week 1 links to prior learning student book links teaching ......2. internal energies for solids and...

OCR Physics A Scheme of Work

© Pearson Education Ltd 2016 This document may have been altered from the original

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Teacher Resource Pack

Week 1 Links to prior learning Student Book links Teaching plan links

1. The meaning of temperature 2. Absolute scale 3. Thermal equilibrium 4. The kinetic model of matter 5. Density 6. Atomic or molecular spacing 7. Change of phase

● Temperature measurement using the Celsius scale

● Simple kinetic theory of solids, liquids and gases and changes of state

● 5.1.1 ● 5.1.2

● 5.1.1 ● 5.1.2

Weekly learning outcomes Specification links Practical activity links

Students should be able to demonstrate and apply their knowledge and understanding of: ● thermal equilibrium ● absolute scale of temperature (i.e. the

thermodynamic scale) that does not depend on property of any particular substance

● temperature measurements both in degrees Celsius (°C) and in kelvin (K)

● T(K) ≈ θ(°C) + 273 ● absolute zero (0 K) as the lowest limit for

temperature; the temperature at which a substance has minimum internal energy (continued in topic 5.1.3)

● solids, liquids and gases in terms of the spacing, ordering and motion of atoms or molecules

● the simple kinetic model for solids, liquids and gases.

● 5.1.1 (a)–(d) ● 5.1.2 (e) ● 5.1.2 (a), (b)



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1. The concept of internal energy 2. Internal energies for solids and liquids 3. Internal energy for a gas 4. Internal energy during change of state 5. Brownian motion 6. Pattern of movement in solids, liquids and

gases compared

● Simple kinetic theory of solids, liquids and gases and changes of state

● 5.1.3 ● 5.1.4

● 5.1.3 ● 5.1.4


Students should be able to demonstrate and apply their knowledge and understanding of: ● internal energy as the sum of the random

distribution of kinetic and potential energies associated with the molecules of a system

● absolute zero (0 K) as the lowest limit for temperature; the temperature at which a substance has minimum internal energy

● increase in the internal energy of a body as its temperature rises

● changes in the internal energy of a substance during change of phase; constant temperature during change of phase (continued in Topic 5.1.6)

● Brownian motion in terms of the kinetic model of matter and a simple demonstration using smoke particles suspended in air.

● 5.1.2 (d)–(g) ● 5.1.2 (c)



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1. Specific heat capacity 2. Calculating energy changes 3. Investigations 4. Changing phase 5. Changes in temperature during phase

changes 6. Changes in internal energy during phase

changes 7. Specific latent heat of fusion 8. Specific latent heat of vaporisation 9. Moles 10. Molar mass for monatomic gases 11. Molar mass for diatomic gases 12. The relationship between Avogadro’s

number, the number of moles and the number of particles

● The terms specific heat capacity and specific latent heat

● 5.1.5 ● 5.1.6 ● 5.1.7

● 5.1.5 ● 5.1.6 ● 5.1.7


Students should be able to demonstrate and apply their knowledge and understanding of: ● specific heat capacity of a substance; the

equation E = mc∆θ ● an electrical experiment to determine the

specific heat capacity of a metal or a liquid

● techniques and procedures used for an electrical method to determine the specific heat capacity of a metal block and a liquid

● changes in the internal energy of a substance during change of phase; constant temperature during change of phase

● specific latent heat of fusion and specific latent heat of vaporisation; E = mL

● an electrical experiment to determine the specific latent heat of fusion and vaporisation

● techniques and procedures used for an electrical method to determine the specific latent heat of a solid and a liquid

● amount of substance in moles; Avogadro constant NA = 6.02 1023 mol−1.

● 5.1.3 (a), (b) ● 5.1.3 (c) and (d) ● 5.1.4 (a)

● Practical 1: Investigation – Specific heat capacity



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1. Kinetic theory 2. Assumptions of the kinetic model of a gas 3. Ideal and real gases 4. Pressure of gases 5. Using the kinetic theory to obtain an

equation for the pressure of an ideal gas 6. The root mean square (r.m.s.) speed 7. Boyle’s law 8. The pressure–temperature law

● How the motion of the molecules in a gas is related to the temperature and pressure of the gas

● 5.1.8 ● 5.1.9

● 5.1.8 ● 5.1.9


Students should be able to demonstrate and apply their knowledge and understanding of: ● model of kinetic theory of gases ● pressure in terms of this model ● internal energy of an ideal gas

● the equation pV = 13

2Nmc , where N is

the number of particles (atoms or molecules) and 2c is the mean square speed

● root mean square (r.m.s.) speed; mean square speed

● techniques and procedures used to investigate pV = constant (Boyle’s law) and pT

= constant (continued in Topic 5.1.10)

● an estimation of absolute zero using variation of gas temperature with pressure.

