At the end of this unit
in terms of scientific enquiry
most pupils will: plan an investigation into balance, making sufficient observations with precision; identify a pattern in their results and use this to draw conclusions, relating these to the principle of moments
some pupils will not have made so much progress and will: make systematic observations of balance and use these to draw conclusions
some pupils will have progressed further and will: account for anomalies in the observations of balance and evaluate their conclusions by reference to the principle of moments
in terms of physical processes
most pupils will: summarise key ideas about pressure; use the relationship between force, area and pressure between solids and within liquids and gases; explain the action of levers, including examples in the human skeleton in terms of the turning effect of a force; use the principle of moments to explain balance and give examples of its application,
eg crane counterweight
some pupils will not have made so much progress and will:
describe how force can be 'spread out' to reduce pressure or 'focused' to increase pressure; recognise that the turning effect of a force can be increased by increasing the length of the lever arm and give a use of this; describe how to balance a see-saw
some pupils will have progressed further and will: use the definition of pressure in calculations to explain the operation of a range of devices; relate hydrostatic pressure in liquids and gases to density; apply the principle of moments to explain a range of situations, including the action of levers
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