Year 8 Learning Cycle 3 Overview
Physics: Why are Forces are vital for understanding how objects interact
Learning Cycle Overview
Line of enquiry one:
Hypothesis 1
Hypothesis 2
Hypothesis 3
Hypothesis 4
Hypothesis 5
Line of enquiry 2:
Hypothesis 07
Hypothesis 08
Hypothesis 09
Hypothesis 10
Hypothesis 11
Hypothesis 12
Hypothesis 13
What is a magnet?
Magnetic fields are invisible
All metals are magnetic
Magnets always have two poles
Magnets can be turned on and off
Magnets can be made stronger
How do objects move?
How can we describe an object’s movement?
Speed can be calculated
Motion can be drawn on a graph
Forces control movement
Forces need to balanced for a constant speed
Objects speed up as they fall
Parachutes slow objects down
Week 1-2
Week 3-5
Year 8 | Learning Cycle 3 | Medium Term Plan | Science 2015/16
Forces are vital for understanding how objects interact
Line of enquiry 1: What is a magnet?
Intentions for learning from ​KS3 National Curriculum​:
Magnetism:
Magnetic poles, attraction and repulsion
Magnetic fields by plotting with compass, representation
by field lines
Earth’s magnetism, compass and navigation
The magnetic effect of a current, electromagnets, D.C.
motors (principles only).
Common Misconceptions about Magnetism:
All metals are attracted to a magnet.
All silver colored items are attracted to a magnet.
All magnets are made of iron.
Larger magnets are stronger than smaller magnets.
The magnetic and geographic poles of the earth are
located at the same place.
The magnetic pole of the earth in the northern
hemisphere is a north pole, and the pole in the southern
hemisphere is a south pole.
Only magnets produce magnetic fields.
A magnetic field is a pattern of lines (not a field of force)
that surrounds a magnet.
In a magnet, the magnetic field lines exist only outside the
magnet.
Lesson 1: Magnetic fields are invisible
Keywords: ​field, force
Lesson 2: All metals are magnetic
Keywords: ​magnetic
Lesson 3: Magnets always have two poles
Keywords: ​pole, south, north, attract, repel
Learning Intentions:
Students should develop an understanding:
➢ Magnetism is a non-contact force that affect
objects within a magnetic field
Learning Intentions:
Students should develop an understanding:
➢ Only specific metals or alloys of these metals are
magnetic
Learning Intentions:
Students should develop an understanding:
➢ Magnets always have a north and south pole
Success Criteria:
✓ Recall what is meant by a magnetic field
✓ Investigate the shape of magnetic fields
✓ Describe the shape of a magnetic field
✓ Predict where a magnet is strongest
Success Criteria:
✓ Recall which metals are magnetic
✓ Categorise materials as magnetic and
nonmagnetic
✓ Decide if all metals can make magnets
✓ Explain why some alloys are magnetic
Success Criteria:
✓ Recall that magnets have opposite poles
✓ Describe what happens when like poles are near
each other
✓ Describe what happens when opposite poles are
near each other
✓ Predict what happens when a magnet is split
Lesson 4: Magnets can be turned on and off
Keywords: ​electromagnets
Lesson 5: Motors can be made from magnets
Keywords: ​motor effect, energy
Learning Intentions:
Students should develop an understanding:
➢ Electromagnets are devices that become
magnetic when electricity passes through them
Success Criteria:
✓ Recall how an electromagnet is made
✓ Describe how electromagnets can be useful
✓ Explain how a fire alarm may use an
electromagnet
✓ Describe how to make an electromagnet stronger
Learning Intentions:
Students should develop an understanding:
➢ Simple motors can be created using
electromagnets and electricity
Success Criteria:
✓ Describe how to make a simple motor
✓ Describe the energy transfers in a simple motor
✓ Compare these energy transfers to the transfers
in an electromagnet
Year 8 | Learning Cycle 3 | Medium Term Plan | Science 2015/16
Forces are vital for understanding how objects interact
Line of enquiry 2: How do objects move?
Intentions for learning from ​KS3 National
Curriculum​:
Forces:
Forces as pushes or pulls, arising from the
interaction between two objects
Using force arrows in diagrams, adding forces
in one dimension, balanced and unbalanced
forces
Moment as the turning effect of a force
Forces: associated with deforming objects;
stretching and squashing – springs; with
rubbing and friction between surfaces, with
pushing things out of the way; resistance to
motion of air and water
Forces measured in newtons
Non-contact forces: gravity forces acting at a
distance on Earth and in space, forces
Between magnets and forces due to static
electricity
Common Misconceptions about Forces:
Only animate objects can exert a force (a table
can’t push on a book)
Mass and weight are the same thing
Force is a property of an object
If an object is moving there must be a force
acting on it
If an object is stationary there are no forces
acting on it
Heavy things fall faster than light things
Lesson 6: All forces are pushes
Keywords: ​force, Newtons, direction,
contact, non contact
Learning Intentions:
Students should develop an understanding:
➢ Forces as pushes or pulls, arising from
the interaction between two objects
➢ Non-contact forces: gravity forces
acting at a distance on Earth and in
space, forces between magnets and
forces due to static electricity.
Lesson 7: Forces can be balanced
Keywords: ​balanced, unbalanced
Lesson 8: Forces affect speed
Keywords: ​accelerate, speed, constant
Learning Intentions:
Students should develop an understanding:
➢ Using force arrows in diagrams,
adding forces in one dimension,
balanced and unbalanced forces
Learning Intentions:
Students should develop an understanding:
➢ Resultant forces > 0N cause objects to
change speed
➢ Resultant force = ON cause objects to
stay at a constant speed
Success Criteria:
✓ Recall that forces in a straight line can
be added and subtracted to find the
overall force
✓ Classify force pairs as balanced or
unbalanced
✓ Calculate the overall force on a range
of objects
Success Criteria:
✓ Recall the effects of forces on objects
✓ Predict the impact of a force on an
object
✓ Explain why an object with no forces
can still move
Lesson 10: All objects fall to earth with the
same acceleration
Keywords: ​gravity,
Lesson 11: Parachutes increase the force
on a sky diver
Keywords: ​air resistance,
Lesson 12: How is pressure linked to force
(CASE 26)
Keywords: ​Pressure, compound variable
Learning Intentions:
Students should develop an understanding:
➢ that the strength of an electromagnet
can be increased in one of three ways
Learning Intentions:
Students should develop an understanding:
➢ Parachutes increase air resistance to
slow falling objects down
Learning Intentions:
Students should develop an understanding:
➢ Pressure is a variable linked to force
Success Criteria:
✓ Describe how to make an
electromagnet stronger
✓ Predict how changes to an
electromagnet will affect its strength
Success Criteria:
✓ Describe how parachutes affect
motion
✓ Explain how parachutes slow objects
down in terms of forces
✓ Calculate the acceleration of the sky
diver at different points in their dive
Success Criteria:
✓ Recall what is meant by the term
force
✓ Classify forces as pushes or pulls
✓ Classify forces as contact or
non-contact
✓ Recall the units for forces are
newtons
Success Criteria:
✓ Deduce how pressure is related to
force
✓ Classify what other variables we
looked at are compound variables
Lesson 9: Acceleration is dependent on
mass
Keywords: ​mass, force, acceleration, linear
Learning Intentions:
Students should develop an understanding:
➢ How quickly an object accelerates is
dependent on the mass and force of
the object
Success Criteria:
✓ Recall what affects an object's
acceleration
✓ Describe how the variables are linked
✓ Calculate force from given mass and
accelerations