BTEC Unit 16 Scheme of Work

Key Stage 4 Science Scheme of workBTEC Unit 16 Designing and Making Useful Devices in Science

Learning Objectives Possible teaching activitiesAssessment opportunities

Differentiation Resources

Assignment 1Pinhole Camera 1

P1 Design a pinhole camera

P2 Produce a pinhole camera providing evidence for its functioning ability

StarterGo through Painting or Photograph? powerpoint with students.

Main1. Discuss Scenario for this assignment: You are a

journalist producing an article for a scientific magazine aimed at a younger audience.

2. Hand out Pinhole Camera Net photocopied onto A3 card. Students complete Design a Pinhole Camera worksheet.

3. Students build a pinhole camera using resources provided. Students work in pairs. (NOTE: The interior of the camera should be painted/coloured black for best effect – otherwise light reflected internally inside the camera produces blurred images.)

4. Students test pinhole cameras. (NOTE: a VERY BRIGHT object is needed e.g. 12V bulb or similar).

5. Student tests the effect of making the pinhole bigger (place pin in pinhole and wiggle) – image should become brighter but blurrier/less sharp

6. Students test the effect of creating multiple pinholes (an image is produced for each pinhole)

7. Students complete the Evaluating a Pinhole Camera worksheet.

PlenaryUse “Memory Board” (from The Teacher’s Toolkit by Paul Ginnis p.128) – this is set up on slides 9-10 of the Painting or Photograph? powerpoint with automatic timed slide transitions.

Homework/Extension WorkStart writing “How To Build Your Own Camera” article for a children’s magazine.

Use Design a Pinhole Camera worksheet to assess P1

Students must produce a pinhole camera that produces an image to get P2.

They must also provide some additional evidence e.g. completed Evaluating a Pinhole Camera worksheet and some photographs of camera being constructed.

Targeted support for slower learners

15 x Pinhole Camera Net worksheets photocopied onto thin card (preferably A3)

15 x optics pins put into cork

15 x 12V bulbs in holders and power supplies

15 x thick black felt tips (to colour inside of camera black)

Aluminium foil Scissors, glue

One or more digital cameras would be useful to record the different stages of building the camera in line with the journalist scenario

Health and SafetyEnsure that students understand the possible dangers of stabbing each other with pins.




Pinhole Camera 2

M1 Identify future improvements to the camera design

D1 Explain the science behind the camera design

StarterStudents complete Lens Worksheet 1.

Main1. Students complete Lens Worksheet 22.

a. Secure converging lens of approx. focal length 150mm and diameter 34 mm in short card tube.

b. Cut hole of diameter 34mm to hold tube in body of camera where pinhole would be.

c. Place lens tube in camera – the tube should be able to slide freely backward and forward.

d. Focus sharp image on screen by moving tube backward and forward

3. Ask students to come with plus and minus for a lens camera compared with a pinhole camera. (plus: brighter and clearer image, easy to focus. Minus: shallow depth of field e.g. when close objects in focus, far objects out of focus)

PlenaryThe scenario for this assignment says that: “You are a journalist producing an article for a scientific magazine aimed at a younger audience.”

Is it worth putting a lens into a pinhole camera or not? What would you advise the younger audience to do>

Homework/ExtensionContinue writing: “Build Your Own Camera” article: perhaps include a text box explaining the pluses and minuses of adding a lens.

Assess “Build Your Own Camera” article for evidence for M1 and possibly D1.

Targeted support for slower learners.

Selection of converging and diverging lenses of varying focal lengths

Pinhole cameras from last lesson

15 x converging lens, focal length 150 mm, diameter 34 mm.

Card, scissors, selotape, blutac

150 mm(or focal length of lens)




Pinhole Camera 3



Useful Linkshttp://www.youtube.com/watch?v=nKH_cKUZKSA

http://www.youtube.com/watch?v=f6RMgTXcEK8&feature=related

http://www.youtube.com/watch?v=Gyf8fQOdvDs&feature=related

http://www.youtube.com/watch?v=ax-1dNyceo4

StarterGo through “The First Photographs Ever” Powerpoint.

