PHILIP MORANT SCHOOL AND COLLEGE
Forensics
Autumn term 1 homework H
Williams D
Unit: Catastrophe
Homework tasks
1. Self- Assessment - What do I already know?
2. LAT - "How does an ice cube melt?"
Level 3 - 5 + Level 5 - 7
3. Research task – Mercury; a special liquid.
4. Computer based task
5. http://www.bbc.co.uk/bitesize/ks3/science/chemical_material_behaviour
/
Using BBC Bitesize KS3 Rock cycle "Revise"→ "Activity" → "Test"
Choose the answers to the test questions you think are most appropriate
and then "Check your score". Print this page and stick into your exercise
book as evidence you have completed the task.
6. Extended writing task - Planning an investigation to find what factor
affects crystal size in an igneous rock
7. 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
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
2. Handling information and problem solving
2.1
2.2
2.3
2.4
2.5
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
To identify simple questions
arising from collection of
experimental results
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
3.1
Levels 3 - 5
To identify risks when
conducting experimental work
3.2
3.3
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. Scientific skills
4.1
4.2
4.3
Levels 3 - 5
To use some simple SI units for
measurements
To use some simple equations e.g.
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
Forensics- Self Assessment
This unit investigates the internal structure of the Earth. There is a focus on
the formation of different types of rock and the rock cycle.
It is studied through the occurrence of some natural disasters
How much do I already know?
Questions
I can name the 3
states of matter.
I can describe some
properties for each
state of matter.
I know what a particle
diagram is.
I can describe some
methods used to
separate solids &
liquids.
I can describe the
difference between a
pure substance and an
impure substance.
I can describe how an
impure substance
changes the melting
point and boiling
point.
I can describe how
acids react with
metals an metal
carbonates.
I can describe how we
know if a chemical
reaction has taken
place.
I can explain how
earthquakes and
volcanoes happen.
What I know?
7G Task Sheet (L5-7)
H ow does an ice cube melt?
Some students were watching an ice cube in a beaker as it slowly melted.
They were wondering why it melts.
Task: Draw a poster that explains why an ice cube melts when left out of the
freezer. Use the Big Idea of Particles to explain why the ice cube melts.
Key words:
boiling, compressible, conservation of mass, density, energy, evaporating, fixed,
forces between particles, freezing, gas, liquid, melting, moving randomly, particles,
solid, solidification, states of matter, temperature, vibrating
Level ladder:
What is your target level? Use the level ladder to help you reach it:
To get
level
You might have:
5




Used most of the key words accurately.
Drawn a simple particle diagram for each state.
Explained or shown that substances are made up of particles.
Described some differences between particle behaviour of each state.
6





Used all the key words accurately.
Drawn particle arrangements clearly using diagrams.
Explained, in detail, the particle behaviour in each state.
Shown or described how mass is conserved during changes of state.
Explained evaporation using particle theory.
7
 Used a detailed scientific knowledge of particle theory.
 Used energy and forces to explain the differences in behaviour of the
particles in each state.
 Explained the changes of state using particle theory.
 Concept of energy and or forces should be incorporated into explanations.
Y7 Level-Assessed Tasks  Badger Publishing Ltd
7G I mprovement Ladder (L5-7)
H ow does an ice cube melt?
Now your work has been assessed, choose one or two improvement targets.
To get
level
5
My improvement target could be to:
Draw a simple particle diagram for a solid, liquid or gas.
Describe the particle behaviour simply for one of the states.
Describe some differences between particle arrangement of each state.
6
Show particle arrangements clearly using diagrams. Make sure the
differences in particle arrangement between each state are clear.
Describe, in detail, the particle behaviour in each state, for example:
How fast are the particles moving? How close together are they? Are
they in a fixed position or moving randomly?
Show or explain how mass is conserved during changes of state.
Explain evaporation or melting using particle theory.
7
Use energy and forces to explain the differences in behaviour of the
particles in each state. For example: How is the Big Idea of Energy
linked with particle behaviour? What is the difference in forces between
the particles in a solid and a liquid?
Explain the changes of state using particle theory.
