facts about comprehension questions on the different kinds of
fields and then compare their lists with those orbit used by weather satellites.
compiled by other students.
If students listed their five facts in Starter 1, ask Course resources
them to revisit their lists and correct any mistakes AP: Worksheet 9Kb-5.
in them. They should also consider what they have
learnt and amend their lists to show the five facts 3: Earth and Moon
they consider the most important. Worksheet 9Kb-7 provides some comprehension
If a class list was compiled, show this and ask questions on the Moon and gravitational fields.
for students to suggest any corrections needed; Question 2 refers to the famous ‘Earthrise’ photo
again, ask for suggestions as to which are the most taken by the Apollo 8 astronauts. It may be helpful
important facts. to find this on the Internet and show it to students.
Note that Question 3 involves the use of numbers in
Correct any misunderstandings that become standard form (this was covered in Topic 9Gd).
apparent during the discussion. Any students
with significant difficulties could make a list of the Course resources
most important facts as bullet points for revision. AP: Worksheet 9Kb-7.
Get students to discuss the criteria they used for
‘most important’ in their lists. For example, they Equipment
may have listed overarching ideas that apply to Optional: Internet access.
all fields as most important or they may have

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9Kc
Transition to further study – Physics

Cause and effect

Objectives simple definitions for ‘cause’ and ‘effect’. Then ask

Developing: students to cut out the cards and match them into
1. Explain what forces are needed to cause certain pairs, then decide which of each pair is a cause
changes in motion. and which is an effect. Give them a few minutes
2. Recall that gravity is a force that acts between to discuss in pairs and then ask for volunteers to
any two objects with mass. justify their answers. Note that there is more than
one interpretation for most of the pairs (see the
Securing: answers). Mention some of these alternatives and
3. Identify action–reaction pairs in simple situations ask students to suggest how they could show
(the term action–reaction is not required). which version was really the cause and which the
4. State that correlation is not an indicator of effect.
causation. Exceeding: Ask students to work in pairs to write
Exceeding: explanations for each pair of cards, arguing first
Exceeding objectives are designed to broaden that one card is the cause and then that the other
students’ skills and knowledge beyond what is card in the pair is the cause.
required, often introducing a higher level of challenge. More confident students might be able to create
5. Outline the basic idea behind the theories some additional pairs of cards.
of continental drift and plate tectonics, and
explain why one theory superseded the other. Course resources
AP: Worksheet 9Kc-1.
The objectives in this unit are designed to start the
transition between lower secondary science and
GCSE/IG work. As such, the objectives are 2: Brainstorm cause and effect
applicable to all students. Note, however, that WS
objectives may also form part of the lower KS3 Give students an everyday example of an activity,
curricula and specifications indicated. such as running for the bus. Ask them to suggest
what effects this could cause (e.g. getting out of
Student materials breath, catching the bus, tripping because you are
Topic notes in a hurry). Then ask them to consider this as an
• Students will have come across graphs showing effect, and suggest what could have caused the
correlation in maths. However, in maths need to run for the bus (e.g. oversleeping, stopping
correlation only refers to the situation where on the way to the bus stop).
two variables are plotted on a scatter graph. Next ask students to work in pairs or small groups
In science, other types of graph can also be
to think up two more cause–effect sequences
used to show correlation (such as two variables
based on everyday activities. Give them a few
plotted against time on a line graph, or even a
minutes to discuss their ideas, and then ask for
combined bar chart and line graph).
volunteers to read out their activity. Follow up
• It is important that teachers review all materials
by asking students to suggest some causes and
that they intend to use with students before use,
effects in terms of forces and motion (e.g. applying
to ensure suitability.
brakes causes a car to slow down).
• It is envisaged that in the course of studying the
physics component of this topic, students will use
one Starter idea, Explaining 1, one further Exploring
EXPLORING TASKS
or Explaining idea, and one of the plenaries.
Additional activities can be added as time allows.
1: Correlations
WS
STARTERS Worksheet 9Kc-2 provides some cards for students
to cut out and pair up into four statements describing
1: Cause and effect a correlation between two factors. Discuss some
WS correlations that can be linked by other facts.
Worksheet 9Kc-1 provides a set of cards with some Developing: Go through the cards and questions on
observations. Start by asking students to write the sheet with students.

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 Transition to further study – Physics

Securing: Students work in pairs to answer the

questions on the sheet, then join with other pairs
objects of different masses to fall at different
speeds. It takes students through the process 9
to discuss their answers before feeding back to the
class.
of setting up a numerical model and interpreting
the results. The Student Book states that Galileo K
Exceeding: Ask students to work alone or in pairs
to think up another one or two examples of two
discovered that bodies of the same size and
shape fall at the same speeds, irrespective of any c
differences in their masses – this is true in a vacuum
correlated factors that can only be causally linked
but is a simplification when air is present (see the
via one or more other factors.
Background information for this topic for more
details). The spreadsheet provides instructions to
Course resources help students set up calculations to produce some
AP: Worksheet 9Kc-2. estimated data and plot graphs of their results.