Main1. Watch video clip called the Wet Plate Collodion Process –

available as a wmv file or can be accessed from http://www.youtube.com/watch?v=Gyf8fQOdvDs once and then show again while students play “Photographic Bingo”

2. Teacher to show photographic paper in lightproof packaging and explain how it works and that we want to use it to capture and image, but our cameras will need to modified.

3. Students to look at lens/pinhole cameras and discuss what modifications will be needed. Light proof lens cap on front Making tracing paper screen light proof – it might be

more convenient to have two different lids to fit on back of camera e.g. one with tracing paper, one lightproof to hold photographic paper

Students produce labelled sketch plan to show camera improvements (evidence for M1!)

4. If time allows, teacher to demo taking photo using adapted lens camera or pinhole camera and develop photo (see http://users.rcn.com/stewoody/darkcam.htm for tips)

5. Students to attempt to take photograph: may extend into next lesson

PlenaryGo through “Old Style Photography” PowerPoint (10 minutes needed)

Homework / ExtensionDraw a poster to explain the science behind how a pinhole camera works. Use “The Science Behind A Pinhole Camera” and “The Science Behind A Pinhole Camera – answers” to help.

Use sketch plan produced in step 3 to assess evidence for M1.

Use poster produced as Homework/Extension Activity to assess for possible D1


Reward for Bingo winner (optional)

Lens/Pinhole cameras

B&W Kodachrome paper to fit into back of pinhole camera (note: this can only be taken out of lightproof packaging in blackout conditions.)

Lab/Room with reasonable blackout

Shallow trays with: Developer (e.g.

Kodak Dektol) Stop solution (e.g.

Kodak Indicator Stop Bath or clean water

Fixer (e.g. Kodak Fixer)

‘Clothes line’ and bulldog clips to dry photo paper.

Health and Safety: Students to wear safety goggles, disposable gloves and aprons when developing photos

http://users.rcn.com/stewoody/darkcam.htm

http://www.youtube.com/watch?v=Gyf8fQOdvDs







http://www.youtube.com/watch?v=nKH_cKUZKSA

http://www.youtube.com/watch?v=nKH_cKUZKSA




Pinhole Camera 4

P2 Produce a pinhole camera providing evidence for its functioning ability



StarterShow http://www.youtube.com/watch?v=f6RMgTXcEK8(also downloaded as wmv). Use part of sequence which shows frame to hold head still to emphasise that there must be no movement during exposure – of camera or object!

Main1. Teacher to show photographic paper in lightproof

packaging and explain how it works and that we want to use it to capture and image, but our cameras will need to modified.

2. Teacher to demo taking photo using adapted lens camera or pinhole camera and develop photo (see http://users.rcn.com/stewoody/darkcam.htm for tips)

3. Students to attempt to take photograph and develop.

PlenaryStudents to view and comment on developed photographs – ask students to explain whether they are negatives and positives.

Homework/ExtensionStudents to complete “Build Your Own Camera” article

Use digital camera photos of process and actual pinhole/lens camera pictures as further evidence to assess P2.

Assess “Build Your Own Camera” article for evidence for M1 and D1

Digital Camera to capture step by step of process for students magazine article

Lens/Pinhole cameras

B&W Kodachrome paper to fit into back of pinhole camera (note: this can only be taken out of lightproof packaging in blackout conditions.)

Lab/Room with reasonable blackout

Shallow trays with: Developer (e.g.

Kodak Dektol) Stop solution (e.g.

Kodak Indicator Stop Bath or clean water

Fixer (e.g. Kodak Fixer)

‘Clothes line’ and bulldog clips to dry photo paper.

Health and Safety: Students to wear safety goggles, disposable gloves and aprons when developing photos

Building a Microbalance 1: Build a sand balance

M2 Use the microbalance to determine the weight of objects, commenting on the accuracy

StarterBrainstorm units which are used to measure either weight or mass e.g. kilogram, pounds, ounces etc. Separate into metric and imperial and identify SI (or “official” scientific units: the kilogram (mass) and the newton (weight).

Award M2 if students complete boxed section of “Build A Double Pan Balance” worksheet with minimal guidance

Selection of weighing apparatus labelled A, B, C… to include: electronic scales (2

dp and 3 dp) Should have card saying “WARNING: DO NOT MEASURE

http://users.rcn.com/stewoody/darkcam.htm

http://www.youtube.com/watch?v=f6RMgTXcEK8




Main1. Students weigh a selection of objects using the

available balances and keep a record of the weight/mass. Ideally, they should measure the at least one object using different balances, and should record the unit as well as the number i.e. “3.5 N” rather than just “3.5”. Could use Weighing Things worksheet.

