modern english school cairo - physicslocker … physics...2 a) measure lengths using a ruler,...

1

MODERN ENGLISH SCHOOL

CAIRO

Cambridge International Examinations

Physics

Scheme of Work

AS Level

2

Induction

Lesson Objectives Main Activity Learning

Outcomes Resources & ICT

Assessment & Homework

Health & Safety

IND 1 To understand the nature of

the A level course.

1a) show an understanding

that all physical quantities

consist of a numerical value

and a unit.

1f) use the following prefixes

and their symbols to indicate

decimal sub-multiples or

multiples of both base and

derived units: pico (p), nano

(n), micro (µ), milli (m), centi

(c), deci (d), kilo (k), mega

(M), giga (G), tera (T).

1 b) recall the following SI

base quantities and their units:

mass (kg), length (m), time

(s), current (A), temperature

(K).

1 g) make reasonable

estimates of physical

quantities included within the

syllabus.

Welcome students to the course.

Symphony of Science We are all

connected

Ask what their hopes and aspirations are.

Start on the induction booklet

Students to work in pairs – estimate and

write down estimate of various

quantities. Then measure quantity and

compare!

e.g. height of bench, length of room /

pencil

diameter of pencil / pencil lead

volume of brick / liquid in drinking cup

mass of brick / person / nail

time between heartbeats / period of

pendulum

N.B. estimates to be made in all of Units

1 – 5 wherever appropriate.

ALL MUST: Be aware

of the nature of the

course and understand

that it is much more

demanding than

IGCSE

Induction sheet

PPT AS General KT

http://symphonyofscience.

com/

Story re Mars orbiter

College Physics Book

Read through

Get a calculator and

remember it for every

lesson!

None

IND 2 To revise standard form and

to use a calculator.

To transpose formulae

1 c) Express derived units as

products or quotients of the SI

base units and use the named

units listed in this syllabus as

appropriate.

1 d) Use SI base units to

check the homogeneity of

physical equations

Review standard form.

Power of Ten video

Discuss common mistakes in calculator

use.

Do and discuss questions on the

worksheet.

Hints for homework

ALL MUST: Recall

how to use standard

form and enter it on

their calculator

Most should: give

quantities in base units

Some will: be able to

show that an equation is

homogeneous

Induction sheet

Johnson p 7-8

Help sheet: rearranging

difficult formulae

Mathswatch

and Moodle videos

Powers of Ten video

http://www.youtube.com/

watch?v=0fKBhvDjuy0

Basic Units worksheet

Question p15 2,3&4

Hints for homework

None

http://symphonyofscience.com/

http://symphonyofscience.com/

http://www.youtube.com/watch?v=0fKBhvDjuy0

http://www.youtube.com/watch?v=0fKBhvDjuy0

3



Assessment & Homework

Health & Safety

IND 3 1 e) To learn how to present

data in tabular forms.

2 a) measure lengths using a

ruler, vernier scale and

micrometer.

2 a) measure weight and

hence mass using spring and

lever balances.

2 b) use both analogue scales

and digital displays

Measurement circus

Hints for homework

Use of set square with a metre rule –

parallax errors.

Discuss how to measure the thickness of

a sheet of paper / the diameter of a wire.

Introduce vernier callipers, micrometer

screw gauge.

Need for ‘zero error’ reading, here and

when taking other measurements.

Experiment: measure the diameter and

volume of a short length of wire

Experiment: measuring the internal and

external diameter of a tube measure

weight and hence mass using spring and

lever balances. Find mass of grain of

rice

Revise use of spring balance (newton-

meter) / top-pan balance / lever balance

Experiment: measure the mass of 145

cm3 water, volume and therefore

density.

ALL MUST: know to

do repeat readings and

think about the

uncertainties

MOST SHOULD:

present data in a

proficient manner

SOME COULD:

Manipulate and read a

micrometer with

confidence

Measurement sheet

micrometer screw gauge

half-metre / metre rule

short lengths of tubing

e.g. water pipe

vernier calipers

See also Specimen Paper

1, question 5

Moodle PPT with links on

how to use a vernier and

micrometer

Student responses.

Complete induction

booklet.

Use equipment

safely

IND 4 2 d) show an understanding of

the distinction between

systematic errors (including

zero errors) and random

errors.

2 e) show an understanding

of the distinction between

precision and accuracy

2 f) assess the uncertainty in a

derived quantity by simple

addition of actual, fractional

or percentage uncertainties (a

rigorous statistical treatment is

not required)

Continue with measurement circus

evaluation

Accurate measurement;

Reducing errors;

Writing down results;

Identifying patterns;

Answering questions.

ALL MUST: Attempt

the experiments and

harvest data. Present in

a neat table. Use

equipment correctly

MOST SHOULD: Start

to process data averages

and identify

uncertainties

SOME COULD:

Calculate the

uncertainties.

Errors ppt

Uncertainty ppt

Uncertainty worksheet

Student responses to

the experiment.

None

4

Unit 2 Mechanics

Motion, force and energy – Topics 3,4,5,&6


Outcomes Resources &

ICT

Assessment &

Homework

Health & Safety

MEC 1

Motion

graphs

3a) define displacement,

speed, velocity and

acceleration.

3b) use graphical methods to

represent displacement, speed,

velocity and acceleration.

3c) use the slope of a

displacement-time graph to

find the velocity.

3d) use the slope of a

velocity-time graph to find the

acceleration.

3e) find displacement from

the area under a velocity-time

graph.

Discuss the vector nature of velocity

and acceleration. Establish the

importance of signs.

Discuss distance and displacement.

Discuss displacement time graphs

for constant velocity.

Then for velocity that changes.

Then link these to velocity time

graphs.

Discuss the features of motion

graphs.

Plot motion graphs

Echalk motion graphs

Motion graph worksheets

ALL MUST: recall the

terms used in linear

motion. Plot motion graph

MOST SHOULD: Explain

what motion graphs are

showing for constant speed

and constant acceleration.

SOME COULD: Draw and

explain motion graphs for

objects not accelerating in

a linear way, e.g. a rocket

using up fuel.

Johnson pp 32 – 35

Matching Motion

graph worksheets

Echalk motion graphs

Printed notes

Force and Motion PPT

Include summary

sheet in notes

Johnson pp 42 –

43 q 2 – 8.

None

MEC 2

Motion

equations

To use the equations and

t

sv

t

va

3f) derive, from the

definitions of velocity and

acceleration, equations that

represent uniformly

accelerated motion in a

straight line.

3g) solve problems using

equations that represent

uniformly accelerated motion

in a straight line,

Worked examples on use of equations Dervive equation Do examples in notes Give the heuristic to successfully

solve Suvat problems –

Shopping list – equation –

substitute- watch units – answer –

sig figures and units

PSYW!

UNITS!

Limitation on the use equations

ALL MUST: Use

equations

MOST SHOULD: Use

equations in more complex

examples and consistently

use correct units.

SOME COULD: derive

equations

Suvat notes

Suvat equations

MEC 3

SUVAT

Equations

including the motion of

bodies falling in a uniform

gravitational field without air

resistance.

Effect of air resistance – air resistance increases with speed. Discussion of motion of body

ALL MUST: Use

equations for free fall

MOST SHOULD:

qualitatively describe

Suvat notes

Guinea and feather. Nasa video clip

Complete suvat

equations

5

3 i) describe qualitatively the

motion of bodies falling in a

uniform gravitational field

with air resistance.

falling through air increasing speed gives rise to increasing drag and reducing acceleration thus leading to terminal speed.

terminal velocity and

sketch graph

SOME COULD: draw

correct free body diagrams

and apply Newton’s laws

of motion

MEC4 3h) describe an experiment to

determine the acceleration of

free fall using a falling body.

