Key Stage 4 Science Scheme of work

BTEC Unit 16 Designing and Making Useful Devices in Science

Assessment
Learning Objectives Possible teaching activities Differentiation Resources
opportunities
Starter Use Design a Targeted support
Assignment 1 Go through Painting or Photograph? powerpoint with Pinhole Camera for slower • 15 x Pinhole Camera
Pinhole Camera 1 students. worksheet to learners Net worksheets
assess P1 photocopied onto
Main thin card (preferably
1. Discuss Scenario for this assignment: You are a Students must A3)
P1 Design a pinhole camera produce a pinhole • 15 x optics pins put
journalist producing an article for a scientific
camera that into cork
magazine aimed at a younger audience.
P2 Produce a pinhole produces an • 15 x 12V bulbs in
2. Hand out Pinhole Camera Net photocopied onto A3 holders and power
camera providing card. Students complete Design a Pinhole Camera image to get P2. supplies
evidence for its worksheet. • 15 x thick black felt
functioning ability They must also tips (to colour inside
3. Students build a pinhole camera using resources provide some of camera black)
provided. Students work in pairs. (NOTE: The additional • Aluminium foil
interior of the camera should be painted/coloured evidence e.g. • Scissors, glue
black for best effect – otherwise light reflected completed
internally inside the camera produces blurred Evaluating a
images.) Pinhole Camera One or more digital
4. Students test pinhole cameras. (NOTE: a VERY worksheet and cameras would be useful
BRIGHT object is needed e.g. 12V bulb or similar). some photographs to record the different
5. Student tests the effect of making the pinhole bigger of camera being
stages of building the
(place pin in pinhole and wiggle) – image should camera in line with the
constructed. journalist scenario
become brighter but blurrier/less sharp
6. Students test the effect of creating multiple pinholes
Health and Safety
(an image is produced for each pinhole) Ensure that students
7. Students complete the Evaluating a Pinhole understand the possible
Camera worksheet. dangers of stabbing each
other with pins.
Plenary
Use “Memory Board” (from The Teacher’s Toolkit by
Paul Ginnis p.128) – this is set up on slides 9-10 of the
Painting or Photograph? powerpoint with automatic
timed slide transitions.

Homework/Extension Work
Start writing “How To Build Your Own Camera” article for
a children’s magazine.
Key Stage 4 Science Scheme of work
BTEC Unit 16 Designing and Making Useful Devices in Science
Assessment
Learning Objectives Possible teaching activities Differentiation Resources
opportunities
Pinhole Camera 2 Starter Targeted support • Selection of
Students complete Lens Worksheet 1. Assess “Build for slower converging and
Your Own learners. diverging lenses
M1 Identify future Main Camera” article for of varying focal
improvements to the 1. Students complete Lens Worksheet 2 evidence for M1
camera design 2.
lengths
and possibly D1. • Pinhole cameras
a. Secure converging lens of approx. focal length
150mm and diameter 34 mm in short card tube. from last lesson
D1 Explain the science
b. Cut hole of diameter 34mm to hold tube in body • 15 x converging
behind the camera design of camera where pinhole would be. lens, focal
c. Place lens tube in camera – the tube should be length 150 mm,
able to slide freely backward and forward. diameter 34
d. Focus sharp image on screen by moving tube mm.
backward and forward
• Card, scissors,
3. Ask students to come with plus and minus for a lens selotape, blutac
camera compared with a pinhole camera. (plus: brighter
and clearer image, easy to focus. Minus: shallow depth of
field e.g. when close objects in focus, far objects out of
150 mm
(or focal length of lens) focus)

Plenary
The scenario for this assignment says that: “You are a
journalist producing an article for a scientific magazine aimed
at a younger audience.”