Level-Assessed Tasks  Badger Publishing Ltd
Parents Guidance;
Solids, Liquids & Gases
Suggested resources:
A3 or A4 plain white (or coloured) paper, exercise books, internet access, library
access.
Suggested resources:
1. http://www.bbc.co.uk/bitesize/ks3/science/chemical_material_behaviour/
2. http://www.scienceresources.co.uk/KS3/Chemistry/Physical_Changes/change_of_state.htm#s
thash.19UAfmIL.dpbs
3. http://lgfl.skoool.co.uk/keystage3.aspx?id=64
This piece of work will part of the formal assessment for the year and will be
marked against the criteria listed on the task sheet.
An endeavour grade and a KS3 level will be awarded
In this topic students will be looking at the 3 states of matter (solid, liquid & gas)
and their properties.
Skills to be assessed:
1.1 & 1.2
Forensics-Research Task;
Mercury – a special liquid
Mercury is a special metal. It conducts heat and electricity like other metals,
but it is the only metal that is liquid at room temperature.
Mercury is also very dense. (1 cm3 of mercury is much heavier than 1 cm3 of
most other metals.)
The special properties of mercury mean that it can be used to make things that
need something that will flow, but which also behaves like a metal.
Research;
•
Find out two or three uses of mercury.
•
For each use, find out why mercury was chosen for the job.
•
Are there any dangers from using mercury?
•
When you have gathered your information, produce a leaflet or poster
display to tell other people about mercury.
[ research, literacy ]
(Expl.Sc.7Ga7; L.7)
Catastrophe- Computer based activity
Go to the site:
http://www.bbc.co.uk/bitesize/ks3/science/chemical_material
_behaviour/
Use the BBC Bitesize KS3 :
"Revise"→ "Activity" → "Test"
Complete this activity for, “Particle Model” and, “Behaviour of
Matter”.
Choose the answers to the test questions you think are most
appropriate and then "Check your score".
Print this page and stick into your exercise book as evidence
you have completed the task.
Skills to be assessed: 2.2
2.3
Forensics-Extended Writing Task
When water is placed in a cold place like a freezer, it changes from a
liquid to a solid. It is not easy to measure the temperature as it
decreases, in a laboratory environment.
Salol is a chemical that can be used in the laboratory instead of water.
This is because the change takes place at a higher temperature, which
can be monitored more easily.
Your task is to plan an investigation to determine the temperature of the
Salol as it changes from a liquid to a solid.
You should:
 List the chemicals and equipment you will need.
 Explain using scientific words how the experiment will be carried
out.
 Identify the measurements that you will make.
 How you will make it a fair experiment.
 Identify the risks and the control measures for the experiment.
 Design a table to record your results.
Extension task:
 Sketch the axes you would use if you were to display your results
in a graph. What type of graph would you use?
Skills assessed:
1.3 2.1 3.1
Forensics
Revision check list-
tick off the list when you are happy that you understand the
following
Target
I can name the 3 states of matter.
I can describe the properties for each state of matter.
I can explain, using particle diagrams, what happens when a substance changes from
one state to another.
I can explain, using a particle diagram, how a solution is formed
I can identify which separation method is suited to which type of mixture/solution.
I can explain how each separation method works.
I can explain how the melting point and boiling point changes between a pure and an
impure substance.
I can describe the reactions between metals & acids; and metal carbonates & acids.
I can explain what Thermal Decomposition is and write a simple word equation for
this reaction.
I can describe the ways in which we know that a chemical reaction has taken place.
I can describe the products and reactants in a chemical reaction.
I can explain the energy and mass changes in a chemical reaction.
I can explain how the pH scale is used to measure the strength of acids and alkalis.
I can describe the colours produced by Universal Indicator on the pH scale
I can give examples of strong/weak acids and alkalis
I can research information about unusual solids, liquids and gases.
Useful resources for revision
1. http://www.bbc.co.uk/bitesize/ks3/science/chemical_material_behaviour/
2. https://www.samlearning.com/
3. http://lgfl.skoool.co.uk/keystage3.aspx?id=64
Tick