2. Students build a double pan scale using worksheet3. Students measure out 50 g of sand using their scale

and check its accuracy using an electronic scale (preferably 3 dp or higher)

PlenaryWe have built a balance, but not a microbalance. What is the difference between the two…?

Homework/Extension1. Brainstorm some ways in which we could build

something that could measure things which have a mass of a few grams or less.

2. Find out the difference between mass and weight (optional)

THINGS LARGER THAN ---- g” on more sensitive scales

Spring balances calibrated in newton and grams (and or pounds/ounces) if available

Bathroom scales (calibrated in both kg, stones, and newtons if available)

Double pan balance scale (available from Maths – see Alex Capon)

10 x metre rules 10 x bulldog clips 10 x stand and

clamp 20 x plastic cups 1 x 50g mass Scissors, string,

selotape Large container of

sand or flour

Building a Microbalance 2: Calibrating a spring balance

P4 Produce and calibrate aMicrobalance

M2 Use the microbalance to determine the weight of objects, commenting on

StarterWhat is the difference between mass and weight? Students watch video clips(e.g. http://www.youtube.com/watch?v=aQX9KOCS7MA&feature=related) and complete worksheets. (If any students wish to discuss the Moon Hoax Conspiracy, please refer them to the websites in the resources column.)

Main1. Students build spring balance using “Build a Spring

Balance” Worksheet

Award P4 if students produce reasonably robust and accurate spring balance

Award M2 if students produce written evidence of being able to determine an unknown weight

(Optional: Lunar hoax websiteshttp://www.badastronomy.com/bad/tv/foxapollo.htmlhttp://www.iangoddard.com/

moon01.htm)

Thick Card Scissors, string 10 x paper

fastener 10 x elastic bands 10 x (5 x 100g

masses on

http://www.iangoddard.com/moon01.htm

http://www.iangoddard.com/moon01.htm

http://www.badastronomy.com/bad/tv/foxapollo.html

http://www.badastronomy.com/bad/tv/foxapollo.html

http://www.youtube.com/watch?v=aQX9KOCS7MA&feature=related

http://www.youtube.com/watch?v=aQX9KOCS7MA&feature=related




the accuracy 2. Students calibrate spring balance using instructions on sheet

3. Students use spring balance to weigh at least one unknown weight (e.g. apple, chosen because by happy coincidence a typical apple weighs around one newton – could share the legend [probably apocryphal] about Sir Isaac Newton and the apple tree here)

4. Students compare reading on their spring balance with a professionally made spring balance and answer questions on worksheet.

5. Students write an illustrated report of today’s activity

Plenary Discuss whether we were measuring mass or weight

today. (Answer: weight, because our scale relied on Earth’s gravity to stretch the elastic. This would be true even if the scale was marked in g – our scale would give the wrong reading if it was taken to the Moon)

Extension Discussion: what were we measuring last lesson? (Answer: mass. Because those scales compared masses, they would give the correct answer even on the Moon).

Homework/ExtensionComplete the illustrated report.

and write a reasonable comment about its accuracy.

hanger) 20 x paper clips 10 x 30cm rulers 10 x 0-10N

newtonmeters 10 x apples to act

as unknown weight

Building a Microbalance 3: Design and Build a Microbalance

P3 Design a microbalance

P4 Produce and calibrate aMicrobalance

M2 Use the microbalance to determine the weight of

StarterNone of the balances we have made so far could measure the mass/weight of (say) a grain of rice or a human hair. Brainstorm some possible designs that we could make in the school laboratory. (Note: this sheet will provide some of the evidence for P3).

Main1. Go through slides 1-5 of “A Plan for a Microbalance”

powerpoint. Show slide 6 but do not allow the students to draw anything – the image will disappear after 60 seconds so students must draw it from memory.

