Year 7 Physics Learning Cycle 4 Overview Learning Cycle Overview: How has our understanding of waves changed the life of the average English person? Line of enquiry 1: Hypothesis 1: Hypothesis 2: Hypothesis 3: What do waves have to do with energy? Objects can be moved because of waves Hospitals use waves every day Waves cannot change forms Week 1 Line of enquiry 2: Hypothesis 1: Hypothesis 2: Hypothesis 3: Hypothesis 4: Hypothesis 5: Hypothesis 6: Do light waves always travel in straight lines? All waves need a medium to travel through Your reflection in the mirror is moving at a slower speed than you The angle of incidence is always larger than the angle of reflection We can bend light Images in our eye are upside down All colours of light have the same frequency Week 2/3 Line of enquiry 3: Hypothesis 1: Hypothesis 2: Hypothesis 3: Hypothesis 4: Can waves travel in a vacuum? Too many hertz can make your ears hurt Sound travels just as quickly in all materials Microphones need vibrations to work Humans have just as good hearing as dogs Week 3/4
Intentions for learning from national curriculum Pupils need to be confident with Pressure waves transferring energy Uses for cleaning and physiotherapy by ultrasound Waves transferring information for conversion to electrical signals by microphone Misconceptions to be avoided: Different wavelengths of light have different energy and therefore different speeds. A radio wavelength is a sound wave not part of the electromagnetic spectrum. Water does not reflect or absorb light but light can go through it. Home learning: Week 1: Peer marked piece of writing using a rubric. Homework will be differentiated using Blooms taxonomy structure (Homework to be given in lesson 1) Line of enquiry one: What do waves have to do with energy? Lesson 1: Lesson hypothesis: Objects can be moved because of waves Key words: Energy, Wave, Medium Learning intention: Pressure waves transfer energy Success criteria: Recall what energy is Describe how a wave transfers energy Explain wave phenomenon Peer marked piece explaining wave phenomenon and a metaphor to aid in the explanation. Marking will be completed using a rubric. Lesson 2: Lesson hypothesis: Hospitals use waves every day Key Words: Amplitude, wavelength, frequency, rarefaction Learning Intention: students should understand that: Energy waves have practical uses concerning physiotherapy, cleaning and for ultrasound Label the amplitude, wavelength and frequency onto a wave Describe the uses of waves Understand what rarefaction is Explain how waves are useful for cleaning, physiotherapy and ultrasound Peer marked waves using model answer from a rubric
Lesson 3: Lesson hypothesis: Waves cannot change forms Key Words: Vibrations, electrical impulses, transferred Waves are transferred to electrical impulses to allow a microphone to work Recall the uses of microphones Describe way in which energy waves change when microphones are used Explain how an oscilloscope would detect changes in energy waves Teacher marked descriptions of different oscilloscopes.
Learning intentions from national curriculum: Pupils need to be confident with the similarities and differences between light waves and waves in matter light waves travelling through a vacuum; speed of light the transmission of light through materials: absorption, diffuse scattering and specular reflection at a surface use of ray model to explain imaging in mirrors, the pinhole camera, the refraction of light and action of convex lens in focusing (qualitative); the human eye light transferring energy from source to absorber leading to chemical and electrical effects; photosensitive material in the retina and in cameras Colours and the different frequencies of light, white light and prisms (qualitative only); differential colour effects in absorption and diffuse reflection. Misconceptions to be avoided: Black does not reflect any light and/or white does not absorb any light. Only shiny materials reflect light. Light always passes straight through transparent objects (without changing direction). Light needs air to travel. REACH links: http://ed.ted.com/lessons/light-waves-visibleand-invisible-lucianne-walkowicz Home learning: Week 2: Practical aspect homework: Follow instructions to make a pinhole camera (homework to be given lesson 1)Week 3: Teacher marked practice questions (Homework to be given lesson 1) Lesson 1: Lesson hypothesis: All waves need a medium to travel through Key words: Light, matter, electromagnetic Student should understand that: Light waves do not need a medium to travel through Recall what a medium is and how waves move through a medium Describe the impact energy waves have on matter Compare the similarities and differences between light waves and waves in matter Self marked comparison table of light waves and waves that move through matter. This will be marked against a model answer. Line of enquiry two: Lesson 2: Lesson hypothesis: Your reflection in the mirror is moving at a slower speed than you Key words: Vacuum, speed of light Light can travel through a vacuum The speed light travels faster than other types of wave Recall what a vacuum is Describe how light travels Hypothesise why light travels so quickly Peer marked hypothesis and theories on why light travels so quickly. Marking will be completed using a rubric.
