Mixtures, Elements and Compounds

Structure of the atom - Properties of metals and non-metals
Water hardness - Physical properties of water

By the end of the lesson, the learner should be able to:

- Identify metals and non-metals based on electron arrangement
- Compare properties of metals and non-metals
- Appreciate the classification of elements

- Study tables showing electron arrangements of elements
- Classify elements as metals or non-metals
- Discuss the properties of metals and non-metals

How can one determine if an element is a metal or non-metal?

- Oxford Integrated Science pg. 12
- Periodic table
- Charts
- Oxford Integrated Science pg. 30
- Distilled water
- Glass beakers
- Water from different sources

- Observation - Oral questions - Written test

Mixtures, Elements and Compounds

Water hardness - Taste of water
Water hardness - Boiling point of water

By the end of the lesson, the learner should be able to:

- Investigate whether water has a taste
- Compare taste of water from different sources
- Show interest in properties of water

- Taste water from different safe sources
- Compare the taste of water from different sources
- Discuss why water may have different tastes

Does water have a taste?

- Oxford Integrated Science pg. 31
- Water from different safe sources
- Clean cups
- Charts
- Oxford Integrated Science pg. 32
- Water samples
- Thermometer
- Boiling tube
- Source of heat

- Observation - Oral questions - Practical assessment

Mixtures, Elements and Compounds

Water hardness - Hard and soft water
Water hardness - Testing water hardness

By the end of the lesson, the learner should be able to:

- Define hard and soft water
- Distinguish between hard and soft water
- Show interest in water hardness

- Add soap to distilled water and tap water
- Observe lathering and formation of scum
- Discuss the difference between hard and soft water

Why is hard water preferred for drinking?

- Oxford Integrated Science pg. 33
- Distilled water
- Tap water
- Soap solution
- Beakers
- Oxford Integrated Science pg. 34
- Water samples
- Conical flasks
- Burette

- Observation - Oral questions - Written test

Mixtures, Elements and Compounds

Water hardness - Differences between hard and soft water
Water hardness - Advantages of water

By the end of the lesson, the learner should be able to:

- Describe the differences between hard and soft water
- Explain the ions responsible for water hardness
- Appreciate differences between hard and soft water

- Review results from previous experiment
- Discuss ions responsible for water hardness
- Summarize differences between hard and soft water

What causes water to be hard?

- Oxford Integrated Science pg. 34
- Previous experimental results
- Charts
- Digital resources
- Oxford Integrated Science pg. 35
- Textbooks

- Observation - Oral questions - Written test

Mixtures, Elements and Compounds

Water hardness - Disadvantages of hard water
Water hardness - Methods of softening

By the end of the lesson, the learner should be able to:

- Outline disadvantages of hard water
- Explain effects of hard water on appliances
- Show interest in water hardness

- Research disadvantages of hard water
- Observe kettle with scale formation
- Discuss effects of hard water on soap usage

How does hard water affect household appliances?

- Oxford Integrated Science pg. 36
- Kettle with scale
- Digital resources
- Textbooks
- Oxford Integrated Science pg. 37
- Charts

- Observation - Oral questions - Written test

Mixtures, Elements and Compounds

Water hardness - Softening by boiling
Water hardness - Softening by distillation

By the end of the lesson, the learner should be able to:

- Soften hard water by boiling
- Test effectiveness of boiling in water softening
- Apply water softening skills

- Boil hard water samples
- Test lathering ability before and after boiling
- Compare and discuss results

How effective is boiling in softening hard water?

- Oxford Integrated Science pg. 38
- Hard water samples
- Source of heat
- Soap solution
- Test tubes
- Oxford Integrated Science pg. 39
- Distillation apparatus

- Observation - Oral questions - Practical assessment

Mixtures, Elements and Compounds

Water hardness - Softening using washing soda
Water hardness - Applications

By the end of the lesson, the learner should be able to:

- Soften hard water using washing soda
- Test effectiveness of chemical treatment
- Apply water softening skills

- Add washing soda to hard water
- Filter the mixture
- Test lathering ability of filtrate
- Compare and discuss results

How effective are chemicals in softening hard water?