1e) show an understanding of

and use the conventions for

labelling graph axes and table

columns as set out in the ASE

publication Signs, Symbols

and Systematics (The ASE

Companion to 16-19 Science,

2000)

Demo free fall apparatus

Discussion / revision

- table columns and headings

- sig. figs. in columns

Show example for free fall apparatus

Inclined plane practical

Discussion / revision

plotting a graph

watch the scales the students use

drawing a tangent

determining a gradient

determining an intercept

Linearization of curve

ALL MUST Collect data

in correctly drawn table

and plot graph

MOST SHOULD: Data

table, graph and determine

tangent and gradient

SOME COULD:

Understand how to the

concept to make a straight

line graph

Free fall apparatus

PPT

Graph paper

Inclined plane

Stopwatches

Ball bearings

Write up lab

report

With errors and

solutions – using

Q2 format from

practical exam

MEC 5 Review Revision for Test

MEC 6 Test Units, Measurement and

Motion

MEC 7

Vectors and

Scalars

1 j) distinguish the difference

between a scalar and a vector.

1 k) add and subtract coplanar

vetors

To resolve vectors by accurate

drawing.

To resolve vectors by

trigonometry.

Review student understanding of

vectors and scalars with examples

and units.

Echalk sorting activity

Show how vectors can be resolved

using accurate drawing.

Then do the same using

trigonometry.

Discuss the advantages of using

trigonometrical functions.

ALL MUST: Recall that a

vector is a quantity with a

value and direction. Recall

what quantities are scalars

and what quantities are

vectors.

MOST SHOULD: resolve

vectors using both accurate

drawing techniques and

trigonometrical functions.

SOME COULD:

Confidently solve

problems

Vector printed notes

include space for a t-

table Johnson pp 10 – 14.

Vector PPT

E chalk scalar and

vector sort

Johnson p 15 q 5

– 8.

None

MEC 9/10

Equilibrium

and vector

To understand the concept of

equilibrium.

To understand the polygon of

Discuss what equilibrium is.

Emphasise that the sum of forces is

zero.

ALL MUST: Recall that

balanced forces result in

zero overall force.


Clamp stands, slotted

masses, pulleys, string.

Vector

worksheet Keep weights

from

dropping on

6

triangles

forces rule for coplanar

forces.

5c) use a vector triangle to

represent forces in

equilibrium.

5h) show an understanding

that, when there is no

resultant force and no

resultant torque, a system is in

equilibrium.

Describe the importance of statics in

structures.

Equilibrium also applies when

objects are moving at constant

speed.

Do some worked examples of

coplanar forces.

Students investigate practically the

equilibrium of three coplanar forces

Discussion: equilibrium of a body

under the action of three forces

- lines of action must pass through

one point

- revision of vector triangles and use

for forces in equilibrium


how three coplanar forces

in equilibrium can be

resolved.

SOME COULD:

investigate more complex

situations.

Vector Triangle

Practical

9702_s08_qp_31_how

the angles of the

strings in a pulley

system

feet.

MEC 11/12

Projectiles 3k describe and explain

motion due to a uniform

velocity in one direction and a

uniform acceleration in a

perpendicular direction.

Demonstrate that an object thrown

forwards hits the ground at the same

time has one that has dropped

vertically from the same height.

Plot projectile graph

Emphasis that horizontal motion

remains constant.

Analyse the change in vertical

velocity for different examples.

Combine the velocities to make a

resultant.

Do examples


horizontal motion and

vertical motion are

independent.

MOST SHOULD: Resolve

the velocity vectors for a

projectile fired at an angle.

SOME COULD: Assess

the effect of air resistance.

Johnson pp 40 – 41.

Absorb physics ppt

Projectile notes

Projectiles 1 & 2

worksheets

Johnson p 43 9 –

12

None

7

Lesson Objectives Main Activity Learning Outcomes Resources & ICT Assessment &

Homework Health & Safety

MEC13/14

Moments

To understand about the

turning effect of a force

5f) show an understanding

that a couple is a pair of

forces which tends to

produce rotation only.

5g) define and apply the

moment of a force and the

torque of a couple.

5h) show an understanding

that, when there is no

resultant force and no

resultant torque, a system is

in equilibrium.

5i) apply the principle of

moments.

5e) show an understanding

that the weight of a body

may be taken as acting at a

single point known as its

centre of gravity.

Discuss moments as turning

effects of forces.

Moment = force ×

perpendicular distance.

Do examples for different

situations.

Johnson p 31 2, 3, 5, 6, 7.

Discuss the idea of a couple.

Principle of moments in

simple balanced situations..

Worked examples of

moments.

Emphasis how to read the

questions and how to draw a

good diagram.

Trig example

Discuss how to find the

centre of mass.

Consider centre of mass of

various regular objects (but

do not calculate it from

moments)

ALL MUST: recall that a

moment is the turning effect

of a force. It is measured in

Newton metres.

MOST SHOULD: be able to

apply the principle of

moments to balanced

situations.

SOME COULD: Consider

why Nm for torque is not the

same as Nm (J) for work.


PPT

Moments and Centre of

mass notes

Echlak princess on

rollerskates

NGfL – Forces

http://www.ngfl-

cymru.org.uk/eng/ks4-

science-3-forces

good for line of action

and perpendicular

distance.

Johnson p 31 2, 3, 5, 6,

7.

Moments worksheet

None

MEC 15 AS Practical Mass of a

Ruler

AS Practical Mass of a

Ruler

Write up to include

evaluation in style of

Q2

http://www.ngfl-cymru.org.uk/eng/ks4-science-3-forces



8



Assessment &

Homework

Health &

Safety MEC

16/17/18

Newton’s

Laws

To understand and

apply Newton’s

Laws of Motion.

4a) state each of

Newton’s laws of

motion.

4f) recall and solve

problems using the

relationship F = ma,

appreciating that

acceleration and

force are always in

the same direction.

4b) show an

understanding that

mass is the property

of a body that resists

change in motion. -

Inertia

4f) recall and solve

problems using the

relationship F = ma,

appreciating that

acceleration and

force are always in

the same direction.

4c) describe and use

the concept of weight

as the effect of a

gravitational field on

a mass. W = mg

Discuss what is meant by inertia.

Egg experiment – raw and cooked

Discuss weight as a force resulting from

mass and acceleration. Link back to

inertia

Galileo and Newton

Discuss Newton I

Discuss Newton II in terms of F = ma

(don’t go into momentum yet).

Carry out experiment to verify Newton II.

Consider the limitation of the experiment

(Watch the acceleration is proportional

only when the force is low.)

Discuss Newton III in terms of forces

acting in pairs. Use Force and Motion

PPT

At end show three incorrect law of

motion and discuss

ALL MUST: Recall the

three laws of motion.

MOST SHOULD: get

results from their

experiment that show

that if the force is

doubled, the acceleration

is doubled.

SOME COULD: Explain

why it’s a bad

experiment.


Printed notes

Force and Motion ppt for Newton

III examples

PPT on how to solve

F= ma problems

Difference between weight and

mass

http://www.youtube.com/watch?v=

_Z0X0yE8Ioc&feature=related

Newtons III


8bTdMmNZm2M&NR=1

Three incorrect laws of motion


Yf0BN0kq7OU&NR=1

Student responses

from the

experiment.

