Primary Science APP (Assessing Pupils’ Progress)
3
45 © Pearson Education Ltd 2010. APP for Science Teacher Sheet Task 12 Trapeze Trouble Teaching notes Set the scene for the task by discussing the circus problem and make sure • that everyone knows that the flying trapeze is a circus act where the performer performs tricks from a swinging bar suspended by ropes. Talk about and find out about Jules Léotard who first invented the flying trapeze in 1859. Demonstrate how the trapeze can be modelled using a toy bucket suspended • on a string. Discuss which forces are acting on the ‘trapeze’. Predict whether different masses in the bucket will affect the swing of the • bucket. How could they measure the swing (e.g. the time taken for 10 swings or how many swings in a given time)? Ask children to identify hazards and carry out a risk assessment. If necessary, • help children to set up the fair test investigation to test a range of masses. Keep safe! The bucket should be securely tied to string by an adult. • Children should take care that the bucket does not collide with anyone or anything. Discuss how results could be presented e.g. which type of graph would be • appropriate? How could the reliability of the results be improved? Children prepare a health and safety report for Mr Master, the circus owner. • Can they suggest improvements to their investigation or identify any other related investigations to research? Outcomes Health and safety report advising whether Monsieur Muscle should perform on the trapeze. • Key concepts Assessing risks • Forces • Fair test • Using evidence • Repeating measurements • Reliability of results • Resources 1 metre length of string securely • attached to a toy bucket objects of different weights • (masses) stopwatches • rulers • Task overview Investigation into how the course of swinging objects changes depending on mass. Consideration of how science can inform health and safety plans. PoS Old: Sc1 2e Sc4 2a,b,c New: L3, L11 QCA: 6e APP AF4 AF5 Draft copy: not for quotation
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Pearson APP for Science is a series of three resource files providing all the support you’ll need to implement Assessing Pupils’ Progress in Primary Science with confidence. Each resource file covers two year groups and contains teacher information, photocopiable pupil pages and assessment grids to fully support you with APP in Primary Science. Take a look at these sample pages from our Science APP resource, they include the Teacher sheet, Pupil sheet and an Assessment sheet. Visit www.pearsonschools.co.uk/appscience to find out more, or to order your copies for as little as £30 each online today!
Transcript of Primary Science APP (Assessing Pupils’ Progress)
45© Pearson Education Ltd 2010. APP for Science
Teacher Sheet
Task 12 Trapeze Trouble
Teaching notesSet the scene for the task by discussing the circus problem and make sure •
that everyone knows that the flying trapeze is a circus act where the performer performs tricks from a swinging bar suspended by ropes. Talk about and find out about Jules Léotard who first invented the flying trapeze in 1859.
Demonstrate how the trapeze can be modelled using a toy bucket suspended •on a string. Discuss which forces are acting on the ‘trapeze’.
Predict whether different masses in the bucket will affect the swing of the •bucket. How could they measure the swing (e.g. the time taken for 10 swings or how many swings in a given time)?
Ask children to identify hazards and carry out a risk assessment. If necessary, •help children to set up the fair test investigation to test a range of masses.
Keep safe! The bucket should be securely tied to string by an adult. •Children should take care that the bucket does not collide with anyone or anything.
Discuss how results could be presented e.g. which type of graph would be •appropriate? How could the reliability of the results be improved?
Children prepare a health and safety report for Mr Master, the circus owner. •Can they suggest improvements to their investigation or identify any other related investigations to research?
OutcomesHealth and safety report advising whether Monsieur Muscle should perform on the trapeze.•
Key conceptsAssessing risks•
Forces•
Fair test•
Using evidence•
Repeating measurements•
Reliability of results•
Resources1 metre length of string securely •
attached to a toy bucket
objects of different weights •(masses)
stopwatches•
rulers•
Task overview Investigation into how the course of swinging objects changes depending on mass. Consideration of how science can inform health and safety plans.
PoS
Old: Sc1 2e Sc4 2a,b,c
New: L3, L11 QCA: 6e
APP
AF4
AF5
Draft copy: not for quotation
© Pearson Education Ltd 2010. APP for Science46
Pupil Sheet
Task 12 Trapeze Trouble
Carry out a risk assessment. What do you need to do to keep safe? •Carry out a fair test to investigate how the trapeze swing •
changes when different objects of different masses are swinging.Prepare a health and safety report for Mr Master, which •
includes your test results.
You may find these words helpfulforces, push, pull, gravity, air resistance, length, weight, mass,timing, table, graph, recommend
What you need to do
Disaster! Tina Trapeze has broken her arm and cannot perform her high-flying act. Circus strongman, Monsieur Michel Muscle, wants to replace Tina.
Michel is a large man and weighs twice as much as Tina. The circus owner, Mr Master, thinks that the swinging pattern of the trapeze will change and this could be a serious health and safety issue.
Can you help Mr Master decide whether Michel should do the trapeze?
Draft copy: not for quotation
47© Pearson Education Ltd 2010. APP for Science
Assessment Sheet
Task 12 Trapeze Trouble
Draft copy: not for quotation
Level
3A
cro
ss a
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pra
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tua
tio
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pu
pil
s:
Level
4A
cro
ss a
ra
ng
e o
f co
nte
xts
an
d
pra
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ca
l si
tua
tio
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pu
pil
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Level
5A
cro
ss a
ra
ng
e o
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nte
xts
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d
pra
cti
ca
l si
tua
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ns
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pil
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AF4
Usi
ng
in
vest
iga
tive
ap
pro
ach
es
Sele
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or
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• so
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o a
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qu
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’
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ts, in
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ab
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co
gn
ises
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arg
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gs
slo
wly
Sugges
t im
pro
vem
ents
to t
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ork
ing
• met
hod
s, e
.g. ‘I
th
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to d
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min
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ore
ca
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ata
pre
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din
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ph
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tha
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r la
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ma
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s lo
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all
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pro
vem
ents
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r w
ork
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hod
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g r
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ns,
e.g
. ‘W
e n
eed
to
alw
ays
do t
he
swin
gs
in t
he
sam
e w
ay,
lik
e st
art
ing t
o s
win
g t
he
tra
pez
e fr
om
a d
efin
ite,
ma
rked
pla
ce.’
Pro
vid
e st
raig
htf
orw
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ex
pla
na
tion
s • fo
r d
iffe
ren
ces
in r
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ted
ob
serv
ati
on
s or
mea
sure
men
ts e
.g.
reco
gn
ises
tha
t th
e t
hre
e r
ep
ea
t re
ad
ing
s a
re
un
lik
ely
to
be e
xa
ctl
y t
he s
am
e
beca
use
of
slig
ht
hu
ma
n e
rro
rs
wh
en
ca
rryin
g o
ut
the t
est
Eva
lua
te t
he
effe
ctiv
enes
s of
thei
r • w
ork
ing m
eth
od
s, m
akin
g p
ract
ica
l su
gges
tion
s fo
r im
pro
vin
g t
hem
, e.g
. ‘O
ur
tim
ing a
nd
sw
ingin
g w
eren
’t v
ery
acc
ura
te. T
he
sam
e per
son
sh
ou
ld
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g t
he
tra
pez
e a
nd
sta
rt t
imin
g s
o
the
tim
er s
tart
s st
raig
ht
aw
ay.
’
