Gcse Scheme of Work

1

GCSE SCIENCE: PHYSICS

Specification B 3451

Scheme of Work

Version 1.0

summer 2002

AQA 2002

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Registered address Addleshaw Booth & Co., Sovereign House, PO Box 8, Sovereign Street, Leeds LS1 1HQ.

AQA was formed by the merger of the Associated Examining Board (AEB)/Southern Examining Group (SEG) and the Northern Examinations and Assessment Board (NEAB).

Kathleen Tattersall Director General.

GCSE Physics B 3451 Version 1.0 AQA 2002

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Introduction

The Schemes of Work were written by practising teachers and are intended as an overview for Science teachers to check or prepare their own

schemes of work and lesson plans. It is envisaged that teachers could tailor the Schemes to use within their own centres, for example, by adding

their own preferred activities and resources.

The units of the Schemes of Work are numbered according to the direct reference point within the appropriate AQA Specification. For instance, for

Science Double Award Specification A Module 1 is Section 10 in the Specification and therefore the numbering of the units for Module 1 start at

10.1. Likewise for Science Double Award Specification B, the subject content for Sc4 – Physical Processes is given in section 12 of the

specification and consequently the numbering of the units of the Schemes of Work start at 12.1.

It is helpful to use the Schemes of Work alongside the Specification.

The suggested teaching time is given as an indication only; it will depend upon the practices within your centre.

Each unit is prefaced with assumed KS3 knowledge and links to other areas under the Prior Learning/context heading.

Within the Schemes of Work, material that applies to the Higher tier only is given in Italic typeface.

Possible Teaching Activities covering Ideas and Evidence are shown by a �� to complement those areas of the Specification.

The Resources for each unit give some suggestions but the list is not meant to be exhaustive. Teachers using these Schemes of Work may have

their own resources that they prefer to use. A link into an overall list of Publishers and helpful website addresses is given at the end of each section.

The AQA Science Department intends to update this information periodically. Please e-mail us with your suggestions at [email protected]

Contributors:

Deirdre Cawthorne

Marilyn Craddick

John Donneky

Paul Lister

Geoff Puplett

Simon Robinson

Steve Witney

Keith Hirst

[email protected]


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PHYSICAL PROCESSES

ELECTRICITY

10.1 – Potential Difference in Circuits Approximate teaching time: 4 hours.

Prior learning/context

KS3: A current will flow through an electrical component (or device) only if there is a voltage or potential difference (p.d.) across its ends. The bigger the potentialdifference across a component, the bigger the current that flows through it.

Components resist a current flowing through them. The bigger their resistance, the smaller the current produced by a particular voltage, or the bigger the voltageneeded to produce a particular current. The p.d. across a component in a circuit is measured in volts (V) using a voltmeter connected across (in parallel with) the component. The current flowing through a component in a circuit is measured in amperes (A) using an ammeter connected in series with the component.

Pupils will also need to be familiar with the mathematical skills of drawing graphs, calculating gradients and rearranging formulae.

Learning Objectives Possible Teaching Activities Differentiated Learning Outcomes Points to Note/Risk

Assessment

How to build simple circuits and draw andinterpret circuit diagrams using standardsymbols.

As an elicitation exercise pupils could be asked todesign and build circuits to do particular jobs, e.g. 3bulbs with separate switches and a dimmer switch.

For all pupils a matching symbol to name exercise isappropriate.

Knowledge of resistance, current andpotential difference in series and parallelcircuits.

Investigate the current in different places in series andparallel circuits.

Investigate the reading on voltmeters attached todifferent places in series and parallel circuits.

F/H – should know that: current is not usedup but divides at junctions; p.d. is shared inseries circuits but not in parallel circuits;the total p.d. is the sum of the p.d. of eachcell; the current in a circuit depends on thep.d. and the resistance.

The shape of current – voltage graphs forresistors, lamps and diodes.

The use of Ohm’s Law to do simplecalculations.

How the resistance of light dependentresistors and thermistors can be changed.

Investigate the V/I characteristics of wire wound orceramic resistors, 12V lamps and diodes.

Analyse results in terms of Ohm’s Law.Competition: make a 10 ohm resistor.

Investigate L.D.R’s and thermistors.

F/H – should know the Ohm’s Lawequation in the formPD = Current × Resistance.

H – be able to transform the Ohm’s Law

equation.

Resistors and wirescan get very hot!

Possible use of datalogger with p.d. andcurrent sensors.


4

10.1 continued

Suggested Resources Physics for You worksheet: ‘Circuit Diagrams’ (Nelson Thornes). For suitable textbooks see Resources list.

Assessment Opportunities Possible AT1 investigations: How does the current in a circuit depend on the number of bulbs? (Lower ability pupils); How does thevoltage in a circuit depend on the number of cells? (Lower ability pupils); What factors affect the resistance of a length of wire? (Allabilities).

Homework Suggestions Drawing and interpreting circuit diagrams. Drawing and interpreting graphs of experimental results. Routine calculations based on Ohm’sLaw. Consider/research uses of L.D.R’s and thermistors.


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10.2 – Energy in Circuits Approximate teaching time: 2 hours.


KS3: As an electric current flows through a circuit, energy is transferred from the battery or power supply to the components in the electrical circuit. Unit 10.4 includes work on: changing electrical energy into other forms; power = energy/time. Unit 10.5 includes work on the nature of an electric current.


Assessment

An electric current is a flow of charge.

Power = potential difference × current

Energy transferred = potential difference

× charge

Charge = current × time

Revise module 9 work on energy and power.

Teach students the equations appropriate to theirability.

Students measure the power of various low voltageappliances, eg immersion heater, lamps, motors.

Students compare the heating effect of differentvoltage/current combinations using immersionheaters, relating the results to the power involved.

Demonstrate the standard ‘oscillating ball between

high voltage plates’ experiment to establish that

current is a flow of charge.

Suggested Resources Physics for You worksheet: ‘Electrical Power’ (Nelson Thornes). For suitable textbooks see Resources list.

Assessment Opportunities

Homework Suggestions Calculations based on P = VI. Calculations based on E = VQ and Q = It.


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10.3 – Mains Electricity Approximate teaching time: 3 hours.


KS3: Work on mains electricity. Unit 10.4 includes work on the cost of electricity. Unit 10.13 includes work on frequency and CRO wave traces. Unit 10.25 covers the mechanism of circuit breakers.


Assessment

The dangers of mains electricity. Consider the situations where mains electricity can bedangerous.

The safe wiring of plugs. Consider the materials plugs and cables are madefrom.

Practice wiring a 3 pin plug.

The action of fuses and the need to choosea fuse of the correct current rating.

Investigate the effect of varying the current throughdifferent fuse wires.

Dangers of mainselectricity. Plugs forpupil wiring must beadapted to preventinsertion into a mainssocket, eg by havinga rivet through theearth pin.

The need for earthing for metal appliances. Consider why some appliances have an earth wire andsome do not. Watch a video about fuses and earths.

The difference between alternating current(a.c.) and direct current (d.c.).

Demonstrate a.c. and d.c. with a CRO, showing howto calculate the frequency and peak voltage.

The potential difference on live and neutral

terminals of the mains.

Demonstrate these potential differences with a CRO.

Suggested Resources Video ‘Electricity in the home’ (Physics in Action) is old but good on dangers, fuses and earths. Physics for You worksheet: ‘Wiring aPlug’ (Nelson Thornes). For suitable textbooks see Resources list.


Homework Suggestions


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10.4 – The Cost of Using Electrical Appliances Approximate teaching time: 4 hours.


