The City School Network /Head Office/Academics/{Science} – 2024 to 2025/Unit Plans – Class 6/ Term 1

The City School

CLASS 6 – TERM 1 (ACADEMIC YEAR 2024 – 2025) {Science}

Unit 4 – Sound and Energy

Chapter(s): Energy
Weeks: 10-12
Outline
This unit covers the changes in energy that are a result of an event or process; it will introduce the idea that energy tends to dissipate and in
doing so it becomes less useful. Learners will also learn that particles vibrate in a sound wave and be able to explain why sound does not travel
in a vacuum.

Learners will have opportunities to present and interpret observations and evaluate some secondary sources of information. They will make
predictions based on their scientific knowledge and understanding. Learners will use formulae to investigate how echoes can be used to
calculate distances and how these calculations can be made more reliable by improving the experimental design.
Learning Objectives and
Suggested Activities Success Criteria Resources
Skills

Week 10

Learning Objective(s) Sub-topic: Types of Energy International Lower

1.10.1 Describe changes in Described changes in energy Secondary Science
energy that are a result of ➢ Ask learners where they might use the word ‘energy’. What do you mean that are a result of an event Textbook 6 Page(s): 132-
an event or process. when you use the word? or process. 137,140-145
TWS Skill(s): Introduce the different types of energy as:
Present and interpret • thermal (i.e., heat), chemical, nuclear, electrical, light, sound, International Lower
observations and mechanical, elastic and gravitational. Secondary Science
measurements
Explain that ‘kinetic energy’ is the energy of a moving object and ‘potential Workbook 6 Page(s): 60-
appropriately.
energy’ is energy that is stored in an object or substance. 62, 64 -66
Introduce the idea that some of these types of energy can be stored (e.g.,
 The City School Network /Head Office/Academics/{Science} – 2024 to 2025/Unit Plans – Class 6/ Term 1

Key vocabulary for Word potential energy, chemical energy).

Wall: Multimedia:
energy stores, transfers, Modelling Energy: Energy Forms and
conservation, thermal, ➢ There are various models of energy. The simplest is to consider energy as Changes Simulation
chemical, kinetic,
being of different ‘types’, for example: ‘chemical energy’, ‘thermal energy’ (colorado.edu)
gravitational, potential,
elastic, nuclear fusion, and ‘kinetic energy’. This model of energy allows learners to consider how
gravity, joule, radiation energy can be transferred from one type of energy into a different type of
energy. Alternative models of energy exist (e.g. the stores and pathways What is the
model). More information about this model can be found online. If you decide ELECTROMAGNETIC
to use this model, then you will need to significantly alter the activities in this SPECTRUM
unit accordingly.
Energy Stores,
➢ Toy construction bricks can be used to represent small packets of Transferring Energy
energy. This model sets a limit on how much energy can be transferred
(i.e. all the bricks remain, whatever combinations and shapes they are
Physics - Energy - Stores
made into).
and Transfers

➢ Money can also be used to represent energy; a limit can be set by PPT on Energy Stores and
having only a certain amount of money (energy) available. Money transfer
(energy) can be transferred from one form into another; such as from a
savings account (e.g. chemical energy) into a different currency (e.g. Design a Paper Airplane
thermal energy). Launcher
Energy: Quiz resource:
Discuss the unit of energy with the learners and explain how food and fuels can Energy Stores and
provide different amounts of energy. Transfers Quizizz
Investigating best fuel:
Learners can plan their fair test to find out the best fuel. And the best fuel will be
the one with the most energy. Energy Stores and
Learners can attempt the Question given on pg. 135. Transfers | Quizizz
Circus of events:
Set up a ‘circus’ of several events (or processes) involving different types of Energy stores quiz
energy and energy transfers. These might include real events (e.g. a candle
The City School Network /Head Office/Academics/{Science} – 2024 to 2025/Unit Plans – Class 6/ Term 1

burning) or pictures of processes (e.g. a battery-powered motor lifting a stack of questions - Footprints-
bricks). At each ‘station’ learners, working in pairs, identify which types of Science
energy and energy transfers are being shown. Further examples are:
• bread being toasted in an electric toaster Worksheet:
• a light bulb being switched on 1.10.1
• music playing on a radio 1.10.1.a
• a hair dryer operating 1.10.1.b
• a cricketer hitting a cricket ball 1.10.1.c
• a stone being dropped down a well
• a safety match being struck so that it lights Century Nuggets:
• a candle burning Energy Pathways [PH1.04]
• a speedboat travelling on water
• a solar cell on the roof of a house.

