Cambridge University Press978-1-107-68085-2 – Breakthrough to CLILDavid Sang and Timothy ChadwickFrontmatterMore information

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Physicsfor

David SangTimothy Chadwick

14+

to

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BREAKTHROUGH TO ENGLISH FOR BIOLOGY2 CONTENTS

Contents

Introduction 4

1 Making measurements 6Exercise 1.1 Quantities and how they are measured 6Exercise 1.2 Quantities and units 8Exercise 1.3 Measuring density 9

2 Describing motion 14Exercise 2.1 Movement – word definitions 14Exercise 2.2 Interpreting the shape of a graph 15Exercise 2.3 Making comparisons 16Exercise 2.4 Changing speed 17Exercise 2.5 Acceleration – interpreting questions 18Exercise 2.6 A journey by coach 20

3 The effects of forces 21Exercise 3.1 Mass and weight 21Exercise 3.2 Moments and stability 24Exercise 3.3 Stretching springs 26Exercise 3.4 Pressure 29

4 Energy and work 31Exercise 4.1 Recognising forms of energy 31Exercise 4.2 Energy transfers 33Exercise 4.3 Where we get our energy from 35Exercise 4.4 Energy resources 37

5 Thermal physics 39Exercise 5.1 Kinetic theory vocabulary 39Exercise 5.2 Explaining changes 40Exercise 5.3 Instructions for calibrating a thermometer 41Exercise 5.4 Thermal expansion – drawing conclusions 43Exercise 5.5 Heat transfer – interpreting diagrams 45

6 Sound and waves 48Exercise 6.1 Making sounds 48Exercise 6.2 Describing sounds 49 Exercise 6.3 Oscilloscope traces 51Exercise 6.4 Range of hearing experiment 53Exercise 6.5 Representing waves – interpreting graphs 54

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6 PLANT NUTRITION 3CONTENTS

7 Light and other electromagnetic radiation 57Exercise 7.1 Words, symbols and definitions 57Exercise 7.2 Refraction of light 59Exercise 7.3 How a lens works 61Exercise 7.4 The discovery of infra-red radiation 62Exercise 7.5 The electromagnetic spectrum 64

8 Magnetism and static electricity 67Exercise 8.1 Words and meanings 67Exercise 8.2 Magnetic fields 69Exercise 8.3 Static electricity – describing, observing and explaining 70

9 Electric circuits 73Exercise 9.1 Electric current: words and meanings 73Exercise 9.2 Interpreting graphs 75Exercise 9.3 Describing an experiment 77Exercise 9.4 Electrical components 78Exercise 9.5 Electrical safety 80

10 Electromagnetism 82Exercise 10.1 Oersted’s discovery 82Exercise 10.2 Making motors more powerful 83Exercise 10.3 Describing an experiment 85Exercise 10.4 Using transformers 87

11 Atomic physics 89Exercise 11.1 Atomic structure 89Exercise 11.2 Elements and isotopes 91Exercise 11.3 Background radiation 92Exercise 11.4 Alpha, beta, gamma 94Exercise 11.5 Handling radioactive substances 96

Answer key 98Language file 114

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BREAKTHROUGH TO ENGLISH FOR BIOLOGY4 BREAKTHROUGH TO CLIL FOR PHYSICS

Introduction

Note to studentsWelcome to this workbook, which will help you with your study of physics using English. To progress well in your studies in physics, it will help if you can also use the English language well in a way that is appropriate to science. If you can read English well, you can understand what is written in your physics textbook easily. If you can write and speak English well, you can share your knowledge about physics with others easily.

This workbook will help you understand some important topics in physics. It will also help you develop your skills in English. The exercises will give you practice in both things at the same time.

The exercises will help your English skills in different ways. They will:

� help you understand the meaning of important words � help you to use certain types of words correctly, like nouns and adjectives � help you to construct sentences correctly � help you to construct whole passages of text � give you practice in reading text and extracting information from it.

Each unit in this book covers a different area of physics, but almost exclusively covers the Core IGCSE topics. You do not need to complete all the units in the order in which they appear in the book. Instead, as you are being taught a certain area of physics in the classroom, you should complete the exercises in the unit that covers that area. Your teacher may ask you to work on the exercises at home or in class.

Throughout the text you will see language boxes like this one. These boxes give you some background information about the English language skills that you are learning about. If you see the icon about the English language skills that you are learning

, this means you can read more about that area of English language in the Language File at the back of this book.You will also find an Answer Key for the exercises at the back of this book. You can use this to check whether your answers are correct. Sometimes there are many different possible answers to a question. The Answer Key will make it clear that the suggested answer is just an example, and your own answer might look different. In these cases, look carefully at the structure of your answer, to see if it is the same as the answer in the Answer Key. There are notes in the Answer Key that will help you to see if your answer is a correct one. If you are still not sure, then ask your teacher to help you.

We hope you enjoy using this book, and that you progress well in your studies of Physics and English.

The Breakthrough to CLIL team

A rule is the same as a ruler. It is a special term used for a ruler that is one metre long.

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6 PLANT NUTRITION 5INTRODUCTION

Note to teachersThis book is designed to help EAL/ESL/E2L students understand the content of their physics course and build English language skills within the context of their physics studies, though you may also use it to support students who have English as their first language. It is intended for use within the context of a physics course, rather than an English course, but almost exclusively covers the Core IGCSE topics. If your school has an embedded CLIL or bilingual programme, you may find this book suitable to support most or all of your students in their studies. However, this book can also be used as part of your differentiation for a smaller number of students who would benefit from it, whether in the classroom or as homework.

The areas of physics covered in this book are the basic topics that most students aged around 14 to 16 would encounter. However, most students would also be expected to be familiar with some other topics, as well as covering the topics included in this book in more detail. The intention of this book is to help students master the basics, and develop language skills and confidence that will help them in other parts of their course. This book should be used to support a wider learning programme that also includes a textbook of an appropriate level.

The areas of English language covered in this book have been selected for their relevance to understanding and discussing the subject of physics. Where aspects of language are discussed explicitly, this is intended to help students understand the purpose of certain exercises, as well as explain why these aspects of language are relevant to physics. It is expected that the students will be able to link these explanations to the content of their English language (or E2L) course. We hope that you as a physics teacher will feel confident enough in the areas of language discussed to support your students, with the help of the explanations provided in the text and the Language File. If not, we advise you to discuss the content of this book with a colleague in your English department.

Each unit of this book covers a certain area of physics. Within each unit, the level of demand in terms of both physics and English gradually increases. This will allow students to build understanding and language skills as they progress through each unit. The first exercise in each unit does require some familiarity with key vocabulary and concepts, so we recommend that you begin to set the exercises in this book after having taught a lesson or two on the relevant topic. The units have been designed to be used independently from one another, so you can set them in any order to match your existing teaching programme.

We hope that you will enjoy using this book with your students.

The Breakthrough to CLIL team