Is3350 Unit 1
Unit 1
This scheme of work suggests possible teaching and learning activities for each section of the specification. There are far more activities suggested than it would be possible to teach. It is intended that teachers should select activities appropriate to their candidates and the curriculum time available. The first two columns summarise the specification references, whilst the Learning Outcomes indicate what most candidates should be able to achieve after the work is completed. The Resources column indicates resources commonly available to schools, and other references that may be helpful. Higher Tier material is indicated by a bold HT only comment. The timings are only suggested*, as are the Possible Teaching and Learning activities, …show more content…
|efficiency’ can be found on the BBC website|Understand why a device or|
|b |usefully transferred, the |why efficiency can never be greater than | | |at |process can never be |
| |rest is ‘wasted’. |100%. | |Activity: Choosing the best lighting. |www.bbc.co.uk/schools/gcsebitesize/science/|greater than 100% |
| | | | | |aqa/energy |efficient. |
| |Wasted energy is eventually |Use the equation to calculate efficiency | |Candidates ‘design’ a series of ramps, wheels etc to | | |
| |transferred to the |as a decimal or percentage. | |give a sequence of energy changes. If possible they | | …show more content…
The wasted energy it| | |to turn wheel to trigger movement etc. | | |
| |becomes increasingly spread | | | | | |
| |out and so becomes less | | |Homework: (1) Research into James Joule’s experiments | | |
| |useful. | | |(2) Use retail catalogues to see how manufacturers are| | |
| | | | |aware of the need for efficiency, and how it may | |
This scheme of work suggests possible teaching and learning activities for each section of the specification. There are far more activities suggested than it would be possible to teach. It is intended that teachers should select activities appropriate to their candidates and the curriculum time available. The first two columns summarise the specification references, whilst the Learning Outcomes indicate what most candidates should be able to achieve after the work is completed. The Resources column indicates resources commonly available to schools, and other references that may be helpful. Higher Tier material is indicated by a bold HT only comment. The timings are only suggested*, as are the Possible Teaching and Learning activities, …show more content…
|efficiency’ can be found on the BBC website|Understand why a device or|
|b |usefully transferred, the |why efficiency can never be greater than | | |at |process can never be |
| |rest is ‘wasted’. |100%. | |Activity: Choosing the best lighting. |www.bbc.co.uk/schools/gcsebitesize/science/|greater than 100% |
| | | | | |aqa/energy |efficient. |
| |Wasted energy is eventually |Use the equation to calculate efficiency | |Candidates ‘design’ a series of ramps, wheels etc to | | |
| |transferred to the |as a decimal or percentage. | |give a sequence of energy changes. If possible they | | …show more content…
The wasted energy it| | |to turn wheel to trigger movement etc. | | |
| |becomes increasingly spread | | | | | |
| |out and so becomes less | | |Homework: (1) Research into James Joule’s experiments | | |
| |useful. | | |(2) Use retail catalogues to see how manufacturers are| | |
| | | | |aware of the need for efficiency, and how it may | |