- Oxford Integrated Science pg. 40
- Hard water samples
- Washing soda
- Filter funnel and paper
- Soap solution
- Oxford Integrated Science pg. 41
- Digital resources
- Textbooks
- Charts

- Observation - Oral questions - Practical assessment

Mixtures, Elements and Compounds

Water hardness - Summary
Water hardness - Applications of knowledge

By the end of the lesson, the learner should be able to:

- Summarize physical properties of water
- Summarize differences between hard and soft water
- Show confidence in knowledge about water hardness

- Review physical properties of water
- Discuss differences between hard and soft water
- Create summary notes

Why is understanding water hardness important?

- Oxford Integrated Science pg. 43
- Previous notes
- Charts
- Textbooks
- Real-life scenarios

- Observation - Oral questions - Written test

Mixtures, Elements and Compounds
Living Things and their Environment

Water hardness - Assessment
Nutrition in animals - Types of teeth

By the end of the lesson, the learner should be able to:

- Answer questions on water hardness
- Apply knowledge on water properties and hardness
- Show confidence in knowledge about water hardness

- Attempt questions on water hardness
- Discuss solutions to questions
- Review key concepts

How does understanding water hardness help us make better choices?

- Oxford Integrated Science pg. 44
- Assessment questions
- Previous notes
- Oxford Integrated Science pg. 61
- Model of human skull
- Charts showing types of teeth

- Written test - Observation - Oral questions

Living Things and their Environment

Nutrition in animals - Human digestive system
Nutrition in animals - Digestion in the mouth and stomach

By the end of the lesson, the learner should be able to:

- Identify parts of the human digestive system
- Draw a well-labeled diagram of the digestive system
- Show interest in the human digestive system

- Study chart of human alimentary canal
- Identify parts of the digestive system
- Draw and label the digestive system

How is food digested in the human body?

- Oxford Integrated Science pg. 63
- Chart showing the human alimentary canal
- Model of human digestive system
- Oxford Integrated Science pg. 64
- Digital resources
- Charts showing digestion

- Observation - Drawings - Oral questions

Living Things and their Environment

Nutrition in animals - Digestion in small intestine
Nutrition in animals - Absorption and assimilation

By the end of the lesson, the learner should be able to:

- Describe digestion in the duodenum and ileum
- Explain the role of the liver and pancreas in digestion
- Show interest in the digestive process

- Discuss the role of bile and pancreatic juice
- Explain digestion in duodenum and ileum
- List the end products of digestion

How is food digested in the small intestine?

- Oxford Integrated Science pg. 65
- Digital resources
- Charts showing digestion in small intestine
- Oxford Integrated Science pg. 66
- Charts showing absorption

- Oral questions - Written exercises - Group presentations

Living Things and their Environment

Nutrition in animals - Egestion
Nutrition in animals - Importance of various modes of nutrition

By the end of the lesson, the learner should be able to:

- Explain the process of egestion
- Describe the fate of indigestible food substances
- Appreciate the role of egestion in nutrition

- Discuss the fate of undigested and indigestible food
- Explain how waste is processed in the colon
- Describe the importance of proper waste elimination

What happens to indigestible food substances?

- Oxford Integrated Science pg. 67
- Science textbooks
- Digital resources
- Oxford Integrated Science pg. 68

- Oral questions - Written exercises - Group discussions

Living Things and their Environment

Nutrition in animals - Assessment
Reproduction in plants - Functions of flower parts

By the end of the lesson, the learner should be able to:

- Attempt questions on nutrition in animals
- Apply knowledge to explain animal nutrition
- Show confidence in their understanding

- Answer assessment questions on animal nutrition
- Discuss solutions to questions
- Review key concepts

How does understanding animal nutrition help explain food processing?

- Oxford Integrated Science pg. 68
- Assessment questions
- Previous notes
- Oxford Integrated Science pg. 72
- Charts showing flower parts
- Flower specimens

- Written test - Peer assessment - Oral questions

Living Things and their Environment

Reproduction in plants - Types of pollination
Reproduction in plants - Adaptations to insect pollination

By the end of the lesson, the learner should be able to:

- Differentiate between self and cross-pollination
- Discuss characteristics of each type
- Appreciate the diversity in pollination

- Study charts showing types of pollination
- Discuss differences between self and cross-pollination
- Identify examples of each type

What are the different types of pollination?

