Download Pearson science 10 Teaching Program 3–4 weeks Chapter 8 Motion

Pearson science 10 Teaching Program
3–4 weeks
Chapter 8
Motion and energy
Overview
Students will explore motion, energy and Newton’s laws in this chapter. They will learn to use equipment
to gather data and analyse everyday motions produced by the action of forces, apply Newton’s laws to
predict how a balanced or an unbalanced force affects the motion of an object, use Newton’s third law to
describe interactions between two objects, explain that the law of conservation of energy means that total
energy is maintained in energy transfer and transformation, clarify that an energy transfer or
transformation is never 100% efficient and compare energy changes in interactions such as car crashes,
pendulums or lifting and dropping.
Strand
Content description and elaborations
Science Understanding
PHYSICAL SCIENCES
The motion of objects can be described and predicted using the laws of physics
 gathering data to analyse everyday motions produced by forces, such as
measurements of distance and time, speed, force, mass and acceleration
 recognising that a stationary object, or a moving object with constant motion, has balanced forces
acting on it
 using Newton’s Second Law to predict how a force affects the movement of an object
 recognising and applying Newton’s Third Law to describe the effect of interactions between two
objects
Energy conservation in a system can be explained by describing energy transfers and transformations
 recognising that the Law of Conservation of Energy explains that total energy is maintained in
energy transfer and transformation
 recognising that in energy transfer and transformation, a variety of processes can occur, so that the
usable energy is reduced and the system is not 100% efficient
 comparing energy changes in interactions such as car crashes, pendulums, lifting and dropping
 using models to describe how energy is transferred and transformed within systems
Copyright © Pearson Australia 2012 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
Pearson science 10 Teaching Program
3–4 weeks
Chapter 8
Motion and energy
Science as a Human Endeavour
NATURE AND DEVELOPMENT OF SCIENCE
Advances in scientific understanding often rely on developments in technology and technological advances
are often linked to scientific discoveries
 recognising that scientific developments in areas such as sustainable transport and low-emissions
electrical generation require people working in a range of fields of science, engineering and
technology
USE AND INFLUENCE OF SCIENCE
People can use scientific knowledge to evaluate whether they should accept claims, explanations or
predictions
 describing how science is used in the media to explain a natural event or justify people’s actions
Advances in science and emerging sciences and technologies can significantly affect people’s lives,
including generating new career opportunities
 recognising that the study of the universe and the exploration of space involve teams of specialists
from the different branches of science, engineering and technology
Science Inquiry Skills
QUESTIONING AND PREDICTING
Formulate questions or hypotheses that can be investigated scientifically
 evaluating information from secondary sources as part of the research process
 developing ideas from students’ own or others' investigations and experiences to investigate further
Formulate questions that can be investigated scientifically and develop testable hypotheses based on prior
observations, scientific knowledge and primary and secondary sources
Copyright © Pearson Australia 2012 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
Pearson science 10 Teaching Program
3–4 weeks
Chapter 8
Motion and energy
PLANNING AND CONDUCTING
Plan, select and use appropriate investigation methods, including field work and laboratory
experimentation, to collect reliable data; assess risk and address ethical issues associated with these
methods
 combining research using primary and secondary sources with students’ own experimental
investigation
 using modelling and simulations, including using digital technology, to investigate situations and
events
Select and use appropriate equipment, including digital technologies, to systematically and accurately
collect and record data
 explaining the choice of variables to be controlled, changed and measured in an investigation
 learning specific skills for the use of scientific instruments
 describing specific safety precautions required for investigations
PROCESSING AND ANALYSING DATA AND INFORMATION
Analyse patterns and trends in data, including describing relationships between variables and identifying
inconsistencies
 designing and constructing appropriate graphs to represent data and analysing graphs for trends and
patterns
 calculating means and ranges from data and considering the distribution of sets of quantitative data
Use knowledge of scientific concepts to draw conclusions that are consistent with evidence
 comparing conclusions with earlier predictions and reviewing scientific understanding where
appropriate
 suggesting more than one possible explanation of the data presented
Copyright © Pearson Australia 2012 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
Pearson science 10 Teaching Program
3–4 weeks
Chapter 8
Motion and energy
EVALUATING
Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations,
and describe specific ways to improve the quality of the data
 distinguishing between random and systematic errors and how these can affect investigation results
Critically analyse the validity of information in secondary sources and evaluate the approaches used to
solve problems
 describing how scientific arguments are used to make decisions regarding personal and community
issues
COMMUNICATING
Communicate scientific ideas and information for a particular purpose, including constructing evidencebased arguments and using appropriate scientific language, conventions and representations
 presenting results and ideas using formal experimental reports, oral presentations, slide shows,
poster presentations and contributing to group discussions
 using secondary sources as well as a student’s own findings to help explain a scientific concept
Copyright © Pearson Australia 2012 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
Pearson science 10 Teaching Program
3–4 weeks
Chapter 8
Motion and energy
Unit 8.1 Describing motion
Content
descriptor
Science
Understanding
Elaboration
Suggested teaching and learning strategies
PHYSICAL SCIENCES
The motion of objects can be described
and predicted using the laws of physics
 gathering data to analyse
everyday motions produced by
forces, such as measurements of
distance and time, speed, force,
mass and acceleration
Interactive Lesson – Displacement, distance
and velocity
Drag and Drop – Describing movement
Science4fun – Lunchtime marathon
Pearson science
10 Resources
Pearson Reader
SB: p250
science4fun
Distance and displacement
Explain the terms distance and displacement as
well as scalar and vector.