● 5.1.4 (b), (c), (e), (f), (i)

● 5.1.4 (d)(ii), (d)(iii)



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1. Boyle’s, Charles’ and the pressure–temperature law

2. The ideal gas equation 3. The Boltzmann constant 4. The relationship between the absolute

temperature and the kinetic energy of a gas molecule

● This is the first time students will have met this concept.

● 5.1.10 ● 5.1.11

● 5.1.10 ● 5.1.11


Students should be able to demonstrate and apply their knowledge and understanding of: ● the equation of state of an ideal gas

pV = nRT, where n is the number of moles

● the Boltzmann constant; k = A

RN

● pV = NkT; 212

mc = 32

kT

● 5.1.4 (d)(i), (d)(ii) ● 5.1.4 (g); (h)

● Practical 2: Investigate Boyle’s law

● Practical 3: Investigate gases



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1. Angular measure 2. Converting between degrees and radians 3. Circular motion 4. The difference between speed and velocity

in relation to circular motion 5. Centripetal acceleration 6. Circular motion and Newton’s laws 7. Gravitation and the centripetal force 8. The conical pendulum

● The terms period and frequency ● 5.2.1 ● 5.2.2

● 5.2.1 ● 5.2.2


Students should be able to demonstrate and apply their knowledge and understanding of: ● the radian as a measure of angle ● period and frequency of an object in

circular motion

● angular velocity ω, ω = 2πT

or ω = 2πf

● constant speed in a circle: v = ωr

● centripetal acceleration: a = 2v

r; a = ω2r

● a constant net force, which when perpendicular to the velocity of an object causes it to travel in a circular path r

● centripetal force: F = mv2/r; F = mω2r ● techniques and procedures used to

investigate circular motion using a whirling bung.

● 5.2.1 ● 5.2.2 (b)–(c) ● 5.2.2 (a), (d)

●



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1. Oscillations 2. The terms used to describe oscillations 3. The motion of an oscillating mass on a

spring 4. Introduction 5. Velocity and acceleration in simple

harmonic motion 6. The solutions to the equation a = – ω2x 7. Graphs of simple harmonic motion 8. Analysis of the graphs of simple harmonic

motion

● The terms displacement, amplitude, period, frequency and phase difference for a wave

● Graphical methods to show the variation of displacement and velocity with time

● 5.3.1 ● 5.3.2 ● 5.3.3

● 5.3.1 ● 5.3.2 ● 5.3.3


Students should be able to demonstrate and apply their knowledge and understanding of: ● displacement, amplitude, period,

frequency, angular frequency and phase difference

● angular frequency ω; ω = 2Tπ or ω = 2πf

● simple harmonic motion; defining equation a = – ω2x

● solutions to the equation a = – ω2x, e.g. x = A cos ωt or x = A sin ωt

● velocity: v = ± ω 2 2A x hence

vmax = ωA ● graphical methods to relate the changes

in displacement, velocity and acceleration during simple harmonic motion

● the period of a simple harmonic oscillator is independent of its amplitude (isochronous oscillator)

● techniques and procedures used to determine the period/frequency of simple harmonic oscillations.

● 5.3.1 (a)–(c) ● 5.3.1 (d), (e) ● 5.3.1. (c)(ii), (f), (g)

● Practical 4: Investigation – Time period of a loaded tube in water

● Practical 5: Investigate simple harmonic motion



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1. Energy interchanges during simple harmonic motion

2. Energy changes for a mass on a spring 3. Introduction 4. Uses of damping 5. Effects of damping 6. Introduction to topic 7. Forced oscillations 8. Practical uses and dangers of resonance.

● Transfers between kinetic and potential energy for a moving object

● 5.3.4 ● 5.3.5 ● 5.3.6

● 5.3.4 ● 5.3.5 ● 5.3.6


Students should be able to demonstrate and apply their knowledge and understanding of: ● the interchange between kinetic and

potential energy during simple harmonic motion

● energy–displacement graphs for a simple harmonic oscillator

● the effects of damping on an oscillatory system

● forced and damped oscillations for a range of systems (continued in Topic 5.3.6)

● free and forced oscillations ● resonance; natural frequency ● amplitude–driving frequency graphs for

forced oscillators ● practical examples of forced oscillations

and resonance.