2: Weather fronts Course resources

Worksheets 9Kc-3 and 9Kc-4 introduce the idea AL: Spreadsheet Falling bodies.
of weather fronts and how they affect weather in
some parts of the world. Question 3 on Worksheet
4: Aristotle’s ideas about forces and motion
9Kc-3 and Questions 2d and 3 on Worksheet 9Kc-
7Ka Exploring 4 (Worksheet 7Ka-3) looks at
4 can be used to help students to practise writing
Aristotle’s ideas on falling objects, and 7Ke
extended answer examination questions. In both
Exploring 3 (Worksheet 7Ke-3) looks at Aristotle’s
cases, the previous question helps students to think
ideas about forces and motion. These activities can
about the ideas they will need to write an exam-
be revisited here.
style answer.
Note that the worksheet asks students to explain Course resources
why air cools as it rises – students are expected AP: Worksheets 7Ka-3 (Year 7); 7Ke-3 (Year 7).
to answer only in terms of the atmosphere being
colder higher up. In fact the cooling is due to
adiabatic temperature changes as the air expands
(see Background information for 9Ke). EXPLAINING TASKS
Developing: Students use the cards on Worksheet 1: 9Kc Cause and effect (Student Book)
9Kc-3 to help them explain how weather fronts
FA WS
cause cloud and rain. This activity can be used to
revisit work on cohesive writing covered in Unit 9J. This spread looks at cause and effect, both in terms
of whether correlation always implies causation and
Securing: Students work through Worksheet 9Kc-4 in as a basic introduction to action–reaction force pairs
pairs. They may find the cards on Worksheet 9Kc-3 (although this terminology is not used in the book).
useful to remind them of work earlier in this unit on
Students will have identified correlations in
the effects of temperature and pressure differences. It
maths using scatter graphs (such as figure C in
will be helpful if students have done 9Ka Homework 2
the Student Book, Topic 9Kc Cause and effect).
(Worksheet 9Ka-4).
However, in science it is also common to show line
Exceeding: In addition to the above, students can graphs of two variables on the same axes, where
be challenged to find out and explain why winds it can be seen visually that the variables change
are strongest in places where weather maps show together.
isobars (lines of equal pressure, analogous to
Questions 4 and 5 can be used for formative
contours on a map) closest together.
assessment.

Course resources 2: Does mass affect the speed of a falling body?

AP: Worksheets 9Ka-4 (optional); 9Kc-3; 9Kc-4. The AL video Does mass affect the speed of a
falling body? looks at Aristotle’s ideas about why
Equipment
things fall, and how scientific ideas about this
Internet access.
changed.

3: Falling bodies Course resources

The AL spreadsheet Falling bodies looks in more AL: Video Does mass affect the speed of a
detail at the effects of air resistance on falling falling body?
bodies, in particular why air resistance causes

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 Transition to further study – Physics

9 PLENARIES
before bouncing that answer to another student,
asking ‘What did you think of the answer?’

K Most plenaries can be used for formative

assessment. Suggested assessment, feedback and
Action: Identify any misconceptions or areas for which
students have poor recall and list these on the board.
c action strands of formative assessment can all be
modified. See the ASP for further information and
Depending on the areas of difficulty, the other plenary
activities may help to consolidate knowledge from this
ideas on formative assessment.
lesson. Re-check the list after these activities.
1: Quick Check The AL presentation 9Kc Thinking skills can be
FA WS used for this activity.
Assessment: The 9Kc Quick Check sheet shows
four graphs. Students are asked to describe any Course resources
relationships shown in terms of how one variable AL: Presentation 9Kc Thinking skills.
changes when the other changes. It also provides
a question on cause and effect related to motion. 3: What do you know?
Students can work on their answers in pairs. FA
Feedback: Ask for a volunteer to explain what Ask each student to write down three things that
relationship they think each graph shows. Ask the they think the person sitting next to them should
rest of the class to hold up red or green cards as have learnt and when they would have learnt them.
an indication of whether they think the volunteer is Then ask students to ask each other in pairs whether
correct. Ask anyone who thinks they are wrong to they agree on the things they should have learnt. Ask
explain why and discuss until all are in agreement them to agree a final list of the three most important
about what the graphs show. points, and why these are important.
Action: Make a note of any misconceptions – these
can be addressed during Topic 9Kd as there is
HOMEWORK TASKS
further work on graphs there.
1: Causes and correlations
Course resources
WS
AP: 9Kc Quick Check.
Worksheet 9Kc-5 provides simple questions on
cause and effect and correlation.
2: Thinking skills
FA
Course resources
Assessment: AP: Worksheet 9Kc-5.
Consider All Possibilities: An object starts to
move. (Possible answers: there are unbalanced
forces on it; it is iron and a magnet has been moved 2: Wind and weather
close to it; it has a charge of static electricity and an Worksheet 9Kc-6 provides comprehension questions
object with the opposite charge has been put close on the causes of different weather patterns. Students
to it; it has been put on a slope.) will need to recall work on specific heat capacity,
evaporation and the seasons.
What Was The Question: Forces in opposite
directions are equal. (Possible questions: describe
the forces between an apple and the Earth; Course resources
describe the vertical forces on a spring with a mass AP: Worksheet 9Kc-6.
on the end; describe the forces on a car moving at
a constant speed.)
3: Moving continents?
What Was The Question: By using information Worksheet 9Kc-7 provides information about
from experiments. (Possible questions: How was the ideas of continental drift (an idea based on
Galileo’s method of explaining motion different from correlations that was not accepted because
Aristotle’s? How do scientists test hypotheses? no plausible cause was put forward) and plate
How can you find out the force that is produced by tectonics, with questions to test students’
a spring when the spring is stretched?) comprehension. Students are not expected to recall
Feedback: Use the pose–pause–pounce–bounce any of the details of these ideas.
method to obtain feedback for each of the
questions above. Give students a few minutes to Course resources
discuss and agree on their answers with a partner, AP: Worksheet 9Kc-7.
then pounce randomly on a student for an answer