SB: p251
Speed and velocity
Describe:
 Average speed
 Calculating distance
 Instantaneous speed
 Velocity
 Measuring speed
SB: p251–254
Prac 1 – Reaction time
SB: p259 Prac 1
Copyright © Pearson Australia 2012 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
Register
Pearson science 10 Teaching Program
3–4 weeks
Chapter 8
Motion and energy
Science as a
Human
Endeavour
USE AND INFLUENCE OF
SCIENCE
Advances in science and emerging
sciences and technologies can
significantly affect people’s lives,
including generating new career
opportunities
 recognising that the study of the
universe and the exploration of
space involve teams of
specialists from the different
branches of science, engineering
and technology
Activity Book 8.1 – Mobiles distract more
than passengers do
AB: 8.1
Graphing motion
Describe:
 Distance–time graphs
 Displacement–time graphs
 Speed–time graphs
SB: p255
Activity Book 8.2 – Distance– and
displacement–time graphs
AB: 8.2
Prac 2 – Measuring the speed of toy cars
SB: p260 Prac 2
Errors in science
Explore errors like systematic and random
errors, and science in space exploration.
SB: p256 SHE
Extension activities in the teacher companion.
Teacher
Companion
Copyright © Pearson Australia 2012 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
Pearson science 10 Teaching Program
3–4 weeks
Chapter 8
Motion and energy
USE AND INFLUENCE OF
SCIENCE
People can use scientific knowledge to
evaluate whether they should accept
claims, explanations or predictions
 describing how science is used
in the media to explain a natural
event or justify people’s actions
Science Inquiry
PLANNING AND CONDUCTING
Plan, select and use appropriate
investigation methods, including field
work and laboratory experimentation, to
collect reliable data; assess risk and
address ethical issues associated with
these methods
 using modelling and
simulations, including using
digital technology, to investigate
Activity Book 8.1 – Mobiles distract more
than passengers do
AB: 8.1
Inquiring questions:
1–3 – Research activities
4 – Student-designed activity
SB: p258
Inquiring Q1–4
Prac 1 – Reaction time
SB: p259 Prac 1
Prac 2 – Measuring the speed of toy cars
SB: p260 Prac 2
Copyright © Pearson Australia 2012 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
Pearson science 10 Teaching Program
3–4 weeks
Chapter 8
Motion and energy
situations and events
Select and use appropriate equipment,
including digital technologies, to
systematically and accurately collect
and record data
 explaining the choice of
variables to be controlled,
changed and measured in an
investigation
 learning specific skills for the
use of scientific instruments
PROCESSING AND ANALYSING
DATA AND INFORMATION
Analyse patterns and trends in data,
including describing relationships
between variables and identifying
inconsistencies
 designing and constructing
appropriate graphs to represent
data and analysing graphs for
trends and patterns
Inquiring question:
3 – Research activity
SB: p258
Inquiring Q3
Inquiring question:
4 – Student-designed activity
SB: p258
Inquiring Q4
Prac 1– Reaction time
SB: p259 Prac 1
Copyright © Pearson Australia 2012 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
Pearson science 10 Teaching Program
3–4 weeks
Chapter 8
Motion and energy

calculating means and ranges
from data and considering the
distribution of sets of
quantitative data
Prac 2– Measuring the speed of toy cars
SB: p260 Prac 2
Prac 1– Reaction time
SB: p259 Prac 1
Prac 2– Measuring the speed of toy cars
SB: p260 Prac 2
Use knowledge of scientific concepts to
draw conclusions that are consistent
with evidence
 suggesting more than one
possible explanation of the data
presented
EVALUATING
Evaluate conclusions, including
identifying sources of uncertainty and
possible alternative explanations, and
describe specific ways to improve the