Is it worth putting a lens into a pinhole camera or not? What

would you advise the younger audience to do>

Homework/Extension
Continue writing: “Build Your Own Camera” article: perhaps
include a text box explaining the pluses and minuses of adding
a lens.
Key Stage 4 Science Scheme of work
BTEC Unit 16 Designing and Making Useful Devices in Science
Learning Objectives
Pinhole Camera 3
M1 Identify future
improvements to the
camera design
D1 Explain the science
behind the camera design
Useful Links
http://www.youtube.com/watch?
v=nKH_cKUZKSA
http://www.youtube.com/watch?
v=f6RMgTXcEK8&feature=related
http://www.youtube.com/watch?
v=Gyf8fQOdvDs&feature=related
http://www.youtube.com/watch?
v=ax-1dNyceo4
Assessment
Possible teaching activities Differentiation Resources
opportunities
Starter Use sketch plan Targeted support Reward for Bingo
Go through “The First Photographs Ever” Powerpoint. produced in step 3 for slower winner (optional)
to assess learners
Main evidence for M1. Lens/Pinhole cameras
1. Watch video clip called the Wet Plate Collodion Process –
available as a wmv file or can be accessed from Use poster B&W Kodachrome
http://www.youtube.com/watch?v=Gyf8fQOdvDs once and produced as paper to fit into back of
then show again while students play “Photographic Bingo”
2. Teacher to show photographic paper in lightproof
Homework/Extensi pinhole camera (note:
packaging and explain how it works and that we want to on Activity to this can only be taken
use it to capture and image, but our cameras will need to assess for out of lightproof
modified. possible D1 packaging in blackout
3. Students to look at lens/pinhole cameras and discuss what conditions.)
modifications will be needed.
• Light proof lens cap on front Lab/Room with
• Making tracing paper screen light proof – it might be reasonable blackout
more convenient to have two different lids to fit on
back of camera e.g. one with tracing paper, one Shallow trays with:
lightproof to hold photographic paper • Developer (e.g.
• Students produce labelled sketch plan to show Kodak Dektol)
camera improvements (evidence for M1!)
• Stop solution (e.g.
4. If time allows, teacher to demo taking photo using adapted Kodak Indicator
lens camera or pinhole camera and develop photo (see Stop Bath or clean
http://users.rcn.com/stewoody/darkcam.htm for tips)
water
5. Students to attempt to take photograph: may extend into • Fixer (e.g. Kodak
next lesson
Fixer)
Plenary ‘Clothes line’ and
Go through “Old Style Photography” PowerPoint (10 minutes bulldog clips to dry
needed) photo paper.
Health and Safety:
Homework / Extension Students to wear safety
Draw a poster to explain the science behind how a pinhole goggles, disposable
camera works. Use “The Science Behind A Pinhole Camera” gloves and aprons
and “The Science Behind A Pinhole Camera – answers” to when developing
help. photos
Key Stage 4 Science Scheme of work
BTEC Unit 16 Designing and Making Useful Devices in Science
Assessment
Learning Objectives Possible teaching activities Differentiation Resources
opportunities
Pinhole Camera 4 Starter Use digital camera Digital Camera to capture
Show http://www.youtube.com/watch?v=f6RMgTXcEK8 photos of process step by step of process
(also downloaded as wmv). Use part of sequence which and actual for students magazine
P2 Produce a pinhole article
shows frame to hold head still to emphasise that there pinhole/lens
camera providing must be no movement during exposure – of camera or camera pictures
evidence for its Lens/Pinhole cameras
object! as further
functioning ability evidence to B&W Kodachrome paper
Main assess P2. to fit into back of pinhole
M1 Identify future 1. Teacher to show photographic paper in lightproof camera (note: this can
improvements to the packaging and explain how it works and that we want to Assess “Build only be taken out of
use it to capture and image, but our cameras will need to Your Own lightproof packaging in
camera design modified. blackout conditions.)
Camera” article for
2. Teacher to demo taking photo using adapted lens camera evidence for M1
D1 Explain the science or pinhole camera and develop photo (see Lab/Room with
and D1
behind the camera design http://users.rcn.com/stewoody/darkcam.htm for tips) reasonable blackout
3. Students to attempt to take photograph and develop.
Shallow trays with:
• Developer (e.g.
Plenary Kodak Dektol)
Students to view and comment on developed • Stop solution (e.g.
Kodak Indicator Stop
photographs – ask students to explain whether they are
Bath or clean water
negatives and positives. • Fixer (e.g. Kodak
Fixer)
Homework/Extension
Students to complete “Build Your Own Camera” article ‘Clothes line’ and bulldog
clips to dry photo paper.