Lesson 3: Lesson hypothesis: The angle of incidence is always larger than the angle of reflection Key words: refection, diffuse scattering, specular reflection Pupils should understand that: Light can be reflected using mirrors Recall the direction light would travel in a ray diagram Describe the incident ray, normal, reflected ray, angle of incidence and angle of reflection and how they link to each other Explain what would happen if a mirror reflected light back at the normal Explain specular reflection and diffuse scattering Teacher marked maths questions on the angles of incidence and reflection Lesson 4: Lesson hypothesis: We can bend light Key words: Refraction, convex, concave Light can be slowed down as it enters a prism, this causes the light to change direction Recall how contact lenses work Explain how concave and convex lenses effect light Apply understanding of concave and convex lenses to the eye Peer marked explanation of convex and concave lenses and how they link to glasses. Marked using a rubric. Lesson 5: Lesson hypothesis: Images in our eye are upside down Key words: Photo sensitive, electrical impulses, retina Electrical impulses and photo sensitive materials allow images to be captured digitally and within the eye Describe how a photograph can be taken Explain the energy transfers allowing photographs to be taken Explain how photo sensitive material in the eye allows us to see Self-marked piece assessing how photo sensitive material in the eye allows us to see. Numeracy focus: Using maths to calculate angles on incidence/reflection
Lesson 6: Lesson hypothesis: All colours of light have the same frequency Key words: Spectrum, prism, absorption White light is made up of the spectrum of colours, each of which has a different frequency. Depending on the colour of the filters different coloured light making up the spectrum becomes absorbed. Recall what the word absorption means Describe what white light is made up of Explain what happens when coloured filters are placed in front of light Peer marked practice questions about colours and filters. Marked using rubric and success criteria.
Learning intentions from national curriculum: Pupils need to be confident with frequencies of sound waves, measured in hertz (Hz); echoes, reflection and absorption of sound sound needs a medium to travel, the speed of sound in air, in water, in solids sound produced by vibrations of objects, in loud speakers, detected by their effects on microphone diaphragm and the ear drum; sound waves are longitudinal auditory range of humans and animals. Misconceptions to be avoided: Loudness and pitch of sounds are confused with each other. You can see and hear a distant event at the same moment. Sound moves between particles of matter (in empty space) and then 'bumps into' the next matter particle. Sound moves faster in air than in solids (air is "thinner" and forms less of a barrier). REACH links: http://ed.ted.com/lessons/what-causes-sonicbooms-katerina-kaouri Home learning: Week 4: Research homework: Revise for an in class quiz with literacy as a focus (Homework to be given on lesson 1) Line of enquiry three: Can you hear in a vacuum? Lesson 1: Lesson hypothesis: Too many hertz can make your ears hurt Key words: Frequency, hertz, reflection, absorption Sounds have different frequencies measured in hertz, the sound waves can be reflected and absorbed Recall what frequency is and what it is measured in Understand what an echo is Explain how sound proofing works Self-marked explanation of sound proofing using model answers and sound proofing plan.. Lesson 2: Lesson hypothesis: Sound travels just as quickly in all materials Key words: Medium, particles The speed that sound travels depends on how close the particles in a medium are Recall sound waves require a medium Compare the speed of sound waves in air, water and solids using particle theories Peer marked comparison of the speed of waves in air, water and solids. Marked using a rubric and success criteria.
Lesson 3: Lesson hypothesis: Microphones need vibrations to work Key words: Vibrations, longitudinal Sound is produced via vibrations. Microphones and speakers use these vibrations to enhance the volume of the sound Recall how sound is produced Describe what is means for sound waves to be longitudinal Explain the impact microphones and loud speakers have on sound waves Teacher marked answers on longitudinal wave knowledge via practice question. Lesson 4: Lesson hypothesis: Humans have just as good hearing as dogs Key words: auditory range Humans and animals have different auditory ranges. Describe what an auditory range is Explain how auditory ranges can change as humans age Create a plan to prevent hearing loss Peer marked hearing loss plan using a marking rubric and success criteria. Numeracy focus: Auditory ranges