Select the examples most relevant to your learners and, if beneficial, add your
examples.
• Was it difficult to identify the types of energy and energy transfers involved
in any of the examples? (If so, discuss)
• Can you think of any more examples and what types of energy/energy
transfers would be involved?
Modelling increase in temperature:
➢ Learners can put marbles in a tray that they lie next to each other. These
represent solids. Learners can model an increase in temperature by shaking
the tray more strongly.
➢ Make a model of particles in a gas and show what happens to the particles as
you increase the temperature of the gas.
Challenge yourself:
In modelling increasing temperature activity, you model the effect that heat has
on the particles in a solid. What are the strengths and limitations of this model?
Discussion on electromagnetic radiation:
Learners will be told about electromagnetic radiation and light and radio waves
will be used as an example. Learners should know that electromagnetic waves
The City School Network /Head Office/Academics/{Science} – 2024 to 2025/Unit Plans – Class 6/ Term 1

are split into seven groups according to their different uses.

Airplane launcher:
In this lesson, your learners will practice engineering design as they build their
paper airplane launchers while learning about kinetic and potential energy.
Bouncing Ball Experiment:
Learners can drop a ball from different heights and measure how high it
bounces back. This demonstrates how gravitational potential energy is
converted to elastic potential energy in the ball, which is then released as
kinetic energy on the bounce.
Possible Misconceptions:
‘Energy’ is an abstract idea and hard to define. Learners often hear and use the
word in ways that are not scientifically accurate (e.g., energy is made or
produced; energy is ‘used up’ or ‘runs out’). Once it has been explained that
energy is neither created nor destroyed but transferred from one type of energy
to another type of energy, ensure that the correct terms are used when talking
about energy.

A common misconception about energy is that the terms ‘energy’ and ‘force’ are
interchangeable. Be alert to any misuse of the term ‘energy’ such as ‘energy
causes changes’ or ‘energy makes things happen’ and correct these when
necessary.

Some learners may think that energy is fuel. Explain that fuels have chemical
energy; this energy can be transferred to thermal energy in the surroundings
when fuel is burned.

Some learners may think that an object at rest ‘has no energy’ or ‘has run out of
energy’ and/or that only moving objects are ‘full of energy’. Explain that energy
is always present, just as different types. When a disposable battery is said to
‘have run out of energy’ it has transferred all of its chemical energy to another
type of energy. When someone says: ‘I’ve run out of energy’, they will still be
converting chemical energy into useful energy.
 The City School Network /Head Office/Academics/{Science} – 2024 to 2025/Unit Plans – Class 6/ Term 1

Written Task:
Q1. Name three forms of stored energy.
Q2. When you raise your hand to turn the page of this book, what kind of energy
does your hand have?
Q3. What form of energy are radio waves?
➢ Learners can attempt the questions given on pages 133, 137, 139 (Q1),
141,143 and 145.
Week 11
Sub-topic: Dissipation and conservation of energy Textbook Page(s):
Picture Prompt: 138-139, 146-147
Discuss learners’ ideas about the conservation of energy. Make sure they Knew that energy tends to Workbook Page(s): 71
understand that the total amount of energy in the universe is always the same, dissipate and in doing so it
and 67
becomes less useful.
Learning Objective(s) but it can be transferred from one energy store to another during an event or
1.11.2 Know that energy process.
tends to dissipate and in Show learners a selection of messages (e.g. signs, headlines) that encourage Multimedia
.
doing so it becomes less people to ‘save energy’ (e.g. ‘a list of top energy-saving tips’, ‘save electricity’).
Energy Dissipation PPT
useful. Ask learners:
• What is wrong with these messages?
TWS Skill(s): • If energy is always conserved, it ‘saves itself’, so why do people need to
Evaluate a range of save it?
The Energy that is
secondary information • What gets ‘used up’ that we should be trying to conserve? (fuels)
sources for their relevance Dissipated and
and know that some sources Transferred in the
Explain to learners that energy can become less useful (or be wasted) when it is
may be biased. Atmosphere
transferred to thermal stores in the environment e.g. increases the air
temperature. Such energy is referred to as ‘dissipated’. An example is burning a
Key vocabulary for Word candle. The energy that was in the chemical store spreads out amongst other
Wall: stores, most of which will be thermal stores of energy, as the surroundings are Energy Dissipation
Energy, dissipation, useful heated up. It is very difficult to do anything useful with these dissipated stores of
energy, non-useful energy energy.
Energy Storyboard: Quiz resource:
Have students create a storyboard illustrating a scenario where energy
conservation is demonstrated. They can draw or write about a situation where Dissipation (Wastage) of
someone consciously saves energy or uses energy-efficient practices. Encourage
The City School Network /Head Office/Academics/{Science} – 2024 to 2025/Unit Plans – Class 6/ Term 1