F = ma

worksheet

None

MEC 19

Review

practical

skills

http://www.youtube.com/watch?v=_Z0X0yE8Ioc&feature=related

http://www.youtube.com/watch?v=_Z0X0yE8Ioc&feature=related

http://www.youtube.com/watch?v=8bTdMmNZm2M&NR=1

http://www.youtube.com/watch?v=8bTdMmNZm2M&NR=1

http://www.youtube.com/watch?v=Yf0BN0kq7OU&NR=1

http://www.youtube.com/watch?v=Yf0BN0kq7OU&NR=1

9

MEC 20 AS Practical

Terminal Velocity

paper cone or

another

AS Practical

Terminal

Velocity paper

cone

MEC 21/22

Momentum 4 d) define linear

momentum as the

product of mass and

velocity.

p = mv

To consider

examples of

momentum

4 e) define force as

rate of change of

momentum.

4g) state the principle

of conservation of

momentum

4 h) apply the

principle of

conservation of

momentum to solve

simple problems

including elastic and

inelastic interactions

between two bodies

in one dimension

(knowledge of the

concept of

coefficient of

restitution is not

required)

(i) recognise that, for a

perfectly elastic

collision, the relative

speed of approach is

equal to the relative

speed of separation

Discuss about the concept of momentum.

Do a worked example on momentum.

Discuss examples of momentum, e.g.

rockets

Discuss the physics of the rockets.

Review Newton’s Laws

Discuss the idea of force resulting from

change in momentum

t

p

t

mumvF

)(

Discuss in terms of Newton II

Discuss what is meant by an elastic and

an inelastic collision, and discuss KE

Show the Walter Fendt applet.

Discuss impulse in terms of

tFmv

Show homogeneous nature of equation

using SI units

Show this graphically- area under a force

time graph is change in momentum

Good for varying forces

Apply this to sports equipment and

collisions

ALL MUST: Use

tFmv .

Explain that kinetic

energy is conserved in

elastic collisions.

MOST SHOULD:

Explain the derivation

for the impulse equation

from acceleration .

Explain how kinetic

energy is lost in inelastic

collisions.

SOME COULD: Link

momentum to Newton’s

Laws


momentum is worked

out using p = mv.

MOST SHOULD:

Explain that rockets and

aeroplanes move because

of the momentum.

SOME COULD: Use

their knowledge and

understanding to

estimate the momentum

changes involved in a

rocket.

Johnson p 46 -51

Student notes.

Momentum questions

Echalk collisions

Student response.

Johnson p 123 q

2 – 4.

None

10

MEC 23

Momentum 4 h) apply the

principle of

conservation of

momentum to solve

simple problems

including elastic and

inelastic interactions

between two bodies

in one dimension

(knowledge of the

concept of

coefficient of

restitution is not

required)

4 i) recognise that,

for a perfectly elastic

collision, the relative

speed of approach is

equal to the relative

speed of separation

4 j) show an

understanding that,

while momentum of

a system is always

conserved in

interactions between

bodies, some change

in kinetic energy

usually takes place.

Show applet from Walter Fendt.

Do a worked example on momentum

Students/ Demo a practical using the

linear air track and vehicles.


momentum is conserved

in collisions.

MOST SHOULD: Use

the principle of

conservation to explain

their observations.

SOME COULD: Link

understanding of

momentum to collisions

of motor vehicles

Johnson pp 54 - 55

Linear air track and blower.

Collisions practical worksheet.

Video clips

Student response

Complete the

practical

None

11



ICT Assessment & Homework

Health & Safety

MEC 24/25

Work

Energy

Power

6 b) show an understanding of the

concept of work in terms of the

product of a force and displacement

in the direction of the force

cosFsW 6 c) calculate the work done in a

number of situations including the

work done by a gas that is expanding

against a constant external pressure:

W = p ΔV

6 m) define power as work done per

unit time and derive power as the

product of force and velocity

P = Fv.

6 n) solve problems using the

relationships t

WP

, FvP

Discuss what energy is and how it’s related

to work.

Discuss that work is a scalar despite its being

the product of two scalars.

Show the animation.

cosFsW worked examples

N m work and moment

Joule J

Work done by a gas worked examples

W = p ΔV Discuss power as the rate of doing work. It is

not a force.

Derive P = Fv.

Unit J/s – Watt W

Experiment: measuring output power of

person

Experiment: measuring output power of a

motor

Worked examples

ALL MUST: Describe

energy and work, and

use the equations.

MOST SHOULD:

Explain why work is a

scalar.

Derive P = Fv.

SOME COULD: make

up their own questions.


Printed notes

Animation on

work.

PPT and worksheet

on Work done

Worksheet on

Power

Johnson p 67 2 –

5.

None

MEC 25/26

PE and

KE

6 d) derive, from the equations of

motion, the formula Ek = 1/2mv2

6 e) recall and apply the formula Ek =

1/2mv2

6 f) distinguish between

gravitational potential energy,

electric potential energy and elastic

potential energy

6 g) show an understanding and use

the relationship between force and

potential energy in a uniform field to

solve problems

6 h) derive, from the defining

equation W = Fs, the formula Ep =

mgh for potential energy changes

near the Earth’s surface

Discuss the rule of conservation of energy.

Apply that to a bouncing ball.

Carry out an experiment to find out the

fraction of energy lost in a bounce. Is the

energy loss a constant fraction?

Answer Johnson p 67 q 7.

Pendulum

KE and PE worked examples and questions

ALL MUST: recall that

energy is conserved.

MOST SHOULD

recognise that the

fraction of energy lost

in a bouncing ball is

constant.

SOME COULD: link

the constant fraction to

a logarithmic decay.


Trebuchet video

clip.

Bouncing balls

experiment.

Student response

to experiment

PE and KE

questions

None

12

6 i) recall and use the formula Ep =

mgh for potential energy changes

near the Earth’s surface

MEC 27

Energy 6 a) give examples of energy in

different forms, its conversion and

conservation, and apply the principle

of energy conservation to simple

examples

6 j) show an understanding of the

concept of internal energy

6 k) recall and understand that the

efficiency of a system is the ratio of

useful work done by the system to

the total energy input

6 l) show an appreciation for the

implications of energy losses in

practical devices and use the concept

of efficiency to solve problems

Discussion different forms of energy

Examples of energy transfers

Elastic energy due to non-permanent change

of shape

Internal energy as sum of random KE and PE

of atoms difference between ordered and

random KE energy

MEC 28 To review material covered in this

section

OR spaced learning session

Answer Johnson pp 106 – 108 23, 25, 28, 42

and 41

Johnson pp 106 –

108.

Model answers

Answers to

questions.

Revise for test.

None

MEC 29 To assess student understanding Test on Mechanics Test Paper Student answers None

MEC 30 Feedback and review and set targets Mark test with students and run through any

areas that caused difficulty.

Students assess themselves and set

themselves targets.

Model answers Individual review. None

13

Unit 4 – Matter – Topics 9 Phases of Matter, 10 Deformation of solids & 27 Nuclear Physics




Health & Safety

MAT 1 9.1 Density

9 a) define the term density

To use the equation V

m

Discuss the concept of density – mass per unit

volume.

Do some worked examples.

Stress the SI units of kg/m3 not g/cm

3.

Discuss the need to convert.

Discuss densities in solids, liquids and gases.

Link to particle models.

Consider the density of an atom.

Consider density of nucleons.

Review and Demo how to Measure the

densities of regular shapes and irregular

shapes

ALL MUST: Know

typical densities for

common material

MOST SHOULD: Get

density values for

irregular objects.

SOME COULD: Assess

the worked example on p

288 as to whether the

value is accurate.

Johnson p 288.

Blacks of

different materials

(regular and

irregular), Top

pan balance.

Displacement

cans. Measuring

cylinders.

