Grade+7+Physics+spring+2014

For Ilmiö translations and full IB criteria, click here

Word lists can be downloaded here:

Your guiding question: **How do we see and hear** **?** Area of interaction: **Human Ingenuity**

(what you should know) || ==Resources== || ==Homework== || ==Deadline== ||
 * ==Week/date== || ==Activity== || ==Learning outcomes==
 * 2 6/1/14 || **Lesson 1**

Ilmiö physics textbooks will be given out; bring them to each lesson. Translations are available from the link at the top of this section (login required). What is light ? Discussion. Light is a form of energy detected by our eyes. It gives things colour. Drawing light rays - they must be drawn with a ruler, arrows and must be continuous. Reflection from plane mirrors. || * recall that light is a form of energy 51-54 Chapter 6 || Read chapter 6 || For next lesson || Testing your understanding of ray diagrams and plane mirrors - where is the image ? Use concave and convex mirrors - how are the rays reflected? What sort of images are found? What are the uses of convex and concave mirrors ? Discussion about rainbows and solar halos || * draw ray diagrams to show images in plane mirrors
 * correctly draw light rays with a ruler, showing direction and as continuous lines
 * understand that our idea of light comes from the range of colours our eyes detect
 * correctly label a diagram showing a plane mirror with an incident light ray and reflected ray, using a normal to the surface to measure angles
 * explain the formation of shadows as evidence that light travels in straight lines
 * safely use laser light boxes to carry out experiments || Ilmiö p. 41-43;
 * 3 13/1/14 || **Lesson 2**
 * investigate rays reflected from concave and convex mirrors
 * describe images as real or virtual
 * describe images as enlarged (magnified) or diminished
 * describe images as inverted or the right way up || Lateral inversion video

Pepper's Ghost Illusion

Satellite dish cooker

Ilmiö p 63-68 Chapter 8 || What is a kaleidoscope ( kaleidoskooppi ) and how does it work ? Try to include a diagram. || For next lesson || Refraction of light - how the change of direction of light affects things like the depth of objects under water. Drawing ray diagrams to show refraction through rectangular blocks and lenses. Convex and concave lenses and their images. Real and virtual images. Uses of lenses || * draw ray diagrams to show refraction
 * 4 20/1/14 || **Lesson 3**
 * know that refraction is caused by the change of medium through which light passes
 * identfiy when a light ray bends towards or away from the normal
 * investigate rays refracted by concave and convex lenses
 * images as real or virtual
 * describe images as enlarged (magnified) or diminished
 * describe images as inverted or the right way up
 * list uses of concave and convex lenses || Link

Link 2

Ilmiö Chapter 7 p.55-57 ||  ||   || The structure of the eye: you can see the dissection of an elk eye. Identifying the parts and the job they do in the eye. Common eyesight problems - near sight (likinäköinen) and far sight (pitkänäköinen). Correcting these problems with lenses. Measuring the power of lenses. || * identify the main parts of the eye and know the function of each part Short animation showing light rays going into the eye
 * 5 27/1/14 || **Lesson 4**
 * draw ray diagrams to show how a real image is formed in the ye
 * explain how common sight problems can be corrected using lenses
 * recognise the unit of lens power is the Dioptre, D
 * Recall that convex lenses have positive powers and concave lenses negative powers || [[file:The human eye.doc]]

ow the eye works - brief youtube video Ishira Colour Vision test Note: if you are not going to watch the dissection, go to this page. It may be a bit childish but it has some great information and takes you through the parts of the eye very well. When you have read this carefully you can have a go at this quiz. || None set ||  || Total internal reflection - how reflectors work; demonstrations using prisms and optical fibres || * understand why light can be totally internally reflected
 * 6 3/2/14 || **Lesson 5**
 * give examples where this phenomenon is used
 * draw correct ray diagrams to show total internal reflection || Ilmiö p 58-59

idney stone removal using endoscope - short youtube clip Vocal cord polyp removal - clip Where does the light go when it enters a water drop ? - drawing a ray diagram || How do your reflectors (for use in winter) work ? They are not made with mirrors. Write a brief account - just a few lines. || For next lesson. || || Send by email to Karin by the start of next lesson ||  || Colour - how white light is in fact made of many colours which can be split into a spectrum using a prism. This is called dispersion. Traditionally there are 7 colours of the rainbow in the English speaking world. We talk a bit about the history of this. Colour can be identified by wavelength and frequency. Objects appear coloured because of the colour of light they reflect. Primary and secondary colours of light (these are different to the primary and secondary colours of dyes or pigments in art) You will also watch a film that shows coloured objects in different lights and also tries to explain why the sky is blue. || * list the main colours of the spectrum of visible light Isaac Newton's experiment Primary and secondary colours of light
 * 7AB 14/2/14 || I am away so you will have a substitute, in the computer room. || Common eyesight problems - near sight (likinäköinen) and far sight (pitkänäköinen). Correcting these problems with lenses. || Task sheet which includes all instructions
 * 7 10/2/14 || **Lesson 6**
 * know that colours of light are identified by values of frequency and wavelength
 * complete a diagram to show how the primary colours of light make the secondary colours
 * explain why a red object is red when seen in red light but black in green light || The visible spectrum picture

Prism and spectrum





|| Tuesday and Thursday groups What is a solar halo ? Explain briefly how one forms.