Class set of Nuffield microbalances (available in LM10) or make up using:http://www.practicalphysics.org/go/Experiment_854.html;jsessionid=aA5Gsh1s2Gw-

100 sheets of trimmed

http://www.practicalphysics.org/go/Experiment_854.html;jsessionid=aA5Gsh1s2Gw-






objects, commenting on the accuracy

2. Students build microbalances and test to see if they work. The problem is that they are not calibrated…

3. Weigh sheets of graph paper. How can we work out the mass of 1 sheet? (Mass of 1 sheet = Total mass/100) [NOTE: mass of paper is affected by moisture content, so it will change from day to day. Typical mass of 1 sheet will be ~ 3 g]

4. We now know the mass of 1 sheet of graph paper. How can we work out the mass of 1 big square of graph paper? (Mass of 1 big square = Mass of 1 sheet / 100). These will be used to mark the large divisions on the scale.

5. We now know the mass of 1 big square. How can we work out the mass of a strip of 10 tiny squares? (Mass of strip of 10 tiny squares = mass of 1 big square / 10). These will be used to mark the fine divisions on the scale.

6. Students use tiny squares to calibrate microbalance.7. Students use microbalances to weigh

a. grain of rice (~ 0.03 g)b. short length of iron/steel wirec. and check accuracy of both using electronic

scalesd. Put wire in sealed test tube with water for next

lesson. Put identical wire in other sealed test tube with calcium chloride or other drying agent.

8. Students to place microbalances and text tubes in boxes and sign and seal for next lesson

PlenaryDiscuss accuracy of microbalance

graph paper – this should be without any margins and have 10 x 10 large squares each subdivided into 10 x 10 small squares.

Sensitive (3 dp or better) scales

10 x scissors10 x tweezers10 x magnifying glasses10 x (2 x identical short lengths of steel wire suitable for use on microbalance)20 x test tubes with stoppers

10 x large cardboard boxes so students can store microbalances for next lesson.

Building a Microbalance 4: Evaluating the Microbalance

M2 Use the microbalance to determine the weight of objects, commenting on

the accuracy

D2 Evaluate the design of the microbalance, suggesting

StarterIntroduce scenario: “You are a technician working for a company that makes weighing scales. They want to produce a very low cost, very sensitive set of microbalances that would be suitable for some school laboratory experiments e.g. detecting the weight change of clean and rusty piece of steel wire.”

Main1. Students set up and check microbalances. They

should ensure that the pointer is at zero when

Sealed boxes from last lesson!

Each box should contain: calibrated

microbalance Short length of

steel wire in sealed test tube with water

Short identical




improvements for the future

unloaded2. Students weigh ‘clean’ and ‘rusty’ wires – they

should find that the rusty one weighs more because of the extra mass of the oxygen

3. Student complete “Evaluating the microbalance” worksheet. Some ideas for improving the design:

a. The pin is a safety hazard. Could replace it with non-pointed piece of metal

b. Make all parts out of plasticc. Have correct numbers printed on the

microbalance so that the scale does not have to be calibrated before use

d. Think of a catchy brand name e.g. “El Cheapo Microbalance”

PlenaryDiscuss Microbalance Project with student. Discuss using wwwebi analysis “What Went Well, Even Better If”

length of steel wire in sealed test tube with calcium chloride or other drying agent

Also Sensitive (3 dp or

better) scales 10 x scissors 10 x tweezers 10 x magnifying

glasses




Building A Periscope 1: Experiments with Light

Understand that light rays travel in straight lines.

Understand the Law of Reflection

P5 Design a periscope

StarterForm students into pairs. Students sit quietly in blackout/subdued lighting for at least two minutes (5 if possible). Pairs must look at each other’s eyes. Do they notice anything happening to their pupils of their eye? (Pupils should expand). Teacher switches on room lighting: what do students observe (Pupils contract rapidly). Discuss: why do people’s eyes behave this way?

Main1. Light Race : Students must arrange all 5 cards in a

straight line so that light from the bulb passes through each pinhole in sequence. Prize for group whose 5 cards are spread out over the longest distance and whose bulb can still be seen.

2. What does this experiment tell you about light? (Light travels in straight lines).

3. Students carry out Law of Reflection experiment (http://www.practicalphysics.org/go/Experiment_644.html?topic_id=2&collection_id=101) – could use laser rayboxes instead of white light rayboxes as shown.

4. Students produce a poster showing the Law of Reflection (angle of incidence = angle of reflection).

PlenaryAsk students to explain what they have learned about light this lesson.