KS3: Knowledge of energy forms and energy transfers and the newton as a unit of force. Work and mass/weight links to units 10.8, 10.9 and 10.24. Electrical power (P = VI) links to unit 10.2.


Assessment

The energy changes associated withelectrical devices.

Brainstorm uses of electricity.

Describe electrical devices, eg radio, motor, fan,lamp, heater, dynamo, computer, in terms of energytransfer.

Remind pupils aboutthe dangers of mainselectricity, includingwet hands.

How to calculate power of an appliance. Investigation using 12 volt immersion heaters,changing the voltage and the time taken, comparingtemperature rises. A joule meter could be included inthe circuit. Alternatively demonstrate two electrickettles of different power ratings, timing the boilingof a fixed volume of water.

Use a light sensor/data logger to compare the lightoutput of different power filament light bulbs.

Discussion leading to power = energy/time.Introduce watts and kilowatts.

F/H – should be able to calculate powerusing P = E/t

How the cost of domestic electricity iscalculated.

Survey the class to see if they know the relative costsof running different electrical appliances.

Examine a domestic electricity meter.

Examine electricity bills. Teacher explanation: units(kilowatt hours).


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10.4 continued

Suggested Resources Physics For You worksheets: ‘Energy Experiments’ and ‘The Cost of Electricity (Nelson Thornes). For suitable textbooks see Resourceslist.

Assessment Opportunities Questions based on energy changes in electrical devices. Questions based on the mathematics of power and energy. Questions based oncalculating the costs of using different appliances for varying times.

Homework Suggestions Survey home for all electrical energy transfer devices, specifying the energy change. Construct a list of electrical devices, their functionand energy changes, and research how the jobs were done before the discovery of electricity. Find out the power of various items, forexample by looking for ‘watts’ on electrical items at home. Illustrate with bar charts. Questions based on calculations using

GPE = weight × height.


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10.5 – Electric Charge Approximate teaching time: 4 hours.


Some knowledge of electrons and protons. Knowledge of atomic structure and ions and the nature of an electric current. Chemistry units 10.5 and 10.9 include work on electrolysis.


Assessment

Static charge and how it is caused. Investigate the effect of a rubbed polythene rod onbits of paper, a stream of water, an electroscope.

Investigate the effect of charged polythene andacetate rods on each other.

Demonstration of Van der Graaf generator to showthe repulsion of like charges and sparking.

Explain the results in terms of charges and movingelectrons.

F/H – be able to explain commonelectrostatic effects in terms of charges andthe movement of electrons.

The use of electrostatic charge inphotocopiers and computer printers.

Consider the occasions where static electricity is metin everyday life.

The dangers of static electricity. Research the dangers of static electricity and theprecautions necessary in particular situations, egrefuelling.

F/H – explain why static electricity isdangerous and how it can be dischargedsafely.

H – the greater the charge on an object the

greater the p.d. between that object and

earth.

In solid conductors an electric current is aflow of electrons.

H – metals conduct because electrons can

flow freely throughout the metal structure.

Some chemicals conduct electricity whenmelted or dissolved in water. The currentis carried by ions.

The activities and approach in this section will

depend on whether Chemistry units 10.5 and 10.9

have been taught and the activities included in

them.

F/H – liquids conduct if they contain ions;this causes new chemicals to be produced;this is called electrolysis.


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10.5 continued


Assessment

Chemical reactions occur at the electrodes. Students can test various liquids to see whichconduct.

Demonstrate Hoffman voltameter containing acidifiedwater.

Students can electrolyse simple electrolytes e.g. salt,copper chloride etc.

Copper compoundsare harmful.

During electrolysis the mass and/or volume

of the substances formed is proportional to

the current and the time.

Use copper voltameters to investigate mass changes

during electrolysis of copper sulphate solution.

H – the mass and/or volume of the products

is proportional to the current and the time.

Copper compounds

are harmful.

Suggested Resources Physics for You worksheet: ‘Investigating Electroplating’ (Nelson Thornes). For suitable textbooks see Resources list.

Assessment Opportunities Possible AT1 investigation (lower abilities): Investigate the factors which affect the charge on a rubbed polythene rod. Pupils can changenumber of rubs, type of rod, type of cloth. Possible AT1 investigation (higher abilities): Investigate the factors which affect the masschanges at the electrodes when copper sulphate solution is electrolysed with copper electrodes.

Homework Suggestions Research thunder and lightning.


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10.6 – Control in Circuits Approximate teaching time: 13 - 16 hours.


KS3: When a switch is closed (on) a current can flow through it.When a switch is open (off) a current cannot flow through it.Switches control devices in simple circuits.

Current is measured using an ammeter. (Links with unit 10.1)Ammeters are always connected in series. (Links with unit 10.1)An electromagnet is made by passing a current through a coil of wire wrapped around a piece of iron. (Links with unit 10.26) A processor takes information from input sensors and decides what action is needed. When two resistors are joined in series with a power supply, the voltage of the power supply is shared across the two resistors. (Links with unit 10.1) Some control circuits include a time delay. The symbol for an LDR. (Links with unit 10.1)

Why a relay is used in the circuit.

This unit looks at a specific circuit and students should be able to explain what causes the output device to operate and how to modify the circuit for a different job.


Assessment

Electronic control systems can switchdevices on or off automatically.

Give students a number of simple circuits and askthem to explain the effect that closing differentswitches has on the output devices.

The current through a circuit can becontrolled using a fixed or variable resistor.

Students investigate the effect of different value fixedresistors and a variable resistor on the current in acircuit.

Discuss the use of a variable resistor as a dimmerswitch or volume control for a radio.

All students should be able to identify thevalue of a resistor from its colour code.Some students who have made moreprogress will be able to use the tolerance tocalculate the maximum and minimumvalues.

Be able to use the resistor colour code. Use the resistor colour code to identify the value of anumber of fixed resistors.


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10.6 continued


Assessment

Be able to identify the three parts of anelectronic system:

the input sensors;the processor;the output device.

Processors can be made using logic gates.

Students set up a variety of control circuits using arange of input sensors:

Thermistors,

LDRs,

switches responding to tilt, magnetic fields ormoisture,

and output devices:

buzzers,

motors,

heaters.

Demonstrate the action of an AND gate using twoswitches in series with a lamp and power supply.

Demonstrate the action of an OR gate using twoswitches in parallel.

Demonstrate the action of a NOT gate.

All students when presented with a blockdiagram should be able to identify the threeparts of the system; describe what each partdoes and what the system does. Somestudents who have made more progress willbe able to modify the system to perform adifferent function.

A relay can be used as a switch.

Recall the symbol for a relay switch and anLED.

Set up a circuit to switch on an electric motor (orother output device) using a relay.


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10.6 continued


Assessment

Processors can be made using acombination of logic gates.

The input/output of a logic gate isrepresented by either a 1 or 0.

Truth tables are used to show the way alogic gate behaves.

Recall the symbol for an AND gate, an ORgate and a NOT gate.

Use truth tables to determine the output ofa combination of up to three logic gates.

Consider a number of control circuits that use acombination of logic gates as the processor.

If suitable equipment is available some examplesshould be set up practically.

Draw up a truth table for each circuit.

Use the truth tables to analyse the action of eachcircuit.

All students should be able to draw up thetruth table for a single gate, most studentsshould be able to analyse a circuitinvolving a combination of two gates.Those students making most progress willbe able to determine the output of acombination of three gates and use truthtables to represent problems stated inwords.