- Oxford Integrated Science pg. 73
- Charts showing pollination
- Digital resources
- Oxford Integrated Science pg. 74
- Insect-pollinated flowers
- Hand lens
- Charts

- Oral questions - Written exercises - Group discussions

Living Things and their Environment

Reproduction in plants - Adaptations to wind pollination
Reproduction in plants - Effects of agrochemicals on pollination

By the end of the lesson, the learner should be able to:

- Identify adaptations of flowers to wind pollination
- Explain how these adaptations aid pollination
- Compare wind and insect pollination adaptations

- Collect wind-pollinated flowers
- Observe and identify adaptations
- Draw and label wind-pollinated flowers
- Compare with insect-pollinated flowers

How are flowers adapted to wind pollination?

- Oxford Integrated Science pg. 75
- Wind-pollinated flowers (grass)
- Charts showing wind pollination
- Hand lens
- Oxford Integrated Science pg. 76
- Science textbooks
- Magazines
- Digital resources

- Observation - Drawings - Oral questions - Written report

Living Things and their Environment

Reproduction in plants - Fertilization in flowering plants
Reproduction in plants - Seed and fruit formation

By the end of the lesson, the learner should be able to:

- Describe fertilization in flowering plants
- Explain the process of pollen tube growth
- Appreciate the complexity of fertilization

- Read and discuss fertilization process
- Explain pollen tube growth and gamete fusion
- Describe steps from pollination to fertilization

How does fertilization occur in flowering plants?

- Oxford Integrated Science pg. 77
- Charts showing fertilization
- Digital resources
- Oxford Integrated Science pg. 78
- Charts showing fruit development
- Fruit specimens

- Oral questions - Written exercises - Group discussions

Living Things and their Environment

Reproduction in plants - Fruit and seed dispersal
Reproduction in plants - Importance of fruit and seed dispersal

By the end of the lesson, the learner should be able to:

- Categorize fruits and seeds based on dispersal methods
- Identify adaptive features for dispersal
- Appreciate adaptations for survival

- Collect different fruits and seeds
- Identify adaptive features for dispersal
- Group fruits and seeds by dispersal method
- Study photographs of dispersal adaptations

How are fruits and seeds adapted for dispersal?

- Oxford Integrated Science pg. 80
- Various fruits and seeds
- Charts showing dispersal methods
- Oxford Integrated Science pg. 82
- Plants in school compound
- Pictures of seedling distribution

- Observation - Classification activities - Oral questions - Written report

Living Things and their Environment

Reproduction in plants - Role of flowers in nature
Reproduction in plants - Assessment

By the end of the lesson, the learner should be able to:

- Discuss the role of flowers in nature
- Explain ecological importance of flowers
- Appreciate the significance of flowers

- Read and discuss roles of flowers in nature
- Discuss flower roles in reproduction and ecology
- List benefits of flowers to humans and animals

What is the role of flowers in nature?

- Oxford Integrated Science pg. 83
- Digital resources
- Flower specimens
- Oxford Integrated Science pg. 84
- Assessment questions
- Previous notes

- Oral questions - Written exercises - Group presentations

Living Things and their Environment

The interdependence of life - Biotic components
The interdependence of life - Interrelationships between biotic components

By the end of the lesson, the learner should be able to:

- Identify biotic components of the environment
- Observe interactions between living things
- Show interest in biotic interactions

- Observe living things in school compound
- Identify interactions between organisms
- List the names of different living things observed

What are the biotic components of the environment?

- Oxford Integrated Science pg. 91
- School compound
- Digital resources
- Oxford Integrated Science pg. 92
- English dictionary
- Photographs of interactions

- Observation - Oral questions - Written exercises

Living Things and their Environment

The interdependence of life - Effects of biotic factors
The interdependence of life - Abiotic components

By the end of the lesson, the learner should be able to:

- Explain effects of biotic factors on organisms
- Discuss parasitism, competition, predation and symbiosis
- Show interest in ecological relationships

- Read and discuss effects of biotic factors
- Explain how different relationships affect organisms
- Present findings to class

How do biotic factors affect living organisms?

- Oxford Integrated Science pg. 94
- Science textbooks
- Digital resources
- Oxford Integrated Science pg. 96
- Photographs of plants in different environments

- Oral questions - Written exercises - Group presentations

Living Things and their Environment

The interdependence of life - Energy flow (Food chains)
The interdependence of life - Energy flow (Food webs)

By the end of the lesson, the learner should be able to:

- Construct simple food chains
- Identify trophic levels in a food chain
- Show interest in energy flow in ecosystems

- Take a nature walk to identify organisms
- Arrange organisms based on feeding relationships
- Show energy flow using arrows
- Identify trophic levels

How does energy flow through an ecosystem?