Health and Safety:

Students to wear safety
goggles, disposable
gloves and aprons
when developing
photos
Key Stage 4 Science Scheme of work
BTEC Unit 16 Designing and Making Useful Devices in Science
Learning Objectives
Building a Microbalance
1: Build a sand balance
M2 Use the microbalance to
determine the weight of
objects, commenting on
the accuracy
Assessment
Possible teaching activities Differentiation Resources
opportunities
Starter Award M2 if Selection of weighing
Brainstorm units which are used to measure either students complete apparatus labelled A, B,
C… to include:
weight or mass e.g. kilogram, pounds, ounces etc. boxed section of
Separate into metric and imperial and identify SI (or “Build A Double • electronic scales (2
dp and 3 dp) Should
“official” scientific units: the kilogram (mass) and the Pan Balance”
have card saying
newton (weight). worksheet with
“WARNING: DO
minimal guidance
Main NOT MEASURE
THINGS LARGER
1. Students weigh a selection of objects using the THAN ---- g” on more
available balances and keep a record of the sensitive scales
weight/mass. Ideally, they should measure the at • Spring balances
least one object using different balances, and should calibrated in newton
record the unit as well as the number i.e. “3.5 N” and grams (and or
rather than just “3.5”. Could use Weighing Things pounds/ounces) if
worksheet. available
• Bathroom scales
2. Students build a double pan scale using worksheet (calibrated in both
3. Students measure out 50 g of sand using their scale kg, stones, and
and check its accuracy using an electronic scale newtons if available)
(preferably 3 dp or higher) • Double pan balance
scale (available from
Plenary Maths – see Alex
Capon)
We have built a balance, but not a microbalance. What is
the difference between the two…?
• 10 x metre rules
• 10 x bulldog clips
Homework/Extension • 10 x stand and clamp
1. Brainstorm some ways in which we could build • 20 x plastic cups
something that could measure things which have a • 1 x 50g mass
mass of a few grams or less. • Scissors, string,
2. Find out the difference between mass and weight selotape
(optional) • Large container of
sand or flour
Key Stage 4 Science Scheme of work
BTEC Unit 16 Designing and Making Useful Devices in Science
Learning Objectives
Building a Microbalance
2: Calibrating a spring
balance
P4 Produce and calibrate a
Microbalance
M2 Use the microbalance to
determine the weight of
objects, commenting on
the accuracy
Assessment
Possible teaching activities Differentiation Resources
opportunities
Starter Award P4 if (Optional: Lunar hoax
What is the difference between mass and weight? students produce websites
Students watch video clips(e.g. reasonably robust http://www.badastronomy.com/b
http://www.youtube.com/watch? and accurate
ad/tv/foxapollo.html
http://www.iangoddard.com/moo
v=aQX9KOCS7MA&feature=related) and complete spring balance n01.htm)
worksheets. (If any students wish to discuss the Moon
Hoax Conspiracy, please refer them to the websites in Award M2 if • Thick Card
the resources column.) students produce • Scissors, string
written evidence of • 10 x paper
Main being able to fastener
1. Students build spring balance using “Build a Spring determine an • 10 x elastic bands
unknown weight
Balance” Worksheet • 10 x (5 x 100g
2. Students calibrate spring balance using instructions and write a masses on hanger)
reasonable
on sheet • 20 x paper clips
3. Students use spring balance to weigh at least one comment about its • 10 x 30cm rulers
unknown weight (e.g. apple, chosen because by accuracy. • 10 x 0-10N
happy coincidence a typical apple weighs around newtonmeters
one newton – could share the legend [probably • 10 x apples to act
apocryphal] about Sir Isaac Newton and the apple as unknown weight
tree here)
4. Students compare reading on their spring balance
with a professionally made spring balance and
answer questions on worksheet.
5. Students write an illustrated report of today’s activity
Plenary
• Discuss whether we were measuring mass or weight
today. (Answer: weight, because our scale relied on
Earth’s gravity to stretch the elastic. This would be
true even if the scale was marked in g – our scale
would give the wrong reading if it was taken to the
Moon)
• Extension Discussion: what were we measuring last
lesson? (Answer: mass. Because those scales
compared masses, they would give the correct
answer even on the Moon).
Homework/Extension
Key Stage 4 Science Scheme of work
BTEC Unit 16 Designing and Making Useful Devices in Science
Assessment
Learning Objectives Possible teaching activities Differentiation Resources
opportunities
Complete the illustrated report.