Two resistors joined in series can be usedas a potential divider.

Changing the value of the resistors allowsany fraction of the supply voltage to beobtained.

A potential divider can be used to ensurethat an input sensor provides the correctinput to the processor of the control circuit.

Be able to calculate the output voltage of apotential divider using the equation:

)R R(

)(RV V

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2

inout +×=

Set up a potential divider using two fixed valueresistors. Measure the voltage across each resistor.Show the effect of changing the value of one of theresistors.

Replace one fixed resistor with a variable resistor.Connect a lamp across either resistor, show the effectof changing the value of the variable resistor.

Use an LDR and/or a thermistor instead of the fixedresistor. Measure the voltage across the variableresistor. Show the effect of both environmentalchanges and changes to the value of the resistor. Linkthis to the idea of switching on a processor at aparticular light intensity or temperature.


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10.6 continued


Assessment

Recall the symbol for a capacitor.

A capacitor stores charge.

A capacitor can be used in a circuit to givea time delay.

Brainstorm students for examples of circuits thatinclude a time delay, for example a burglar alarm.

Demonstrate a simple capacitor charging circuit.Show how the p.d. across the capacitor increases ascharge flows to the capacitor. Discharge the capacitorthrough a resistor, show how the p.d. across thecapacitor changes.

Show the effect on the time taken for the capacitor tocharge/discharge of changing the resistance of thecircuit and the value of the capacitor.

Use only a lowvoltage supply tocharge a capacitor.

Care should be takenwhen discharging acapacitor. Dischargethrough a high valueresistor.

Explain how a capacitor can be used as an

‘input sensor’ for a time delay switch.

Use a capacitor as one part of a potential divider.

Show how the capacitor can delay the action of an

output device or give a time delay before an ouput

device switches off. Include a switch to reset the time

delay.

The function of each of the components

shown in the light dependent switch circuit.

A transistor can act as a switch.

When the relay switches off a diode is

needed to protect the transistor.

Students either construct a working version of the

circuit or use ‘paper components’ to build a

representation.

At each stage students should explain the purpose of

the components in the circuit.

HT – all students should be able to

interpret and explain the given light

dependent switch circuit.

Explain how to modify the given light

dependent switch circuit to do a different

specific job.

Students can be asked to modify the given circuit in a

number of different ways, for example to switch on a

heater when the temperature falls to a specific value,

to switch on a water sprinkler when the soil in a

greenhouse becomes too dry etc.

HT – most students should be able to

modify the circuit to do a different specific

job.


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10.6 continued


Assessment

Realise that as with any other technology,

using electronic systems has some

advantages and some disadvantages. ��

Brainstorm students for examples of electronic

systems that are in common use. The list should

include: CCTV; mobile telephones; Internet. For

each system ask students to consider both the

advantages and the disadvantages to both the

individual and society of using that particular system.

Students could present information in the form of

posters, flow charts or mind maps.

This could be set as a research project. Students

could prepare either a written report or present a

short verbal report to the group.

Suggested Resources Commercial electronics kits. IT – Crocodile Physics. Range of capacitors and fixed value resistors, voltmeter, low voltage d.c. powersupply. Commercial components/kits or photocopies of individual components produced on card. Internet search. For suitable textbookssee Resources list.

Assessment Opportunities Ability to complete circuits from a circuit diagram. Quantitative examples related to the use of the resistor colour code. Ability todescribe the action of a control circuit. The ability of a student to modify the circuit to do a different job.

Homework Suggestions Completion of topic questions. Find examples of control circuits that include either a variable resistor or a relay switch. Analyse differentcircuits to determine the conditions under which an output device will function. Draw a truth table to represent a particular problem (forexample a heater that only comes on when it is dark and cold). Draw different circuits (based on the one given) to do different jobs.Research different types of electronic systems. Outline the advantages and disadvantages of each system.


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FORCES AND MOTION

10.7 – Representing and Measuring Motion Approximate teaching time: 3 hours.


KS3: For an object moving at a steady speed in a straight line, the distance it travels and the time it takes are related as shown:

speed (metre/second, m/s) = s)(second, taken time

m)(metre, travelleddistance

Links with maths – gradients, calculating area.


Assessment

Distance-time graphs. Use graphs to show constant speed and stationaryobjects.

Velocity. Use a student moving round the class to demonstrate+ve, -ve and zero velocity.

Velocity-time graphs. Compare to distance-time graphs.

Use to show constant velocity and constantacceleration.

F – difficulty distinguishing betweendistance-time and velocity-time graphs.

Calculation of acceleration. Use of electric stop clock to measure acceleration offree fall.Use of ticker timer.

F – difficulty understanding units – m/s/s.

Gradient of velocity-time graph represents

acceleration.

Area under velocity-time graph represents

distance travelled.

Measure/calculate gradients of and area under

example graphs.

H – should plot and interpret graphs from

given data.

Suggested Resources Suitable worksheet on distance-time graphs. For suitable textbooks see Resources list.

Assessment Opportunities H - Investigate the relationship between force, mass and acceleration.

Homework Suggestions Summarise the movement of a Grand Prix car in terms of speed and velocity on a given track.


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10.8 – Forces and Acceleration Approximate teaching time: 2 hours.


KS3: The forces acting on an object may cancel each other out (balance). When an object rests on a surface: the weight of the object exerts a downward force on thesurface; the surface exerts an upwards force on the object; the sizes of the two forces are the same.


Assessment

Balanced and unbalanced forces. Use of two spring balances in tug of war.

Investigate the pairs of forces at work when you startto walk, release a blown up balloon, set off a plasticwater rocket etc.

Force = mass × acceleration Use a trolley with a ticker timer. Vary the mass of the

trolley and the force using elastic bands.

Suggested Resources For suitable textbooks see Resources list.

Assessment Opportunities Throughout the unit, use spreadsheets for modelling or data analysis. Also use software simulations to confirm/cement understanding.Investigate force = mass × acceleration as Sc1 task.

Homework Suggestions Consider pairs of forces in other examples, eg resting a book on a table, resting an elbow on the table, firing a gun. Write a plan, analysis

and evaluation of investigation.


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10.9 – Frictional Forces and Non-uniform Motion Approximate teaching time: 2 hours.


KS3: A force of friction acts: when an object moves through the air or water; when solid surfaces slide, or tend to slide, across each other. The direction of this force of friction is always opposite to the direction in which the object or surface is moving. Friction causes objects to heat up and to wearaway at their surfaces. The friction between solid surfaces is used in brakes which slow down and stop moving vehicles.

Acceleration due to free fall – unit 10.7. Use of speed time graph for parachutist – unit 10.7. Links with mathematics – use of equations.


Assessment

Relationship between speed, braking forceand stopping distance.

Overall stopping distance.

Consider stopping distance as thinking distance +braking distance. Consider how cars will brake indifferent scenarios.

Action of friction on moving objects. Compare a sliding can to a rolling can.

Use bar magnets on rough/smooth surfaces. Compareworn/new shoes.

Rub hands together – heating.

Consider the effects of driving force and friction onthe speed of a car.

Acceleration of a falling body. Compare vertical and horizontal motion using twocoins.

Terminal velocity. Compare terminal velocities for a skydiver in free falland using a parachute.

Suggested Resources Worksheet on terminal velocities. For suitable textbooks see Resources list.

Assessment Opportunities Throughout the unit, use spreadsheets for modelling or data analysis. Also use software simulations to confirm/cement understanding.

Homework Suggestions Write a scenario comparing a well maintained car in ideal conditions with a poorly maintained car in wet conditions. Imagine africtionless surface has been invented. What would and wouldn’t you be able to do on it?


