PHILIPMORANTSCHOOL ANDCOLLEGE
Cook
Yr7spring1HomeworkH
Unit: Cook
Homework tasks Self Assessment ‐ Key words task LAT ‐ Heat in the kitchen Research task / SC1 investigation ‐ Is there a limit to the amount of solid that dissolves?(investigation) Computer based task ‐ Sam learning task Extended writing task ‐ Explain how the dessert baked Alaska has ice cream in the middle even though it has been cooked in the oven. Revision for test ‐ Revision check list and recommended resources. Working scientifically 1. Experimental skills and investigation 1.1 1.2 1.3 1.4 1.5 Levels 3 ‐ 5 To ask simple questions and develop a line of enquiry based on their observations of the real world, alongside prior knowledge and experience To make simple predictions using scientific knowledge and understanding To plan and design part or full simple investigations and experiments to make observations and test predictions To use appropriate simple techniques, apparatus and materials when carrying out experimental work
To make and record observations during simple investigations and experiments 2. Handling information and problem solving Levels 5 ‐ 8 To ask more complex questions and develop a line of enquiry based on their observations of the real world, alongside prior knowledge and understanding Makes predictions of more complex variables eg continuous using scientific knowledge and understanding To plan and design full investigations and experiments to make observations and test predictions using more complex variables To use a range of techniques, apparatus and materials when carrying out experimental work
To make and record observations and measurements using a range of different experiments and investigations Levels 3 ‐ 5 To present observations and data using appropriate tables and bar charts To use simple observations and measurements to draw conclusions To present simple explanations of presented data 2.1 2.2 2.3 2.4 To identify simple questions arising from collection of experimental results 2.5 Levels 5 ‐ 8 To present observations and data using appropriate tables, bar charts and line graphs
To interpret observations and data including identifying patterns to draw conclusions To present reasoned explanations, including explaining data in relation to predictions and hypothesis To identify more complex questions arising from collection of experimental results To evaluate data showing an awareness of potential sources of random and systematic error 3. Scientific attitudes 3.2 Levels 3 ‐ 5 To identify risks when conducting experimental work 3.3 3.1 Levels 5 ‐ 8 To identify risks and include control measures when conducting experimental work To pay attention to the objectivity and concern for validity, accuracy, precision and measurement of uncertainty To understand that scientific methods and theories develop as scientists modify earlier explanations to take account of new evidence and ideas, together with the importance of publishing results and peer review 4. 4.1 4.2 4.3 Levels 3 ‐ 5 To use some simple SI units for measurements To use some simple equations eg speed = distance/time To analyse simple data Levels 5 ‐ 8 To understand and use a range of SI units for all measurements To use and rearrange simple equations To analyse more complex data Unit: Cook Guidance for parents There are lots of websites with useful information on healthy lifestyles. Some suggested sources are:‐ Physics‐ convection, conduction, radiation http://physicsnet.co.uk/gcse‐physics/thermal‐energy‐transfer/ BBC KS3 Bitesize ‐ chemical and material behaviour and energy transfer http://www.bbc.co.uk/bitesize/ks3/science/chemical_material_behaviour http://www.bbc.co.uk/bitesize/ks3/science/energy_electricity_forces Properties of solids, liquids and gases http://lgfl.skoool.co.uk/keystage3.aspx?id=64 Chemical and Physical changes http://www.kentchemistry.com/links/Matter/PhysicalChemicalChanges.htm The Science behind baked Alaska http://www.science‐sparks.com/2012/02/13/the‐science‐behind‐baked‐alaska/ Unit: Cook Key words Energy transfer Thermal Thermometer Conduction Convection Radiation Solid Liquid Gas Melting Crystallising Solidifying Sublimation Negative temperatures Particle model
Physical change Chemical change Unit: Cook Key words a)What is thermal energy? ………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
b) What is the particle theory? ………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………… c) What is the difference between a physical and a chemical change? ………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………… 2. Choose some of the key words and find a simple definition. Key word Definition
LAT 5-7
Heat in the Kitchen
lesson, some students were wondering why
During
a Food Technology
the metal spoon gets hot, but the wooden handle of the saucepan does
not.
Use your knowledge and understanding to explain how the energy is
transferred from the cooker to the end of the wooden spoon.
Task: From this information, use your scientific knowledge and understanding to:
 Show how the energy from the gas ring is transferred to the end of the
spoon.
 Describe how the energy is transferred.
 Use particle diagrams to show what is happening. Skills used:
1.1, 2.2
Key words: conduction, conductor, convection, energy transfer, evaporation, heating,
insulator, radiation
Level ladder: What is your target level? Use the level ladder to help you reach it:
To get
level
5
6
7
You might have:
 Drawn or used a diagram of the saucepan and spoon.
 Used the key words metal, wood, water, insulator and conductor
to label the diagram.
 Drawn arrows to show heat energy transfers from the gas ring
to the spoon handle.
 Stated why energy is transferred from the hob to the spoon.
 Identified energy transfers by conduction, convection and
radiation.
 Used a simple particle diagram to explain conduction.
 Drawn or used a diagram of the saucepan and spoon.
 Described the diagram using the key words metal, wood, water,
insulator and conductor.
 Used simple energy transfer diagrams to show heat energy
transfers from the gas ring to the spoon handle.
 Explained why energy is transferred from the hob to the spoon.
 Used particle diagrams to explain conduction and convection.
 Drawn or used a diagram of the saucepan and spoon.
 Described the diagram using the key words metal, wood, water,
insulator and conductor.
 Used particle diagrams and energy transfer diagrams to show
heat energy transfers from the gas ring to the spoon handle.
 Explained in detail why energy is transferred from the hob to
the spoon.
 Used detailed scientific knowledge and understanding to
compare energy transfer by conduction, convection, radiation
and evaporation.
Hypothesis
Is there a limit to the amount of solid that dissolves?
Equipment
Measuring
instruments
Chemicals
Independent
variable
What I am changing
Dependent variable
What I am
measuring
1
Control variables
Things I keep the
same
2
Other
Method
1.
2.
Risk Assessment
Hazard
Risk
Control measures
How do I keep safe?
1
2
Context
How your experiment can be used in the real world
Unit: Cook Sam Learning Task: Level 5‐7 Task: For this homework task, you will need to log into your SAM learning account and complete the level 5‐7 task. Level 5‐7 Need help with this This task is located within the following folders:‐ KS3 ‐ Science ‐ Level 5‐7 ‐ physical and chemical changes Skills used:
1.1, 2.2, 2.3, 2.4, 4.3 Unit: Cook Baked Alaska: Levels 5‐8 The mystery of cold ice-cream inside a hot pudding …….
In your extended writing task you
should try and answer the following
questions
When the Baked Alaska is served, you break through the hot sugary meringue to
find still well frozen ice cream at the centre of the dessert.
1. Explain how the meringue must change when it cooks. The foamy whipped egg
white has turned into a hard brittle solid full of air bubbles.
Explain the changes that have taken place.
2. How does the construction of the base contribute to keeping the dessert
frozen while it cooks?
3. Draw particle pictures to explain why the meringue works as an effective
insulator against the heating to the ice cream
4. A gastro scientist put a temperature sensor on the
outside of the meringue. She got these results:
Time elapsed
Temp
/mins
/°C
0
-20
1
20
2
200
3
220
4
180
5
140
6
108
7
88
8
70
9
60
10
52
11
45
12
39
13
34
14
30
What is the main method by which the dessert is losing temperature?
Unit: Cook
Revision Checklist
Unit: Cook
Revision Checklist
Unit: Cook
Revision Checklist
Unit: Cook
Revision Checklist