- Oxford Integrated Science pg. 99
- School neighborhood
- Charts showing food chains
- Oxford Integrated Science pg. 100
- Charts showing food webs
- Digital resources

- Observation - Drawings - Written exercises - Oral questions

Living Things and their Environment

The interdependence of life - Role of decomposers
The interdependence of life - Recycling nutrients

By the end of the lesson, the learner should be able to:

- Discuss the role of decomposers in an ecosystem
- Explain how decomposers clean up the ecosystem
- Show interest in decomposition

- Study pictures of decomposition
- Identify organisms growing on a tree stump
- Discuss the role of decomposers
- Explain importance of decomposition

What is the role of decomposers in an ecosystem?

- Oxford Integrated Science pg. 102
- Pictures of decomposition
- Digital resources
- Chart showing nutrient recycling
- Science textbooks

- Oral questions - Written exercises - Group discussions

Living Things and their Environment

The interdependence of life - Effects of human activities
The interdependence of life - Effects of human activities on environment

By the end of the lesson, the learner should be able to:

- Identify human activities that affect the environment
- Discuss positive and negative effects of activities
- Show concern for environmental conservation

- Study charts showing human activities
- Identify activities in photographs
- List human activities affecting environment
- Categorize activities as positive or negative

How do human activities affect the environment?

- Oxford Integrated Science pg. 103
- Charts showing human activities
- Photographs
- Digital resources
- Oxford Integrated Science pg. 104
- Science textbooks
- Journals

- Oral questions - Written exercises - Group discussions

Living Things and their Environment

The interdependence of life - Importance of interdependence
The interdependence of life - Assessment

By the end of the lesson, the learner should be able to:

- Discuss importance of interdependence
- Explain benefits of living and non-living interactions
- Appreciate the significance of interdependence

- Read conversation about interdependence
- Identify importance of living and non-living interactions
- Discuss benefits of interdependence
- Present findings to class

Why is the interdependence between living and non-living components important?

- Oxford Integrated Science pg. 105
- Digital resources
- Science textbooks
- Oxford Integrated Science pg. 107
- Assessment questions
- Previous notes

- Oral questions - Written exercises - Group presentations

Force and Energy

Curved mirrors - Types of curved mirrors
Curved mirrors - Terms associated with curved mirrors

By the end of the lesson, the learner should be able to:

- Identify different types of curved mirrors
- Differentiate between concave, convex and parabolic mirrors
- Show interest in curved mirrors

- Cut out an orange section as instructed
- Make reflecting surfaces using aluminum foil
- Compare reflecting surfaces with concave and convex mirrors
- Discuss types of curved mirrors

How are curved mirrors used in day-to-day life?

- Oxford Integrated Science pg. 111
- Orange, aluminum foil, knife
- Concave and convex mirrors
- Oxford Integrated Science pg. 113
- Charts with illustrations

- Observation - Oral questions - Practical skills assessment

Force and Energy

Curved mirrors - Principal focus and focal length
Curved mirrors - Focal length of a concave mirror

By the end of the lesson, the learner should be able to:

- Explain the meaning of principal focus and focal length
- Identify focal plane
- Appreciate the relationship between radius and focal length

- Study diagrams showing principal focus
- Discuss how parallel rays are reflected
- Investigate how concave and convex mirrors reflect light differently

What is the relationship between the focal length and radius of curvature?

- Oxford Integrated Science pg. 114
- Concave and convex mirrors
- Charts on curved mirrors
- Oxford Integrated Science pg. 115
- Concave mirror
- Mirror holder
- Screen
- Meter rule

- Oral questions - Written exercises - Group discussions

Force and Energy

Images formed by concave and convex mirrors - Using a screen
Images formed by concave and convex mirrors - Special rays

By the end of the lesson, the learner should be able to:

- Locate images formed by concave mirrors using a screen
- Determine image positions for different object positions
- Demonstrate real and virtual images

- Determine focal length of concave mirror
- Place burning candle at different positions
- Adjust screen position to see clear image
- Record positions and characteristics of images

What kinds of images are formed by concave mirrors at different positions?