them to include captions explaining the energy transformations and Energy | Quizizz
conservation principles depicted.
Energy Conservation Hunt: Energy dissipation
Organize a scavenger hunt where students search for items or behaviors that Flashcards | Quizlet
demonstrate energy conservation. For example, they can find and list energy-
efficient appliances, turn off unused lights, or identify ways to reduce energy Conservation and
consumption in their homes or school.
dissipation of energy quiz
Research and Discussion: questions
Conduct research on specific examples of energy dissipation, such as the braking
systems in cars, the efficiency of different light bulbs, or the operation of wind
turbines. Engage in discussions with fellow learners to deepen your
Worksheet:
understanding and gain insights into real-world applications.
1.11.2
Energy Efficient System:
An efficient system transfers most of its energy in a useful form (i.e. not much is
dissipated). Explain that mechanical devices can be made more efficient by using
grease to reduce the friction between moving parts of the machine and
increasing the amount of useful energy transferred. Provide learners, working in
small groups, with examples of energy transfers (e.g. eating a chocolate bar,
swinging a pendulum, bouncing a ball) and ask them to suggest how the amount
of energy dissipated could be reduced. Hold a class discussion using learners’
ideas.
Show learners a picture of a light switch with a notice next to it that reads
‘switch the light off when you leave to save electricity’ or similar. Learners,
working in pairs, try to write a scientifically accurate notice (e.g. switch the light
off when you leave to avoid adding to the non-useful thermal store of energy in
the environment and to save the fuels needed to put energy into a chemical
store that can then be transferred to electrical energy.)
Money Model:
The ‘money’ model can be used to illustrate the dissipation of energy. Each coin
represents an amount of energy. When coins are distributed between many
people, no one has much to spend and the money (energy) becomes less useful.
Possible Misconceptions:
Learners sometimes confuse sources of energy (e.g., fuels, wind, solar) with
types of energy (e.g., chemical, kinetic). It is worth spending time clarifying the
 The City School Network /Head Office/Academics/{Science} – 2024 to 2025/Unit Plans – Class 6/ Term 1

differences between sources and types of energy.

Written Task:
Q1. What happens to energy during the dissipation of energy?
Q2. Why is dissipated energy also called wasted energy?
➢ Learners can attempt questions given in the red box on pages 147 and
139 of the textbooks.
➢ Learners can also attempt the workbook pages mentioned above.
Sub-topic: Sound in Vacuum

Slinky Model: Multimedia

Learning Objective(s) The Slinky model uses a ‘slinky’ toy (i.e., a compressed helical spring toy) to Sound Waves In Action |
1.11.3 Describe the model how a sound wave travels; each coil represents an air molecule and each Waves | Physics |
vibration of particles in a wave of compression represents a sound wave. Sound travels through the air
sound wave and explain why
(the wave moves), but the air (the coil) does not travel with the sound; like the Slinkys and Soundwaves –
sound does not travel in a
vacuum. coils, the air particles just vibrate.
TWS Skill(s): Particle Model: Sound in a Vacuum
Make predictions of likely The particle model can be used to help explain why sound does not travel in a
outcomes for a scientific vacuum. Compare the particle arrangement of a gas and a vacuum: gas particles Quiz resource:
enquiry based on scientific are spaced apart from each other but can vibrate and interact, but a vacuum has Quizizz
knowledge and no particles to vibrate or interact with.
understanding. Video Prompt: Handout:
Show learners a video (or animation) that uses the particle model to explain 1.11.3
Describe trends and sound waves. Then, ask learners, working in pairs, to write an account in their
patterns in results, including
own words. Make sure that they include the following ideas: Worksheet:
identifying any anomalous
• When a wave travels through a substance, particles move to and fro 1.11.3
results.
(i.e. they vibrate).
Key vocabulary for Word
Wall: • Energy is transferred in the direction of movement of the wave. 1.11.3.a Worksheet.pdf
Vibration, particles, energy, • Bigger or faster waves transfer more energy.
sound, sound wave, vacuum • The wave moves in one direction, but the material it travels through
does not.
• Vibrations of particles transport energy from place to place without
transporting matter.
The City School Network /Head Office/Academics/{Science} – 2024 to 2025/Unit Plans – Class 6/ Term 1