Student responses

to practical

Density questions

None

MAT 2

9.2

Solid

Liquid

& Gas

9 b) relate the difference in the

structures and densities of solids,

liquids and gases to simple ideas of

the spacing, ordering and motion of

molecules

9 c) describe a simple kinetic model

for solids, liquids and gases

9 d) describe an experiment that

demonstrates Brownian motion and

appreciate the evidence for the

movement of molecules provided by

such an experiment

Discussion:

solids - fixed volume and shape

liquids - fixed volume, no fixed shape, about

same density as solid

gases - no fixed volume or shape.

density about 1/1000 solid or liquid

Relate volume/shape to rigid/non-rigid/no

force

between atoms/molecules

Relate spacing to density.

Discussion: thermal energy supplied to matter

seen as increase in potential and kinetic

energy of molecules.

Situation in solid – vibrational, fixed lattice

Liquid – clusters moving randomly within

body of liquid

Gas – individual molecules moving randomly

Experiment: Observation of Brownian motion

Discussion: how observations are explained

by random motion of molecules of gas

Marbles on tray

Model Crystals

Springy model of

crystal structure

Smoke cell and

low power

microscope

14

9 e) distinguish between the structure

of crystalline and non-crystalline

solids with particular reference to

metals, polymers and amorphous

materials

Discussion: what is meant by a

(i) crystalline solid

(ii) non-crystalline solid

Structure of metals, polymers, amorphous

materials. Examples of each named

MAT 3

2.3

Pressure

in Fluids

9 f) define the term pressure and use

the kinetic model to explain the

pressure exerted by gases

9 g) derive, from the definitions of

pressure and density, the equation

p = ρgh

9 h) use the equation

p = ρgh

definition of pressure

unit of pressure

Discussion: random motion of atoms in a gas

- collisions with walls of vessel

- associated momentum change

(Unit 2) and averaging over many

collisions leads to idea of gas pressure

Pressure in a liquid – dependence (if at all) on

- direction

- shape of vessel

- depth

Derivation of equation p = ρgh

- incompressible fluid

- pressure due to fluid only

Use of a manometer

Experiment: measuring gas supply or lung

pressure

The mercury barometer and atmospheric

pressure

Student’s printed

Notes

Kinetic theory

model

http://plabpc.csustan.edu/

water-filled

balloons

Pascal’s vases (or

equivalent)

plastic bottle with

holes drilled down

one side

water manometer,

metre rule

Mercury

barometer (if

available)

MAT 4

2.4

Change

of Phase

9 i) distinguish between the processes

of melting, boiling and evaporation.

Discussion: what is melting, boiling and

evaporation

nature of forces between atoms in solids,

liquids and gases leading

to an explanation of the changes of state in

molecular terms.

http://www.bamaed.ua.edu/sciteach/EnergytoMeltIce.html







15




Health &

Safety MAT 5

10.1

Stress

Strain

10 a) appreciate that

deformation is caused by a

force and that, in one

dimension, the deformation can

be tensile or compressive

10 b) describe the behaviour of

springs in terms of load,

extension, elastic limit,

Hooke’s law and the spring

constant (i.e. force per unit

extension) LkF

10 f) deduce the strain energy

in a deformed material from the

area under the force-extension

graph

Review Hooke’s Law, i.e. double the force, double

the stretch.

Introduce the idea of the spring constant.

Draw force-extension graph, and show the idea of

the spring constant being the gradient.

Then introduce the idea of energy as the area under

the graph.

Students measure force and extension in a spring,

and work out the energy of the spring.

LFEel 2

1 and

2)(2

1LkEel

Experiment spring constant for springs in series an

parallel

ALL MUST: recall

Hooke’s Law and use the

equation.

MOST SHOULD: use

the gradient to find the

spring constant and the

area to find the energy.

SOME COULD: Derive

the energy from first

principles.

Johnson pp 282 –

283

Slotted masses,

long springs,

pointers, metre

rulers.

Student response to

the practical

None

MAT 6

10.1

Stress

Strain and

Youngs

Modulus

10 c) define and use the terms

tensile stress, strain and the

Young modulus

A

F and

L

L

6 f) distinguish between

gravitational potential energy,

electric potential energy and

elastic potential energy

10 e) distinguish between

elastic and plastic deformation

of a material

10 g) demonstrate knowledge

of the force-extension graphs

for typical ductile,

brittle and polymeric materials,

including an understanding of

ultimate tensile stress.

Look at force extension graphs for wires under

load. Bring out the key features.

Students measure force and extension for copper

wire, nichrome, and rubber.

Discuss stress and strain.

Do worked examples. Watch out for beartrap of

area being in m2.

Plot the force extension graphs.

Compare the behaviour of the two metal wires.

Discuss whether it’s a fair test.

Explain the behaviour of rubber.


terms associated with

stress and strain.

Harvest data and plot

them as a force extension

graph.

MOST SHOULD:

Calculate the spring

constant and elastic

strain energy for each

wire.

SOME COULD: explain

the behaviour of rubber

and the idea of

hysteresis.

Johnson pp 284 –

285.

Thin copper and

nichrome wires.

Clamps, slotted

masses, pointers,

metre rulers.

Responses to the

practical Wire can

snap.

Goggles

must be

worn and

feet kept

clear of

loads.

Watch it!

as the wire

snaps

16

MAT 7

10.2

Young’s

Modulus

10 d) describe an experiment to

determine the Young modulus

of a metal in the form of a wire

to recognise and useLe

FLE

To measure E graphically.

Discuss how a valid comparison can be made

between different wires.

Introduce the Young Modulus as the ratio between

stress and strain.

Then do the equation and worked examples.

Demonstrate the micrometer

Students measure the Young Modulus for copper

and nichrome.

Compare the results with the data book value. Try

to account for any discrepancies.

ALL MUST: recognise

the Young modulus

equation and use it.

MOST SHOULD:

explain how the Young

Modulus ensures a fair

test.

SOME COULD: assess

the limitations of the

experiment, and explain

the discrepancy using

arguments to do with

crystal defects. Link the

area with strain energy

per unit volume (not

needed for the exam)

Johnson pp 285 –

286.

Thin copper and

nichrome wires.

Clamps, slotted

masses, pointers,

metre rulers,

micrometers.

Responses to the

practical Wire can

snap.

Goggles

must be

worn and

feet kept

clear of

loads.

MAT 8

Practical

Exam

Spring and Load Practical

Exam

In this experiment, you will investigate the

extension of one of the springs supporting a load

as the load is varied.

9702_w09_qp_33

MAT 9 To review learning in this

section.

Students to read pp 290 – 293 to familiarise

themselves with meanings of words associated

with materials.

Answer Question 2 – 9 on p 295.

Johnson pp 290 –

293

Complete these None

MAT 10 To assess student

understanding of material

properties

Test on material properties. Test Response to the

test

None

MAT 11 To enable students to reflect on

their learning and set targets.

Students mark the test with model answers.

Students assess their performance and set

themselves targets.

Model answers Individual review None

17

Unit 4 -

Topic 27 Nuclear Physics

Lesson Objectives Main Activity Learning Outcomes Resources & ICT Assessment

& Homework

Health &

Safety NUC 1

27.1

The

Nucleus

27.2

Isotopes

27 b) describe a simple model for

the nuclear atom to include

protons, neutrons and orbital

electrons

27 a) infer from the results of the

α-particle scattering experiment

the existence and small size of the

nucleus

27 c) distinguish between nucleon

number and proton number

27 e) use the usual notation for

the representation of nuclides

27 d) show an understanding that

an element can exist in various

isotopic forms, each with a

different number of neutrons

27 f) appreciate that nucleon

number, proton number, and

mass-energy are all conserved in

nuclear processes

27 g) represent simple nuclear

reactions by nuclear equations of

the form get equation form

learn about the constituents of the

atom.

Discuss the structure of the nuclear atom. –

Bohr model

- nucleus, orbital electrons

- protons and neutrons

- relative size of masses and

charges

Discuss positive and negative ions.