- Oxford Integrated Science pg. 116
- Concave mirror
- Mirror holder
- Burning candle
- Screen
- Oxford Integrated Science pg. 118
- Geometrical set
- Chart paper
- Ruler

- Observation - Practical skills - Written records - Group work

Force and Energy

Images formed by concave and convex mirrors - Ray diagrams (concave)
Images formed by concave and convex mirrors - Ray diagrams (convex)

By the end of the lesson, the learner should be able to:

- Locate images using ray diagrams
- Draw accurate ray diagrams for concave mirrors
- Show confidence in ray diagram construction

- Draw principal axis and represent concave mirror
- Mark object position and focus
- Draw rays using special rays method
- Locate image position through ray intersection

How can we use ray diagrams to locate images formed by concave mirrors?

- Oxford Integrated Science pg. 120
- Geometrical set
- Chart paper
- Graph paper
- Oxford Integrated Science pg. 121

- Drawings - Accuracy of ray diagrams - Written explanations

Force and Energy

Images formed by concave and convex mirrors - Graphical method
Images formed by concave and convex mirrors - Characteristics of images

By the end of the lesson, the learner should be able to:

- Locate images using graphical construction
- Use graph paper for accurate measurements
- Appreciate the precision of graphical method

- Read the worked example
- Draw accurately to scale on graph paper
- Calculate image position and size
- Verify results by measurements

How does graphical construction provide more accurate image locations?

- Oxford Integrated Science pg. 124
- Graph paper
- Geometrical set
- Ruler
- Calculator
- Previous ray diagrams
- Reference charts
- Table templates

- Accuracy of drawings - Calculations - Written explanations

Force and Energy

Images formed by concave and convex mirrors - Applications of concave mirrors
Images formed by concave and convex mirrors - Applications of convex mirrors

By the end of the lesson, the learner should be able to:

- Explain uses of concave mirrors in daily life
- Relate mirror properties to specific applications
- Appreciate the practical value of concave mirrors

- Discuss uses of concave mirrors in dentistry and salons
- Explain how the mirror properties serve these functions
- Study images of concave mirrors in use
- Research additional applications

Why are concave mirrors used in specific applications?

- Oxford Integrated Science pg. 126
- Pictures of mirrors in use
- Digital resources
- Sample applications
- Oxford Integrated Science pg. 127

- Oral presentations - Written explanations - Group discussions

Force and Energy

Curved mirrors - Applications of parabolic mirrors
Curved mirrors - Project work

By the end of the lesson, the learner should be able to:

- Explain uses of parabolic mirrors in daily life
- Describe how parabolic reflectors work
- Appreciate technological applications

- Discuss how parabolic mirrors focus light
- Explore applications in torches, headlights
- Investigate solar concentrators
- Research additional applications

How are parabolic mirrors used in technology?

- Oxford Integrated Science pg. 128
- Pictures of parabolic reflectors
- Digital resources
- Sample applications
- Oxford Integrated Science pg. 129
- Environment observations
- Table template

- Oral presentations - Written explanations - Project work

Force and Energy

Curved mirrors - Assessment
Waves - Meaning of waves

By the end of the lesson, the learner should be able to:

- Answer questions on curved mirrors
- Draw ray diagrams for image formation
- Show confidence in knowledge application

- Answer assessment questions
- Draw ray diagrams for curved mirrors
- Explain image characteristics
- Relate mirror types to applications

How can we apply our knowledge of curved mirrors to solve problems?

- Oxford Integrated Science pg. 129
- Assessment questions
- Graph paper
- Geometrical set
- Oxford Integrated Science pg. 130
- Dictionary
- Science textbooks
- Digital resources

- Written test - Diagrams - Explanations

Force and Energy

Waves - Generation of waves in water
Waves - Generation of waves in rope and springs

By the end of the lesson, the learner should be able to:

- Demonstrate the generation of water waves
- Explain how energy is transferred
- Show interest in wave production

- Strike water surface in a basin
- Observe ripples formed
- Identify source of energy
- Discuss energy transfer

How are waves generated in water?

