Big Ideas & Core Questions

03. Energy makes things happen and can be seen by its effects; it can be transferred but is not used up.

Examples of Core Component Questions:

How can we represent a simple circuit in a diagram?

How does the number of batteries affect the brightness of the bulb?

What else impacts the brightness of a bulb in a circuit?

What can effect the function of a component in a circuit?

How can I use my knowledge of electrical components to make a device?

National Curriculum Objectives

Pupils should be taught to: 

• associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit, 

• compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches, 

• use recognised symbols when representing a simple circuit in a diagram.

Enquiry 1:  How can we represent a simple circuit in a diagram?

Children to learn that a circuit will always have a battery as well as other components, such as bulbs, buzzers, switches and motors.  They will learn that we use simple symbols to represent the different components.

Children will create more complex circuits and represent them using diagrams, annotated with scientific diagrams and labels. They will learn about how scientists have developed ideas over time and improved efficiency (e.g. Nikolas Tesla). They will understand why scientists use symbols i.e. international understanding, efficiency.

Enquiry 2:  How does the number of batteries affect the brightness of the bulb? Children will learn that increasing the number of batteries/cells in a circuit can increase the voltage travelling to the bulb or buzzer, usually making it brighter or louder.  They will recognise which variable to control in a fair test and carry out a fair test to see how the number of cells in a circuit affects the brightness. They will consider the reliability of results given that there is less precision with the measurements in this investigation.  They will use a data logger to measure the brightness of a bulb, then create a scale to compare according to brightness.  Children will then record and represent findings, including drawing conclusions.

Enquiry 3: What else impacts the brightness of a bulb in a circuit?

Children will learn that adding more bulbs in a circuit means more energy (voltage) is required to keep the brightness the same. If the voltage is not increased, this will affect the brightness of the bulbs.  They will plan a fair test to answer this question, recognising the variables and controlling these.  They will record and represent findings, including drawing conclusions. They will plan and design own table for recording results, then ensure results are accurate and reliable. Finally, they will identify how scientists build on the work of other scientists (for example: M. Stanley Whittingham designing lithium- ion batteries).

Enquiry 4: What can affect the function of a component in a circuit?

Children will learn that the more cells/batteries, the larger the voltage and the brighter the bulb/louder the buzzer.  Also, that the more components, the more energy they use and so the bulb is not as bright and the buzzer not as loud.  They will revisit learning that a switch opens and closes the circuit. 

They will record with increasing complexity using scientific diagrams and labels the different ways to affect the function of a component in a circuit.  They will make predictions about what will happen in a range of circuit set-ups and test the accuracy of these. They will also use evidence from previous lessons to support these predictions. Children will report their findings and provide clear explanations. Finally, using the patterns found, pupils to make statements based on predictions about other patterns that they think they would see.

Enquiry 5: How can I use my knowledge of electrical components to make a device? Children will understand that a battery provides the power source in a circuit and that a circuit needs to be complete to work. They will understand that electrical energy is converted to light energy in the bulb. The switch opens and closes the circuit. 

Pupils will plan a problem-solving scientific enquiry, which recognises and controls variables, to make a working device.

Enquiry 6: Revisit and Assess Knowledge from Previous Sessions

Children to review knowledge and learning by trouble-shooting errors with electrical circuits, and / or building their own circuits. 

Big Ideas & Core Questions

09. Energy makes things happen and can be seen by its effects (light, sound, electricity); it can be transferred but is not used up.

Examples of Core Component Questions:

• Why do we see things?

• Is a shadow always the same shape as the object that casts it?

• How does a mirror reflect light?

• Does light always appear to travel in straight lines?

• What colour is light? Is this a phenomenon?

National Curriculum Objectives

Pupils should be taught to:

• recognise that light appears to travel in straight lines,

• use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye,

• explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes

• use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them.

Enquiry 1:  Why do we see things?

Children to learn that light travels in straight lines. When a beam of light from the light source hits an object, it is reflected by that object and travels in straight lines to our eyes. Our eyes take in some of this light and information is sent to the brain. This is how we see the objects. Children will create models to show how light travels in straight lines and is reflected.

Enquiry 2: Is a shadow always the same shape as the object that casts it?

Children to learn that the shape of a shadow will be the same as the object that casts it. This is because the object only blocks the rays of light that hit it. The rest of the light can continue to travel in straight lines around the edges. Pupils will use knowledge of how light travels to solve a problem, using accurate drawings and annotations. They will make decisions about how to problem-solve, using knowledge of how the Sun travels.

Enquiry 3: How does a mirror reflect light?

Children will learn when a beam of light hits a smooth and shiny surface, that ray is called the incident ray. This hits the mirror at an angle. The ray of light then bounces off the mirror (is reflected) and this is called the reflected ray.  Children will learn how to use accurate drawings and annotations.

Enquiry 4: Does light always appear to travel in straight lines?

Children will now learn that a phenomenon is an observable event (or, quite literally, something that can be seen). It can also mean a “surprising development”. Refraction happens when light changes direction, or bends, when it moves from one transparent material to another. Children will report and present findings about the refraction of light (as per pencil and glass demonstration) being an example of scientific phenomenon. Children will know how the demonstrations provide evidence of these phenomenon.

Enquiry 5: What colour is light? Is this a phenomenon?

Children will learn that refraction happens when light changes direction, or bends, when it moves from one transparent material to another. This can also cause light to separate into its different colours. This band of colours is called the spectrum.

They will report and present findings about the refraction of light (colours of the spectrum) being an example of scientific phenomenon. Children will also identify scientific evidence that has been used to support or refute ideas or arguments – Isaac Newton’s discovery about the colours of light.

Enquiry 6: Revisit and assess the substantive knowledge from previous sessions