● 5.3.2 ● 5.3.3 (b) ● 5.3.3 (a), (c)–(e)

● Practical 6: Investigate a mass-spring system



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1. Introduction 2. Gravitational fields 3. Calculating gravitational field strength 4. Introduction 5. Gravitational field strength, g

● The idea of a field as a region where a force is experienced (magnetic, electric or gravitational fields)

● Earth’s gravitational field strength, g

● 5.4.1 ● 5.4.2

● 5.4.1 ● 5.4.2


Students should be able to demonstrate and apply their knowledge and understanding of: ● gravitational fields being due to objects

having mass ● gravitational field lines used to map

gravitational fields

● gravitational field strength: g = Fm

● the concept of gravitational fields as one of a number of forms of field giving rise to a force (continued in Topic 5.4.2)

● gravitational field strength being uniform close to the surface of the Earth and numerically equal to the acceleration of free fall (continued in Topic 5.4.2)

● Newton’s law of gravitation: F = − 2GMm

r

for the force between two point masses

● gravitational field strength: g = − 2GMm

r for

a point mass ● the concept of gravitational fields as being

one of a number of forms of field giving rise to a force (continued from Topic 5.4.1)

● 5.4.1 (a), (c)–(e) ● 5.4.2 (c) ● 5.4.2 ● 5.4.1 (b), (e)



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● modelling the mass of a spherical object as a point mass at its centre

● gravitational field strength as being uniform close to the surface of the Earth and numerically equal to the acceleration of free fall (continued from Topic 5.4.1).



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1. Kepler’s laws of planetary motion 2. Gravitation and orbits 3. Geostationary satellites 4. Gravitational potential 5. Gravitational potential energy 6. Force–distance graph for a point or

spherical mass 7. Escape velocity

● The nature of the centripetal force on a planet being provided by the gravitational force between the planet and the Sun

● Gravitational potential energy of an object in a uniform gravitational field; Ep = mgh

● 5.4.3 ● 5.4.4

● 5.4.3 ● 5.4.4


Students should be able to demonstrate and apply their knowledge and understanding of: ● Kepler’s three laws of planetary motion

● the equation T2 = 2

34 rGMπ

● the centripetal force on a planet provided by the gravitational force between it and the Sun

● the relationship for Kepler’s third law T2 ∝ r3 applied to systems other than our Solar System

● geostationary orbit; uses of geostationary satellites

● gravitational potential at a point as the work done in bringing unit mass from infinity to the point; gravitational potential is zero at infinity

● gravitational potential: Vg = −GMr

at a

distance r from a point mass M; changes in gravitational potential

● gravitational potential energy:

E = mVg = −GMmr

at a distance r from a

point mass M

● 5.4.3 ● 5.4.4



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● force–distance graphs for point or spherical masses; work done is area under graph

● escape velocity.



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1. The components of the Universe 2. The formation of a star 3. Development of stars 4. The Hertzsprung–Russell diagram

● The nature of planets, planetary satellites, comets, solar systems, galaxies and the Universe

● Nuclear fusion as the source of energy in stars

● Gravitational attraction between masses ● The evolution of stars like our Sun into a

red giant and then a white dwarf ● The evolution of a massive star into a red

super giant and then a neutron star or a black hole

● 5.5.1 ● 5.5.2

● 5.5.1 ● 5.5.2


Students should be able to demonstrate and apply their knowledge and understanding of: ● the terms planets, planetary satellites,

comets, solar systems, galaxies and the Universe

● the formation of a star from interstellar dust and gas in terms of gravitational collapse, fusion of hydrogen into helium, radiation and gas pressure (continued in Topic 5.5.2)

● the formation of a star from interstellar dust and gas in terms of gravitational collapse, fusion of hydrogen into helium, radiation and gas pressure (continued from Topic 5.5.1)

● the evolution of a low-mass star like our Sun into a red giant and white dwarf; planetary nebula

● 5.5.1 (a), (b) ● 5.5.1 (b)–(g)



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● the characteristics of a white dwarf;

electron degeneracy pressure; the Chandrasekhar limit

● the evolution of a massive star into a red supergiant and then either a neutron star or a black hole; supernova

● the characteristics of a neutron star and a black hole

● the Hertzsprung–Russell (HR) diagram as a luminosity–temperature plot; main sequence; red giants; red super giants; white dwarfs.



