By Arnold Brian Jones Mary Jones Geoff Poole Emma
"Absolute technological know-how" is a self-contained scheme geared toward scholars ranging among degrees 3 and 6 with extension fabric for scholars operating at degrees seven and 8. It suits the QCA Scheme of labor and gives help for the foremost level three programme of research.
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Additional info for Absolute Science: Year 8 Non-specialist Teacher's Pack
No light passes through it. It is a virtual image. g. size and lateral inversion, can be teased out of pupils while they still have the mirrors to look at. If time permits, or for homework, pupils could be asked to do some work on mirror writing to confirm their understanding of lateral inversion. Again, time permitting, pupils could be asked to make a simple kaleidoscope as shown on Worksheet B3, Periscopes and kaleidoscopes, and then explain what they see. g. pencil or ruler half-immersed in water appearing to be bent, to introduce the topic.
10 Plenary. e. lateral inversion and image being the same size as the object. Pupils should make a note of these properties in their book and, if time allows, draw diagrams to illustrate these properties. More able pupils can explain more clearly the meaning of lateral inversion and give more examples. Pupils know that the image created is the same size as the object and is laterally inverted. Homework: Answer questions 8 and 9 from page 26 of the Pupil Book. Differentiation Learning Outcomes 53 ap ter 2 Absolute Science Lesson Plan Ch 54 Chapter 2 Lesson 5 Date Class Lesson Focus Mixed Ability/Set Pupil Book 2 pp.
Today plaTinum has many uses including jewellery, in the catAlytic coNverters of cArs, and to treat Cancer. 5 HRS S MING E TI TE AC HER NO T QCA Scheme of Work Reference: Unit 8K Starting points Pupils should be familiar with the following ideas: • Know that light travels from a source • Distinguish between opaque and transparent materials • Relate shadow formation to opaque materials • Know that light is reflected from shiny surfaces • Know that we see things only when light from them enters our eyes Language for learning Absorb Boundary Colour blindness Colour filter Dispersion Dye Image Laterally inverted Luminous Non-luminous Normal Object Opaque Periscope Pigment Plane mirror Primary colour Ray diagram Reflected Reflection Refraction Secondary colour Shadow Spectrum Translucent Transparent Virtual image White light Learning checklist In this topic pupils should learn: • to build on their knowledge of light and its effects • to learn that we see luminous objects by the light they emit • to learn that we see non-luminous objects by the light they reflect • to represent light as a ray • to use the concept of rays to explain reflection and refraction • to understand how virtual images are formed and that an image is laterally inverted • to use dispersion to separate white light into the seven colours of the spectrum • to make and test predictions about the path of light • to measure and record angles • to investigate reflection and refraction at a plane surface • to investigate the effects of coloured light on the appearance of objects Links Links with the Key Stage 2 Scheme of Work Unit 3F 6F 36 Title Light and Shadows How We See Things © HarperCollins Publishers Ltd 2003 Absolute Science Year 8 2 Light Links with other Units in the Key Stage 3 Scheme of Work Unit 8L Title Sound and Hearing Cross-curricular links Art and design: Objects and Viewpoints.