• Our ears can pick up these ‘particle-vibrations’ as sound.

Demonstration:
If possible, demonstrate the actions of a ‘slinky’ toy (a compressed helical coil).
Explain that a sound wave is like a slinky wave because:
• the wave is transported from one location to another
• the wave travels through a medium (air for the slinky; particles for the
sound wave)
• there is a vibrating source (the first bit of the slinky; the vibrating part
of a guitar or vocal cord of a person)
• there are interacting parts (coils of the slinky; interacting, vibrating
particles of a sound wave – as one air particle is displaced it exerts a push/
pull on its nearest particles causing them to be displaced and these, in
turn, cause their neighbouring particles to be displaced).
Experiment:
Ask learners to draw particle diagrams of air and of a vacuum (no particles). Set
up a battery-powered buzzer (or another object that can make a sound in a bell
jar (or similar apparatus) that can have the air evacuated using a vacuum pump.

Before the activity, check that the bell jar is free from cracks and chips; the
outside should be covered in transparent adhesive film in case of implosion.
Safety screens should be placed between learners, the operator and the bell jar;
the operator should wear safety glasses. Make sure that learners can hear the
sound of the buzzer when the air is inside the jar.

Ask learners to use their particle diagrams, and their scientific understanding, to
predict what will happen to the sound if no air is present. Remove air from the
bell jar; stop at several stages, to allow learners to listen to what happens to the
sound of the buzzer as the air content reduces. Finally, remove as much air as
possible from the bell jar and, again, allow learners to listen carefully for any
sound of the buzzer. To show that the buzzer is still operating, allow air back into
the jar so that learners hear the increase in sound. Discuss this demonstration
with learners and ask questions.
The City School Network /Head Office/Academics/{Science} – 2024 to 2025/Unit Plans – Class 6/ Term 1

Video prompt:
Alternatively, show learners a video of the bell jar, buzzer and vacuum pump
demonstration. Pause the video before the vacuum pump is started; give
learners time to write down their prediction of what will happen to the sound.
Restart the video and allow learners to check their predictions.
• Were your predictions correct? (If not, why not? Could they have been
worded differently?)
• What trend can you describe, in terms of the volume of sound, as the air
content was reduced?
• When the bell jar had as much air removed as possible, could you still hear
any sound from the buzzer? If so, how might this result be explained?
• Would it make a difference if two buzzers were in the jar? If not, why not?
The speed of sound in air is about 340 ms-1; this is a million times slower than
the speed of light.
• What is it about the way that sound travels that makes it relatively slow?

This activity can be extended by asking learners to compile a list of science

fiction films that have errors (e.g. screams and noises of explosions in space) that
ignore the science of sound transmission in space. There are online sources for
information about scientifically inaccurate films. Ask learners to identify the
scientific errors and then suggest alternative scenes that would be correct; these
can be written as a short scene (or as a letter to the film director explaining the
issues and how they could be addressed).
Possible Misconceptions:
Some learners may think that sound waves can travel through space because
light waves can. Explain that light waves move in a different way and do not
need particles to move, unlike sound.
Learners may think that sound travels through an empty space (a vacuum); this
is a likely misconception as a number of science fiction films imply sound can
travel in space. This misconception will be addressed in this unit.

