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Checkpoint Task

Matter

Instructions and answers for teachers

These instructions cover the learner activity section which can be found on page 6. This Checkpoint Task should be used in conjunction with the KS3–4 Gateway Physics A Transition Guide Matter, which supports OCR GCSE (9–1) Gateway Physics A.

When distributing the activity section to the learners either as a printed copy or as a Word file you will need to remove the teacher instructions section.

IntroductionThe checkpoint task can be used straight after teaching the Key Stage 3 chemistry and physics content. It may also be used before teaching P1 matter at Key Stage 4 to check their prior learning and early identification of misconceptions. It may be used as a starter or plenary activity to check understanding.

Each activity covers a starting point of each Key Stage 4 topic matter: P1.1 – Atomic model, P1.2 – Changes of state and P1.3 – Pressure

Version 1 1 Copyright © OCR 2016

Task 1 – Atomic modelMay be used as a starter or a plenary activity. Learners are to examine the atomic model and then place the words in the places they would expect to find them.

Using the words on the side and the electron shells place the words in the places you would expect to find them.

Answers:

Nucleus – there will be the protons and neutrons.

Electron shells – there will be the electrons here.

ExtensionOn the periodic table sodium can be found with an atomic mass of 23 and an atomic


Proton

Electron

Neutron

number of 11. Using that information draw the atomic structure of sodium.

Answers:

Shell 1 – 2 electrons

Shell 2 – 8 electrons

Shell 3 – 1 electron

Task 2 – States of matter (7-8 minutes should be enough for this activity)


May be used as a starter or a plenary activity. Learners are to draw the atomic model of solids, liquids and gases.

In the boxes provided below draw the particle model for each state.

Extension Learners to complete the sentences by filling in the missing words.

Answers:

Solids vibrate on the spot. They are close together and arranged in a regular pattern. They are

held by forces called bonds. Liquids are close together and are arranged in a random way.

They can move around each other. Gases are far apart and are arranged in a random way.

They can move quickly in all directions.

Task 3 – Pressure (7-8 minutes should be enough for this activity)


Solid Liquid Gas

May be used as a starter or a plenary activity. Learners to use the equation for pressure and find the answers.

Using the equation for pressure answer the following questions.

Pressure = force ÷ area

Answers:

1. A force of 40 newtons acts over an area of 4 m2. Calculate the pressure.

40 / 4 = 10 n/m2

2. The weight of a 100 N laser printer is spread over 0.5m2. Calculate the pressure it exerts.

100 / 0.5 = 200 n/m2

3. A hammer hits a nail with a force of 50 N into some wood. The area of the point of the nail is 0.02 m2. What is the pressure the nail puts on the wood?

50 / 0.02 = 2,500 n/m2

4. A boy stands on the ground with both feet, applying a pressure between him and the ground of 5 N/cm2. The total area of both his feet is 300 cm2. What is his force?

F= P x A (5 x 300 = 1500N)

5. A hammer hits a nail with a force of 100N into some wood. The pressure put on to the wood by the nail is 3000 n/m2. What is the area of the nail hit by the hammer?

A = F /P (100/3000 = 0.03m2)


ExtensionYou have been employed by an Italian restaurant who are recognised for their amazing food but more recently the restaurant has been failing. You have been employed as trainee chefs to work in the restaurant and turn it around. You are to become a food scientist and look at the science behind the ingredients, particle model and the amount of energy they use to heat up oil. This will help you identify best ingredients whilst using least amount of energy.

You have 2 weeks to prepare your research and present it to Mario the restaurant owner. You must impress or face losing your jobs.

To assess the tasks use the following criteria:

Green

Learners explain particle model of ingredients. They are able to draw it.

Learners can explain the means of heat transfer to heat up the food.

Amber

Learners explain particle model of ingredients with aid of diagrams.

Learners describe the method of heat transfer.

Red

Learners explain particle model of ingredients with aid of diagrams.

Learners identify the mode of heat transfer.

Learners recognise ingredients that may be required.


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Checkpoint Task

Matter

Learner Activity

Each activity covers a starting point of each Key Stage 4 topic P1.1 – Particle model, P1.2 – States of matter and P1.3 – Pressure. Matter is a topic with many misconceptions which can hopefully be identified early with the checkpoint task. It will allow you to identify your understanding of the topic matter.

Task 1 - Atomic modelUsing the words on the side and the electron shells place the words in the places you would expect to find them.


Proton

Electron

Neutron

ExtensionOn the periodic table sodium can be found with an atomic mass of 23 and an atomic number of 11. Using that information draw the atomic structure of sodium.

Task 2 - States of matterIn the boxes provided below draw the particle model for each state.


Solid Liquid Gas

Extension Complete the sentences below by filling in the missing words.

vibrate on the spot. They are close together and arranged in a pattern.

They are held by forces called . Liquids are close together and are arranged in a

way. They can move around each other. Gases are apart and are

arranged in a way. They can move quickly in all directions.

Keywords:

Bonds, Regular, Solids, Far, Random

Task 3 – Pressure Using the equation for pressure answer the following questions.

1. A force of 40 newtons acts over an area of 4 m2. Calculate the pressure.

2. The weight of a 100 N laser printer is spread over 0.5m2. Calculate the pressure it exerts.

3. A hammer hits a nail with a force of 50 N into some wood. The area of the point of the nail is 0.02 m2. What is the pressure the nail puts on the wood?


4. A boy stands on the ground with both feet, applying a pressure between him and the ground of 5 N/cm2. The total area of both his feet is 300 cm2. What is his force?

5. A hammer hits a nail with a force of 100N into some wood. The pressure put on to the wood by the nail is 3000 n/m2. What is the area of the nail hit by the hammer?

ExtensionYou have been employed by an Italian restaurant who are recognised for their amazing food but more recently the restaurant has been failing. You have been employed as trainee chefs to work in the restaurant and turn it around. You are to become a food scientist and look at the science behind the ingredients, particle model and the amount of energy they use to heat up oil. This will help you identify best ingredients whilst using least amount of energy.

You have 2 weeks to prepare your research and present it to Mario the restaurant owner. You must impress or face losing your jobs.


gcse (9-1) science gateway physics a - matter › images › 292485-matter-checkpoin… · web...

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