Copyright © Pearson Australia 2012 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
Pearson science 10 Teaching Program
3–4 weeks
Chapter 8
Motion and energy
quality of the data
 distinguishing between random
and systematic errors and how
these can affect investigation
results
Inquiring questions:
1–2 – Research activities
SB: p259
Inquiring Q1–2
Complete selected unit review questions
SB: p257–259
Unit review
SB: p259
Inquiring Q1–3
Critically analyse the validity of
information in secondary sources and
evaluate the approaches used to solve
problems
 describing how scientific
arguments are used to make
decisions regarding personal and
community issues
Unit assessment
Research portfolio
Copyright © Pearson Australia 2012 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
Pearson science 10 Teaching Program
3–4 weeks
Chapter 8
Motion and energy
Unit 8.2 Changes in speed
Content
descriptor
Science
Understanding
Elaboration
Suggested teaching and learning strategies
PHYSICAL SCIENCES
The motion of objects can be described
and predicted using the laws of physics
 gathering data to analyse
everyday motions produced by
forces, such as
measurements of distance and
time, speed, force, mass and
acceleration
Interactive Lesson – Accelerating motion
Drag and Drop – Revising formulas
Video – Acceleration
Science4fun – Ups and downs
Pearson science
10 Resources
Pearson Reader
SB: p261
science4fun
Calculating acceleration
Use the worked examples to show how to
calculate acceleration.
SB: p261–262
Prac 1 – Building and testing an
accelerometer
SB: p267 Prac 1
Acceleration due to gravity
Compare acceleration to gravity and explain
their relation and the concepts.
SB: p263
SB: p264
Graphing acceleration
Show acceleration-time graphs. Compare back to
the displacement-time graphs.
Prac 2 – Measuring acceleration
Copyright © Pearson Australia 2012 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
SB: p268 Prac 2
Register
Pearson science 10 Teaching Program
3–4 weeks
Chapter 8
Motion and energy
Science Inquiry
Activity Book 8.3 – Speed–time graphs
QUESTIONING AND PREDICTING
Formulate questions or hypotheses that
can be investigated scientifically
 developing ideas from students’ Prac 2 – Measuring acceleration
own or others’ investigations
and experiences to investigate
further
AB: 8.3
PLANNING AND CONDUCTING
Plan, select and use appropriate
investigation methods, including field
work and laboratory experimentation, to
collect reliable data; assess risk and
address ethical issues associated with
these methods
 combining research using
primary and secondary sources
with a student’s own
experimental investigation
Inquiring questions:
1–3 – Research activities
4 – Student-designed activity
SB: p266
Inquiring Q1–4
Prac 1 – Building and testing an
accelerometer
SB: p267 Prac 1
Select and use appropriate equipment,
including digital technologies, to
systematically and accurately collect
and record data
 explaining the choice of variables
to be controlled, changed and
Copyright © Pearson Australia 2012 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
SB: p268 Prac 2
Pearson science 10 Teaching Program
3–4 weeks
Chapter 8
Motion and energy

measured in an investigation
learning specific skills for the
use of scientific instruments
PROCESSING AND ANALYSING
DATA AND INFORMATION
Analyse patterns and trends in data,
including describing relationships
between variables and identifying
inconsistencies
 designing and constructing
appropriate graphs to represent
data and analysing graphs for
trends and patterns
 calculating means and ranges
from data and considering the
distribution of sets of
quantitative data
Prac 2 – Measuring acceleration
SB: p268 Prac 2
Prac 2 – Measuring acceleration
SB: p268 Prac 2
Activity 8.3 – Speed–time graphs
AB: 8.3
Use knowledge of scientific concepts to
draw conclusions that are consistent
with evidence
