Energy and Forces

Stages P1 to P3

P1 TO P3 Forms and sources of energy

heat, light and sound which pupils can detect with their own senses

Pupils shall be able to:

1. know that their own senses are used to detect heat, light and sound

   use mirrors to observe reflections

   look through waterfilled transparent jars

   look at and draw rainbows

2. understand the meaning of hot and cold relative to the temperature of their own bodies

3. understand the meaning of bright and dull, loud and quiet

4. know that the Sun is a source of light and heat

recognition that heat, light and sound are forms of energy

Pupils shall be able to:

1. know that movement is a form of energy

2. know that heat , light and sound are forms of energy

3. know that electricity is a form of energy

P1 to P3 Properties and uses of energy

everyday uses of these forms of energy in common devices, e.g. cooker, candle, bell

Pupils shall be able to:

1. list some examples of heat,light and sound in common devices

safe use of energy providers

Pupils shall be able to:

1. discuss and use safely common devices that use heat, light and sound

P1 to P3 Forces and their effects

the effects of pushing, pulling, floating, leading to the idea of a force

Pupils shall be able to:

1. know that things can be moved by pushing or pulling them

   experience the effects of pushing and pulling on a variety of objects

   play with elastic bands

   play with magnets and magnetic toys(compassses)

   link with weather and 4 compass points

2. know that some objects float and others sink in water

   investigate things that sink/float in water

moving and stopping effects, e.g. pulling or pushing a toy

Pupils shall be able to:

1. understand that pushing and pulling can make things start moving, speed up, change direction, slow down, stop, change shape

   push and pull wheeled vehicles, with varying degrees of force

   experience stopping toy vehicles moving at different speeds (Oxford Primary Science Book 12)

2. know that the above effects are caused by forces

the force of friction and its effects

Pupils shall be able to:

1. understand that friction always slows things down and therefore is a force

   link with properties of materials in earth and space

2. demonstrate safely some examples of friction

   sliding on different surfaces

   discuss road gritting in snowy weather

the turning effect of a force, e.g. turning a door handle, twisting an elastic band

Pupils shall be able to:

1. know that a force can have a turning effect

2. demonstrate safely the turning and twisting effectsof a force on a variety of objects

Stages P4 to P6

P4 TO P6 Forms and sources of energy

the Sun as the main source of light and heat

Pupils shall be able to:

1. know that the sun is the energy source for the earth

   measure the temperature and judge light levels inside and outside the school at different times of the day and year and discuss the sources of energy for each

sound from a variety of vibrating sources, e.g. tuning fork, violin string, radio and TV speaker

Pupils shall be able to:

1. explain in simple terms, how vibrations cause sound

   investigate a variety of sound sources

2. explain in simple terms how these vibrations reach the ear

electricity as a form of energy

Pupils shall be able to:

1. demonstrate safely the conversion of other forms of energy into electricity

   for example with sqeeze torches,light meters, to show that by doing work electricity is produced

2. understand that electricity is a useful form of energy

3. demonstrate safely the conversion of electrical energy into other forms of energy

   for example with motors, light bulbs to show that electricity can do work

sources of electrical energy, e.g. mains, power station, battery

Pupils shall be able to:

1. identify a variety of sources of electrical energy

   carry out experiments using batteries( and power packs) as sources of electrical energy and consider where energy comes from

   survey the sources of mains electricity locally and determine how, and from where, it is provided obtain information from local electricity providers

2. discuss other sources of electrical energy

3. demonstrate health and safety practice in using electricity

P4 to P6 Properties and uses of energy

use of thermometers to measure 'hotness', leading to distinction between heat and temperature

Pupils shall be able to:

1. know that temperature is a measure of how hot or cold things are

2. read a thermometer scale

   carry out a range of experiments using thermometers to determine how hot or cold things are, including themselves

3. know that adding heat energy leads to a rise in temperature

   boiling a kettle or melting ice cubes

sunlight and shadows (no direct viewing of the sun!)