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10.10 – Moments and Centre of Mass Approximate teaching time: 5 hours.


KS3: The weight of a pivoted object can have a turning effect. If the pivot passes through its centre of mass, the object does not turn, clockwise or anticlockwise. If a force is applied at a distance from the pivot it has a turning effect (moment). A force has a greater turning effect (moment): the greater the size of the force; the greater the perpendicular distance between the line of action of the force and thepivot.


Assessment

Identify everyday situations where a forcehas a turning effect (moment).

Use the equation

moment = force × perpendicular distance between line of action and pivot

to calculate the turning effect (moment) ofa force.

Know the unit of a turning force (moment)as the newton metre (Nm).

Students identify everyday devices that rely onturning forces. They should identify the position ofthe pivot and the point at which the force is applied.

Discuss why a door handle is fixed as far from thehinge as possible.

Discuss the advantage of using a long spanner toundo a nut compared to a short spanner.

Use a newtonmeter to measure the force applied to aspanner. Calculate the turning force.

F/H – some students who have made moreprogress will be able to manipulate theequation to calculate either a force ordistance. These students will be able towork in non-standard units and select theappropriate data from either a tabulation ordiagram.

Describe an experiment to study the turningeffect of a force.

Students hold a metre ruler horizontal and hang asmall weight on the ruler near their hand. They movethe weight further from their hand. They can thenexplain why the ruler becomes more difficult to holdhorizontal.

Students use and manipulate the equation

moment = force × perpendicular distance between line of action and pivot

in a variety of different situations.


20

10.10 continued


Assessment

The centre of mass of a suspended object,at rest, is directly below the point ofsuspension.

The centre of mass of a symmetrical objectis along the axis of symmetry.

Describe an experiment to find the centreof mass of a lamina of material.

Use a plumb line to find the centre of mass of both aregular and an irregular lamina.

Find the centre of mass of a symmetrical laminashape by balancing it on a fingertip.

Use an ‘L’ shaped lamina to show that the centre ofmass is not always on the body itself.

Students should explain why carrying a long polehelps a tightrope walker to balance.

Use a metre ruler (with a hole drilled through the

centre), two sets of weights and a retort stand and

clamp to investigate the law of moments.

Use a simple see-saw (a plank of wood and a brick)

to weigh a student.

H – students should know:

how to apply the law of moments to a body

in equilibrium;

that a body will become unstable when a

vertical line through its centre of mass falls

outside the base of the body.

State the condition for equilibrium when a

number of turning forces act on a body.

Calculate the size of a force or its distance

from the pivot for an object in equilibrium.

Students should use the law of moments to solve

appropriate equilibrium problems.

Look at a range of ‘balancing toys’, discuss why each

will return to its equilibrium position, after being

given a push.

Relate the stability of an object to the

position of its centre of mass.

Look at a range of laboratory equipment, e.g. retort

stands/Bunsen burner, and discuss why they are

difficult to knock over. How does the stability of a

retort stand change with the position of the clamp?

Relate this to the position of passengers on a double

decker bus.


21

10.10 continued


Assessment

Using a brick and plumb line, show that if the brick is

tipped such that the plumb line falls outside the base

of the brick then the brick will topple over.

Use model vehicles and a ramp to investigate how far

a vehicle can be tipped before it topples over. This

could be extended to an Sc1 investigation, how design

affects stability.


Assessment Opportunities Completion of quantitative work.

Homework Suggestions Complete a number of questions involving the law of moments. Make a ‘balancing toy’ and explain the principles behind the toy’s action.

Carry out a home investigation into the stability of a model vehicle. Research how the stability of a tractor is tested.


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10.11 – Momentum Approximate teaching time: 3 hours.


An unbalanced force will make an object accelerate. Kinetic energy is the energy of motion.


Assessment

Momentum has both magnitude anddirection.

Use the relationshipmomentum = mass × velocity.

Momentum is measured in kilogrammetre/second (kgm/s).

When a resultant force acts on an object a

change in momentum occurs.

Consider the momentum of different moving bodiese.g. oil tanker, jet aircraft etc.

Consider how momentum is used in different sports.

Investigate conservation of momentum. Use either

trolleys and runway or an air track. Ticker timers or

light gates can be used to measure velocity.

Students use the conservation of momentum to

calculate mass, speed or momentum of an object in an

explosion or collision.

Collect the data needed and then calculate the force

exerted when a football is kicked.

Solve problems using the relationship

between force and rate of change of

momentum.

Understand that in any collision/explosion

momentum is conserved, provided no

external forces act.

Solve problems using the principle of

conservation of momentum.

In an elastic collision kinetic energy is

conserved.

Students use and manipulate the equation

takentime

momentuminchangeForce

=

in a variety of different situations.

Demonstrate the action of a rocket or jet engine using

a deflating balloon or use a small ‘sparklets’ cylinder.

Demonstrate a simple air or water rocket.

Explain in terms of momentum the different safety

features of a car.


23

10.11 continued





24

10.12 – Circular Motion Approximate teaching time: 2 hours.


Velocity is the speed of an object in a particular direction. When the forces acting on an object are balanced, the object will remain stationary or continue to move at a constant velocity. When an object accelerates its speed and/or direction changes. An unbalanced force will make an object accelerate.


Assessment

The velocity of an object moving in a circleis constantly changing.

Brainstorm pupils for examples of objects moving ina circle.

The force needed to keep an object movingin a circle is called the centripetal force.

Consider the role of electrostatic forces in atoms andgravitational forces between astronomical bodies ascentripetal forces.

The centripetal force acts towards thecentre of the circle.

Tie a rubber bung securely to a piece of string. Swingthe bung in a horizontal circle. Discuss the origin anddirection of the force keeping the bung in motion.

Ensure the bung issecurely tied. Do notrelease the bungwhilst it is moving.Goggles to be worn.

The centripetal force is greater:- the greater the mass of the object;- the greater the speed of the object;- the smaller the radius of the circle.

Investigate the factors affecting the centripetal force.Encourage students to make links between thesefactors and everyday examples, e.g. a vehicletravelling around either a shallow or sharp bend.



Homework Suggestions Students explain with the aid of diagrams why an electron remains in orbit around the nucleus and why the Moon remains in orbit aroundthe Earth. Students interpret data on objects moving in a circle in order to obtain a relationship between centripetal force and speed.Students may produce a spreadsheet and graph.


25

WAVES

10.13 – Characteristics of Waves Approximate teaching time: 6 hours.


KS3: Sounds bounce back (reflect) from hard surfaces. Echoes are sound reflections. When a ray of light is reflected from a flat, shiny surface (plane mirror) the angle at which it leaves the surface is the same as the angle at which it meets thesurface. Rays of light change direction (are refracted) when they cross the boundary between one transparent substance and another, unless they meet the boundary at rightangles (along a normal). Sounds are also refracted, ie their direction is changed when they cross the boundary between two different substances at an angle other than a right angle.


Assessment

Waves we can actually see can becompared with the behaviour of light andsound.

Use a ripple tank to study waves including refraction,reflection and diffraction.

Sound travels as longitudinal waves andlight travels as transverse waves.

Use corks in water, springs and ropes to showtransverse waves. Use springs also to showlongitudinal waves. Representation of waves asripples or plane wavefronts.

Light can travel through a vacuum.

Amplitude, wavelength and frequency.

The wave speed equation. Calculations for different types of waves. H - rearrange wave speed equation.