Copyright © Pearson Australia 2012 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
Pearson science 10 Teaching Program
3–4 weeks
Chapter 8
Motion and energy

Prac 1– Building and testing an accelerometer
comparing conclusions with
earlier predictions and reviewing
scientific understanding
where appropriate
 suggesting more than one
possible explanation of the data
presented
EVALUATING
Evaluate conclusions, including
identifying sources of uncertainty and
possible alternative explanations, and
describe specific ways to improve the
quality of the data
Prac 2 – Measuring acceleration
 distinguishing between random
and systematic errors and how
these can affect investigation
results
Copyright © Pearson Australia 2012 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
SB: p267 Prac 1
SB: p268 Prac 2
Pearson science 10 Teaching Program
3–4 weeks
Chapter 8
Motion and energy
COMMUNICATING
Communicate scientific ideas and
information for a particular purpose,
including constructing evidence-based
arguments and using appropriate
scientific language, conventions and
representations
 presenting results and ideas
using formal experimental
reports, oral presentations, slide
shows, poster presentations and
contributing to group
discussions
 using secondary sources as well
as a student’s own findings to
help explain a scientific concept
Unit assessment
Inquiring question:
4 – Student-designed activity
SB: p266
Inquiring Q4
Complete selected unit review questions
SB: p265–266
Unit review
SB: p266
Inquiring Q1–4
Research portfolio
Copyright © Pearson Australia 2012 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
Pearson science 10 Teaching Program
3–4 weeks
Chapter 8
Motion and energy
Unit 8.3 Newton’s laws of motion
Content
descriptor
Science
Understanding
Elaboration
Suggested teaching and learning strategies
PHYSICAL SCIENCES
The motion of objects can be described
and predicted using the laws of physics
 gathering data to analyse
everyday motions produced by
forces, such as
measurements of distance and
time, speed, force, mass and
acceleration
 recognising that a stationary
object, or a moving object with
constant motion, has balanced
forces acting on it
 using Newton’s Second Law to
predict how a force affects the
movement of an object
 recognising and applying
Newton’s Third Law to describe
the effect of interactions
between two objects
Drag and Drop – Newton’s laws
Interactive Activity – Newton’s laws of
motion
Pearson science
10 Resources
Pearson Reader
Science4fun – Loose change
SB: p269
science4fun
Newton’s first law
Introduce and explore examples of Newton’s
first law.
SB: p270–271
Activity Book 8.4 – Road statistics
AB: 8.4
Newton’s second law
Introduce and explore examples of Newton’s
second law.
SB: p271–272
Prac 1 – Newton’s second law
SB: p277–278
Prac 1
Activity Book 8.5 - Newton’s second law
AB: 8.5
Copyright © Pearson Australia 2012 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
Register
Pearson science 10 Teaching Program
3–4 weeks
Chapter 8
Motion and energy
Science as a
Human
Endeavour
NATURE AND DEVELOPMENT
OF SCIENCE
Advances in scientific understanding
often rely on developments in
technology and technological advances
are often linked to scientific discoveries
Science4fun – Heavy reading
SB: p273
science4fun
Newton’s third law
Introduce and explore examples of Newton’s
third law. Compare the three laws and remind
students how they differ or compare.
SB: p273
Prac 2 – Balloon challenge
SB: p278 Prac 2
SB: p274 SHE
The forces of boomerang flight
Explain that boomerangs were probably invented
by trial and error, and careful observationwatching how bits of shaped wood behaved
when they were thrown. The development of the
technology preceded the scientific
understanding. Modern scientists tried to
understand how they work by analysing the
forces. Discuss the forces in boomerangs. Discus
how the shape and spin work.