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9Kd Transition to further study – Physics

Links between variables

Objectives one Starter idea, Explaining 1, one further Exploring

This topic concentrates on using mathematical or Explaining idea, and one of the plenaries.
skills in physics. The Student Book looks at different Additional activities can be added as time allows.
types of relationships commonly found in physics.
The Working Scientifically pages that follow provide Be prepared
a detailed look at additional information that can be Exploring 2 requires a syringe mounted
extracted from certain graphs. vertically in a wooden block with another
Developing: wooden block fitting over the top. These can be
purchased or made in school.
1. Identify relationships shown on scatter graphs.
2. Describe relationships shown on graphs as linear.
Securing: STARTERS
3. Identify direct and inverse proportionality using
graphs. 1: Revising gradients
BA WS
Exceeding:
The first two screens in the AL presentation
Exceeding objectives are designed to broaden Information from graphs shows a distance–time
students’ skills and knowledge beyond what is graph and explains how to calculate the gradient of
required, often introducing a higher level of challenge. a line to work out the speed. Show the first screen
and ask students to calculate the speed at one or
4. Use data to investigate the idea of absolute zero.
two points on the graph. Ask for volunteers to give
5. Use formulae and graphs to work out how to
their answers, then ask the whole class to hold
relate the extension of a spring to the energy
up green or red cards to indicate how confident
stored.
students were in their answers. The next screen
Focused Working Scientifically/Scientific shows how to calculate the gradient, if needed.
Enquiry objectives Remind students that the units of speed depend
on the units used for the distance and the time, so
1. Use the general formula for a straight line to
the units for their calculated gradient depend on the
extract information from graphs showing linear
units used to plot the graph.
or proportional relationships.
2. Use a speed–time graph to find distance
Course resources
travelled.
AL: Presentation Information from graphs.
3. Calculate speeds from the gradient of a
distance–time graph.
The objectives in this unit are designed to start the 2: Which graph?
transition between lower secondary science and BA WS
GCSE/IG work. As such, the objectives are Give students a list of different things that could be
applicable to all students. Note, however, that presented using charts or graphs and ask them to jot
objectives may also form part of the lower KS3 down how they think each should be presented. They
curricula and specifications indicated. should be able to explain their suggestions. Ask for
volunteers to suggest the best method for each, and
Student materials to explain their reasoning. The rest of the class could
be asked to hold up green or red cards to indicate
Topic notes whether they agree with the choice of presentation
• This topic looks at the idea of direct and inverse and/or the explanation. They could also be asked
proportion. Students will have met these ideas to suggest one more set of data that would be best
in maths, but inverse proportion will have been presented by each type of chart or graph discussed.
referred to as indirect proportion.
• It is important that teachers review all materials Possible subjects include: the constituents of air
that they intend to use with students before use, (pie chart, as it shows fractions of a fixed whole);
to ensure suitability. cooling curve for solidifying wax (line graph, as it
• It is envisaged that in the course of studying the shows the change in a variable with time); specific
physics component of this topic, students will use heat capacities of different materials (bar chart,

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 Transition to further study – Physics

9 as one variable is described in words); current

and voltage in a circuit (scatter graph, as both are
the graph shows with them before they answer
Question 3 on the worksheet. Alternatively, use

K continuous variables/to see if there is a correlation).

The AL interactive Which graph? presents these
temperature and absolute pressure sensors linked
to a computer or tablet so that students can see the