Light and sound are refracted because theytravel at different speeds in different media.

Use light through air/water and air/glass, and waterwaves over shallow/deep water as examples.

Total internal reflection. Use ray box and semicircular glass block todemonstrate critical angle and total internal reflection.

Demonstration of light down a Perspex cylinder.

Students should takecare with ray boxes –they get very hot.


26

10.13 continued


Assessment

Light and sound travel as waves (and havethe same relationship between wave-speed,frequency and wavelength).

A cathode ray oscilloscope can be used todemonstrate relationship of wave speed, wavelengthand frequency.

Electromagnetic radiation and sound arediffracted.

Discuss sites of TV transmitters in relation toreception ‘shadows’.



Homework Suggestions Research early methods of measuring the speed of light.


27

10.14 – The Electromagnetic Spectrum Approximate teaching time: 3 hours.


KS3: When rays of light pass through prisms their direction may be changed. When white light is used, a spectrum is produced. The spectrum is produced because white light is made up of many different colours. Different colours of light are refracted by different amounts; red light isrefracted least and violet light most.


Assessment

Different types of waves in theelectromagnetic spectrum are identified bytheir wavelengths/frequencies, propertiesand uses.

Discussion and details of electromagnetic spectrum –its constituent parts and its uses.

Evaluate dangers of exposure toelectromagnetic radiation and the measuresrequired to reduce such exposure.

The differences between analogue anddigital signals.

The advantage of digital signals.

The details of analogue and digital signals.

Discussion of examples such as digital TV.

H – should be able to explain why the

quality of an analogue signal deteriorates

but that of a digital signal does not.



Homework Suggestions Research rules for using sun beds and exposure to X-rays. Research use of fibre optics in medicine. Research the use of microwaves inmobile phone networks. Research the proposed link between mobile phones and brain tumours.


28

10.15 – Optical Devices Approximate teaching time: 3 hours.


A light ray can be represented by a straight line, with an arrow indicating its direction. Light will refract when it travels from one medium into a different medium (unless the light is travelling along the normal).


Assessment

There are two types of lens, converging anddiverging.

Have a range of different lenses. Identify thesimilarities and differences. Split the lenses intothose that are converging and those that are diverging.This can be done by looking at the physicaldifferences.

FT/HT – all students should be able todraw ray diagrams to show how parallelrays of light pass through both aconverging and diverging lens.

Students must notlook through a lens ata bright object.

A converging lens can produce a realimage.

Students use a converging lens to project the image ofa distant object onto a screen. Identify the features ofthe image.

A diverging lens always produces a virtualimage.

Students use a diverging lens to try and form animage on a screen. Discuss the difference between areal and virtual image.

A real image can be projected onto ascreen, a virtual image cannot.

Complete ray diagrams to show how parallel rays oflight pass through each type of lens.

A converging lens is used to form an imagein a camera.

Students make a simple pinhole camera, using aconverging lens to produce a sharp image. Identifythe features of the image.

Be able to draw a ray diagram to show the

formation of a real image by a converging

lens.

Students use a converging lens to produce a real

image of a bright object on a screen. Construct a ray

diagram to show how this real image has been

formed.

HT – students should be able to complete

ray diagrams to show the position and type

of image formed for an object at any

position in front of either type of lens.


29

10.15 continued


Assessment

Be able to draw a ray diagram to show the

formation of a virtual image by a diverging

lens.

A converging lens can produce a virtual

image.

Explain how a converging lens is used in a

magnifying glass and in a camera.

Construct further ray diagrams to show how the

image changes as the position of the object, in

relation to the lens, changes. Include one diagram

where the object is between the focus and the lens,

thereby giving a virtual image. Relate this to the use

of a converging lens as a magnifying glass.

Construct ray diagrams to show why a diverging lens

always produces a virtual image.

Look in more detail at the structure of a simple

camera. Explain how the converging lens produces

an image on the photographic film.

Suggested Resources A range of both converging and diverging lenses. Pinhole camera kit. A simple camera. For suitable textbooks see Resources list.


Homework Suggestions Complete a number of different ray diagrams. Answer questions on this topic from one of the suggested resource books.


30

10.16 – Sound and Ultrasound Approximate teaching time: 1 hour.


KS3: Sounds are produced when objects vibrate. The greater the size (amplitude) of vibrations the louder the sound. The number of complete vibrations each second is called the frequency (hertz, Hz). The higher the frequency of a sound the higher its pitch.

Links to unit 10.13.


Assessment

The amplitude (loudness) and frequency(pitch) of sound.

Use a cathode ray oscilloscope (CRO) to demonstratethe relationship between frequency and pitch, andbetween amplitude and loudness.

There are ‘sound’ waves with frequencieswe cannot hear called ultrasound.

Use a signal generator, loudspeaker and CRO to showthe effect of changing frequency on the wavelengthand the effect of changing the amplitude on both thewaveshape and the loudness.

F/H – should know about ultrasound and beable to explain its uses.

Ultrasound uses in cleaning, quality controland pre-natal screening.

Use photographs of pre-natal scans.

Understand the uses of ultrasound in

detail.

H – can explain the uses of ultrasound in

detail.



Homework Suggestions Research a comparison of X-rays and ultrasound as diagnostic tools.


31

10.17 – Seismic Waves Approximate teaching time: 1 hour.


Longitudinal and transverse waves. Links to unit 10.18 and Chemistry unit 10.12.


Assessment

Our knowledge of the structure of the earthcomes from studying seismic waves.

Review of longitudinal and transverse waves using a‘slinky’ spring.

F/H – know that a study of seismic waveshas given us our knowledge of the Earth’slayered structure.

What seismic waves reveal about the

internal structure of the Earth.

Properties of P waves and S waves. Revise refraction

to explain behaviour of P and S waves. Students

could predict paths of P and S waves through the

Earth.

H – can use information on seismic waves

to explain the internal structure of the

Earth.



Homework Suggestions Interpret seismic traces of earthquakes to find epicentre. (Traces available on the Internet.)


32

10.18 – Tectonics Approximate teaching time: 6 hours.



Assessment

Evidence for continental movement leadingto Wegener’s theory in a historical context.

F/H – explain why Wegener’s theory wasnot generally accepted until 50 years after itwas proposed.��

Evidence that land masses are slowlymoving and the theory of tectonics.

Demonstration such as using a soft-boiled egg with acracked shell could illustrate Plate tectonics ie theEarth’s crust is made up of a number of plates whichare constantly moving due to convection currents.

F/H – explain why scientists cannot yetaccurately predict when earthquakes andvolcanic activity will occur.��

Understand subduction and its effects.

Understand formation of new, basaltic,oceanic crust.

H – understand the mechanism of tectonic

plate movement.

H - understand constructive and destructive

plate margins.

Suggested Resources Video: Science in focus – Grand Canyon (Channel 4). Earth Quest CD-ROM (Dorling Kindersley). For suitable textbooks see Resources list.

Assessment Opportunities Interpret diagrams of sections through crust, illustrating sedimentation, tilting, faulting, fracturing, inversion. Interpret diagrams showing ‘fates’ of atmospheric gases.

Homework Suggestions Research the effects of volcanic eruptions, eg Pompeii. Research the timing of eruptions, eg Etna.Research movement of the Californian Plate.


33

THE EARTH AND BEYOND

10.19 – The Solar System Approximate teaching time: 3 hours.


KS3: The Earth spins on its own axis once every (24 hours). The half of the Earth which faces the sun is in daylight; the other half of the Earth is in night. The Earth moves round (orbits) the Sun once each year (just over 365 days).