21st Feb Friday group homework link ||  ||
 * 8 17/2/14 || **Lesson 7**

Introducing basic ideas about waves: frequency, wavelength, speed

Waves in nature - sound, light, water.

Waves and vibrations - springs and pendula (pendulums) || * explain what is meant by the frequency, speed and wavelength of a wave
 * || Ilmiö chapters 1 & 2 p.13-26

Tacoma Narrows Bridge clip

Glass resonance

Resonance plate

Waves sheet showing frequency, amplitude and wavelength ||  ||   ||
 * 9 24/2/14 || **Lesson 8**
 * '**Speeding up time' investigation ||  || Instruction sheet:

Report writing frame: || Complete the purpose, apparatus and method section ready for next lesson when you will start taking results. ||  || 11/3/14 || **'**Speeding up time' investigation continued ||   || //**Please note you are NOT expected to draw a graph of your results, but you must show your data in a table.**// || Deadlines: The start of your lesson on:
 * 10 || Ski break ||  ||   ||   ||   ||
 * 11
 * 7A 18/3**
 * 7B 20/3**
 * 7AB 28/3** ||  ||
 * 12 10/3/14 || **Lesson 9**
 * 12 10/3/14 || **Lesson 9**


 * 7A Tuesday and 7B Thursday only**

The ear and hearing

Sound as a vibration of particles Frequency and loudness Ultrasound How we detect sound - the structure of the ear || * describe how sounds form and move
 * identify parts of the ear and their function
 * explain common hearing problems
 * || [[file:ear parts.ppt]] || Read chapter 3 Ilmiö. Answer questions 1-5 || For next lesson. ||
 * 13 24/3/14 || **Lesson 10**
 * 7A Tuesday lesson**

Hearing problems Loudness - the decibel (dB) scale

How noisy is our school ?


 * 7B on Thursday - no lesson (TET)**


 * 7AB on Friday will do lesson 7 from above, see week 8** || * use the decibel scale to describe loudness of particular sounds
 * survey areas of the school || [] - here you can find the recommendations for noise limits. Find the AVERAGE exposure figure at which employers must provide ear protection.

Noise exposure survey of the school

Decibel scale

Imagine you are a Health and Safety Officer for the city and are replying to this email from a parent. You have done the noise survey - say how - and you have made you decision....

//'Dear HSE Officer,//

//I am really worried about how loud it is at my child's school. I don't mean the kids or the other people there, but the whole building makes a really loud noise. It needs to be fixed!//

//Yours faithfully,//

//A Parent.'// ||  ||   ||
 * 14 31/3/14 || **Lesson 11**:
 * 7A and 7B - Seismic waves**

types of wave and travel seismic network motion produced
 * 7AB will do lesson 9 from week 12 above** || * compare the movement in transverse and longitudinal waves
 * identify transverse and longitudinal waves in nature
 * || P waves and S-waves quick animation

Asian tsunami animation and some news footage

Earthquake maps of the world: []

[]

Earth continents animation

[] ||  ||   || Electromagnetic spectrum Identifying the parts and some of their properties researching these Producing a poster examining the parts of the spectrum through the 'lens' of a particular area of interaction || * list the parts of the electromagnetic spectrum
 * 15 7/4/14 || **Lesson 12**
 * identify how the parts of the spectrum have changing wavelength, frequency and energy
 * link the properties of parts of the spectrum to their uses || [[file:MYP Gr 7 Physics Assignment EM SPectrum 2013.doc]]

Introduction video

||  ||   ||
 * 16 14/4/14 || **Lesson 13**:

continuing work on the electromagnetic spectrum task ||  ||   ||   ||   || continuing work on the electromagnetic spectrum task ||  || P and S earthquake waves
 * 17 21/4/14 || **Lesson 14**:

types of damage ||  ||   || presenting the EM spectrum task - Tuesday group only ||  ||   ||   ||   || ||  ||   ||
 * 18 28/4/13 || **Lesson 15:**
 * 19 5/5/14 || TEST this week -all groups ||  || **The test is OPEN book** ||   ||   ||
 * 20 12/5/14 || Lesson 15:presenting the EM spectrum task - Thursday and Friday groups ||  ||   ||   ||   ||
 * 21 19/5/14 ||  ||   || The electromagnetic spectrum and health
 * 22 26/5/14 ||  ||   ||   ||   ||