HEAT LIGHT & SOUND
Introduction Activities:
1. - Create a Title Page on the topic: Heat, Light and Sound
2. - Create a KWH on Heat, Light and Sound. (What you you Know already, What do you Want to know, How can you find the answers).
3. - Try and answer one of the following questions just using the brainpower of you and a partner
1. - Create a Title Page on the topic: Heat, Light and Sound
2. - Create a KWH on Heat, Light and Sound. (What you you Know already, What do you Want to know, How can you find the answers).
3. - Try and answer one of the following questions just using the brainpower of you and a partner
Learning Intention
- Know what the particle model is and how it relates to solids, liquids and gases.
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Success Criteria
- I can tell a friend what the particle model tells us and what particles in solids, liquids, and gases are doing.
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Student Activities: (Part 1)
1. - Heading in book: The particle model. 2. - Watch the introduction video on the right ----> 3. - Define 'The Particle Model' by clicking the weblink provided. Click here 4 - Copy the following information into your workbook. (including the information in the picture) The particle model of matter tells us 4 things: |
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Student Activities: (Part 2)
1 - Write the Sub Heading into your book: Solids, Liquid and Gases.
2. - Use the images below to describe what the particles in each of the following are doing.
1 - Write the Sub Heading into your book: Solids, Liquid and Gases.
2. - Use the images below to describe what the particles in each of the following are doing.
- a) Solid
- b) Liquid
- c) Gas
HEAT
Learning intention
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Success Criteria
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Student Activities - Part 2
4. Watch the video below and answer the following
a) What is the difference between heat and temperature?
b) Why does the bucket have more heat energy than the cup?
4. Watch the video below and answer the following
a) What is the difference between heat and temperature?
b) Why does the bucket have more heat energy than the cup?
Student Activities - Part 3
5. Go to this link and complete the following activities.
7 Extension: Explain how conductors and insulators work.
Complete the interactive activity on conductors and insulators.
5. Go to this link and complete the following activities.
- Define the term Thermal Conductor
- Provide a list of conductors
- Define the term Thermal Insulator
- Provide a list of insulators.
7 Extension: Explain how conductors and insulators work.
Complete the interactive activity on conductors and insulators.
Learning intention I can define conduction, convection and radiation
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Success Criteria I can apply my knowledge to the teacher demonstration on radiation.
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STUDENT ACTIVITIES
- Put the Heading Heat Transfer - Click on the interactive activity and click launch. - Define conduction, convection and radiation. - Give 2 examples of each and draw a diagram to support your explanation. |
Test Yourself
Sound
Learning intention I know how sound is created.
I know how sound can travel. I can reda and summarise secondary sources |
Success Criteria I can explain to a friend how sound travels as vibrations using examples.
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Student Activities - Part 1
- Put the heading What is Sound. - answer the following questions using the text on the right:
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Student Activities - Part 2
- Put the subheading Transmission of sound. - Read the text and watch the video to answer the following questions.
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Extension
Watch the video of a Sonic Boom below. Use the internet to find images of a sonic boom. Research this and explain what happens to make a sonic boom, record your answer in your book.
Watch the video of a Sonic Boom below. Use the internet to find images of a sonic boom. Research this and explain what happens to make a sonic boom, record your answer in your book.
Learning intention I can use secondary and primary sources to outline how the ear works.
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Success Criteria I can label the ear in my activity book.
I can create a flow chart on how my ear picks up sound. |
Student Activities
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Student Activities Continued
- In your exercise book, explain in your own words how the ear works using diagrams to show the processes.
- Explain how the ear can be protected.
- Identify problems associated with hearing.
- What is the name given to the doctor who specialises in caring for the ear?
- How does your ear work? Make a flow chart that illustrates how our ears work. Be specific. Don’t cut corners and leave out important information….
- Watch the video below. It illustrates how the cochlea responds to sound waves. It's pretty cool…
Extension
Explain how our ears impact our balance
Learning intention I can use secondary sources to learn about the ear.