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1. The spectrum of the Sun 2. Energy levels in atoms and the production

of spectra 3. Emission spectra 4. Absorption spectra from the Sun and other

stars 5. Transmission diffraction grating to

determine the wavelength of light 6. The colour–temperature relationship 7. Luminosity, surface temperature and

surface area

● Energy levels in atoms ● The diffraction grating and the diffraction

of monochromatic light

● 5.5.3 ● 5.5.4

● 5.5.3 ● 5.5.4


Students should be able to demonstrate and apply their knowledge and understanding of: ● the energy levels of electrons in isolated

gas atoms ● the idea that energy levels have negative

values ● emission spectral lines from hot gases in

terms of emission of photons and transition of electrons between discrete energy levels

● the equations hf = ∆E and hcλ

= ∆E

● different atoms having different spectral lines which can be used to identify elements within stars

● continuous spectra, emission line spectra and absorption line spectra

● transmission diffraction gratings used to determine the wavelength of light

● the condition for maxima d sin θ = nλ, where d is the grating spacing

● the use of Wien’s displacement law

λmax ∝ 1T

to estimate the peak surface

temperature (of a star)

● 5.5.2 (a)–(h) ● 5.5.2 (i)–(k)



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● luminosity L of a star; Stefan’s law L = 4πr2σT4 where σ is the Stefan constant

● the use of Wien’s displacement law and Stefan’s law to estimate the radius of a star.



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1. Introduction 2. The astronomical unit of distance (AU) 3. The parsec (pc) 4. The light-year (ly) 5. The Doppler effect 6. Spectral lines and red shift 7. Hubble's law 8. Introduction 9. Cosmic microwave background radiation 10. The cosmological principle

● The light-year as a measure of distance ● Red shift as evidence for an expanding

Universe ● The Big Bang theory

● 5.5.5 ● 5.5.6 ● 5.5.7

● 5.5.5 ● 5.5.6 ● 5.5.7


Students should be able to demonstrate and apply their knowledge and understanding of: ● distances measured in astronomical units

(AU), light-years (ly) and parsecs (pc) ● stellar parallax; the parsec (pc)

● the equation p = 1d

, where p is the

parallax in seconds of arc and d is the distance in parsec

● the Doppler effect; Doppler shift of electromagnetic radiation

● the Doppler equation Δλλ

≈ Δff≈ v

cfor a

source of electromagnetic radiation moving relative to an observer

● Hubble’s law: v ≈ H0d for receding galaxies, where H0 is the Hubble constant

● the model of an expanding Universe supported by galactic red shift

● the Hubble constant H0 in both km s−1 Mpc−1 and s −1 units

● estimation for the age of the Universe: t ≈ H0−1

● 5.5.3 (a)–(c) ● 5.5.3 (e)–(i), (m) ● 5.5.3 (d), (j), (k)



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● the cosmological principle: the Universe is homogeneous, isotropic and the laws of physics are universal (continued in Topic 5.5.8)

● the Big Bang theory ● experimental evidence for the Big Bang

theory from microwave background radiation at a temperature of 2.7 K (continued in Topic 5.5.8).



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1. Evidence for the expanding Universe 2. Timeline of the Universe 3. Implications of a Big Bang 4. The eventual fate of the Universe 5. Dark matter 6. Dark energy

● The Big Bang theory ● 5.5.8 ● 5.5.9

● 5.5.8 ● 5.5.9


Students should be able to demonstrate and apply their knowledge and understanding of: ● the cosmological principle: the Universe is

homogeneous, isotropic and the laws of physics are universal (continued from Topic 5.5.7)

● experimental evidence for the Big Bang theory from microwave background radiation at a temperature of 2.7 K (continued from 5.5.7)

● the evolution of the Universe after the Big Bang to the present

● the idea that the Big Bang gave rise to the expansion of space–time

● current ideas: the Universe is made up of dark energy, dark matter and a small percentage of ordinary matter.

● 5.5.3. (d), (k), (l), (n)

● 5.5.3 (o)

● Practical 7: Investigation – How little we know!