d choices as a linking lines exercise. graph being built up as the experiment progresses.
Securing: Students work in pairs to carry out
Course resources the practical and answer the questions on the
AL: Interactive Which graph? worksheet. If Explaining 2 has been used, help
them to work out the formula for the line and to
explain their results in terms of particle movement.
3: Why draw graphs?
BA WS Exceeding: Introduce students to the idea of
Ask students to work in pairs to jot down the key extrapolation, and ask them to plot another graph
features of a line graph and scatter graph. Give to find where the line on their graph would meet the
them only a minute for this, then ask for feedback horizontal axis. Ask them what kind of relationship
– they should mention things like scales and labels their results would show if the temperature scale
on the axes, points joined with lines or lines/curves started at this point.
of best fit drawn etc. Students have been asked to
draw the ‘best’ line through points in earlier years
of this course, although they may not yet have Take care with hot water. Mop up any
encountered the term ‘line of best fit’. Ask them to spills straight away.
work in their pairs again to write a sentence or two
that explains why data are often presented in a line
or scatter graph, and why the data plotted may be
mean values rather than the original readings. Give Course resources
them a few minutes for this, then ask for volunteers AP: Worksheet 9Kd-1.
to read out their sentences. You could have a class
vote for the best reason given. Equipment
Boiling tube or small flask, bored bung with
Ask students to write down any ‘rules’ that have glass tube, thermometer or temperature sensor,
emerged about using line and scatter graphs to pressure gauge or sensor, rubber tubing to fit
display data. Ask for volunteers to read out their glass tube and pressure sensor (to measure
rules, and compile a class list to act as a memory aid. absolute pressure), ice, stirring rod, beaker or
other container large enough to hold the boiling
tube and temperature sensor, hot and cold
EXPLORING TASKS water.
Optional: temperature sensor, absolute pressure
1: Gas pressure and temperature sensor, computer or tablet computer.
WS
Students measure the pressure of a fixed volume
of gas at different temperatures. Instructions for the
practical work are given on Worksheet 9Kd-1. The 2: Gas pressure and volume
aim of this practical is to obtain a set of results that WS
show a linear relationship, not to look into detail at The aim of this practical is to obtain a set of results
the gas laws. This is best done after Explaining 1 that show an inversely proportional relationship, not
and Explaining 2. to look in detail at the gas laws. This is best carried
out after Explaining 1.
The results will show a directly proportional
relationship if temperature is plotted using the Kelvin Worksheet 9Kd-2 describes a method of
temperature scale. If you wish students to do this, investigating the relationship between the pressure
Explaining 3 should also be used before this practical. and volume of a fixed mass of gas. Students
need to know atmospheric pressure in N/cm2 – if
The pressure sensor used should measure absolute
the available barometers/pressure sensors are
pressure (see the Background information for this
calibrated in different units it will be easiest for you
topic). If only a gauge pressure sensor is available,
to take one reading for the whole class to use and
help students to work out the absolute pressure by
convert it to the required units. Some students
adding atmospheric pressure to their readings.
may need help working out the cross-section of
Developing: Provide students with ready-drawn the syringe in Question 3, and may also need help
axes or help them to choose scales. Discuss what drawing a curve of best fit on their scatter graph.

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 Transition to further study – Physics

A simpler version of the investigation can be carried

out if the syringe is mounted so that an absolute
and speed–time graphs of their journey. They can
compare the distance they moved with the area 9
pressure sensor can be connected to it. Pressure
can still be applied using masses (or by pushing the
under their speed–time graphs. The data can be
gathered using a datalogger and motion or distance K
plunger in) but will be measured using the sensor
instead of needing the calculations described.
sensors to directly produce the graphs.
If this equipment is not available, place markers
d
To measure the pressure you need to use a sealed at various points across the playground or other
syringe (with volume scale in cm3) mounted large area. One student from each group walks at
vertically in a wooden block, with another block a constant speed between the first and second
of wood drilled to fit over the top of the plunger. markers, then at a different speed between the
(For more detail, see the diagram on Worksheet second and third markers, and so on. Another
9Kd-2. These can be made in school, or purchased student from the group notes the time at which
ready-made from equipment suppliers.) The syringe each marker is passed. The distances and times
should be sealed at the nozzle end and be almost can be used to draw a distance–time graph, and
full of air. If sealing it yourself, pull out the plunger the speed for each section is worked out from
almost all of the way before sealing the nozzle. the gradient of the graph. They can then plot a
speed–time graph for the journey, and check their
Securing: The AL spreadsheet Calculating
calculations by working out the area under each
pressures can be used to help students carry out
section of the graph to confirm it matches the
the calculations described on the worksheet. Allow
measured distance. Worksheet 9Kd-3 provides
them to use the spreadsheet for plotting their
instructions for this version of the activity. You may
graphs.
need to adjust the distance given in instruction A
The AL spreadsheet Gas experiments includes depending on the space available.
sheets explaining direct and inverse proportion, and
how to check whether a relationship is inversely
proportional by plotting the reciprocal of one of Course resources
the quantities. Go through this with students and AP: Worksheet 9Kd-3.
help them to plot the pressure against the inverse
of volume to check that the relationship really is Equipment
inversely proportional. If the spreadsheet is not Option 1: Motion and distance sensors, laptop
available, explain to students that p being inversely or other means of displaying graphs and
proportional to V is equivalent to saying that p is results.
directly proportional to 1/V (or that V is directly Option 2: Access to playground or sports hall,
proportional to 1/p). Help them to work out the measuring tape, stop clock, objects to act as
reciprocal of one of their sets of results and to plot markers (e.g. PE markers).
new graphs.
Exceeding: Students should process their results
without using the spreadsheet. 4: Gas investigations
WS
Course resources The AL spreadsheet Gas experiments provides
AP: Worksheet 9Kd-2. the results of two different investigations into gas
AL: Spreadsheets Calculating pressures; Gas pressure, temperature and volume. Questions are
experiments. provided to help students to plot graphs and to
decide what kind of relationship the graphs show.
Equipment
Sealed syringe mounted vertically in a wooden Developing: Students do Questions 1 and 2 on the
block, wooden lid (see above for details), clamp Gas pressure and temperature sheet.
and stand, masses (1 kg masses are suitable), Securing: Students work through all the questions
balance, barometer or pressure sensor. on the Gas pressure and temperature sheet and
Gas pressure and volume sheet with the exception
of the Challenge questions. They may need some
3: Walking graphs
help with some of the questions.
WS
This task is best carried out after students have Exceeding: Students work through the questions on
completed Explaining 2. both of the sheets, alone or in pairs.
Students walk at different speeds across the lab This activity can be used in place of Exploring 1
or playground etc., and produce distance–time and/or Exploring 2.

