i Pressure depends on the force of an object and the area over which the force is spread.
ii For a given force, if the area is bigger the pressure decreases, and if the area is smaller the pressure increases.
Scientific enquiry
iii Predict what the pressure will be in different situations. (Framework YTO Sc1 9f)
Suggested alternative starter activities (5–10 minutes)
Introduce the unit / Share learning objectives / Problem solving / Word game / Capture interest
Unit map for Pressure and moments. / · Define what pressure is.
· Describe how the force and the area over which it acts change the pressure. / Show pupils the scenario of a child falling through the ice. Pupils discuss how a large adult can rescue the child. / Play a game of hangman to remind pupils of forces knowledge from Year 7. / Give some pupils two walnuts each and ask if they can crack them with their hands.
Suggested alternative main activities
Activity / Learning objectives see above / Description / Approx.
timing / Target group
C / H / E / S
Textbook L1 / i and ii / Teacher-led explanation and questioning OR Pupils work individually, in pairs or in small groups through the in-text questions and then onto the end-of-spread questions if time allows. / 20 min / R/G / G / R / S
Activity L1a Practical / i, ii and iii / Foot pressure Pupils practise pressure calculations in a practical situation. / 40 min / ü / ü
Activity L1b Paper / i, ii and iii / Under pressure Pupils practise pressure calculations. / 20 min / ü
Suggested alternative plenary activities (5–10 minutes)
Review learning / Sharing responses / Group feedback / Word game / Looking ahead
Show video clips of high and low pressure applications.
Catalyst Interactive Presentations 3 / Having calculated pressure of shoes with Activity L1a, pupils do this for snowshoes or stilettos, and compare results. / Pupils look at different footwear used for Activity L1a and discuss in groups how this changed pressure. / Write a poem, e.g. a haiku or kenning, or a limerick, about pressure. / Work out the pressure due to weight of water on the base of a fish tank.
Learning outcomes
Most pupils will … / Some pupils, making less progress will … / Some pupils, making more progress will …
· use the relationship between force, area and pressure between solids
· identify everyday examples where high and low pressure are useful. / · describe how force can be 'spread out' to reduce pressure or 'focused' to increase pressure
· identify some everyday examples where high and low pressure are useful. / · use the definition of pressure in calculations to explain the operation of a range of devices.
Key words / Out-of-lesson learning
pressure, exert, red only: newtons per square centimetre, pascal / Homework L1
Textbook L1 end-of-spread questions
Activity L1b
© Harcourt Education Ltd 2004 Catalyst 3
This worksheet may have been altered from the original on the CD-ROM.