Building a Microbalance Starter Class set of Nuffield

3: Design and Build a None of the balances we have made so far could microbalances
measure the mass/weight of (say) a grain of rice or a (available in LM10) or
Microbalance human hair. Brainstorm some possible designs that we make up using:
could make in the school laboratory. (Note: this sheet will http://www.practicalphy
P3 Design a microbalance provide some of the evidence for P3). sics.org/go/Experiment
_854.html;jsessionid=a
P4 Produce and calibrate a Main A5Gsh1s2Gw-
Microbalance
1. Go through slides 1-5 of “A Plan for a Microbalance”
powerpoint. Show slide 6 but do not allow the students to 100 sheets of trimmed
M2 Use the microbalance to draw anything – the image will disappear after 60 seconds graph paper – this
determine the weight of so students must draw it from memory. should be without any
objects, commenting on 2. Students build microbalances and test to see if they work. margins and have 10 x
the accuracy The problem is that they are not calibrated… 10 large squares each
3. Weigh sheets of graph paper. How can we work out the subdivided into 10 x 10
mass of 1 sheet? (Mass of 1 sheet = Total mass/100) small squares.
[NOTE: mass of paper is affected by moisture content, so
it will change from day to day. Typical mass of 1 sheet will Sensitive (3 dp or
be ~ 3 g] better) scales
4. We now know the mass of 1 sheet of graph paper. How
can we work out the mass of 1 big square of graph paper? 10 x scissors
(Mass of 1 big square = Mass of 1 sheet / 100). These will 10 x tweezers
be used to mark the large divisions on the scale.
10 x magnifying
5. We now know the mass of 1 big square. How can we work glasses
out the mass of a strip of 10 tiny squares? (Mass of strip of 10 x (2 x identical short
10 tiny squares = mass of 1 big square / 10). These will be
used to mark the fine divisions on the scale.
lengths of steel wire
suitable for use on
6. Students use tiny squares to calibrate microbalance.
microbalance)
7. Students use microbalances to weigh
Key Stage 4 Science Scheme of work
BTEC Unit 16 Designing and Making Useful Devices in Science
Assessment
Learning Objectives Possible teaching activities Differentiation Resources
opportunities
a. grain of rice (~ 0.03 g) 20 x test tubes with
b. short length of iron/steel wire stoppers
c. and check accuracy of both using electronic
scales 10 x large cardboard
d. Put wire in sealed test tube with water for next boxes so students can
lesson. Put identical wire in other sealed test tube store microbalances
with calcium chloride or other drying agent. for next lesson.
8. Students to place microbalances and text tubes in boxes
and sign and seal for next lesson