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 Transition to further study – Physics

9 Course resources
AL: Spreadsheet Gas experiments.
to solve for y = 0 to find the intercept on the
temperature axis.

K Course resources
d EXPLAINING TASKS
AL: Presentation Kelvin temperature scale.

1: 9Kd Links between variables (Student Book)

FA WS PLENARIES
This spread looks at how some relationships Most plenaries can be used for formative
can be expressed numerically. A proportional assessment. Suggested assessment, feedback and
relationship is a special case of a linear relationship action strands of formative assessment can all be
that goes through the origin. Note that water modified. See the ASP for further information and
pressure is proportional to depth because water ideas on formative assessment.
is almost incompressible, whereas air pressure
is not proportional to height because gases are
1: Quick Check
compressible. The graphs showing atmospheric
pressure and temperature and ocean depth and FA WS
pressure have the height/depth on the vertical axis. Assessment: The 9Kd Quick Check sheet provides
You might expect that height or depth would be sketch graphs illustrating different types of
on the x-axis, as this is the independent variable, relationship (or none at all). Students work in groups
but the orientation of the graphs shown in the to sort the cards into the categories suggested on
book is common in the Earth sciences as it makes the sheet. You may wish Developing students to
the meaning of the graph easier to comprehend. omit card H.
Question 4 can be used for formative assessment. Feedback: Ask for volunteers to describe the
relationship shown by each graph and give their
2: 9Kd Information from graphs (Student Book)
reasoning. Ask for others in the class to show their
FA WS agreement (or otherwise) via a show of hands.
This spread develops the work on numerical
relationships by discussing the kinds of Action: Address any misconceptions shown in
information that can be obtained from graphs. the answers (this is most likely to occur with
Distance–time and speed–time graphs are briefly graphs that show inverse proportion). Students
revised. The AL presentation Information from could work in groups to make a list of short bullet
graphs reminds students how to find the gradient points describing the key points of each type of
of a line (this may have been used in Starter 1) relationship as a revision aid.
and then explains what speed–time graphs show
and takes them step by step through the process Course resources
of calculating the area under the graph (including AP: 9Kd Quick Check.
questions 4 and 5). Questions 3 and 5 can be used
for formative assessment.
2: Quick Check WS
FA WS
Course resources
Assessment: The 9Kd Quick Check WS sheet has
AL: Presentation Information from graphs.
questions about information that can be obtained
from graphs. Students work in pairs to decide on
3: Kelvin temperature scale their answers to the questions.
WS Feedback: Ask for volunteers to answer the
The AL presentation Kelvin temperature scale questions for each graph, and give their reasoning.
looks at a graph of pressure versus temperature (as Ask for others in the class to show their agreement
in the Student Book, Topic 9Kd Information from (or otherwise) via a show of hands.
graphs, figure B). It discusses what this means in
terms of particle motion and introduces the idea of Action: Address any misconceptions shown in the
the absolute temperature scale. answers.

Exceeding: The final screens develop the work

Course resources
on the formula of the line to show how a graph
AP: 9Kd Quick Check WS.
derived from experimental results can be used

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 Transition to further study – Physics