Extension activities in the teacher companion
Copyright © Pearson Australia 2012 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
Teacher
Companion
Pearson science 10 Teaching Program
3–4 weeks
Chapter 8
Motion and energy
Science Inquiry
QUESTIONING AND PREDICTING
Formulate questions or hypotheses that Inquiring question:
can be investigated scientifically
1 – Student-designed activity

SB: p276
Inquiring Q1
developing ideas from students’
own or others’ investigations
and experiences to investigate
further
PLANNING AND CONDUCTING
Plan, select and use appropriate
investigation methods, including field
work and laboratory experimentation, to
collect reliable data; assess risk and
address ethical issues associated with
these methods
Inquiring questions:
1, 3, 5 – Student-designed activities
2 and 4 – Research activities
Copyright © Pearson Australia 2012 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
SB: p276
Inquiring Q1–5
Pearson science 10 Teaching Program
3–4 weeks
Chapter 8
Motion and energy

combining research using
primary and secondary sources
with a student’s own
experimental investigation
Prac 2 – Balloon challenge
SB: p278 Prac 2
Activity Book 8.4 – Road statistics
AB: 8.4
Prac 1– Newton’s second law
SB: p277–278
Prac 1
Select and use appropriate equipment,
including digital technologies, to
systematically and accurately collect
and record data
 explaining the choice of
variables to be controlled,
changed and measured in an
investigation
 learning specific skills for the
use of scientific instruments
PROCESSING AND ANALYSING
DATA AND INFORMATION
Analyse patterns and trends in data,
including describing relationships
between variables and identifying
inconsistencies
 designing and constructing
appropriate graphs to represent
data and analysing graphs for
trends and patterns
Copyright © Pearson Australia 2012 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
Pearson science 10 Teaching Program
3–4 weeks
Chapter 8
Motion and energy

calculating means and ranges
from data and considering the
distribution of sets of
quantitative data
Activity Book 8.5 – Newton’s second law
AB: 8.5
Prac 2– Balloon challenge
SB: p278 Prac 2
Use knowledge of scientific concepts to
draw conclusions that are consistent
with evidence
Inquiring question:
1 – Student-designed activity
 comparing conclusions with
earlier predictions and reviewing
scientific understanding
where appropriate
 suggesting more than one
possible explanation of the data
presented
Copyright © Pearson Australia 2012 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
SB: p276
Inquiring Q1
Pearson science 10 Teaching Program
3–4 weeks
Chapter 8
Motion and energy
EVALUATING
Evaluate conclusions, including
identifying sources of uncertainty and
possible alternative explanations, and
describe specific ways to improve the
quality of the data
 distinguishing between random
and systematic errors and how
these can affect investigation
results
Unit assessment
Prac 1– Newton’s second law
SB: p277–278
Prac 1
Complete selected unit review questions
SB: p275–276
Unit review
Research portfolio
SB: p276
Inquiring Q2 and
4
Copyright © Pearson Australia 2012 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
Pearson science 10 Teaching Program
3–4 weeks
Chapter 8
Motion and energy
Unit 8.4 Energy changes
Content
descriptor
Science
Understanding
Elaboration
Suggested teaching and learning strategies
PHYSICAL SCIENCES
The motion of objects can be described
and predicted using the laws of physics
 gathering data to analyse
everyday motions produced by
forces, such as
measurements of distance and
time, speed, force, mass and
acceleration
 recognising that a stationary
object, or a moving object with
constant motion, has balanced
forces acting on it
 using Newton’s Second Law to
predict how a force affects the
movement of an object
 recognising and applying
Newton’s Third Law to describe
the effect of interactions
between two objects
Interactive Lesson – Work
Pearson science
10 Resources
Pearson Reader
Energy and work
Discuss work, energy and power. Use equations,
examples and figures to help students understand
the concepts.
SB: p279–280
Kinetic energy
Discuss kinetic energy and use equations and
especially worked examples to help students
understand the concept.
SB: p280–281
Science4fun – Energy transfer
SB: p280
science4fun
Potential energy
Discuss potential energy, especially gravitational
potential energy and worked examples to help
students understand the concept.
SB: p282
Copyright © Pearson Australia 2012 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
Register
Pearson science 10 Teaching Program
3–4 weeks
Chapter 8
Motion and energy
Science as a
Human
Endeavour
USE AND INFLUENCE OF
SCIENCE
The values and needs of contemporary
society can influence the focus of
scientific research
Prac 1 – Extension of an elastic band
Conservation of energy
Discuss the Law of conservation of energy,
using the relationship:
total energy = kinetic + potential
Use the worked example to help students
understand the concept.
SB: p285 Prac 1
SB: p282
Energy efficiency
Discuss the concept of energy efficiency and
show students how to calculate it. Quote
common examples of efficiency of devices such
as light globes, car engines, etc.