Present nuclides in terms of proton and

mass / nucleon number.

Use the form XA

Zwhere A is the nucleon

number and Z is the proton number.

Discussion based on Neon-20 and Neon-22

Idea of isotopes

Calculation of % composition

Mass- energy considerations


structure of atoms and ions.

Recall that charge of atoms

is normally neutral.


that the element is

determined by the proton

number.

SOME COULD: Realise

that more neutrons are

needed in large atoms to

ensure that they are stable.


Student notes.

air table, magnetic pucks

or

α -particle scattering

model

http://www.accessexcellence.org/AE/AEC/CC/historical_background.html

Student response None





18

NUC 3

27.3

Nuclear

Processes

(h) show an appreciation

of the spontaneous and

random nature of nuclear

decay

(i) show an understanding

of the nature and

properties of α-, β- and γ-

radiations (β+ is not

included: β- radiation will

be taken to refer to β–)

(j) infer the random

nature of radioactive

decay from the

fluctuations in count rate

Discussions: meaning of spontaneity

meaning of randomness

Expt: demonstration of randomness

Discussion: background count rate

correct procedure for obtaining a

count rate

distinction between count rate and

activity

Review alpha, beta, and gamma radiations from

GCSE.

Discuss what is meant by ionising radiation.

Go through rules for handling ionising sources.

Demonstrate the penetration of each kind of

radiation..

Show how the radiations are deflected by

magnetic fields.

How could you get a pure gamma source?

Students draw up a table on the properties of

ionising radiations.

Comparison between alpha, beta, and gamma

emissions with respect to

(i) nature of particle / photon

(ii) mass of particles

(iii) charge on particle / photon

(iv) energies of particles / photons

(v) speeds of particles / photons

(vi) degree of ionisation

(v) ranges in various materials


an alpha particle is a

helium nucleus, a beta

particle is a high speed

electron and gamma rays

are very short length

electromagnetic waves.

MOST SHOULD:

Explain that alpha

particles are very

ionising while beta is

less so.

SOME COULD: Link

ionising power with

biological damage


G.M. tube and counter

(audible if available)

radioactive source

(beta- or gamma-

emitter), suitable

shielding, source-

handling tool

Radioactivity kit

Detection and Uses of

radiation from

Phyzzing Physics

(Folder 2)

Student response Radioactivity

sources to be

handled with

care.

19

Part 2 Current Electricity



ICT

Assessment &

Homework

Health &

Safety ELE 1 / 2

The Basics 20 a) recall and use appropriate circuit

symbols as set out in the ASE

publication Signs, Symbols and

Systematics

20 b) draw and interpret circuit

diagrams containing sources, switches,

resistors, ammeters, voltmeters, and/or

any other type of component referred to

in the syllabus

1 a) use ammeters and voltmeters with

appropriate scales.

19 a) show an understanding that

electric current is the flow of charged

particles

19 b) define charge and the coulomb

19 c) recall and solve problems using

the equation

Q = It

19 d) define potential difference and the

volt

19 e) recall and solve problems using

V = W / Q

Discussion and revision:

- why use circuit symbols?

- symbols already met

Drawing circuits: meaning of ‘series’ and

‘parallel’

Experiment: interpreting and setting up

circuits

Discussion: what is electric current?

Evidence provided by (i) electrolysis

(ii) migration of ions

Direction of movement of charge

- movement of electrons in metals

- conventional current

Formal definitions of p.d. as

Q

WV

and current as t

QI

ALL MUST: Recall

current as a flow of

charge, p.d. as joules

per coulomb, and

resistance as ratio of the

p.d. to the current.

MOST SHOULD:

Explain what the terms

mean and how they are

used.

SOME COULD:

Devise models to

explain these difficult

concepts.

Johnson pp 190 –

193

Electricity PPT

Handout of

symbols based on

Signs, Symbols

and Systematics

Circuit diagrams

and corresponding

components, leads

copper voltameter,

d.c. supply

h.t. supply, leads

and croc clips,

filter paper,

ammonia solution,

potassium

permanganate

crystals

Johnson p 204 2

– 6

Worksheet l

Voltage

not to

exceed 6

V.

20



Assessment &

Homework

Health &

Safety ELE 3 /4

Resistance

19 g) define resistance

and the ohm

19 h) recall and solve

problems using

V = IR

19 i) sketch and explain

the I-V characteristics of

a metallic conductor at

constant temperature, a

semiconductor diode and

a filament lamp

19 j) sketch the

temperature characteristic

of a thermistor

(thermistors will be

assumed to be of the

negative temperature

coefficient type)

19k) state Ohm’s law.

Nov 07 paper 32

Unknown resisitance

June 2010 paper 33 current through a

semiconductor diode

depends on the voltage

across it.

June 2010 paper 32 / 31

June 2007 paper 31 & 32

June 2011 paper 31

Nov 2009 paper 34

Resistance I

VR

Measure resistance of a resistor, ensuring that

the circuit is set up correctly.

Review the voltage current characteristic of a

resistor.

Discuss Ohm’s Law as being valid provided the

temperature remains the same.

Discuss what happens if the temperature does

not remain the same.

Find the voltage current characteristic of a lamp.

Do the voltage current characteristic of a diode.

Experiment: I/V characteristics of a metallic

conductor at constant temperature.

Note: forward and reverse voltages.

Explanation in terms of constant resistance

Experiment: I/V characteristics of a

semiconductor diode.

Note: forward and reverse voltages.

Explanation in terms of different resistance

values

The ideal diode and its I/V characteristic.

Experiment: I/V characteristics of a filament

lamp

Note: forward and reverse voltages

Explanation in terms of increase of resistance of

a metal with temperature

Experiment: temperature characteristic of a

thermistor

Explanation of graph in terms of large decrease

of resistance (c.f. metal) with temperature rise

ALL MUST: recall

Ohm’s law. Recall

the shapes of the

graphs.

MOST SHOULD:

Explain the voltage

current characteristics

of a lamp in terms of

collisions between

electrons and ions.

SOME COULD:

Explain the action of

diodes in terms of

electrons and holes.

And use the

conduction band

theory.

Johnson p 198.

PowerPoint Basic Electricity

for Physics

Multimeters, voltmeters, fixed

value resistors, Ray lamps.

Diodes, battery backs.

Variable d.c. supply or battery

and variable resistance, switch,

length of enamelled constantan

wire on a former, croc clips,

leads, ammeter, voltmeter,

(digital or analogue), means of

temperature control e.g. water

bath and thermometer.

Data logger etc (if available)



semiconductor diode with

protective resistor, croc clips,


(digital or analogue)




filament lamp

(e.g. 12 V, 36 W), croc clips,


(digital or analogue)


Read pp 202 –

203.

None

21


& Homework

Health &

Safety ELE 5 / 6

Resistivity To understand the concept of

resistivity.

19 l) recall and solve problems

usingA

lR

Practical Exam Nov 07 paper 31

In this experiment you will measure

the potential difference across a

length l of resistance

wire joined to a series resistor R. You

will use the results of your

experiment to determine the

current I in the circuit.

Practical Exam Nov 10 paper 35

Discuss the factors that determine the

resistance of a wire.

Sum these up in the formula A

lR

p as constant in expression R α l/A

definition and unit of resistivity

Do worked examples.

Do experiment to determine the resistivity of

constantan wire. Compare with databook

value.

Discuss applications like super-conductors.

Mention qualitatively positive temperature

coefficient and negative temperature

coefficient. Draw graphs.


definition of resistivity. Do

calculations using the

formula.


how the equation applies.

SOME COULD: Consider

the uncertainties in carrying

out a resistivity experiment.