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1. Energy transfer and energy storage 2. Charge separation on a capacitor 3. Capacitance 4. Capacitors in parallel 5. Capacitors in series 6. Energy transfer and work done 7. Releasing stored energy 8. Uses of capacitors for the storage of energy

● The relationship between current and the movement of charge

● The relationships between charge, current, p.d. and resistance for ohmic conductors

● 6.1.1 ● 6.1.2 ● 6.1.3

● 6.1.1 ● 6.1.2 ● 6.1.3


Students should be able to demonstrate and apply their knowledge and understanding of:

● capacitance; C = QV

; the unit farad (F)

● charging and discharging of a capacitor or capacitor plates with reference to the flow of electrons

● total capacitance of two or more

capacitors in series; 1C

= 1

1C

+ 2

1C

+ …

● total capacitance of two or more capacitors in parallel; C = 1C + 2C + …

● techniques and procedures used to investigate capacitors in both series and parallel combinations using ammeters and voltmeters

● analysis of circuits containing capacitors, including resistors (continued in Topic 6.1.4)

● p.d.–charge graph for a capacitor; energy stored is area under graph

● 6.1.1 (a), (b) ● 6.1.1 (c)–(e) ● 6.1.2

● Practical 8: Find the value of an unknown capacitor



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● energy stored by capacitor; W = 1

2QV ,

W = 21

2QC

and W = 12

V2 C

uses of capacitors as storage of energy.



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1. Charge and discharge graphs 2. A capacitor–resistor circuit 3. Exponential changes 4. Determining the time constant graphically 5. Modelling capacitor discharge

● This is the first time students will have met this concept.

● 6.1.4 ● 6.1.5

● 6.1.4 ● 6.1.5


Students should be able to demonstrate and apply their knowledge and understanding of: ● charging and discharging a capacitor

through a resistor ● analysis of circuits containing capacitors,

including resistors (continued from Topic 6.1.2)

● techniques and procedures to investigate the charge and the discharge of a capacitor using both meters and dataloggers

● the time constant of a capacitor–resistor circuit; τ = CR

● equations of the form x = 0x e −t/CR and

x = 0x (1 − e−t/CR) for capacitor–resistor circuits

● exponential decay graphs; constant-ratio property of such a graph (continued in Topic 6.1.5)

● graphical methods and spreadsheet

modelling of the equation Q QCR

for

a discharging capacitor ● exponential decay graphs; constant-ratio

property of such a graph (continued from Topic 6.1.4).

● 6.1.1 (e)(i) ● 6.1.3 (a)–(c), (e) ● 6.1.3 (d), (e)

● Practical 9: Investigate the time constant for a CR circuit



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1. Force fields and action at a distance 2. Electric field strength 3. Electric field line patterns 4. Force between two point charges 5. Electric field strength for a radial field 6. Comparing gravitational and electric fields 7. Comparing uniform and non-uniform fields 8. Charged parallel plates 9. Motion of a charged particle in a uniform

electric field 10. Electric potential 11. The capacitance of an isolated sphere 12. Electric potential energy

● The idea of field as a region where a force is experienced (magnetic, electric or gravitational fields)

● Electric fields are due to charges

● 6.2.1 ● 6.2.2 ● 6.2.3 ● 6.2.4

● 6.2.1 ● 6.2.2 ● 6.2.3 ● 6.2.4


Students should be able to demonstrate and apply their knowledge and understanding of: ● the concept of electric fields as being one

of a number of forms of field giving rise to a force

● electric fields being due to charges ● modelling a uniformly charged sphere as

a point charge at its centre ● electric field lines to map electric fields

● electric field strength; E = FQ

● Coulomb's law; F = 204

Qqrπε

for the force

between two point charges

● electric field strength E = 204

Qrπε

for a

point charge ● similarities and differences between the

gravitational field of a point mass and the electric field of a point charge

● uniform electric field strength; E = Vd

● 6.2.1 ● 6.2.2 (d) ● 6.2.2 (a)–(c) ● 6.2.3 ● 6.2.4



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● parallel plate capacitors; permittivity;

C = 0Adε

; C = Adε ; ε = 0rε ε

● motion of charged particles in a uniform electric field

● electric potential at a point as the work done in bringing unit charge from infinity to the point; electric potential being zero at infinity

● electric potential V = 04

Qrπε

at a distance

r from a point charge; changes in electric potential

● capacitance C = 04 Rπε for an isolated sphere

● force–distance graphs for a point or spherical charge; work done being area under graph

● electric potential energy E = Vq =

04Qq

rπεat a distance r from a point charge

Q.