Plenary
Discuss accuracy of microbalance
Building a Microbalance Starter Sealed boxes from last
4: Evaluating the Introduce scenario: “You are a technician working lesson!
for a company that makes weighing scales. They
Microbalance want to produce a very low cost, very sensitive Each box should
set of microbalances that would be suitable for contain:
M2 Use the microbalance to some school laboratory experiments e.g. • calibrated
determine the weight of detecting the weight change of clean and rusty microbalance
objects, commenting on piece of steel wire.” • Short length of
the accuracy
steel wire in sealed
Main test tube with
D2 Evaluate the design of
the microbalance,
1. Students set up and check microbalances. They water
should ensure that the pointer is at zero when • Short identical
suggesting
unloaded length of steel wire
improvements for the
2. Students weigh ‘clean’ and ‘rusty’ wires – they in sealed test tube
future
should find that the rusty one weighs more because with calcium
of the extra mass of the oxygen chloride or other
3. Student complete “Evaluating the microbalance” drying agent
worksheet. Some ideas for improving the design:
a. The pin is a safety hazard. Could replace it Also
with non-pointed piece of metal • Sensitive (3 dp or
b. Make all parts out of plastic better) scales
c. Have correct numbers printed on the • 10 x scissors
microbalance so that the scale does not • 10 x tweezers
have to be calibrated before use • 10 x magnifying
d. Think of a catchy brand name e.g. “El glasses
Cheapo Microbalance”
Key Stage 4 Science Scheme of work
BTEC Unit 16 Designing and Making Useful Devices in Science
Assessment
Learning Objectives Possible teaching activities Differentiation Resources
opportunities
Plenary
Discuss Microbalance Project with student. Discuss
using wwwebi analysis “What Went Well, Even Better If”
Key Stage 4 Science Scheme of work
BTEC Unit 16 Designing and Making Useful Devices in Science
Assessment
Learning Objectives Possible teaching activities Differentiation Resources
opportunities
Building A Periscope 1: Starter Blackout needed.
Experiments with Light Form students into pairs. Students sit quietly in Light Race
blackout/subdued lighting for at least two minutes (5 if • Prize for winning
possible). Pairs must look at each other’s eyes. Do they “Light Race”
Understand that light rays notice anything happening to their pupils of their eye? (optional)
travel in straight lines. (Pupils should expand). Teacher switches on room • 10 x (5 x black
lighting: what do students observe (Pupils contract cards with large
Understand the Law of rapidly). Discuss: why do people’s eyes behave this pinhole placed in
Reflection way? random places on
card)
P5 Design a periscope Main • 10 x small 3V bulb
1. Light Race: Students must arrange all 5 cards in a or other light
straight line so that light from the bulb passes source
through each pinhole in sequence. Prize for group • plasticine/blutac to
whose 5 cards are spread out over the longest hold cards
distance and whose bulb can still be seen. • Long 10m tape
2. What does this experiment tell you about light? measure to help
(Light travels in straight lines). judge length of
3. Students carry out Law of Reflection experiment “Light Race”
(http://www.practicalphysics.org/go/Experiment_644. tracks.
html?topic_id=2&collection_id=101) – could use
laser rayboxes instead of white light rayboxes as Law of Reflection
shown. 10 x laser rayboxes
4. Students produce a poster showing the Law of 10 x plane mirror
Reflection (angle of incidence = angle of reflection). 10 x holder for plane
mirrors
Plenary 10 x protractor
Ask students to explain what they have learned about
light this lesson. Poster paper, coloured
pens
Homework/Extension
Find things which rely on the reflection of light.
Key Stage 4 Science Scheme of work
BTEC Unit 16 Designing and Making Useful Devices in Science
Assessment
Learning Objectives Possible teaching activities Differentiation Resources
opportunities
Building A Periscope 2: Starter Assess periscope Planning
Show slide 1 of Periscope Plan powerpoint. Students plan for P5 and D3 • A4/A3 poster paper
Design a Periscope • Rulers
discuss in pairs and report back into the class. They get • Pencils
+1 point for mentioning something new, -1 points for
P5 Design a periscope • Protractors
repeating something already said, -2 for not saying
anything. (e.g. mention of First World War or trench
P6 Produce a periscope warfare, dangerous to look over trench parapet, Building a periscope
providing evidence for periscope, angled mirror, can see enemy troops safely • 15 x plastic mirrors (that
its effectiveness etc) can be cut with
scissors)

D3 Explain the science Main • 15 x periscope net

1. Go through slides 2-7 of Periscope Plan powerpoint. photocopied onto thin
behind the periscope card (preferably A3)
design 2. Draw a plan for a periscope. This will provide the
main evidence for P5 and could also provide • blu-tac, selotape,
scissors
evidence for D3 if the extension task on slide 7 is
completed. Digital camera to capture
3. Build periscope in pairs images

4. Capture images with digital camera e.g. view

through periscope that provide evidence for its
effectiveness [may need to carry on into next lesson]

Plenary
Discuss ways of improving the periscope: e.g. would a
curved mirror at the top improve the field of view?