3: Thinking skills
FA
and then tear the strip in half. Appoint a student
to collect all the questions and another to collect 9
Assessment: all the answers. Once collected, hand out the
questions and answers so that each student gets K
d
Consider All Possibilities: The pressure of the gas in one question and one answer. Then get a selected
a container gets less. (Possible answers: the volume student to read out their question. The student with
of the container has been increased; the temperature the right answer then stands and reads out the
of the gas has decreased; some of the gas has been answer. You may need to restart this activity if the
taken out of the container; the container is open and original answers to questions are wrong. Do not
has been taken higher in the atmosphere.) identify individuals who have made these mistakes;
Consider All Possibilities: The points on a scatter they will learn from any discussion as to what the
graph (showing the relationship between two answer should be. Get students to note down each
variables) are mainly on a straight line of best fit. area of science that they must do more work on as
(Possible answers: there is a linear relationship they go through the questions.
between the variables; there is a directly
proportional relationship between the variables; Equipment
there is no link between the variables and it is just Strips of paper.
coincidence that the graph is a straight line; the
variables are not directly linked but there is some
other factor that is affecting both of them.) HOMEWORK TASKS
What Was The Question: a straight line on the
graph. (Possible questions: What does the graph 1: Links between variables
look like if two variables have a linear relationship? Worksheet 9Kd-4 provides straightforward
What does the graph look like if two variables questions on the content of this topic.
have a directly proportional relationship? What
does the graph look like if you plot the reciprocal Course resources
of one of the variables in an inversely proportional AP: Worksheet 9Kd-4.
relationship? What does a distance–time graph look
like for a constant speed?)
2: Journeys
Feedback: Ask students to volunteer their answers WS
for each of the questions. Use a smiley face on the
Worksheet 9Kd-5 provides questions that allow
board to indicate good answers (that show correct
students to practise obtaining information from
understanding of the science) or a sad face for
graphs. It is assumed that students have done both
answers that indicate misconceptions.
Explaining 1 and Explaining 2. All the graphs can
Action: Identify any misconceptions or areas for be done on one sheet of graph paper. For the last
which students have poor recall. Get students question, some students should be encouraged to
to think of specific examples for some of the shade in part of the space under the graph to help
possibilities; for example, variables are not directly them to divide up the area to be worked out.
linked but there is some other factor that is affecting
both of them. Briefly recap those parts of the lesson. Course resources
The AL presentation 9Kd Thinking skills can be AP: Worksheet 9Kd-5.
used for this activity.
Equipment
Graph paper.
Course resources
AL: Presentation 9Kd Thinking skills.
3: Springs and energy
Worksheet 9Kd-6 looks at using the area under a
4: Revision force–extension graph to calculate the energy stored
FA WS in a stretched spring. It is assumed that students
Ask each student to choose an area from this have done both Explaining 1 and Explaining 2. The
topic (including the Working Scientifically material) last two questions are quite challenging and you may
that they feel less confident about. Get them to wish students to omit them.
write down a question about this science and to
research the answer using the Student Book or
Course resources
Internet. They should write the question on the left
AP: Worksheet 9Kd-6.
side of a strip of paper and the answer on the right,

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9Ke
Transition to further study – Physics

Models

Objectives of the examples provided before watching. Ask

Developing: students to suggest some examples of abstract
models, re-categorise some examples they
1. Describe longitudinal waves in terms of particle
suggested before (they have encountered several in
movements.
this unit) or move on to Starter 2.
2. Compare longitudinal and transverse waves.
3. Identify when abstract and physical models are
being used, and explain why they are used. Course resources
AL: Presentation Models (Year 7).
Securing:
4. Evaluate an abstract model.
2: Revise models
Exceeding: BA WS
Exceeding objectives are designed to broaden Agree a class definition for a scientific model and
students’ skills and knowledge beyond what is what they can be used for. Develop definitions for a
required, often introducing a higher level of challenge. physical and an abstract model. Challenge students
to work in pairs or small groups to list models they
5. Use ideas about work and energy to explain have encountered so far in this unit or in other parts
phenomena connected with compressing gases. of this course. They should categorise the models
6. Explain weather phenomena using ideas about as physical or abstract.
temperature, pressure and humidity.
Give them a few minutes to work on this, allowing
The objectives in this unit are designed to start the access to the Student Book if necessary. You could
transition between lower secondary science and use the AL version of the Student Book during a
GCSE/IG work. As such, the objectives are feedback session. Models encountered in Unit 9K
applicable to all students. Note, however, that include: 9Ka – graph B (abstract); 9Kb – formula
objectives may also form part of the lower KS3 for GPE (abstract), field diagrams (abstract); 9Kc –
curricula and specifications indicated. force arrows on diagrams (abstract); 9Kd – graphs
(abstract), formulae (abstract); 9Ke – wind tunnel
Student materials (physical), ball used to model an atom (physical).
Topic notes Get students to compare their two lists with another
• It is important that teachers review all materials group and to discuss any differences in content
that they intend to use with students before use, and categorisations. Students should make any
to ensure suitability. refinements to their lists that they wish to then
• It is envisaged that in the course of studying the report any group disagreements to discuss in a
physics component of this topic, students will use class plenary.
one Starter idea, Explaining 1, one further Exploring Exceeding: Ask students to suggest different
or Explaining idea, and one of the plenaries. models that could be used to describe the change
Additional activities can be added as time allows. in day length with seasons and latitude, and to
explain the benefits and drawbacks of each one.
STARTERS (Possible answers include graphs plotting month
against day length for different latitudes – which
1: Models in science would provide information but no explanation – and
BA WS a globe with a light source – which provides an
Ask students to give some examples of specific explanation but no data.)
models and to identify the different types of models
that are used in science and why these are useful. Course resources
The AL presentation Models (originally used in Unit Optional: AL (Student Book pages).
7J, and accessed via Year 7) can be used to remind
students of different kinds of models and some of
their uses. Then ask what all the models have in 3: Bottle garden
common (they are all physical models). Ask about BA WS
another class of models, eliciting the idea of abstract Show students a photo of a sealed bottle garden
models if necessary, and link this to the discussion (easily found on the Internet), or a real one,