Johnson p 197

variable d.c. supply or

battery and variable

resistance, switch, croc

clips, leads, ammeter,

voltmeter, (digital or

analogue), resistance

wires of same material

but different lengths and

diameters, metre rule,

micrometer screw gauge

Equation Wire will

get hot.

ELE 7

Power

To understand energy and power in

electrical circuits.

To recognise and use IVP ,

VItE , RIP 2 , and

R

VP

2

19 f) recall and solve problems

using

P = VI,

P = I 2R

June 2010 paper 35

In this experiment, you will

investigate the relationship between

the power dissipated in a

filament lamp and the resistance of

the lamp.

Discuss what is meant by energy.

Review what electrical circuits are about,

transferring energy about the place.

Principle that charge is conserved (i.e.

electrons don’t leak out of wires).

Discuss the powers of machines.

Go through the power equation.

Derive the other versions of the equation.

Derivation of power = VI = I2

R using V =

W/Q, P = W/t, Q = It and V = IR Discuss energy as charge × voltage.

ALL MUST: Recognise and

use the equations. Describe

power as the rate of using

energy.

MOST SHOULD: Derive

the equations and apply

them to a variety of

different situations.

SOME COULD: Plan an

experiment to measure

power.

Johnson p 200.

June 2010 paper 35

In this experiment, you

will investigate the

relationship between the

power dissipated in a

filament lamp and the

resistance of the lamp.

June 2011 paper 31

Johnson p 205 q

9 – 13

None

22

Lesson Objectives Main Activity Learning Outcomes Resources & ICT Assessmen

t & Homework

Health &

Safety ELE 8

e m f

internal

reisitance

19 m) define e.m.f. in terms of

the energy transferred by a

source in driving unit charge

round a complete circuit

19 n) distinguish between

e.m.f. and p.d. in terms of

energy considerations

19 o) show an understanding

of the effects of the internal

resistance of a source of e.m.f.

on the terminal potential

difference and output power.

Discussion: energy transfer in a battery

energy transfer in a resistor

V = W/Q applies to both distinction between

e.m.f. and p.d.

e.m.f. as p.d. between terminals on open circuit

Discussion: idea of internal resistance of a

supply circuit symbol for cell with internal

resistance effect on terminal p.d. when current

delivered effect on power delivered

/dissipated in cell

Experiment: Output power of a cell

Worked examples

http://www.mos.org/sln/toe/tennisballs.html Johnson p 212 – 213.

Cell/battery with a 5Ω

resistor strapped to one

terminal to simulate

internal resistance, 0

to10 Ω variable resistor,

ammeter, voltmeter,

leads

ELE 9

internal

reisitance

To reinforce learning about

internal resistance.

Students are to carry out an experiment to find

out the internal resistance of a power supply.

ALL MUST: have followed

procedures and worked safely.

MOST SHOULD: Have worked

safely without guidance or

reminders. Have gained a figure for

the internal resistance of the power

supply.

SOME COULD: extend the

investigation to see if the internal

resistance is different at different

voltage settings and account for

these.

Lab packs, large

variable resistors,

voltmeters, ammeters.

Unit 3 practical

skills assessment

ELE 10 To learn that the CRO can be

used as a dc or ac voltmeter.

To learn how to use its

controls

Review learning from previous lesson.

Demonstrate the rms voltage as the dc

equivalent voltage.

Demonstrate the CRO using various voltages

and frequencies. Stress the importance of the

time period, and the voltage per cm.

Show how it can be used as an ammeter as well

as a voltmeter.

Follow through the tutorial on the Tomlinscote

School website.

ALL MUST: Recall that the CRO

can be used as a voltmeter and

ammeter. Recall that the time base

measures the time period, and the y-

gain measures the voltage.

MOST SHOULD: Measure the

period and calculate the frequency of

a wave. Interpret CRO screens.

SOME COULD: Interpret screens of

complex waveforms.


CRO, AC supply.

Computers in S10.

Tutorial website.

Johnson p 249 Q

3 – 5, 7, and 8.

http://www.mos.org/sln/toe/tennisballs.html

http://www.mos.org/sln/toe/tennisballs.html

http://ourworld.compuserve.com/homepages/scienceman/cro.htm#ch2gain

23

Lesson Objectives Main Activity Learning Outcomes Resources

& ICT Assessment & Homework

Health &

Safety ELE 11 20 c) recall Kirchhoff’s first

law and appreciate the link to

conservation of charge

20 d) recall Kirchhoff’s

second law and appreciate the

link to conservation of energy

20 e) derive, using Kirchhoff’s

laws, a formula for the

combined resistance of two or

more resistors in series

20 f) solve problems using the

formula for the combined

resistance of two or more

resistors in series

20 g) derive, using

Kirchhoff’s laws, a formula

for the combined resistance of

two or more resistors in

parallel

20 h) solve problems using the

formula for the combined

resistance of two or more

resistors in parallel

20 i) apply Kirchhoff’s laws to

solve simple circuit problems

Review student understanding of circuits from

GCSE.

Discuss how in a series circuit the current is the same

and the voltages add up. Link this to conservation of

energy.

Discuss that in a parallel circuit the currents add up

while the voltage is the same across each branch.

Link this to conservation of charge.

Discussion: charge conservation leading to statement

of Kirchhoff’s first law

Discussion: energy conservation leading to statement

of Kirchhoff’s second law

Derivation of ...321 RRRRtot

Expt: resistors in series

Derivation of ...1111

321

RRRRtot

Expt: resistors in parallel

Worked examples


behaviour of currents and

voltages in series and parallel

circuits. Use the equations.

MOST SHOULD: derive the

equations from first principles.

SOME COULD: Make up

combinations of series and

parallel resistors to find the

single resistor equivalent.

June 09 paper 31 In this

experiment you will investigate

how the current in a circuit

depends on the arrangement

of resistors within the circuit.

You have been provided with

four 47 Ω resistors and one

unknown resistor.

Nov 2010 paper 31 unknown

resistance and 8 resistors in

series

Johnson pp 206

– 209.

Multimeters,

resistors,

voltmeters,

power supplies.

Johnson p216 4 –

8

24




Health & Safety

ELE 12 /13

Potential

Dividers

20 j) show an understanding

of the use of a potential

divider circuit as a source of

variable p.d.

To compare the potential

divider with a variable

resistor.

To use the potential divider

equation

21

2

RR

RVV inout

Practical Exam Nov 09

paper 34

Discuss the potential divider circuit in terms of a

series circuit.

Introduce the equation.

Do a worked example.

Show how the resistors can be fixed value,

variable resistors, or even a single component.

Compare the action of a variable resistor.

Discuss the use of a potential divider circuit as a

voltage balance in electronic circuits.

Discussion: ‘sharing’ p.d. between two resistors

in series.

Theory leading to V/E = R1/(R1 + R2)

Demonstration: The potential divider

ALL MUST: describe the

potential divider as a

voltage balance. Use the

equation.

MOST SHOULD: Be

able to apply the potential

divider equation using

resistive transducers.

State when a

potentiometer should be

used in preference to a

variable resistor.

SOME COULD: derive

the equation from first

principles.

Johnson pp 210 –

211.

Variable resistors

(potentiometers),

small motors,

multimeters.

Johnson p 217 16

– 18.

None

ELE 14

Potential

Dividers

To learn about resistive

transducers.

20 k) explain the use of

thermistors and light-

dependent resistors in

potential dividers to provide

a potential difference that is

dependent on temperature

and illumination

respectively

20 l) recall and solve

problems using the principle

of the potentiometer as a

means of comparing

potential differences.

Discuss the thermistor and the LDR.

Practical to measure the behaviour of the LDR

under different light conditions.