Success Criteria I will be able to identify sounds around me that are harmful to my hearing.
Student Activities
Think!
- Complete the activity sheet below. ![]()
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Learning Intention I can use reliable secondary sources to research the impact on using headphones.
Success Criteria I will be able to use my findings to make informed decisions about how i use my headphones to listen to music.
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Light
Learning Intention I can use secondary sources.
I know what light is an how it travels |
Success Criteria I will complete today's activities with all questions answered correctly.
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Student Activities
- Put the Heading "What is Light" - Define light. - State a difference between sound and light waves. - Identify the speed of light. - Identify what 3 things can happen to light when it hits a surface. - Play the Interactive Light Activity and complete the quiz. - Draw table 3.3.1 below |
Learning Intention I know how mirrors work.
I know how light can act when it hits an object. |
Success Criteria I can complete and pass the interactive quiz
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Law of Reflection
Student Activities
- Put the heading Reflection - Define Reflection (interactive) - Create a mind map of surface and objects that light reflects off. - Draw the Law of Reflection. - Define and draw Diffuse Reflection. - Define and draw Specular Reflection - Complete the Law of Reflection Practical. - Complete the Interactive activity |
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Learning Intention
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Success Criteria
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Student Activities - Part 1
- Put the heading "Refraction of Light" 1 - Complete the practical "Refraction Illusions" 2 - Watch the videos above 3 - Define Refraction 4 - Explain what causes light to bend. 5 - Draw the image on the right in pencil in your book. 6 - Explain what is happening in the 3 scenarios below: |
Student Activities Part 2
1 - Define White Light 2 - Define Identify the 7 colours that make up white light. 3 - Record the following "White light can be dispersed and split into 7 colours. This can be seen in a rainbow. 4 - Use the ray boxes and the TRIANGLE prism to show: a) Refraction b) Total Internal Reflection c) Critical Angle d) Dispersion of light NOTE - if you cant remember what they are, use the video above NOTE 2 - it will help if you put white paper underneath |
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STUDENT ACTIVITIES
- Put the heading Convex and Concave Lenses. 1 - Define Concave. Include a diagram. 2 - Describe how light refracts through a concave lens. 3 - State that "a concave lens makes objects look smaller". 4 - Define Convex Lens. Include a diagram. 5 - Describe how light refracts through a convex lens. 6 - State that "a convex lens makes objects look larger." |
PRACTICAL 1 - Collect a piece of blank paper from your teacher. 2 - Draw two lines on the paper as instructed by your teacher. 3 - On your first line, trace around your concave lens. Refract the light from the ray box through the lens. Then draw the light rays. 4 - On your second line, trace around your convex lens. Refract the light from the ray box through the lens. Then draw the light rays. a) label the focal point b) label the focal length c) draw an draw an image at either end like the giraffes on the right -----> |
Convex |
Concave |
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Extension
Use this video to take a closer look at convex lenses. - Explain why the rays refract in the way the do. - Explain what happens when we use a thicker or thinner convex lens. |
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Learning Intention
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Success Criteria
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STUDENT ACTIVITIES: P1
1 - Put the heading The Human Eye 2 - Watch the 2 videos above then create a structure/function table that includes:
3 - Label the eye image below and glue it in your book. ![]()
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STUDENT ACTIVITIES: PART 2
1 - Use the video on the right to explain how the eye refracts light. 2 - PRACTICAL - Use a diagram of the eye (given to you by your teacher) as well as the convex lens and ray boxes. Refract the light into the eye and get the focal point on the retina. Draw the light rays onto your diagram. 3 - Glue the sheet in your book. Below it, explain why the image is inverted in your eye, then how it gets flipped the right side up. ![]()
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LONG and SHORT SIGHTEDNESS
- Students to use the information above (as well as internet research) to create a fact sheet on Long v Short Sightedness. The fact sheet should address the following:
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