The stars in the night sky stay in fixed patterns (called constellations). The planets which are visible to the naked eye look just like stars. They move very slowlyacross the constellations. The planets do not give out their own light. Like the Earth, they move in orbits around the Sun. We can see planets because they reflect light from the Sun.Where we see the planets against the background of the stars depends on exactly where they, and the Earth, are in their orbits round the Sun. Satellites can be put into orbit around the Earth. They can be used: to send information between places which are a long way apart from the Earth; to monitorconditions on Earth, including the weather; to observe the Universe without the Earth’s atmosphere getting in the way.


Assessment

Planetary orbits are elliptical.

The orbits of comets.

Use a model solar system.

Compare and contrast orbits of planets with those of acomet. Draw ‘missing’ orbits onto diagrams.

H – relate speed of a comet to distance

from the sun; relate this to gravity force.

Gravity acts between all bodies includingplanets. A smaller body will orbit a largerbody due to gravity if they move at aparticular speed.

Use the inverse square law to relate distance togravitational pull. Relate this to the planets of oursolar system and their distance from the sun.

Make a scale model.

The proportion will be beyond some pupils.Jupiter = 60 m from the ‘sun’.Nearest star = 3000 km away!

Geostationary satellites.

Polar orbiting satellites.

Use the internet/library to find the differences andexamples of both.

H – should be able to differentiate

statements about either type.

Suggested Resources Internet – www.solarviews.com/eng/homepage.htm For suitable textbooks see Resources list.

Assessment Opportunities Homework project or student demonstration of their models.

Homework Suggestions Project detailing the contents of the solar system and how they interact. Study ‘famous’ comets, e.g. Halley’s comet – use library and ITresources. Investigate surface gravity of the planets of the solar system. Write about all the effects of gravity seen in the forces unit so far.Write 5 – 10 differences between (or uses of) the two types of satellites.

www.solarviews.com/eng/homepage.htm


34

10.20 – The Universe Approximate teaching time: 4 hours.


Scale needs to be appreciated when considering search for new life. Prior knowledge of gravity. Formation of fossils – links to Biology unit 10.16. The effect of living organisms on the atmosphere – links to Chemistry unit 10.11. How stars form. Knowledge of atoms – Chemistry unit 10.1.


Assessment

The relationship between stars, galaxiesand the Universe.

Consider our place in the universe using textbooks,slides, video, internet.

How stars and planets form. Arrange the events of the birth of the solar systeminto the correct order.

H – should investigate why it is difficult to

find evidence of these stages and why a

group of stars needs to be studied when

considering life cycles.

The consequences of there being life onother planets.

Study recent events on Mars (bacteria found), andefforts to find life, via newspaper archives/internet,New Scientist etc.

The search for/evidence of life elsewhere. Study a closed system e.g. ‘bottle gardens’ Decidewhat will go in to create a balanced atmosphere –balance of gases between plants and animals.

The life cycle of a star. Pair descriptions of the events with suitable titles. Putthem in order.

Formation of black holes. Explain the difference to the end of a life cycle

between large and small stars. Calculate the radius

to which a star of named mass would have to collapse

to form a black hole. Study the effects of black holes

on their surroundings.


35

10.20 continued


Assessment

Nuclear fusion in stars. Cut out and combine atomic particles to form helium

from hydrogen atoms. Use IT simulation.

Theories of the origin of the Universe:

what they take into account and the big

bang theory.

Match up theories of universal origin with evidence.

Investigate links between composition of stars and

planets.

Compare expansion of the universe with expansion of

a balloon – draw dots on the balloon to represent

moving galaxies.

Suggested Resources Websites such as: (www.thetimes.co.uk) (www.newscientist.com). An internet search of The Times archives will reveal a lot ofinformation on Mars/bacteria. SETI Institute: (www.seti-inst.edu). The Charis Project has worksheets on the spiritual issues relating tothe Origin of the Universe. For suitable textbooks see Resources list.

Assessment Opportunities Paired/group assessment to discuss whether order is correct.

Homework Suggestions Present a study entitled ‘The search for life outside Earth’. Present a study of related information from Biology and Chemistry. Write a

fictitious account of what it would be like to be in a star as it collapsed to form a black hole. Write about how the Big Bang theory

accounts for the origin of the universe. Write an argument of continued expansion versus Big Crash for the future of the universe.


36

ENERGY RESOURCES AND ENERGY TRANSFER

10.21 – Thermal Energy Transfer Approximate teaching time: 6 hours.


KS3: When different parts of a substance are at different temperatures, energy is transferred by the substance from places where the temperature is higher to placeswhere the temperature is lower. Transfer of energy by a substance, without the substance itself moving, is called induction. Metals are very good conductors. Non-metals are usually poorconductors (insulators). Gases are very poor conductors. Liquids and gases can flow and so can energy from places where the temperature is higher to places where the temperature is lower. Transfer of energy by liquidsor gases moving in this way is called convection. Energy is continually being transferred to and from all objects by radiation, even through empty space (a vacuum).

Link to units 10.13, 10.14 and 10.27 – waves and radiation.


Assessment

Heat is a form of energy and moves fromhotter to cooler objects.

Monitor the cooling of different amounts of hot water– interpret shape of graph in terms of loss of heatenergy to surroundings.

F/H – know the rate of heat loss depends onthe temperature difference.

Insulation investigations (for low ability pupils), forexample comparing different clothes or how muchdifference does having wet clothes make?

F/H – evaluate the cost effectiveness ofmethods which reduce the heat loss frombuildings.

H – know the electron model of heat

conduction in metals.

Convection. Low ability pupils could construct hot air balloons. H – understand the molecular explanation

for convection.


37

10.21 continued


Assessment

Hot bodies radiate heat in the form of infrared radiation.Dark matt surfaces are better radiators andabsorbers of infra red radiation than lightshiny surfaces.

Compare the cooling rate of shiny/black cans of hotwater. Standard Leslie’s cube/thermopiledemonstrations.

Compare the heating rate of black/shiny cans of waterin front of radiant heat source.

Plot/interpret graphs of percentage IR reflected fromdifferent surfaces.

Examine thermographic images.

Design, build and test solar water heaters.

H – know that heat radiation is the transfer

of energy by waves.

Possible use of dataloggers.Danger of boilingwater.Goggles to be worn.

How heat transfer ideas are used to reduceheat loss from buildings.

Analysis of data relating to heat loss from aninsulated and uninsulated house.

Investigation of home insulation materials, eg pipelagging around a boiling tube, modelling doubleglazing with glass beakers.

Pupils should be able to describe varioushome insulation materials and to calculate‘payback times’ given relevant data.

Possible use of dataloggers.Danger of boilingwater.Goggles to be worn.Fibre glass : maskand gloves arenecessary.

Suggested Resources Scientific Eye video: ‘Lighter than Air’ (for lower abilities) (Channel 4). Scientific Eye video: ‘Keeping Warm’ (for lower abilities)(Channel 4). For suitable textbooks see Resources list.

Assessment Opportunities Pupil response to questions on the shape of energy graphs. Insulation investigations – possible Sc1 assessment (lower ability pupils only).Questions based on hot water systems in houses, cooling system in car. Questions based on heat arriving from the Sun, ‘space blankets’,colour of engines, heat sink fins, black dogs in the sunshine, cricketers, colour of houses in hot countries etc. Data handling exercises totest understanding of concept of heat transfer and efficiency of different methods.

Homework Suggestions Questions revising basic kinetic theory. Research sea breezes and thermals. Research the history and science of hot air balloons.