SB: p283
Prac 2 – Energy changes on a rollercoaster
SB: p286 Prac 2
Activity Book 8.6 – Work and energy
AB: 8.6
Inquiring questions:
2–3 – Research activities
SB: p284
Inquiring Q2–3
Copyright © Pearson Australia 2012 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
Pearson science 10 Teaching Program
3–4 weeks
Chapter 8
Motion and energy
Science Inquiry
QUESTIONING AND PREDICTING
Formulate questions or hypotheses that
can be investigated scientifically
Inquiring question:
4 – Student-designed activity
 evaluating information from
secondary sources as part of the Prac 2 – Energy changes on a rollercoaster
research process
 developing ideas from students’
own or others’ investigations
and experiences to investigate
further
SB: p284
Inquiring Q4
SB: p286 Prac 2
Formulate questions that can be
investigated scientifically and develop
testable hypotheses based on prior
observations, scientific knowledge and
primary and secondary sources
PLANNING AND CONDUCTING
Plan, select and use appropriate
investigation methods, including field
work and laboratory experimentation, to
collect reliable data; assess risk and
address ethical issues associated with
these methods
Inquiring questions:
1 – Making comparisons
2–3 – Research activities
4 – Student-designed activity
Copyright © Pearson Australia 2012 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
SB: p284
Inquiring Q1–4
Pearson science 10 Teaching Program
3–4 weeks
Chapter 8
Motion and energy

combining research using
primary and secondary sources
with a student’s own
experimental investigation

using modelling and
simulations, including using
digital technology, to investigate
situations and events
Select and use appropriate equipment,
including digital technologies, to
systematically and accurately collect
and record data
 explaining the choice of
variables to be controlled,
changed and measured in an
investigation
PROCESSING AND ANALYSING
DATA AND INFORMATION
Analyse patterns and trends in data,
including describing relationships
between variables and identifying
inconsistencies
Inquiring question:
4 – Student-designed activity
SB: p284
Inquiring Q4
Inquiring question
1 – Making comparisons
SB: p284
Inquiring Q1
Inquiring question:
4 – Student-designed activity
SB: p284
Inquiring Q4
Inquiring question:
4 – Student-designed activity
SB: p284
Inquiring Q4
Prac 1 – Extension of an elastic band
Copyright © Pearson Australia 2012 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
SB: p285 Prac 1
Pearson science 10 Teaching Program
3–4 weeks
Chapter 8
Motion and energy


designing and constructing
appropriate graphs to represent
data and analysing graphs for
trends and patterns
calculating means and ranges
from data and considering the
distribution of sets of
quantitative data
Inquiring question:
4 – Student-designed activity
SB: p284
Inquiring Q4
Prac 2 – Energy changes on a roller coaster
SB: p286 Prac 2
Activity 8.6 – Work and energy
AB: 8.6
PROCESSING INFORMATION
Inquiring question:
Use knowledge of scientific concepts to 4 – Student-designed activity
draw conclusions that are consistent
with evidence
Prac 2 – Energy changes on a roller coaster
 comparing conclusions with
earlier predictions and reviewing
scientific understanding
where appropriate
EVALUATING
Evaluate conclusions, including
identifying sources of uncertainty and
possible alternative explanations, and
describe specific ways to improve the
quality of the data
Prac 2 – Energy changes on a roller coaster
Critically analyse the validity of
Copyright © Pearson Australia 2012 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
SB: p284
Inquiring Q4
SB: p286 Prac 2
SB: p286 Prac 2
Pearson science 10 Teaching Program
3–4 weeks
Chapter 8
Motion and energy
information in secondary sources and
evaluate the approaches used to solve
problems
 describing how scientific
arguments are used to make
decisions regarding personal and
community issues
COMMUNICATING
Communicate scientific ideas and
information for a particular purpose,
including constructing evidence-based
arguments and using appropriate
scientific language, conventions and
representations
 presenting results and ideas
using formal experimental
reports, oral presentations, slide
shows, poster presentations and
contributing to group
discussions
Unit assessment
Inquiring questions:
1 – Making comparisons
4 – Student-designed activity
SB: p284
Inquiring Q1 and
4
Inquiring question:
4 – Student-designed activity
SB: p284
Inquiring Q4
Complete selected unit review questions
SB: p284 Unit
review
SB: p284
Inquiring Q2 and
3
Research portfolio
Copyright © Pearson Australia 2012 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
Pearson science 10 Teaching Program
3–4 weeks
Chapter 8
Motion and energy
Chapter Review
Suggested teaching and learning strategies
Complete the chapter review questions at the end of the chapter
Complete the Thinking scientifically questions at the end of the chapter
Reteach and relearn
Quick quiz (revision)
Interactive Quiz
Activity Book 8.7 – Literacy review
Review glossary of terms introduced in the chapter
Pearson science 10 Resources
SB: p287–288 Chapter review
SB: p289–290 Thinking scientifically
Teacher Companion
Teacher Companion
Pearson Reader
AB: 8.7
SB: p291 Glossary
Chapter Test
Pearson Reader
Copyright © Pearson Australia 2012 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
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Pearson science 10 Teaching Program
3–4 weeks
Chapter 8
Motion and energy
Program review and evaluation
Topic
Modifications required in program
Additional practicals and skill development
Assessment for learning strategies
Projects undertaken
Websites
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