Homework/Extension
Find out about different designs of periscope e.g. those
that use prisms instead of mirrors – how do they work?
Key Stage 4 Science Scheme of work
BTEC Unit 16 Designing and Making Useful Devices in Science
Assessment
Learning Objectives Possible teaching activities Differentiation Resources
opportunities
Building A Periscope Starter Award M3 if Building a periscope
Introduce scenario: “You are a researcher for the TV sufficient evidence • 15 x plastic mirrors (that
3 and 4: can be cut with
programme Blue Peter and you need to put together of careful thought scissors)
step by step instructions for the presenters on How to e.g. handles + • 15 x periscope net
Build a Periscope Build A Better Periscope. The presenters like the little stronger photocopied onto thin
model periscope that you have already built, but want an construction card (preferably A3)
P6 Produce a periscope • blu-tac, selotape,
improved model for the TV programme.” technique – but scissors
providing evidence for not handles alone
its effectiveness Main Also
1. Emphasise that each group must build a working Sheets of thin card
periscope and capture some evidence that it is a working Sheets of thick card
M3 Identify future periscope to get P6. Plywood and tools (if
improvements to the 2. Suggest that students use helpsheets “Periscope Plan”
available: ideal opportunity to
co-operate with DT)
effectiveness of the and “Boxing Clever” to build improved periscope. They
periscope design should produce a short illustrated plan with the title “How
To Build A Better Periscope.” Some possible ideas:
D3 Explain the science • Make tube stronger (see Boxing Clever)
• Use a ready made box or tube e.g. Pringles or similar
behind the periscope
design • Make tube out of wood (see
http://en.wikibooks.org/wiki/School_Science/Demo_pe
riscope)
• Add handles to side
• Make periscope telescopic (see Periscope Plan)
• Add curved mirror to improve field of view (at top?
bottom? concave or convex curve?) – test to find out
• A real challenge would be to make a periscope that
could easily give a 360° view while the user is
standing still (see
http://en.wikipedia.org/wiki/Vickers_Tank_Periscope_
MK.IV)

Plenary
Discuss science behind the design.

Homework/Extension
Write a script to introduce the periscope project as part
of the Blue Peter programme.
Key Stage 4 Science Scheme of work
BTEC Unit 16 Designing and Making Useful Devices in Science
Assessment
Learning Objectives Possible teaching activities Differentiation Resources
opportunities
Building Batteries 1 Starter Assess if students Targeted 10 sets:
Go through “Who Invented the First Battery?” can draw circuit support for • 2 x 1.5V cells in holders
powerpoint. diagrams correctly • 1 x digital voltmeter
• Understand the energy slower • 1 x 3V dc motor (to use
transfer of a battery Main P7 met if students learners as generator)
• 1 x solar cells
• Understand simple circuit 1. Students complete “Portable Electricity can answer Q1 or • 1 x main desk lamp
diagrams Investigation”. Q2 from “Battery • Leads, croc clips
2. Go through Portable Electricity Answers making sure Design Challenge”
• Understand the meaning of correctly
that students are able to draw circuit diagrams
“series” and “parallel”
correctly
• Understand some other 3. Students complete “Battery Design Challenge”
methods of generating worksheet. Review using Battery Design Challenge
electricity Answers.