Research vacuum flasks, relating construction to principles of heat transfer. Research solar heaters/sterilising units (link to unit 10.16).Research the use of infra red detectors to find people e.g. after earthquakes (again link to unit 10.16). Survey home/school looking atenergy conservation methods. More able pupils could suggest an action plan to improve energy conservation.


38

10.22 – Efficiency Approximate teaching time: 3 hours.


Links to energy transfers covered in 10.21.


Assessment

Whenever energy is transferred only part ofit is transferred to where it is wanted andthe rest is wasted, usually as heat energy.

Discuss situations where energy seems to ‘disappear’e.g. a car rolling to a stop, a loud sound dying away, acar needing a supply of fuel to keep it moving.

Pupils should know that machines wasteenergy, usually as heat, and should be ableto calculate efficiency.

How to calculate the efficiency of anenergy transfer.

Measure the efficiency of a number of devices, e.g.electric motor lifting a load; an immersion heaterheating water.

Investigate the efficiency of different balls bouncing.

Suggested Resources Physics For You worksheets: ‘The efficiency of a motor’; ‘Energy transfer and efficiency’; ‘Useful and wasted energy’ (Nelson Thornes).Science in Focus video: ‘Efficiency and Heat Loss’ (most suitable for higher abilities) (Channel 4). Scientific Eye video: ‘Energy andEfficiency’ (most suitable for lower abilities) (Channel 4). For suitable textbooks see Resources list.

Assessment Opportunities Possible Sc1 investigations: How does the efficiency of a ramp depend on the angle?; How does the efficiency of the bounce of a squashball depend on temperature?; How does the efficiency of an electric motor depend on load?

Homework Suggestions Calculations using the efficiency formula.


39

10.23 – Energy Resources Approximate teaching time: 5 hours.


KS3: Coal, oil, gas and wood are all fuels. They release energy when they are burned. The Earth’s supply of the fossil fuels (coal, oil and gas) and of nuclear fuels is limited. They are often called non-renewable energy resources. It will take millionsof years to replace the fossil fuels we have used. Most of the energy used by humans comes from non-renewable fuels, mainly from fossil fuels. The moreeconomical people are with these fuels, the longer they will last. More trees can be grown to replace trees that are cut down to provide wood for fuel. Wood is a renewable energy resource. Renewable energy resources include sunlight, the wind, the waves, running water and the tides. These energy resources will not run out. Electricity is a very convenient and widely used energy source. It is generated in power stations using some other energy resource.

Acid rain and global warming are covered in Biology unit 10.21.


Assessment

Power stations produce electricity as asecondary energy source and usually usefossil fuels or nuclear fuel.

Demonstrate a model power station, with a steamengine running a dynamo.

Compare power stations powered by coal and nuclearenergy.

F/H – should be able to compare andcontrast the advantages and disadvantagesof using different energy sources togenerate electricity. ��

Steam engines mustbe regularly testedand safety screensused.

Fossil fuels cause air pollution. Demonstrate that burning coal produces CO2 andacidic gases.

Burn coal in a fumecupboard.

Renewable sources include wind, waves,HEP, solar, tidal, geothermal.

The advantages and disadvantages ofdifferent methods of generating electricity.

Construct and test wind turbines.

Pupils to find out about ‘start up times’ for differentpower stations.

Consider the energy changes involved in PumpedStorage Schemes.

H – should be able to evaluate in detail the

environmental costs of different means of

generating electricity. ��

Suggested Resources SATIS unit ‘Ashton Island’ (Association of Science Education). Physics For You worksheet ‘Generating Electricity’ (Nelson Thornes).For suitable textbooks see Resources list.

Assessment Opportunities Possible Sc1 investigations: What factors affect the output of a solar cell? (all abilities); Comparing fuels eg heat output/ash/smokeproduced (lower abilities).

Homework Suggestions Prepare cases for and against building a particular kind of power station in a particular environment.


40

10.24 – Work, Power and Energy Approximate teaching time: 3 hours.


Knowledge of energy from 10.21, 10.22 and 10.23. Links to mathematics – equations.


Assessment

Work done = energy transferred Consider work and energy transfer in pendulum, aman climbing against gravity or falling with gravity.

Work done = force applied × distance moved in direction of force

Power = rate of doing work.

Elastic potential energy.

Students use a model crane to lift a variety of objectswith given masses through certain distances andcalculate their work and power.

Catapult / bow as examples.

Weight = mass × gravitational field strength

Use a spring balance to find the weight of 1Kg.

Students use a weighing machine to find the weightof their body in Newtons.

Compare weight on Earth to weight on the Moon.

Change in gravitational potential energy

= weight × change in vertical height.

Students could measure gravitational potential

energy when lifting bags to tables or similar tasks.

H – calculate gravitational potential

energy and kinetic energy.

Kinetic energy of an object.

KE = 1

2 × mass × speed

2

Calculate, for example, KE of an elephant (2000 kg)

moving at 5m/s. Compare heavy/light objects moving

fast/slowly.



Homework Suggestions Sheet of calculations. Calculate the KE of various vehicles moving at (a) the same speed and (b) different speeds.


41

10.25 – Electromagnetic Forces Approximate teaching time: 3 hours.


KS3: A magnet exerts a force on any piece of magnetic material including iron and steel, or another magnet which is placed near it. (There is a magnetic field aroundthe magnet.) A coil of wire acts like a bar magnet when an electric current flows through it. One end becomes a north-seeking pole and the other end a south-seeking pole. Thisis called an electromagnet. Reversing the current in an electromagnet reverses the poles of the electromagnet.

This unit also links to 10.1 – electric current.


Assessment

Magnetic fields, poles and simpleelectromagnets.

As a revision of KS3 demonstrate the shape of themagnetic field around different magnets, a solenoidand an electromagnet.

Goggles must beworn when using ironfilings.

The motor effect and how it is used in theconstruction of electric motors.

How circuit breakers work.

Consider the various uses of electric motors.

Demonstrate the motor effect using either a standardapparatus or strips of aluminium foil.

Build electric motors using Nuffield style kits.

Investigate how to increase the speed of their motors.

Research circuit breakers and explain how they work.

F/H – know that a wire carrying a currentin a magnetic field will experience a force;know the factors which affect the strengthof this force; know how this effect is usedin motors and circuit breakers.

Suggested Resources Physics for You worksheets: ‘The Electric Motor’, ‘Circuit Breakers’ (Nelson Thornes). For suitable textbooks see Resources list.

Assessment Opportunities Possible AT1 investigation: Investigate the factors which affect the strength of an electromagnet.

Homework Suggestions Research: the uses of magnets and electromagnets, the Earth’s magnetic field.


42

10.26 – Electromagnetic Induction Approximate teaching time: 3 hours.


Unit 10.23 includes work on power stations. Unit 10.25 covers electromagnetism.


Assessment

The principles of electromagneticinduction.

Understand how the principles ofelectromagnetic induction are applied in agenerator.

Investigations with magnets, coils and galvanometers.

Illustrate the principles of electromagnetic inductionwith a spot galvanometer and a powerful magnet.

Demonstrate a generator/dynamo, explaining thedesign features which increase the voltage.

F/H – know the term electromagneticinduction – know that the p.d. depends onthe speed of movement, the strength of themagnetic field, the number of turns on thecoil and the area of the coil.

H – be able to explain how an a.c.

generator works.

How a transformer is constructed.

Why transformers are used.

Why a very high voltage is used on theNational Grid.