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 Transition to further study – Physics

if available. Tell them that this kind of garden can

survive and thrive for many years without any
2: Solar System weather
WS 9
substances being added (although note that energy,
in the form of light, is required).
Ask students how scientists can investigate the
processes of rock formation, weathering and
K
Elicit ideas about what the bottle garden can be
used to model, and a brief evaluation for each
erosion on other planets, and elicit some of the
difficulties they may encounter (other than the
e
suggestion. Ideas could include the water cycle Moon, no rock samples have been returned directly
(modelling evaporation and condensation/rainfall, from the surface). Elicit or suggest the idea that
but not rivers/seas etc.) or the carbon cycle (dead images of surface features can be compared to
leaves will decay on the soil, returning carbon similar features on Earth, so the processes on Earth
dioxide to the air which will then be taken in by the act as a model for what may be occurring on other
plant in photosynthesis, which models only a few bodies in the Solar System.
aspects of the carbon cycle).
Worksheet 9Ke-1 provides some prompts for
Get students to write a short paragraph about the students to research various aspects of the
bottle garden and how well it models one of the atmosphere and surface of Mars, Venus or Titan,
factors that they discussed. and to consider how successfully processes on
Earth can be used as models for processes on their
Equipment chosen body.
Bottle garden, or images of bottle gardens.
Optional: Internet access. Developing: It is suggested that students do not
use the worksheet but are asked to find images of
volcanoes and canyons on Mars and to compare
these to similar features on Earth. They should
EXPLORING TASKS research conditions on the surface of Mars to find
that there is no liquid water but that the presence of
1: Wave models 1 canyons (and other erosion features) indicates, by
WS analogy with Earth, that there must once have been
Remind students of the differences between water flowing on Mars.
longitudinal and transverse waves using a ‘slinky’
spring as a model. Then show students a ripple tank Securing: Students choose a research task or tasks
and use it to demonstrate aspects of waves that from the worksheet. They could work in groups
students studied earlier in the course: reflection, to divide up the different research suggestions
refraction and superposition (see the Background provided and to collaborate on a final presentation.
information for details on operating a ripple tank). Exceeding: Ask students to include in their
You could also use a computer simulation of a ripple presentations a short evaluation of how well
tank to demonstrate the same phenomena. You may processes on Earth act as a model for processes on
wish to combine this activity with Explaining 4. their chosen body.
Worksheet 9Ke-3 provides some questions for
students to answer once they have seen the Course resources
demonstrations, helping them to compare the AP: Worksheet 9Ke-1.
models with sound waves and light waves, and to
evaluate the different models.
3: Adiabatic temperature changes
Worksheet 9Ke-5 describes two models that can
Mop up any spilled water straight away. be used to explain why a gas warms up when it is
Ensure the power supply for the ripple compressed and cools when it expands, without any
tank is not placed where water can be transfer of energy by heating to or from the system
spilled into it. (this is an adiabatic change – see the Background
information). Before using the worksheet, students
could experience the effects described by using a
Course resources bicycle pump and spray can (a can of compressed
AP: Worksheet 9Ke-3. air of the type used for cleaning keyboards).

Equipment
Slinky spring, ripple tank and fittings, power Do not use spray cans with contents
supply, overhead projector or a lamp mounted other than compressed air.
to shine vertically upwards, screen.

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 Transition to further study – Physics

9 Course resources
AP: Worksheet 9Ke-5.
or classify the types of research mentioned on this
page). Students are asked to consider whether it is

K Equipment
right to spend money on research that may never
be useful. There are also questions that help to

e Bicycle pump and object to inflate (bicycle tyre,

football, or similar), full ‘air duster’ spray can.
revise some of the earlier content in the unit.
4: Wave models 2
WS
Use a signal generator, loudspeaker and oscilloscope
4: Evaluate a new game to remind students of work from Year 7 on showing
The activity in the Student Book, Topic 9Ke sound waves and the links between pitch and
Computer game design, asks students to consider frequency and between loudness and amplitude.
how to evaluate a new computer game in three
Elicit the idea that the wave image on the
stages: concept, a partly developed game, and the
oscilloscope screen is a model for the sound
final product.
waves. Ask students to compare the model with
They are asked to design an evaluation form for their understanding of what a sound wave is. You
each stage, where different people will assign a could follow this up by asking them to evaluate the
score to each question. Some students may model in terms of which aspects of waves it helps
find this easier to do if they first come up with an them to understand and which aspects it is no use
idea for a new game, so they could be given 5 or for (such as reflection, etc.).
10 minutes to do this first. Discuss how the use The activity can be combined with Exploring 1.
of numerical scores will help with the analysis
of the results, pointing out that a real survey of Equipment
this type is likely to involve many more than four Signal generator, loudspeaker, oscilloscope,
respondents. connecting wires.
5: Debate
There is an opportunity for a debate given in the
Student Book, Topic 9Ke Physics research. Refer to
PLENARIES
Skills Sheet RC 5 from the Year 7 Activity Pack for
ideas on how to run a debate. Most plenaries can be used for formative
assessment. Suggested assessment, feedback and
Course resources action strands of formative assessment can all be
AP: Skills Sheet RC 5 (Year 7). modified. See the ASP for further information and
ideas on formative assessment.