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1. Magnetic fields and field lines 2. Magnetic field associated with an electric

current 3. The magnetic field associated with the

Earth 4. Magnetic flux and magnetic flux density

definitions 5. Calculations 6. Typical values 7. The motor effect 8. Fleming's left hand rule 9. Size of the force acting on a current-

carrying wire

● The magnetic field due to a bar magnet ● Magnetic field lines to map out a magnetic

field ● Magnetic field lines are directed from a

north pole to a south pole

● 6.3.1 ● 6.3.2 ● 6.3.3

● 6.3.1 ● 6.3.2 ● 6.3.3


Students should be able to demonstrate and apply their knowledge and understanding of: ● magnetic fields being due to moving

charges or permanent magnets ● magnetic field lines to map magnetic

fields ● magnetic field patterns for a long straight

current-carrying conductor, a flat coil and a long solenoid

● magnetic flux density; the unit tesla ● magnetic flux φ; the unit weber;

φ = BA cos θ ● Fleming's left-hand rule ● force on a current-carrying conductor;

F = BIL sin θ ● techniques and procedures used to

determine the uniform magnetic flux density between the poles of a magnet using a current-carrying wire and digital balance.

● 6.3.1 (a)–(c) ● 6.3.3 (a) ● 6.3.1 (f) ● 6.3.1 (d), (e)

● Practical 10: Investigation – What is superconductivity?

● Practical 11: Investigation: When is the North Pole not the North Pole?



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1. Force on a charged particle in a uniform magnetic field

2. Charged particles moving in both electric and magnetic fields

3. Faraday’s experiments 4. Explaining Faraday’s experiments in terms

of magnetic flux 5. Faraday’s law of electromagnetic induction 6. Lenz’s law of electromagnetic induction

● Magnetic field lines are directed from a north pole to a south pole

● The magnetic field due to a bar magnet ● Magnetic field lines to map out a magnetic

field

● 6.3.4 ● 6.3.5 ● 6.3.6

● 6.3.4 ● 6.3.5 ● 6.3.6


Students should be able to demonstrate and apply their knowledge and understanding of: ● force on a charged particle travelling at

right angles to a uniform magnetic field; F = BQv

● charged particles moving in a uniform magnetic field; circular orbits of charged particles in a uniform magnetic field

● charged particles moving in a region occupied by both electric and magnetic fields; velocity selector

● magnetic flux linkage ● magnetic flux φ; the unit weber; φ = BA cos θ

● Faraday’s law of electromagnetic induction and Lenz’s law

● e.m.f. = −rate of change of magnetic flux linkage;

ε = – )(Nt

(continued in Topic 6.3.7)

● techniques and procedures used to investigate magnetic flux using search coils.

● 6.3.2 ● 6.3.3 (a), (b) ● 6.3.3 (c), (d)

● Practical 12: Investigation – Magnetic braking



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1. Generating electricity 2. The structure of the a.c. generator 3. The operation of the a.c. generator 4. Transformer structure 5. Why transformers are necessary 6. The operation of a transformer 7. The efficiency of a transformer

● This is the first time that students will have met this concept.

● 6.3.7 ● 6.3.8

● 6.3.7 ● 6.3.8


Students should be able to demonstrate and apply their knowledge and understanding of: ● e.m.f. = −rate of change of magnetic flux

linkage;

ε = – )(Nt

(continued from Topic 6.3.6)

● the simple a.c. generator ● a simple laminated iron-cored

transformer; s

p

nn

= s

p

VV

= p

s

ll

for an ideal

transformer ● techniques and procedures used to

investigate transformers.

● 6.3.3 (di), (e) ● 6.3.3 (f)



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1. Early models of the atom 2. The alpha particle scattering experiment 3. Nuclear model of the atom 4. Proton number, nucleon number and

isotopes 5. Forces between nucleons 6. The properties of the strong nuclear force 7. Equilibrium separation of nuclear particles

● Simple nuclear model of the atom in terms of protons, neutrons and electrons

● The relative sizes of the atom and nucleus

● Proton number, mass number and the existence of isotopes

● 6.4.1 ● 6.4.2

● 6.4.1 ● 6.4.2


Students should be able to demonstrate and apply their knowledge and understanding of: ● the alpha particle scattering experiment;

evidence of a small, charged nucleus ● a simple nuclear model of the atom;

protons, neutrons and electrons ● relative sizes of atom and nucleus ● proton number; nucleon number;

isotopes; notation AZ X for the

representation of nuclei ● strong nuclear force; short-range nature

of the force; attractive to about 3 fm and repulsive below about 0.5 fm.