And the thermistor at different temperatures

Demonstration: Potential divider incorporating a

thermistor

Discussion: the light-dependent resistor (LDR)

- basic properties

Demonstration: Potential divider incorporating

an LDR

Discussion: p.d. along a current-carrying

uniform wire, V α l, with conditions

Demonstration: potentiometer wire

Use of galvanometer for null position

Experiment: comparing the e.m.f.s. of two cells

Worked examples

ALL MUST: recall that

the resistance of resistive

transducers changes with

conditions.

MOST SHOULD: be able

to describe the behaviour

of the resistive

transducers.

SOME COULD: explain

how these components

work.

Johnson p 109

Thermistor

practical.

LDR practical

PowerPoint

Potentiometer wire,

driver cell and

variable resistor,

voltmeter, jockey,

metre rule, leads

Potentiometer wire,

driver cell and

variable resistor,

galvanometer,

jockey, metre rule,

leads

Response to

practical (Skills

assessment)

None

ELE 15 Practical Exam Example

TBC

12 questions since Nov 2007

25

Topic 17 Electric Fields



Assessment &

Homework

Health & Safety

ELF 16 To learn about electric

fields.

To revise previous learning

of electrostatics

17 a) show an understanding of the concept of an electric field as an example of a field of force and define electric field strength as force per unit positive charge acting on a stationary point charge

Get students to list a variety of different

electrical phenomena.

Explain electrostatic phenomena in terms of

movement of electrons.

Discuss the idea behind induction.

Carry out various demonstrations using the

Van der Graaff generator.

Discuss how charge is measured.

ALL MUST: Recall how

charges can be positive or

negative, and that like

charges repel, unlike

charges attract.

MOST SHOULD:

Explain how the

electrostatics experiments

work in terms of electron

movement.

SOME COULD: Find out

how coulomb-meters

work


Van der Graaff generator

and accessories.

Video on Thunderstorms

Research how a

thundercloud

generates static

electricity.

Van der

Graaf

generator

can give a

nasty shock.

ELF 17 To understand the electric

field.

To recognise the shapes of

electric fields.

To use 2r

Qk

Q

FE

17 b) represent an electric

field by means of field lines

17 c) recall and use

E = V / d to calculate the

field strength of the uniform

field between charged parallel

plates in terms of potential

difference and separation

Discuss electric field as a force field and in

terms of force per unit charge.

Compare the shapes of electric fields,

uniform and radial. Demonstrate this.

Properties of field lines including spherical

charge approximating to a point charge

Discuss 2r

Qk

Q

FE for a radial field

For a uniform field, show that d

VE

Discuss when it’s right to consider radial or

uniform fields.

Force on particle gives rise to acceleration

Do some worked examples

ALL MUST: State that

electric field strength is

force per unit charge.

MOST SHOULD: be able

to equate N/C to V/m

SOME COULD:

Compare the equations

with those in gravity

fields.


EHT supply, Petri dish,

lycopodium powder, thick

copper wire, oil.

Plates, flame probe, high

voltage meter

Risk of

shock from

EHT supply

26


& Homework

Health & Safety

ELF 18 To use electric fields in fine

beam tubes.

To learn about the path of

charged particles in electric

fields.

17 e) describe the effect of a

uniform electric field on the

motion of charged particles

Review the uniform electric field and

d

VE

Discuss how the fine beam tube

works.

Explain how the electrons are

accelerated out of a gun, given an

energy eV.

Explain the parabolic trajectory in the

uniform field.

Demonstrate it using the Perrin Tube.

Compare with projectiles in a gravity

field


relationship for a uniform

field.

MOST SHOULD: calculate

acceleration and final

velocity of the deviated

electron.

SOME COULD: Link the

path of the electron to the

ideas behind projectile

motion.

Johnson p 260.

Perrin tube, EHT

supply, safety screen.

Johnson p 263 15

– 18. Risk of

shock from

EHT supply.

Safety

screen for

Perrin Tube.

Wear

goggles.

ELF 19 5a) describe the forces on mass and charge in uniform gravitational and electric fields, as appropriate

Discuss with students what they know

about gravity fields and electric fields.

Show Gravitation PowerPoint

Bring out key points like attractive

nature, very weak,

Then show Electric Fields.

Bring out the key features.

Get students to compare how much

stronger the electric field is to the

gravity field.

Make an equation wall showing the

analogous equations.

Consider particle behaviour in gravity

fields

ALL MUST: state that

gravity and electric fields

can be compared.

MOST SHOULD: explain

how there are analogous

features between gravity

and electric fields.

SOME COULD: link the

behaviour of particles in

fields with previous learning

in mechanics and electricity.

Johnson p 255 Revise for test on

Gravity and

Electric Fields

None

27



ELE 20 To review learning of

electricity

Attempt the questions on

pages 274 – 276 2, 3, 6, 7,

10, 11

Johnson pp 274 - 276. Revise for test None

ELE 21 To assess student

understanding of Current

Electricity and Alternating

Currents

Test on Current Electricity Test paper Student answers None

ELE 22 To review progress in the

second topic

Run through test.

Students assess themselves

on their progress.

Students ask questions about

areas they are still not clear

on.

Spend time addressing these

weaknesses.

Model Answers Individual review and

target setting.

None

28

Part 3 Waves

Lesson Objectives Main Activity Learning Outcomes Resources & ICT Assessmen

t & Homework

Health & Safety

WAV 1/2

Waves intro

15.1

Progressive

waves

15.4

Speed

Frequency

Wavelength

15 a) describe what is meant

by wave motion as illustrated

by vibration in ropes, springs

and ripple tanks

15 b) show an understanding

of and use the terms

displacement, amplitude,

phase difference, period,

frequency, wavelength and

speed

15 c) deduce, from the

definitions of speed,

frequency and wavelength, the

equation

v = fλ

15 d) recall and use the

equation v = fλ


that energy is transferred due

to a progressive wave

15 j) determine the frequency

of sound using a calibrated

c.r.o.

15 f) recall and use the

relationship

intensity ∝ (amplitude)2

Discuss waves as the products of vibrations.

Link this to oscillations of particles.

no mass motion of the medium (if there is

one)

Discussion: wave as a means of energy

transfer by vibrations

Discussion: meaning/ definitions of

(i) frequency f and period T

(ii) displacement x and amplitude A

(iii) wavefront and wavelength λ

(iv) speed

(v) phase difference/angle between two

points on a wave and between two

continuous waves

x/t and x/distance graphs as worked

examples

Derivation of v = fλ

Worked examples and do worked examples

v = fλ

Experiment: determine of frequency of a

sound wave extend to include period

Discussion: speed of sound in gases and

solids speed of e.m. waves in free space

Revision: a wave as a means of energy

transfer

Discussion: what is intensity

define as power incident per unit

area – units W m-2

intensity α (amplitude)2.

Worked example: For point source and no

power dissipation,

intensity α 1 / x2

amplitude α 1 / x

ALL MUST: be familiar with

the features of a wave.

MOST SHOULD: explain

how a wave is formed from a

vibrating source and how it

propagates as a progressive

wave.

SOME COULD: Show how

plane wave-fronts are the

result of lots of wavelets


Printed notes

Rope, slinky spring,

ripple tank

http://www.explorescience.com

See also

Oct/Nov 2009, Paper 21,

question 5(a)

sine wave generator,

loudspeaker, leads

microphone, c.r.o.

ripple tank

Videoclips.

http://www.colorado.edu/physics/2000/index.pl http://observe.ivy.nasa.go

v/nasa/education/referenc

e/emspec/emspectrum.ht

ml

slinky spring, rope, ripple

tank

Johnson p 123 2

– 4.

