A short worksheet to assess my bottom set Year 10's understanding of Speed, Velocity and Acceleration. Helped to highlight the fact that just because an object is accelerating faster, does not mean it is traveling faster.
Questions repeated so 2 can be printed per page.
Answers are on the third page.
Car pile up scenario. Pupils have to calculate the momentum of each vehicle, followed by the change in momentum, to calculate impact force. Finally, they have to use the numbers to conclude which driver would have come out worse off.
A resource to go with the collapsing can demonstration. In the format of a storyboard, but it has been differentiated as;
- Gap fill or,
- Card sort or,
- Complete the sentence or,
- Draw the picture to match the words or,
- Write the story to go wit the pictures
Useful when teaching the difference between weight and mass. Pupils should illicit the idea that if they were to visit another planet, their mass would stay the same but their weight would change as a result of gravity.
Older or more able groups I ask to research the gravitational field strength. Younger or less able groups I send of a tour of the solar system. Put out the planets and ask them to find the gravity.
Unit for gravity is given as m/s/s, you may wish to change in to N/kg depending on group and syllabus.
A writing frame for students who have difficulty setting out an investigation, or keeping up with written work during an investigation.
Investigation - Which food provides the most energy? Burning food to heat water
Pupils use keywords to describe and explain how a large carbohydrate molecule is absorbed. They then use the pupil-friendly mark scheme to self or peer assess. 11 marks for Scientific content and 4 marks for spelling and grammar.
After teaching a lesson on the 7 food groups, students use food tests to conclude whether or not McDonald's provides a balanced diet. I buy a big Mac to test. Then watch a short clip on the Supersize documentary and analyse the symptoms of a high fat/high sugar diet; physical and mental. There is also opportunity to evaluate the food tests as methods of identifying nutritional content.
I would recommend setting up the food tests as a circus of activities. I have two circuses on the go, so 8 stations. However, this would depend on your lab layout and your class.