● 6.4.1 (a)–(d) ● 6.4.1 (e)



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1. Relative size and mass of atom and nucleus 2. Nuclear radius 3. Nuclear density 4. In search of particles 5. The classification of particles 6. Antiparticles 7. Properties of quarks


● 6.4.3 ● 6.4.4

● 6.4.3 ● 6.4.4


Students should be able to demonstrate and apply their knowledge and understanding of:

● the radius of nuclei; R = 13

0r A where 0r is a constant and A is the nucleon number

● mean densities of atoms and nuclei ● particles and antiparticles; electron–

positron, proton–antiproton; neutron–antineutron and neutrino–antineutrino

● corresponding particles and antiparticles having the same mass; electron and positron having opposite charge; proton and antiproton having opposite charge

● classification of hadrons; proton and neutron as examples of hadrons; all hadrons are subject to the strong nuclear force

● classification of leptons; electron and neutrino as examples of leptons; all leptons are subject to the weak nuclear force

● the simple quark model of hadrons in terms of up (u), down (d) and strange (s) quarks and their respective antiquarks

● the quark model of the proton (uud) and the neutron (udd)

● 6.4.1 (f), (g) ● 6.4.2 (a)–(g)

● Practical 13: Investigation – Electron diffraction



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● charges of the up (u), down (d), strange (s), anti-up (u ) , anti-down ( d ) and the anti-strange ( s ) quarks as fractions of the elementary charge e

● decay of particles in terms of the quark model.



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1. Radioactive decay 2. Characteristics of α, β and γ radiation 3. Nuclear decay equations 4. Alpha decay 5. Beta decay 6. Gamma rays 7. Stable and unstable nuclei 8. Activity of a radioactive source 9. Decay equations 10. Graphs of radioactive decay 11. The relationship between half-life, t1/2 , and

the decay constant, λ 12. Using a spreadsheet to model radioactive

decay

● Radioactive decay and half-life

● 6.4.5 ● 6.4.6 ● 6.4.7

● 6.4.5 ● 6.4.6 ● 6.4.7


Students should be able to demonstrate and apply their knowledge and understanding of: ● radioactive decay; spontaneous and

random nature of decay (continued in Topic 6.4.7)

● α-particles, β-particles and γ-rays; nature, penetration and range of these radiations

● techniques and procedures used to investigate the absorption of α-particles, β-particles and γ-rays by appropriate materials

● nuclear decay equations for alpha, beta-minus and beta-plus decays; balancing nuclear transformation equations

● beta-minus (β−) decay; beta-plus (β+) decay

● β− decay in terms of a quark model;

d → u + 01e + ν

● β+ decay in terms of a quark model;

u → d + 01e + ν

● balancing of quark transformation equations in terms of charge

● activity of a source; decay constant λ of an isotope; A = λN

● 6.4.3 (a), (b) ● 6.4.2 (h)–(l) ● 6.4.3 (c) ● 6.4.3 (a), (d)–(g)

● Practical 14: Investigate gamma rays

● Practical 15: Investigate ionising radiation



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● the equations A = A0e−λt and N = N0e−λt, where A is the activity and N is the number of undecayed nuclei

● radioactive decay; spontaneous and random nature of decay (continued from Topic 6.4.5)

● half-life of an isotope; 1/2tλ = ln(2)

● graphical methods and spreadsheet

modelling of the equation N NT

λ

for

radioactive decay ● techniques and procedures used to

determine the half-life of an isotope such as protactinium

● simulation of radioactive decay using dice.



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1. Carbon dating 2. Dating rocks 3. Radioactive decay 4. Einstein’s mass–energy equation 5. Annihilation reactions 6. Mass defect 7. Binding energy

● Radioactive decay and half-life

● 6.4.8 ● 6.4.9

● 6.4.8 ● 6.4.9


Students should be able to demonstrate and apply their knowledge and understanding of: ● radioactive dating, e.g. carbon dating ● Einstein's mass–energy equation;

ΔE = Δmc2 ● energy released (or absorbed) in simple

nuclear reactions (continued in Topics 6.4.10 and 6.4.11)

● creation and annihilation of particle–antiparticle pairs

● mass defect; binding energy; binding energy per nucleon

● binding energy per nucleon against nucleon number curve; energy changes in reactions

● binding energy of nuclei using ΔE = Δmc2 and masses of nuclei.