None

http://www.explorescience.com/

http://www.explorescience.com/

http://www.colorado.edu/physics/2000/index.pl

http://www.colorado.edu/physics/2000/index.pl

http://observe.ivy.nasa.gov/nasa/education/reference/emspec/emspectrum.html




29




Health & Safety

WAV 3 /4

15.2

Transverse

Longitudinal

15.3

Polerisation

15.5

EM spectrum

15 g) compare transverse

and longitudinal waves

15 h) analyse and interpret

graphical representations

of transverse and

longitudinal wave

15 i) show an

understanding that

polarisation is a

phenomenon associated

with transverse waves

15 l) state that all

electromagnetic waves

travel with the same speed

in free space and recall the

orders of magnitude of the

wavelengths of the

principal radiations from

radio waves to γ-rays.

Discuss transverse waves as the classic wave.

defined in terms of direction of vibration and of

energy transfer

Give examples.

Then discuss longitudinal waves.

defined in terms of direction of vibration and of

energy transfer They are mechanical waves and

need a material to travel in.

Illustrate the difference between them with a slinky

spring.

Discuss that sound waves can be reflected and

refracted, etc., just like any other wave.

However only transverse waves can be polarised.

Demonstrate these with the 3 cm kit.

Transverse: plotting displacement (y-axis) and

distance or time (x-axis)

Longitudinal: mapping undisturbed and disturbed

layers of air – compressions and rarefactions.

Displacement along direction of travel plotted on y-

axis. Could also be excess pressure

(y-axis) against distance or time (x-axis).

Similarity of transverse & longitudinal graphs

Worked examples

Discussion: oscillations in one direction only in

plane normal to direction of energy transfer

Polarisation only associated with transverse waves

Polarisation by reflection

The e.m. spectrum – principal radiations

- wavelengths

Worked examples – calculation of

corresponding frequencies

ALL MUST: State the

difference between a

transverse and

longitudinal wave. Give

examples.

MOST SHOULD:

Describe how

polarisation occurs.

SOME COULD: Explain

why water waves are not

a good example of a

transverse wave.


3 cm kit.

Slinky spring

slinky, sine wave

generator, large-cone

loudspeaker, leads, dry

sand

sine wave generator,

loudspeaker,

microphone, leads,

c.r.o.

http://library.thinkques

t.org/11924/index.html

3 cm kit.

Polaroid sunglasses,

sheets of Polaroid

EM spectrum handout

Question and

answer

None

http://library.thinkquest.org/11924/index.html

http://library.thinkquest.org/11924/index.html

30


& Homework

Health &

Safety WAV 5 / 6

16.1

Stationary

Waves

16 a) explain and use the

principle of superposition in

simple applications

16 b) show an understanding

of experiments that

demonstrate stationary waves

using microwaves, stretched

strings and air columns

16 c) explain the formation of

a stationary wave using a

graphical method, and identify

nodes and antinodes

15 k) determine the

wavelength of sound using

stationary waves

Discuss how progressive waves superpose,

describing constructive and destructive

interference.

Discuss standing waves as the result of two

progressive waves of the same frequency

travelling in opposite directions.

Describe the pattern at fundamental frequency,

then the second harmonic, third harmonic. Link

these to the wavelengths.

Demonstrate the patterns using a vibration

generator.

Describe how standing waves are important in

musical instruments.

Set up standing waves in the 3 cm kit.

Mention that standing waves can be made for

sound.

Experiment: determination of wavelength of

stationary sound wave

Extension to determination of speed of

sound if frequency is known

Worked examples on stationary waves

ALL MUST: Describe the

node and antinode patterns of

a standing wave.

MOST SHOULD: Describe

the phase relationship within

and between loops. Describe

the whole number relationship

of the harmonics and

frequencies.

SOME COULD: Look into

standing waves for sound.


Clamp, vibration

generator, string, bench

pulley, slotted mass,

stroboscope.

3 cm kit.

CRO, microphone,

signal generator,

speaker, board.

either: resonance tube,

tuning forks, metre rule or: large plane reflector,

loudspeaker, leads, sine

wave generator,

microphone, c.r.o. metre

rule

Student response.

Johnson p 154 3 –

4

WAV 7

16.2

Diffraction

16.3

Interference

16 d) explain the meaning of

the term diffraction


of experiments that

demonstrate diffraction

including the diffraction of

water waves in a ripple tank

with both a wide gap and a

narrow gap

16 f) show an understanding

of the terms interference and

coherence

Discuss the superposition of waves.

Bring in the idea of coherence of light waves.

Show interference pattern in the ripple tank,

with two slits.

Demonstration: diffraction of waves

Discussion: meaning of diffraction ‘degree’ of

diffraction dependent on ratio of wavelength and

slit width

Show the laser as a source of coherent light.

ALL MUST: Describe

interference. State that path

difference of odd number of

half-wavelengths leads to

destructive interference, and

even number leads to

constructive interference.

SOME COULD: Find out

how coherence of light can be

produced without a laser.


Ripple tank, twin

dippers, slits.

Laser

Slits

3 cm kit

Johnson p 155 8 –

9 Do not

stare into

the laser

31


& Homework

Health &

Safety WAV 8

16.3

Interference

16.4

Two-source

Interference

16 g) show an understanding

of experiments that

demonstrate two-source

interference using water, light

and microwaves

16 h) show an understanding

of the conditions required if

two-source interference

fringes are to be observed

16 i) recall and solve

problems using the equation λ

= ax / D for double-slit

interference using light

Demonstrate the two-slit experiment with the 3

cm kit.

Demonstration: two-source interference with

light – effect of changing

a, x, D, λ and intensity on fringe

appearance

Derivation of expression λ ax / D not essential

Discussion: form of equation λ = ax / D

conditions for it to apply

Experiment: measurement of wavelength of

light

Worked examples

http://theory.uwinnipeg.ca/physics/light/node9.html http://surendranath.tripo

d.com/DblSlt/DblSltAp

p.html

monochromatic source

and single slit or laser

double slit (adjustable if

available), screen,

metre rule, mm scale

WAV 9

16.5

Diffraction

Grating

16 j) recall and solve

problems using the formula d

sinθ = nλ and describe the use

of a diffraction grating to

determine the wavelength of

light (the structure and use of

the spectrometer are not

included).

Discuss previous learning about diffraction.

Review using the ripple tank with a single slit.

Discuss the fact that diffraction does not happen

when the slit width is less than the wavelength.

Show the pattern of spots from a transmission

grating in laser light.

Link this to the equation. Worked examples.

Discuss orders as integers and that there is a

limited number of orders.

Use a CD as a reflection grating.


diffraction occurs due to

waves spreading out.

Recognise and use the

formula.

MOST SHOULD: Explain the

diffraction pattern of a

transmission grating.

SOME COULD: Compare the

transmission grating and the

reflection grating.


Ripple tank

Diffraction gratings,

Laser.

Diffraction gratings of

various grating elements

either monochromatic

light source and

collimator or laser,

diffraction grating,

screen either

monochromatic light

source and collimator or

laser, diffraction

grating, screen,

metre rule

Johnson p 155 11

– 12. Do not

stare into

the laser

http://theory.uwinnipeg.ca/physics/light/node9.html



http://surendranath.tripod.com/DblSlt/DblSltApp.html



32



WAV 10 To review material covered

in the section

Review any areas of

difficulty that students have

Johnson p 160 – 162

Questions 2, 5, 6, 7, 8, 14,

16, 17.

Johnson pp 160 – 162 Student response to the

questions

None

WAV 11 To assess student

understanding

Test on Waves Waves Test Student answers. None

WAV 12 To run through test and set

targets.

Run through the test.

Students mark each other’s

scripts using the model

answers.

Students review their

progress and agree targets.

Model answers Individual review None

modern english school cairo - physicslocker … physics...2 a) measure lengths using a ruler,...

Documents