Forces, electricity and waves
Learners first develop an understanding of how forces can change the shape or motion of an object, considering both forces in contact with objects and those which act over a distance. They investigate the effects of friction on motion and explore ways of improving efficiency in moving objects and systems. Study of speed and acceleration of an object leads to an understanding of the relationship between its motion and the forces acting on it. This is linked to transport safety. Learners develop their understanding of the concept of buoyancy force and density.
|
| Early |
First |
Second |
Third |
Fourth |
|
Through everyday experiences and play with a variety of toys and other objects, I can recognise simple types of forces and describe their effects.
|
By investigating forces on toys and other objects, I can predict the effect on the shape or motion of objects.
|
By investigating how friction, including air resistance, affects motion, I can suggest ways to improve efficiency in moving objects.
|
By contributing to investigations of energy loss due to friction, I can suggest ways of improving the efficiency of moving systems.
|
I can use appropriate methods to measure, calculate and display graphically the speed of an object, and show how these methods can be used in a selected application.
|
|
|
|
|
|
By making accurate measurements of speed and acceleration, I can relate the motion of an object to the forces acting on it and apply this knowledge to transport safety.
|
|
|
By exploring the forces exerted by magnets on other magnets and magnetic materials, I can contribute to the design of a game.
|
I have collaborated in investigations to compare magnetic, electrostatic and gravitational forces and have explored their practical applications.
|
I have collaborated in investigations into the effects of gravity on objects and I can predict what might happen to their weight in different situations on Earth and in space.
|
I can help to design and carry out investigations into the strength of magnets and electromagnets. From investigations, I can compare the properties, uses and commercial applications of electromagnets and supermagnets.
|
|
|
|
By investigating floating and sinking of objects in water, I can apply my understanding of buoyancy to solve a practical challenge.
|
|
Through experimentation, I can explain floating and sinking in terms of the relative densities of different materials.
|
|
| |
The learner’s knowledge about electricity begins with knowing how to use it safely and this aspect is reinforced throughout their learning. They develop their understanding of electricity as a means of transferring energy by investigating circuits and building chemical cells. Learners develop their understanding of series and parallel circuits and of electrical and electronic components and apply their knowledge to the process of designing, constructing, testing and modifying.
|
| Early |
First |
Second |
Third |
Fourth |
|
I know how to stay safe when using electricity. I have helped to make a display to show the importance of electricity in our daily lives.
|
I can describe an electrical circuit as a continuous loop of conducting materials. I can combine simple components in a series circuit to make a game or model.
|
I have used a range of electrical components to help to make a variety of circuits for differing purposes. I can represent my circuit using symbols and describe the transfer of energy around the circuit.
|
Having measured the current and voltage in series and parallel circuits, I can design a circuit to show the advantages of parallel circuits in an everyday application.
|
Through investigation, I understand the relationship between current, voltage and resistance. I can apply this knowledge to solve practical problems.
|
|
|
|
|
|
By contributing to investigations into the properties of a range of electronic components, I can select and use them as input and output devices in practical electronic circuits.
|
|
|
|
|
|
Using my knowledge of electronic components and switching devices, I can help to engineer an electronic system to provide a practical solution to a real-life situation.
|
|
|
|
To begin to understand how batteries work, I can help to build simple chemical cells using readily-available materials which can be used to make an appliance work.
|
I can help to design simple chemical cells and use them to investigate the factors which affect the voltage produced.
|
Using experimental evidence, I can place metals in an electrochemical series and can use this information to make predictions about their use in chemical cells.
|
|
|
|
|
|
Using a variety of sources, I have explored the latest developments in chemical cells technology and can evaluate their impact on society.
|
|
| |
Learners explore the nature of sound, light and radiations in the electromagnetic spectrum. They use musical instruments to explore the relationship between vibrations and sounds produced. They develop their understanding of the properties of light and other forms of electromagnetic radiations. They explore how different waves relate to the environment and how we make use of them in health, medicine and communications.
|
| Early |
First |
Second |
Third |
Fourth |
|
Through play, I have explored a variety of ways of making sounds.
|
By collaborating in experiments on different ways of producing sound from vibrations, I can demonstrate how to change the pitch of the sound.
|
Through research on how animals communicate, I can explain how sound vibrations are carried by waves through air, water and other media.
|
|
By recording and analysing sound signals, I can describe how they can be manipulated and used in sound engineering.
|
|
|
|
By exploring reflections, the formation of shadows and the mixing of coloured lights, I can use my knowledge of the properties of light to show how it can be used in a creative way.
|
By exploring the refraction of light when passed through different materials, lenses and prisms, I can explain how light can be used in a variety of applications.
|
By carrying out a comparison of the properties of parts of the electromagnetic spectrum beyond the visible, I can explain the use of radiation and discuss how this has impacted upon society and our quality of life.
|
|
|
|
|
By exploring radiations beyond the visible, I can describe a selected application, discussing the advantages and limitations.
|
|
|
| |