- Oxford Integrated Science pg. 131
- Large basin with water
- Stick
- Visual aids
- Oxford Integrated Science pg. 132
- Rope (3m)
- Slinky spring
- Speaker
- Paper strip

- Observation - Practical skills - Oral explanations

Force and Energy

Waves - Classification of waves
Waves - Parts of a wave

By the end of the lesson, the learner should be able to:

- Classify waves as transverse or longitudinal
- Differentiate between the two wave types
- Give examples of each wave type

- Read and discuss information on wave types
- Identify differences between transverse and longitudinal waves
- List examples of each wave type
- Draw diagrams to illustrate each type

How are waves classified?

- Oxford Integrated Science pg. 133
- Text resources
- Charts showing wave types
- Digital resources
- Oxford Integrated Science pg. 134
- Rope (3m)
- Slinky spring
- Meter rule

- Oral explanations - Written classifications - Diagrams

Force and Energy

Waves - Wave terms
Waves - Wave equations

By the end of the lesson, the learner should be able to:

- Define wave terms: amplitude, wavelength, frequency, period
- Identify these properties on wave diagrams
- Show interest in wave physics

- Study diagrams showing wave parts
- Identify amplitude, wavelength on diagrams
- Discuss meaning of frequency and period
- Identify points in phase on a wave

How are the parts of a wave measured and described?

- Oxford Integrated Science pg. 136
- Charts showing wave diagrams
- Tables of wave terms
- Digital resources
- Wave equation reference
- Calculator
- Problem sets

- Oral explanations - Written definitions - Diagrams - Quizzes

Force and Energy

Waves - Straight line motion
Waves - Bending of waves

By the end of the lesson, the learner should be able to:

- Demonstrate that waves travel in straight lines
- Set up experiments to show straight line propagation
- Apply knowledge to real situations

- Set up cardboards with holes aligned
- Observe light through holes
- Displace one cardboard to block light
- Explain observations

How can we demonstrate that waves travel in straight lines?

- Oxford Integrated Science pg. 138
- Cardboards
- Wooden blocks
- Candle
- Matches
- Oxford Integrated Science pg. 139
- Glass block
- Water container
- Light source
- Diagrams

- Observation - Practical skills - Explanations - Group work

Force and Energy

Waves - Movement around objects
Waves - Remote sensing meaning

By the end of the lesson, the learner should be able to:

- Demonstrate movement of waves around objects
- Set up experiment with pencil slit
- Explain diffraction pattern

- Create slit using two pencils
- Shine light through the slit
- Observe pattern on white paper
- Explain how light moves around edges

What happens when waves encounter small openings?

- Oxford Integrated Science pg. 139
- Two pencils
- Rubber bands
- White paper
- Light source
- Oxford Integrated Science pg. 140
- Dictionary
- Images of remote sensing
- Digital resources

- Observation - Practical skills - Diagrams - Explanations

Force and Energy

Waves - Remote sensing process
Waves - Applications in communication

By the end of the lesson, the learner should be able to:

- Describe remote sensing in relation to waves
- Explain transmission of waves in sensing
- Appreciate technological applications

- Read and discuss technician's notes
- Identify stages of remote sensing
- Discuss transmission of waves from objects
- Explain role of ground stations

How does remote sensing use waves?

- Oxford Integrated Science pg. 141
- Diagrams of remote sensing
- Digital resources
- Manila papers
- Felt pens
- Oxford Integrated Science pg. 143
- Images of communication devices
- Chart paper

- Oral presentations - Written explanations - Diagrams - Group work

Force and Energy

Waves - Applications in medicine
Waves - Other applications

By the end of the lesson, the learner should be able to:

- Describe applications of waves in medicine
- Explain ultrasound, X-rays, MRI
- Appreciate medical technology

- Discuss medical imaging techniques
- Explain how ultrasound creates images
- Learn about X-rays, CT scans and MRIs
- Research uses in cancer treatment

How are waves used in medical diagnosis and treatment?

- Oxford Integrated Science pg. 144
- Images of medical equipment
- Digital resources
- Chart paper
- Oxford Integrated Science pg. 145
- Images of applications

- Oral presentations - Written explanations - Group projects

Force and Energy

Waves - Assessment

By the end of the lesson, the learner should be able to:

- Answer questions on waves
- Apply knowledge to solve problems
- Show confidence in understanding

- Answer assessment questions
- Solve wave equation problems
- Explain wave characteristics
- Relate to applications

How can we apply our knowledge of waves to solve problems?

- Oxford Integrated Science pg. 146
- Assessment questions
- Calculator
- Previous notes

- Written test - Calculations - Explanations