Demonstrate a transformer made from a pair of Ccores each with 20 turns.

Competition – who can make a transformer whichmakes the bulb the brightest?

Explain how to calculate the secondary voltage,demonstrating with a demountable transformer kit.

Demonstrate a 20 volt model power line kit.

F/H – know the transformer rule –understand why transformers are used inthe National Grid.

H – able to recall and use formula for

voltages across primary and secondary coil

of a transformer.

Transformerexperiments with Ccores can get hot.

When modellingpower lines do notuse mains!

Suggested Resources Physics for You worksheets: ‘A.C. generator’, ‘The Transformer’, ‘The National Grid System’ (Nelson Thornes). For suitable textbooks see Resources list.


Homework Suggestions Research the work of Michael Faraday. Questions using the transformer rule.


43

RADIOACTIVITY

10.27 – Types, Properties And Uses of Radioactivity Approximate teaching time: 6 hours.



Assessment

Radioactive sources occur naturally. Examples in rocks and air – background radiation.

Alpha, beta and gamma radiation. Measure or discuss the ranges of the three types ofradiation in air. Consider the penetrating power inpaper, metal and concrete.

Great care must betaken when usingradioactive sources.Consult with schoolradiation officer.

Dangers of radiation. Apply the ranges and penetrating powers to safetyconsiderations.Consider the three types of radiation inside andoutside the body.

Uses of radiation. Killing cancer cells and harmful microorganisms.Measuring the thickness of materials like cardboard.

Measuring radiation exposure. Discussion of radiation badges.

Half-life of radioactive substances. Sketching half-life graphs will be helpful for moreable students.

Evaluate the appropriateness of

radioactive sources for particular uses,

including tracers.

H – can evaluate radioactive sources for

particular uses given suitable information.



Homework Suggestions Research the use of tracers in medicine and industry.


44

10.28 – Atomic Structure and Nuclear Fission Approximate teaching time: 3 hours.


Structure of the atom – Chemistry unit 10.1.


Assessment

Radioactive decay in terms of nuclearchanges in atoms.

Revise or teach Atomic Structure (as inChemistry unit 10.1).

How the idea of a nucleus in the currentmodel of the atom was developed.

Use marbles and snooker balls to demonstratescattering of particles.

Radioactive decay resulting in differentatoms, with different numbers of protons.

Qualitative discussion of dating of rocks using half-life and the idea of radioactive substances becomingless radioactive.

H – can explain how the relative

proportions of uranium/lead or potassium

40/argon can be used to date rocks. This

involves a quantitative understanding of

half-life.

The characteristics of alpha, beta and

gamma radiation.

H – can state the characteristics of alpha,

beta and gamma radiation.

Nuclear fission. Students could carry out a debate on nuclear power

stations.

H - can give a detailed account of nuclear

fission.

Suggested Resources Videos from British Nuclear Fuels on the history of the atom and nuclear power (www.bnfl.com). For suitable textbooks see Resources list.

Assessment Opportunities Internet search on the life and work of Rutherford and Marsden. Research methods of radioactive dating of materials.



45

Physical Processes

Key words

Series, parallel, resistance, current, voltage, charge, static electricity, magnetic field, magnetic pole, electromagnet, capacitor, inputsensor, logic gate, output device, potential divider, processor, relay, thermistor, LDR, LED, motor, buzzer, AND gate, OR gate, NOTgate, variable resistor, fixed resistor, light-dependent switch, speed, velocity, acceleration, gradient, friction, balanced, unbalanced,gravity, braking, terminal velocity, work done, energy transferred, kinetic energy, moment, pivot, perpendicular, centre of mass,equilibrium, centripetal, momentum, elastic, wavelength, amplitude, wave speed, frequency, diffraction, total internal reflection,electromagnetic spectrum, gamma rays, x-rays, ultra violet rays, light, infra red rays, microwaves, radio waves, critical angle, analogue,digital, reflection, refraction, normal, converging lens, diverging lens, focus, real image, virtual image, crust, core, mantle, tectonicplates, magma, convection currents, oceanic plate, continental plate, magnetic reversal pattern, Earth, planets, stars, constellations,satellites, orbit, galaxy, conductor, insulator, power, fuse, alternating current, direct current, electromagnetic induction, dynamo,generator, transformer, conduction, convection, radiation, gravitational potential energy, kinetic energy, energy, power, watts, kilowatts,efficiency, fossil fuel, nuclear, solar, hydroelectric fuel, background radiation, geiger-muller tube, alpha, beta, gamma radiation, half-life,atom, element, nucleus, neutron, isotope, nuclear fission, decay, ultrasound, ultrasonic wave, seismic wave, seismograph, longitudinal,transverse, proton, electron, ion, electrolysis.


46

Physical Processes (continued)

Possible Opportunities for Key Skills

Application of Number

Graphs – eg interpret electricityconsumption in 24 hours, V/Icharacteristics.

Calculations/use of formulae –P = E/t; efficiencyV – IR; P = VI;E = VQ; Q – It.

Calculations involving wave speed,wavelength and frequency –rearranging equations.

Calculation of resistor value using thecolour code.

Calculation of the output voltage of apotential divider.

Ability to use the following equations:

Moment = force × perpendicular distance between line of action and pivot;

Momentum = mass × velocity;

Force = takentime

momentumin change

Communication

Explain how a control circuit works byconsidering the truth table.

Explain how to modify a given circuit toperform a different job.

Explain how a capacitor can be used toachieve a time delay.

Produce a report outlining theadvantages and disadvantages ofdifferent electronic systems.

Oral and written explanations for:

- applications of moments;

- how moments affect stability;

- the action of a balancing toy;

- how momentum is used in differentsports;

- the action of a rocket/jet engine interms of momentum;

- the different safety features of a car.

Good opportunity for project work onRenewable Energy Sources.

Opportunities for extended writing e.g.life of Faraday, describing dangeroussituations involving electricity.

Talking, listening, writing duringpaired/group work, presentations,paired/group assessment etc.

Group work on the possible dangers ofexposure to radiation and the measuresthat can be taken to reduce the exposure.

Debate on nuclear power.

Information Technology

Data logging, eg:

light gates → kinetic energy

temperature probes → heat lossV and I sensors.

Computer simulation of electronic circuits.

Internet research – Faraday, power lines, the workof Wegener.

Use of spreadsheets for modelling or data analysisin units 10.8 and 10.9.

Use of software simulations in units 10.8 and 10.9.

Use of CD-ROM software to explore models in unit10.19.

Internet search work of Rutherford and Marsden.

Simulations of radioactive decay.

Present information relating to the image formationby a converging lens in a spreadsheet.

Present experimental data in spreadsheets, usegraph-drawing packages.

Use ‘Crocodile Physics’ to investigate elasticcollisions.

Research the action of a rocket using the internet.


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Physical Processes (continued)

Spiritual, moral, ethical, social, environmental, health and safety and European issues

Health and safety: dangers of mains, power lines, static fuses, earthing and circuit breakers.

Environmental: • use of electric motors in cars;

• power rating of appliances related to electricity consumption; consideration of the effect on the planet of generating electricity and the need for energy conservation. Use of nuclear power stations.

• overhead power lines.

Cultural: Effect of tectonic plate movement; how cultural differences can affect ideas on how the Universe was formed in unit 10.19.

Where life starts/where life comes from in unit 10.20.

The increased use of electronic systems have moral, social and environmental implications.

Design of vehicles to give maximum stability.

Safety design features of vehicles.

Gcse Scheme of Work

Documents

Transcript of Gcse Scheme of Work