P7 Design batteries which Plenary

use various resources Discuss what is meant by a ‘flat battery’ (battery has run
out of energy [not out of electricity!]
Key Stage 4 Science Scheme of work
BTEC Unit 16 Designing and Making Useful Devices in Science
Assessment
Learning Objectives Possible teaching activities Differentiation Resources
opportunities
Building Batteries 2 Starter Plan produced in Targeted Digital camera to record
evidence for P8
Show students this video clip (also available from Step 2 could be support for
http://www.youtube.com/watch?v=AY9qcDCFeVI) further evidence of
P7 Design batteries which slower 10 sets:
P7. • 4 x lemons
use various resources Main learners • 4 x small piece of sheet
P8 Produce batteries 1. Students read “Fruit Battery” worksheet and make Award P8 if lemon copper (approx, 1cm x
using various one lemon cell. Use voltmeter to measure output battery produces 2cm)
• 4 x small piece of sheet
resources. voltage and establish whether copper is plus or measurable zinc
minus terminal of battery. Students mark + and – on voltage. • digital voltmeter
M4 Explore ways to battery. • buzzer
2. Students attempt to light light bulbs and LEDs using Award M4 if • 1 x 1.5 V bulb in holder
improve the • 1 x LED
effectiveness of single lemon battery – if unsuccessful, should write Homework/Extensi
• leads, croc clips
an illustrated plan of action (e.g. make more lemon on poster
batteries.
batteries and connect in series or in parallel). This mentions Demo:
will provide further evidence of P7. improvements 1.5V bulb
3. Students must produce an arrangement of batteries such as rolling the 2.5V bulb
that successfully light an LED and take a digital lemon to release 6V bulb
photograph of it with themselves in the frame – the juice, and 12V bulb.
preferably with a thumbs up, victory dance etc. arranging multiple
4. Show this video clip (also available from lemon batteries in Health and Safety
series/parallel to Students should take care
http://www.youtube.com/watch?v=oABk_KI5Ilo) with lemon juice – painful if it
Students to write a critical review of the clip e.g. produce light gets into eye
what went well and even better if…

Plenary
Try using all the lemon batteries built by the class to light
a 1.5V bulb, a 2.5V bulb, a 6V bulb and a 12V bulb.

Homework/Extension
Draw a poster “How to Light a Light Bulb With Lemons”
Award M8 if it mentions improvements such as rolling
the lemon to release the juice, and arranging multiple
lemon batteries in series/parallel to produce light
Key Stage 4 Science Scheme of work
BTEC Unit 16 Designing and Making Useful Devices in Science
Assessment
Learning Objectives Possible teaching activities Differentiation Resources
opportunities
Building Batteries 3 Starter Award M4 for work Access to ICT
Go to: which makes clear Wind up radio
http://www.bbc.co.uk/archive/tomorrowsworld/8026.shtml why extending
M4 Explore ways to and fast wind to 17 minutes. Show Trevor Baylis clip battery life or 10 sets:
improve the (about 10 minutes) replacing batteries • 1 x digital voltmeter
effectiveness of with alternative • 1 x 3V dc motor (to use
batteries. Main resources is as generator)

1. Read “How I Made It” article. Explain scenario and important for the
and Task. developing world.
2. Students must write script and prepare resources
(powerpoints, experiments, leaflets) for 15 minute
primary school performance.

Plenary
Highlight imaginative contributions for praise. (Could also
offer the best ones the chance to perform – this could
make an excellent primary-secondary link).
Building Batteries 4 Starter Award D4 for work Access to ICT
Introduce Be Positive scenario which shows
understanding of
D4 Assess the impact of
Main environmental
batteries on the 1. Students design leaflet and poster impact of battery
environment. disposal
Plenary
Discuss why all batteries should be recycled rather than
thrown into a landfill.
Key Stage 4 Science Scheme of work
BTEC Unit 16 Designing and Making Useful Devices in Science
Key Stage 4 Science Scheme of work
BTEC Unit 16 Designing and Making Useful Devices in Science
Key Stage 4 Science Scheme of work
BTEC Unit 16 Designing and Making Useful Devices in Science
Key Stage 4 Science Scheme of work
BTEC Unit 16 Designing and Making Useful Devices in Science