Homework/ExtensionFind things which rely on the reflection of light.

Blackout needed.Light Race Prize for winning

“Light Race” (optional)

10 x (5 x black cards with large pinhole placed in random places on card)

10 x small 3V bulb or other light source

plasticine/blutac to hold cards

Long 10m tape measure to help judge length of “Light Race” tracks.

Law of Reflection10 x laser rayboxes10 x plane mirror10 x holder for plane mirrors10 x protractor

Poster paper, coloured pens

http://www.practicalphysics.org/go/Experiment_644.html?topic_id=2&collection_id=101

http://www.practicalphysics.org/go/Experiment_644.html?topic_id=2&collection_id=101




Building A Periscope 2: Design a Periscope

P5 Design a periscope

P6 Produce a periscope providing evidence for its effectiveness

D3 Explain the science behind the periscope design

StarterShow slide 1 of Periscope Plan powerpoint. Students discuss in pairs and report back into the class. They get +1 point for mentioning something new, -1 points for repeating something already said, -2 for not saying anything. (e.g. mention of First World War or trench warfare, dangerous to look over trench parapet, periscope, angled mirror, can see enemy troops safely etc)

Main1. Go through slides 2-7 of Periscope Plan powerpoint.2. Draw a plan for a periscope. This will provide the

main evidence for P5 and could also provide evidence for D3 if the extension task on slide 7 is completed.

3. Build periscope in pairs4. Capture images with digital camera e.g. view

through periscope that provide evidence for its effectiveness [may need to carry on into next lesson]

PlenaryDiscuss ways of improving the periscope: e.g. would a curved mirror at the top improve the field of view?

Homework/ExtensionFind out about different designs of periscope e.g. those that use prisms instead of mirrors – how do they work?

Assess periscope plan for P5 and D3

Planning A4/A3 poster paper Rulers Pencils Protractors

Building a periscope 15 x plastic mirrors

(that can be cut with scissors)

15 x periscope net photocopied onto thin card (preferably A3)

blu-tac, selotape, scissors

Digital camera to capture images

Building A Periscope 3 and 4:

Build a Periscope

P6 Produce a periscope providing evidence for its effectiveness

StarterIntroduce scenario: “You are a researcher for the TV programme Blue Peter and you need to put together step by step instructions for the presenters on How to Build A Better Periscope. The presenters like the little model periscope that you have already built, but want an improved model for the TV programme.”

Main

Award M3 if sufficient evidence of careful thought e.g. handles + stronger construction technique – but not handles alone

Building a periscope 15 x plastic mirrors

(that can be cut with scissors)

15 x periscope net photocopied onto thin card (preferably A3)

blu-tac, selotape, scissors

Also




M3 Identify future improvements to the effectiveness of the periscope design

D3 Explain the science behind the periscope design

1. Emphasise that each group must build a working periscope and capture some evidence that it is a working periscope to get P6.

2. Suggest that students use helpsheets “Periscope Plan” and “Boxing Clever” to build improved periscope. They should produce a short illustrated plan with the title “How To Build A Better Periscope.” Some possible ideas: Make tube stronger (see Boxing Clever) Use a ready made box or tube e.g. Pringles or similar Make tube out of wood (see

http://en.wikibooks.org/wiki/School_Science/Demo_periscope)

Add handles to side Make periscope telescopic (see Periscope Plan) Add curved mirror to improve field of view (at top?

bottom? concave or convex curve?) – test to find out A real challenge would be to make a periscope that

could easily give a 360° view while the user is standing still (see http://en.wikipedia.org/wiki/Vickers_Tank_Periscope_MK.IV)

PlenaryDiscuss science behind the design.

Homework/ExtensionWrite a script to introduce the periscope project as part of the Blue Peter programme.

Sheets of thin cardSheets of thick cardPlywood and tools (if available: ideal opportunity to co-operate with DT)

Building Batteries 1

Understand the energy transfer of a battery

Understand simple circuit diagrams

Understand the meaning of “series” and “parallel”

Understand some other methods of generating

StarterGo through “Who Invented the First Battery?” powerpoint.