1: 9Ke Quick Check

EXPLAINING TASKS FA
Assessment: The 9Ke Quick Check sheet provides a
1: 9Ke Models (Student Book) set of statements about the work covered in this unit.
FA WS Students draw lines from each statement to an area
This spread revises earlier work on models and of a set of traffic lights to describe how confident
discuss some of the uses and limitations of the use they feel about the material covered by that
of models in science. Note that the idea of a field statement. Allow students a few minutes to do this
is itself a model, not just the diagrams representing and then do a spot check by asking questions about
the fields. Questions 3 and 6 can be used for topics that students have linked to the green light.
formative assessment. Feedback: Conduct a short survey by asking for a
2: 9Ke Computer game design (Student Book) show of hands or by using red/amber/green cards to
This spread looks at some of the tasks undertaken find out which areas are causing the most difficulty.
by developers of computer games, and the STEM Action: Encourage students to work in pairs or
skills needed. Students are encouraged to consider small groups to discuss how they can improve their
the importance of critical analysis and evaluation knowledge and confidence in their red and amber
(evaluation using scored surveys). areas. Set a date for following up what they have
achieved from these plans.
3: 9Ke Physics research (Student Book)
FA WS
Course resources
This page looks at different types of research done ASP: 9Ke Quick Check.
in physics (students will not be expected to recall

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 Transition to further study – Physics

2: Thinking skills
FA WS
for themselves that are still weak and decide how
they are going to remedy this. 9
Assessment:
Course resources
K
e
What Was The Question: abstract model. (Possible
ASP: 9K Quick Quiz; 9K Quick Quiz Answer
questions: What kind of model is a chemical
Sheet.
formula/chemical equation/mathematical formula/
graph/computer model? What is the name for the
kind of model you cannot touch?)
4: End of Unit Test
Plus, Minus, Interesting: Things should be more There is one End of Unit Test. A Mark Scheme is
like the models we use to represent them. (Possible given in the ASP. Encourage students to identify
answers: Plus – it would be easier to understand areas that are still weak and to formulate plans
many things, for example weather forecasts would to strengthen those areas. Summary Sheets are
be easy if the weather behaved like the models; provided to help students with revision.
Minus – if electrical circuits really were like central
heating systems, water would pour out of plug Students could be encouraged to take the test
sockets; Interesting – Would everything work home and carry out corrections to be rechecked.
the way it does now if they behaved like models?
Stonehenge may have been a scientific model for Course resources
changes in the position of sunrise and sunset with ASP: 9K End of Unit Test; 9K Mark Scheme; 9K
the seasons.) Summary Sheets.
Odd One Out: computer hurricane forecasting
model, orrery (Solar System model), formula for
5: Progression Check
calculating electrical resistance. (Possible answers:
Students should circle the stars next to each
orrery is the only physical model; resistance model
statement on the Progression Check to record what
is the only one not simulating weather/planetary
they feel they know and how certain they are of it.
motions.)
Encourage students to plan how to do further work
Feedback: Give students five minutes to think up
on the things about which they remain unsure.
their responses before picking students to give their
Plans can be followed up by the teacher or paired
answers. Get as many different answers as possible
students.
and then ask students to comment on whether any
of them are scientifically incorrect.
Course resources
Action: Ask students why they found certain
ASP: 9K Progression Check.
questions more difficult. They can categorise their
issues (e.g. did not understand the science ideas,
did not read the question properly, did not make
enough separate points). Use the Student Book, HOMEWORK TASKS
Topic 9Ke Models, to help students improve their
response to the question they found most difficult, 1: Models for electricity
producing a ‘model answer’. Challenge students Worksheet 9Ke-2 provides questions on models,
to design a thinking skills question and a model based on models for electric circuits that students
answer on the same topic as the question they studied in Units 7J (the central heating model) and
found most difficult. 9J (voltage–current graphs and the formula relating
voltage, current and resistance). You may wish to
The AL presentation 9Ke Thinking skills can be
remind students of these models.
used for this activity.

Course resources Course resources

AL: Presentation 9Ke Thinking skills. AP: Worksheet 9Ke-2.

3: Quick Quiz revisited 2: Testing, testing

FA Worksheet 9Ke-4 provides questions on models.
Revisit the 9K Quick Quiz to test students’
knowledge of the content of this unit. Students Course resources
could fill in their answers on the 9K Quick Quiz AP: Worksheet 9Ke-4.
Answer Sheet. Encourage students to identify areas

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 Transition to further study – Physics

9 3: Rising air and lapse rates

Worksheet 9Ke-6 provides information on lapse
for students to understand why this happens to
work through the material on the worksheet.

K rates and cloud formation, with comprehension

questions. Students are not expected to recall any

e of this information.
Exploring 3 looks at explanations for adiabatic
Course resources
AP: Worksheet 9Ke-6.
temperature changes, although it is not necessary

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