● 6.4.3 (h) ● 6.4.4 (a)–(f)



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1. Induced fission 2. A chain reaction 3. Components of a fission reactor 4. Environmental impact of nuclear waste 5. Nuclear fusion and binding energy 6. Fusion reactions in stars 7. Fusion power on Earth


● 6.4.10 ● 6.4.11

● 6.4.10 ● 6.4.11


Students should be able to demonstrate and apply their knowledge and understanding of: ● energy released (or absorbed) in simple

nuclear reactions (continued from Topic 6.4.9)

● induced nuclear fission; chain reaction ● balancing nuclear transformation

equations (continued in Topic 6.4.11) ● the basic structure of a fission reaction;

components – fuel rods, control rods and moderator

● the environmental impact of nuclear waste

● energy released (or absorbed) in simple nuclear reactions (continued from Topic 6.4.10)

● nuclear fusion; fusion reactions and temperature

● balancing nuclear transformation equations (continued from Topic 6.4.10).

● 6.4.4 (b), (g)–(i), (k)

● 6.4.4 (b),(j) and (k)



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1. Discovery of X-rays 2. The nature of X-rays 3. The production of X-rays 4. The energy of an X-ray photon 5. Interaction of X-rays with matter 6. X-ray absorption by the patient 7. Intensity attenuation with distance 8. Contrast media 9. Drawbacks of 2D X-rays 10. Production of a CAT scan image 11. Advantages of a CAT scan over an X-ray

image

● X-rays and gamma rays ● 6.5.1 ● 6.5.2 ● 6.5.3

● 6.5.1 ● 6.5.2 ● 6.5.3


Students should be able to demonstrate and apply their knowledge and understanding of: ● the basic structure of an X-ray tube;

components – heater (cathode), anode, target metal and high voltage supply

● the production of X-ray photons from an X-ray tube

● X-ray attenuation mechanisms; simple scatter, photoelectric effect, Compton effect and pair production

● attenuation of X-rays; I = I0e−μx, where μ is the attenuation (absorption) coefficient

● X-ray imaging with contrast media; barium and iodine

● computerised axial tomography (CAT) scanning; components – rotating X-ray tube producing a thin fan-shaped X-ray beam, ring of detectors, computer software and display

● advantages of a CAT scan over an X-ray image.

● 6.5.1 (a), (b) ● 6.5.1. (c)–(e) ● 6.5.1 (f), (g)



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1. Radioactive medical tracers 2. The gamma camera 3. The gamma camera in use 4. Tomographic techniques 5. Conducting a PET scan 6. The PET cycle 7. Uses of PET scans 8. Comparing PET scans with CAT scans 9. Ultrasound scanning 10. Ultrasound in diagnosis 11. The principles of ultrasound scanning 12. The ultrasound transducer and the

piezoelectric effect

● X-rays and gamma rays ● Sound and ultrasound waves, including

reflection and echoes

● 6.5.4 ● 6.5.5 ● 6.5.6

● 6.5.4 ● 6.5.5 ● 6.5.6


Students should be able to demonstrate and apply their knowledge and understanding of: ● medical tracers; technetium-99m and

fluorine-18 (continued in Topic 6.5.5) ● a gamma camera; components –

collimator, scintillator, photomultiplier tubes, computer and display; formation of image

● diagnosis using a gamma camera ● positron emission tomography (PET)

scanners; annihilation of positron–electron pairs; formation of images

● diagnosis using PET scanning ● ultrasound; longitudinal wave with

frequency greater than 20 kHz ● piezoelectric effect; ultrasound transducer

as a device that emits and receives ultrasound.

● 6.5.2 (a)–(c) ● 6.5.2 (a), (d), (e) ● 6.5.3 (a), (b)



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1. Different types of ultrasound scanning 2. Acoustic impedance 3. Impedance matching 4. The Doppler effect for a moving reflector 5. Measurement of blood flow 6. Coloured ultrasound scans

● Sound and ultrasound waves, including reflection and echoes

● The Doppler effect

● 6.5.7 ● 6.5.8

● 6.5.7 ● 6.5.8


Students should be able to demonstrate and apply their knowledge and understanding of: ● ultrasound A-scans and B-scans ● acoustic impedance of a medium; Z = ρc ● reflection of ultrasound at a boundary;

0

rll

=

22 1

22 1

Z Z

Z Z

● impedance (acoustic) matching; special gel used in ultrasound scanning

● the Doppler effect in ultrasound; speed of

blood in the patient; ff = 2 cosv

cθ for

determining the speed v of blood.

● 6.5.3 (c)–(f) ● 6.5.3 (g)

week 1 links to prior learning student book links teaching ......2. internal energies for solids and...

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