Main1. Students complete “Portable Electricity

Investigation”.2. Go through Portable Electricity Answers making sure

that students are able to draw circuit diagrams correctly

3. Students complete “Battery Design Challenge” worksheet. Review using Battery Design Challenge Answers.

Assess if students can draw circuit diagrams correctly

P7 met if students can answer Q1 or Q2 from “Battery Design Challenge” correctly


10 sets: 2 x 1.5V cells in holders 1 x digital voltmeter 1 x 3V dc motor (to use

as generator) 1 x solar cells 1 x main desk lamp Leads, croc clips

http://en.wikipedia.org/wiki/Vickers_Tank_Periscope_MK.IV

http://en.wikipedia.org/wiki/Vickers_Tank_Periscope_MK.IV

http://en.wikibooks.org/wiki/School_Science/Demo_periscope

http://en.wikibooks.org/wiki/School_Science/Demo_periscope




electricity

P7 Design batteries which use various resources

PlenaryDiscuss what is meant by a ‘flat battery’ (battery has run out of energy [not out of electricity!]


P7 Design batteries which use various resources

P8 Produce batteries using various resources.

M4 Explore ways to improve the effectiveness of batteries.

StarterShow students this video clip (also available fromhttp://www.youtube.com/watch?v=AY9qcDCFeVI )

Main1. Students read “Fruit Battery” worksheet and make

one lemon cell. Use voltmeter to measure output voltage and establish whether copper is plus or minus terminal of battery. Students mark + and – on battery.

2. Students attempt to light light bulbs and LEDs using single lemon battery – if unsuccessful, should write an illustrated plan of action (e.g. make more lemon batteries and connect in series or in parallel). This will provide further evidence of P7.

3. Students must produce an arrangement of batteries that successfully light an LED and take a digital photograph of it with themselves in the frame – preferably with a thumbs up, victory dance etc.

4. Show this video clip (also available from http://www.youtube.com/watch?v=oABk_KI5Ilo ) Students to write a critical review of the clip e.g. what went well and even better if…

PlenaryTry using all the lemon batteries built by the class to light a 1.5V bulb, a 2.5V bulb, a 6V bulb and a 12V bulb.

Homework/ExtensionDraw a poster “How to Light a Light Bulb With Lemons”Award M8 if it mentions improvements such as rolling the lemon to release the juice, and arranging multiple lemon batteries in series/parallel to produce light

Plan produced in Step 2 could be further evidence of P7.

Award P8 if lemon battery produces measurable voltage.

Award M4 if Homework/Extension poster mentions improvements such as rolling the lemon to release the juice, and arranging multiple lemon batteries in series/parallel to produce light


Digital camera to record evidence for P8

10 sets: 4 x lemons 4 x small piece of sheet

copper (approx, 1cm x 2cm)

4 x small piece of sheet zinc

digital voltmeter buzzer 1 x 1.5 V bulb in holder 1 x LED leads, croc clips

Demo:1.5V bulb2.5V bulb6V bulb12V bulb.

Health and SafetyStudents should take care with lemon juice – painful if it gets into eye

http://www.youtube.com/watch?v=oABk_KI5Ilo

http://www.youtube.com/watch?v=AY9qcDCFeVI





M4 Explore ways to improve the effectiveness of batteries.

StarterGo to: http://www.bbc.co.uk/archive/tomorrowsworld/8026.shtmland fast wind to 17 minutes. Show Trevor Baylis clip (about 10 minutes)

Main1. Read “How I Made It” article. Explain scenario and

and Task.2. Students must write script and prepare resources

(powerpoints, experiments, leaflets) for 15 minute primary school performance.

PlenaryHighlight imaginative contributions for praise. (Could also offer the best ones the chance to perform – this could make an excellent primary-secondary link).

Award M4 for work which makes clear why extending battery life or replacing batteries with alternative resources is important for the developing world.

Access to ICT

Wind up radio

10 sets: 1 x digital voltmeter 1 x 3V dc motor (to use

as generator)


D4 Assess the impact of batteries on the environment.

StarterIntroduce Be Positive scenario

Main1. Students design leaflet and poster

PlenaryDiscuss why all batteries should be recycled rather than thrown into a landfill.

Award D4 for work which shows understanding of environmental impact of battery disposal

Access to ICT

http://www.bbc.co.uk/archive/tomorrowsworld/8026.shtml





Documents

BTEC Unit 16 Scheme of Work