Written Task:
 The City School Network /Head Office/Academics/{Science} – 2024 to 2025/Unit Plans – Class 6/ Term 1

Q1. When using a spring which coils represent the air particles
a. being closed together
b. spreading out?
Q2. Compare the particle model of sound (showing particles) with the model
demonstrated using spring. Write their limitations and strengths.
Q3. Why is that a bell in a sealed bell jar:
a. can be heard when the jar is full of air?
b. cannot be heard when a vacuum is created in the jar?
Q4. Why can sound travel in gases, solids and liquids?
Q5. Does sound travel through a vacuum? Explain your answer.

Week 12
Learning Objective(s) Sub-topic: Reflection of Sound
1.12.4 Explain echoes in Provide learners with a definition of an echo (i.e. a reflection of sound waves Explained echoes in terms of
terms of the reflection of from a surface back to the listener). Show an animation of sound waves being the reflection of sound Multimedia
sound waves. waves. Echoes PPT
reflected off a surface to make sure learners are clear about what is meant by
reflection.
TWS Skill(s): Activity: what is an Echo?
Evaluate experiments and Ask learners to work in a safe space, with few trip hazards. One learner should (Skip the formula part)
investigations, and suggest
wear a blindfold (or keep their eyes closed). Ask this learner to walk around
improvements, explaining Reflection of Sound and
any proposed changes. making a noise (e.g. clicking their fingers) to see if they can tell when they are
Echo
close to a wall, another person, or a door. Several non-blindfolded learners
Evaluate a range of and/or adults should monitor the blindfolded learner to ensure no accidents Absorption and Reflection
secondary information occur. of Sound –
sources for their relevance • Did this activity work?
and know that some sources • If so, what is the science behind the activity? The Anechoic Chamber
may be biased. • If not, what might have prevented it from working? How could the Quiz resource:
activity be improved? Reflection and absorption
Key vocabulary for Word If it had worked, explain the science behind the activity.
Wall: of Sound
• Can you think of any examples of animals using reflected sound? If so,
decibel, reflection, echo,
what do they use it for?
echolocation, reverberation,
 The City School Network /Head Office/Academics/{Science} – 2024 to 2025/Unit Plans – Class 6/ Term 1

acoustics, ultrasound Handout:

Investigation: 1.12.4
Conduct an investigation to find out if sound reflects like light.
Learners can challenge themselves by further using a decibel meter application Worksheet:
on mobile phones to see how it approves or contradicts the investigation. 1.12.4
Modelling surfaces and sound reflection: 1.12.4 (Answers)
The movement of sound energy can be modelled by using a tennis ball (to 1.12.4.a
represent the sir particle). The surfaces can be provided by using a metal tray
and a cushion.
Also identify the strengths and limitations of the surfaces and the sound
reflection model.
Video Prompt:
Show videos of some famous echoes (e.g. Grand Central Terminal’s Whispering
Gallery in New York City). Ask learners, working in small groups, to use
secondary information sources to research other places that are known for their
echoes. (e.g. Grand Canyon in the USA, Temple of Heaven in China) While doing
so, learners should note the sources of their information and consider whether
some sources (e.g. tourist information websites) might be biased in their claims.
Hold a class discussion, using the found examples, for learners to suggest what
makes these places so good for echoes. Ensure that learners understand that
echoes are clearest when they have hard, reflecting surfaces rather than soft,
absorbing surfaces. Explain that echoes are also affected by the size and shape
of a space.
• How accurate might the information from secondary information
sources be?
• Why might bias appear in some secondary information sources, such as
tourist information websites?
Possible Misconceptions:
Some learners may think that the process of reflection only involves light. This
unit will address this misconception and show learners that sound can also be
reflected.
Written Task:
The City School Network /Head Office/Academics/{Science} – 2024 to 2025/Unit Plans – Class 6/ Term 1

Q1. Why is your shout louder when you cup your hands around your mouth?
Q2. Why do you cup your hands to your ear to hear a whisper?
Q3. What is an echo?
Q4. What is a reverberation? How is it different from an echo?
Q5. Name animals that use echolocation.
Q6. What are anechoic chambers and what are they used for?
Q7. Why do you think the experiment to find out the speed of sound was done
at night?
Q8. Using your knowledge from your work on echoes, what sort of surface do
you think Newton may have used in his investigation?
Q9. What happens when a sound wave is reflected?
Q10. When you clap your hands 18 meter from a wall
a. what happens when the sound waves reach the wall?
b. What do you hear shortly after?