Pupils shall be able to:

1. know that the position of the Sun in the sky varies daily and seasonally

   use sundials and shadows to record the position of the Sun both hourly and throughout the year

2. demonstrate safely that light travels in straight lines

   discover the change in shape and size of shadows in relation to the position of the light source and position of the surface onto which the shadow is projected

   study the light transmitting properties of a variety of materials using opaque, translucent and transparent items

3. know that we see objects because they scatter light falling on them and some of this is collected by the eye

   place objects in and out of shadows

mirrors and reflections,including curved mirrors

Pupils shall be able to:

1. know that shiny surfaces produce reflections

2. discuss the properties of the reflected images in relation to the object

3. discuss the differences between the reflecting properties of concave and convex surfaces

   use concave and convex shiny surfaces (spoons) to observe changes in reflections

lenses and refraction

Pupils shall be able to:

1. know that refraction of light means 'bending of light'

   straw in water appears to bend at surface, penny in jar

2. discuss the differences between the images produced by concave and convex lenses

   link to Health and senses

   use lenses to show the refraction of light to form images e.g. projectors, spectacle lenses, magnifying glasses

colours in sunlight, visible spectrum formed by a prism

Pupils shall be able to:

1. state the colours into which white light is split in the correct order

   use suitable objects to split sunlight into rainbow colours,eg rings with stones,glass paperweights,plastic beakers and salt cellars prisms

2. know that coloured objects appear coloured because that is the only colour that is scattered back from the light shining on it

   shining different colours onto different coloured objects

simple applications of mirrors and lenses e.g. car mirrors, spectacles, magnifying glass,telescope

Pupils shall be able to:

1. list a range of practical applications of mirrors and lenses

   examine a range of items which make use of mirrors and lenses and comment on their function e.g. magnifying glasses, car mirrors, cameras

2. make a periscope or simple telescope

   use worksheets

pitch and volume of sounds including applications, e.g. speech, musical instruments, alarms

Pupils shall be able to:

1. explain the terms pitch and volume

   musical instruments

2. differentiate between high and low pitched sounds

   listening to guitars, glockenspeil

3. differentiate between high and low volume of sound

   link to music for the above three objectives

4. know that a change in the speed of vibration will cause a change in the pitch of the note produced

   carry out experiments to determine in simple terms the relationship between pitch and the way in which a sound source vibrates

5. know that a change in the size of vibration will cause a change in the volume of the note produced

   carry out experiments to determine in simple terms the relatioinship between volume and the way in which a sound source vibrates

6. discuss everyday applications of sound

   discuss the ways in which pitch and volume may be altered and its effect in speech, music and warning systems such as alarms and sirens, drums and musical instruments

electrical conductors and insulators

Pupils shall be able to:

1. carry out experiments safely on a range of materials to find out which conduct electricity

   eg completing a circuit

2. understand the terms conductor and insulator in the context of electricity

   link to previous knowledge of heat insulation

3. list a range of conductors and insulators

   conductors eg range of metals / water and pencil lead

   insulators eg non-metal materials; wool, wood,plastic air, etc.

construction of battery operated circuits to operate, e.g. bells, buzzers, lamps, warning light

Pupils shall be able to:

1. construct a number of simple circuits to operate for example, a bell or a light

   use everyday object - torches, headphones , bell circuits etc.

electrical safety

Pupils shall be able to:

1. know the dangers of mains electricity

   use library and AV resources

2. demonstrate safely the precautions necessary when using electricity

   produce safety posters

   links to health and first aid (general points such as recognising a dangerous situation, precautions to take)

P4 to P6 Conversion and transfer of energy

simple introduction to the idea that one form of energy can be converted to another e.g. electrical to heat,light and sound

Pupils shall be able to:

1. list different forms of energy

   heat, light, sound, movement electrical and stored

2. use a variety of simple energy converters

   for example, lights and buzzers, friction, fuel, food, musical instruments, motors, dynamos e.g. lights as electrical to light and heat, buzzers electrical to sound. food and fuel as stored energy to heat and movement etc

   build a simple energy converter for example a solar powered fan

P4 to P6 Forces and their effects

friction forces on different surfaces, reducing friction

Pupils shall be able to:

1. discuss some of the factors affecting friction

   carry out experiments to determine the friction between two surfaces (using a spring balance or elastic bands ), bicycle and brakes

   make use of icy roads and gritters in winter..discussion point

2. suggest and test out ideas for reducing friction

   lubricants, water, ice, hovercraft (puck and balloon), graphite, cooking, rollers

3. discuss the energy changes which they see taking place

   changing movement to heat and sound e.g. heating and squealing of brakes etc.

air resistance, streamlining

Pupils shall be able to:

1. demonstrate the effects of air resistance

   research classroom resources

   examine pictures and other AV materials about a range of fast moving objects, living and manmade, and discuss how their shape helps each to reduce air resistance

   paper airplanes, falling experiments, Galileo, parachutes

2. demonstrate the effects of streamlining

   allows driving energy to be used more efficiently

3. demonstrate practical applications of streamlining and air resistance

   airplanes, riding a bike, building design, animals, racing cars

force of gravity

Pupils shall be able to:

1. know that gravity is a constant force acting on all bodies pulling them downwards(towards the centre of the Earth)

   Newton - a historical perspective. Point out that it is the Earth attracting the falling body towards itself. Throw balls etc

   drop objects from the same height measure the force with which they hit the ground by change in the objects shape or depth of dent in the ground

2. demonstrate safely that levers, pulleys and gears as ways of overcoming gravity in everyday use

   simple experiments using junk materials and construction toys, crowbars, barrow, block & tackle, gears

magnetic materials, forces of attraction and repulsion

Pupils shall be able to:

1. know that some materials are attracted to magnets and some are not

   test the attraction of different materials to magnets

2. know that all magnets have a North and a South pole

   suspend magnets /compasses

   earth's magnetic field

3. predict the effect of bringing the poles of magnets together

   test the attraction or repulsion of magnets for each other

   north to north/south to south/north to south

4. demonstrate the effect of bar magnet(s) on iron filings

   also with like poles together and unlike poles together

motion down a slope under gravity

Pupils shall be able to:

1. understand that the speed of a body down a slope under gravity increases with the inclination of the slope and that a vertical slope is equivalent to a free falling body

   using the same surface, alter the degree of slope

Earth's magnetic field and the compass

Pupils shall be able to:

1. use a magnetic compass and identify the 8 main points around the compass

   lodestone, orienteering, navigation. Historical perspective - North Star (links with Maths and Geography)

2. discuss the Earth's magnetic field in relation to their understandinq of a field round a bar magnet

   use plotting compasses to plot a bar magnet

magnetic materials in everyday use

Pupils shall be able to:

1. list a variety of everyday uses of magnets

   carry out a survey at school, at home and locally to find out some uses for magnets and make a display of the information

Stages P7 to S2

P7 TO S2 Forms and sources of energy

the range of available energy sources, e.g. fossil fuels, solar energy,hydro-power nuclear energy

Pupils shall be able to:

1. understand the various forms of stored energy e.g. potential, kinetic, chemical energy

   appreciate examples of each

2. identify a wide range of energy sources

   wind, tidal, wave geothermal hydro, fossil fuel, solar, nuclear, biofuels power

3. contrast and compare a variety of energy sources

   for example renewable, effect on environment, safety, cost, convenience

   study at least two energy sources in detail - origin, how used, local impact, (Shetland) leading to the concept of renewable and non-renewable energy sources using AV materials, classroom resources and site visits or invited speakers

renewable and non-renewable sources of energy

Pupils shall be able to:

1. use the terms renewable and non-renewable correctly in relation to energy sources

   discussion and research

2. discuss the environmental, social and economic implications of each energy source

   consider the environmental implications of some energy sources

energy options issues

Pupils shall be able to:

1. argue the cases for and against the use of different energy sources

   review previous learning highlighting energy conversions

potential and kinetic energy

Pupils shall be able to:

1. understand and use the terms potential and kinetic energy correctly

   carry out experiments which illustrate the differences between potential and kinetic energy and the conversion of one to the other in for example, a falling block

how energy is defined

Pupils shall be able to:

1. know that energy is stored and is the ability to do work

   discuss and make suggestions for a definition of energy based on their experiences

P7 to S2 Properties and uses of energy

measurement of energy, need for units, unit of energy - the kilo joule (kJ)

Pupils shall be able to:

1. understand that energy is quantifiable and therefore needs a unit to measure it

   compare with measuring other physical quantities e.g. temperature, mass, length, time

2. define the kilojoule

   extend their understanding of the difference between heat and temperature

   examine a variety of materials to compare heat input with temperature rise

basic electrical circuit components

Pupils shall be able to:

1. explain the purpose and function of a variety of electrical components

   batteries, resistors, switches, bulbs

2. construct a variety of electrical circuits

   experiment with multiple bulbs in series and parallel

3. draw circuit diagrams of circuits they have constructed and vice versa

   use standard symbols

voltage, current and resistance in simple dc. circuits

Pupils shall be able to:

1. use ammeters and voltmeters correctly

2. understand the terms current , voltage and resistance their respective units - amperes volts and ohms

3. (know and apply Ohm's Law)

   derive the relationship between voltage, current and resistance in a simple d.c. circuit

microelectronics components

Pupils shall be able to:

1. explain the term "microelectronic" and how it originated

2. explain the function of a variety of microelectronic components

3. design and build a variety of circuits to solve a given control problem

4. list the a number of common devices which use microelectronic components

5. know the difference between analogue and digital signals

6. discuss the need to transmit data in today's modern society

electrical power

Pupils shall be able to:

1. explain the relationship between power and energy usage

   power is the rate at which energy is used

2. know the comparitive power consumption of common electrical appliances

3. explain the relationship between power and fuse rating

   look at guidelines for correct fuse rating

magnetic effect of a current

Pupils shall be able to:

1. understand the magnetic effect of a current and electromagnetic induction

   look at the effect of an electromagnet on a compass

   look at the effect of putting a bar magnet in a coil of wire

2. make an electromagnet and demonstrate its usefulness in a variety of applications

   make a simple light or buzzer circuit including a magnetic switch; build it into an alarm ( could be done using reed switches or electromagnetic relays)

many applications of different forms of energy, e.g. heating systems - radiators, insulation cameras to lasers; control and alarm systems

Pupils shall be able to:

1. suggest a range of energy using appliances and discuss the types of energy involved

   covered in discussion at P7

P7 to S2 Conversion and transfer of energy

more detailed treatment of conversion from one form of energy to another, e.g. fossil fuel or nuclear energy to electrical, wave energy to electrical energy, electrical energy to heat

Pupils shall be able to:

1. discuss a large range of examples of energy conversion

   discuss ways in which power is brought to homes and industry e.g. electricity, gas, solid fuel, oil

   electricity generation - grid system

2. discuss the efficiency of energy conversion

   study, from AV and other resources, the energy conversions in which the major national and international energy providers are involved

conduction, convection and radiation of energy

Pupils shall be able to:

1. explain in simple terms the mechanisms of conduction, convection and radiation as methods of transferring heat energy in solids, liquids, gases and space

   comparison of heat conduction in various materials; convection in liquids and gases and radiation across space

   refer to work already done on structure of matter for explanations

ways and means of making the best use of energy

Pupils shall be able to:

1. understand that energy is conserved but can be converted into less useful forms

   discuss that energy is never lost but dissipated

2. argue the need to conserve energy

   discuss monetary and environmental cost and that some energy resources are finite

   survey energy use in the school and home and suggest ways in which energy use might be made more efficient

   introduce and discuss efficient use of energy

3. explain methods of conserving energy

   insulation, transport, etc.

P7 to S2 Forces and their effects

measurement of forces, spring balance

Pupils shall be able to:

1. demonstrate accurate use of the spring balance to measure forces

unit of force - the Newton (N)

Pupils shall be able to:

1. understand that the magnitude of a force is quantifiable and therefore needs a unit to measure it i.e the Newton

weight; 1 kg weight is approximately 10N

Pupils shall be able to:

1. know that the force (in Newtons) due to gravity on any body is approximately 10 times its mass in kilograms and that this is its weight

the lever as a force magnifier

Pupils shall be able to:

1. explain the principle of the lever

   use a lever to convert a small force in to a larger one for lifting or moving a heavy weight ; use a spring balance to measure the forces applied

2. list examples of the application of the lever

   spanners, counterbalances e.g. crane

3. perform calculations based on the principle of the lever

   f1 x d1 = f2 x d2 (moments about a fulcrum)

simple pulley systems

Pupils shall be able to:

1. explain the principle of the pulley

2. list examples of the application of the pulley

   experiment with pulley systems to convert a small force in to a larger one for lifting or moving a heavy weight ; use a spring balance to measure the forces applied

simple gear systems

Pupils shall be able to:

1. explain the principle of the gear

2. list examples of the application of the gear

   experiment with a gear system to convert a small force in to a larger one for lifting or moving a heavy weight ; use a spring balance to measure the forces applied

3. discuss the effects of gearing on a bike or motor car