PHYSICS GCSE

Outline Scheme of Work

The table shows the teaching order for students starting GCSE in year 9 with the AQA Physics 8463 Syllabus sections.

For each sub-section practical activities are suggested. The notes should be read in conjunction with the Syllabus.

Codes given for skills relate to those given in the syllabus.

 Syllabus Lesson suggestions. Skills

Y9
Making
Section

4.3.1.1 1. Issue text books and exercise books. Discuss course.

See syllabus
for details.

Autumn 1
Measurements Investigation: see Period of a pendulum.ppt. Find the period of a pendulum, 3 methods: One swing. 20 swings and divide by 20. Repeat 20 swings
& Density method and average. Extension; how is pendulum affected by length / angle.
Equipment: Pendulums, Stop clocks. Meter Rulers 1

2. How to use a micrometer: 1st part of Micrometer.ppt and / or Moodle link

Discuss equation giving density (possibly from year 7) and ways of measuring mass and volume.
Required practical 5 (part 1): Carry out two measurements of density – one using micrometer screw gauge and electronic scales, the other with ruler
and beam balance. Compare.
Equipment: micrometer screw gauge, electronic scales, beam balance, steel ball bearings or similar. 2
MS 1a, b,
3. Required practical 5 (part 2) Density of an irregular shape using Eureka can + density of a liquid. c, 3b, c
Equipment: Eureka cans. Measuring cylinders, Irregular objects to fit inside eureka can, scales. 3 .

Speed, 4.5.1.1. 1.Speed as a scalar (mention distance / displacement / velocity). Speeds.ppt (units) Show pupils table of speeds from ppt, pupils to complete table
velocity and 4.5.6.1.2 (involves units / conversions).
acceleration 4.5.6.1.4 Investigation: Measure speed of walking and running (in playground). Look at cycling speeds for leisure / racing.
Equipment: Stopclocks. Metre rulers. 4
MS 1a, c,
2. Demo; how to use light gates and data loggers. 2f
Investigation: Find the speed of a hotwheels car having rolled from different heights. How do height and speed relate? Simple graphs comparing MS 3b, 3c
height and speed: Graph skills.
Equipment: Hotwheels cars and tracks with supports, light gates, data loggers, 50cm rulers. 5

4.5.6.1.5 3. Discuss: Acceleration. a = (v-u)/t Discuss examples of every day accelerations (what is 0-60 in 4s?).
Investigation: Use light gates to measure acceleration of falling object. Data loggers connected to pc, timing at A and B and from A to B.
Equipment: Light gates, data loggers connected to pcs. Plastic cards, Plasticine. 6
Extension: Effect of varying mass on acceleration – leading to g = 10m/s2.

4. Calculation lesson. Introduce v2 = u2 + 2as. Various example questions including past paper Qs.

5/6. Graphs of Motion.

Make summary notes from Motion graphs.ppt
Arnie.ppt – sketch speed time graph from watching clip from Terminator – use graph to estimate distance travelled. Graph questions.
Autumn 2 Forces and 4.5.1.2. 1/2/3 (with write-up). Forces-Aristotle Newton.ppt. Describe Newton’s 1st Law.
motion 4.5.6.2.1 Investigation: Required Practical 7: 2 lessons. Split class & rotate: Investigate the effect of varying the force on the acceleration of an object of MS 3a
4.5.6.2.2 constant mass (by pulling with 1N Newton Meter), and the effect of varying the mass of an object on the acceleration produced by a constant force MS 3b, c
4.4.6.2.3
(with slotted mass / pulleys / light gates). WS 4.2
AT skills covered by this practical activity: AT 1, 2 and 3.
Equipment: Trolleys, String, Scissors, Slotted masses and holders, 1N Newton Meters, light gates 9
4. Inertial Mass as a measure of how difficult it is to change the velocity of an object. Resultant forces. Discuss tug of war. Combining forces.Ppt. Intro
to Newton’s 3rd Law.

4.5.6.1.5. 5. Investigation: Terminal velocity. Drop paper cones, point down, towards motion sensors. Plot distance time graphs from data. See terminal velocity.
4.5.6.2.1 Show ideal graph if experiments fail.
Equipment: A4 paper, scissors, tape, motion sensors and data loggers on pcs. 10

4.5.6.3
6/7. Discuss reaction time and demo dropping £5 note through fingers. Demo that g is equal for different masses ignoring air resistance. Use v2
= u2 + 2as and a = (v-u)/t to relate s to t t = (s/a)^1/2
Investigation: Make a reaction timer from a 50cm ruler. Test with distractions. WS 3.3
Stopping Distance. Computer Modelling Lesson. See STOPPING DISTANCE.xls in Staff Shared. Need PL2 or other computer room.
 Equipment: 50cm rulers. £5 note. 11
8. Revision lesson. Forces, including video ‘Newton’s Laws of Motion’ (staff shared/ multimedia /physics /video)

Spring 1 Energy & 1.7.1 1. Starter – students identify different energy stores from pictures. Students do energy circus to identify shifts of energy between different stores. Use
Work pendulum demo to discuss closed systems and real world systems. Students write down definitions of systems and conservation of energy. Possible
poster work (extra lesson) tracing various examples of energy back to the Sun. MS 3b, c
Equipment: Energy demo circus + pendulum demo. 12

2. Work = force x distance (theory & calculation practice). Investigation: investigate work done pulling sledge carrying different masses with
newtonmeter. Extension – effect of rubber bands on sledge on force required and work done.
Equipment: wooden sledges, newton-meters, 0.5 and 1kg masses, metre rules, rubber bands. OPTION: Efficiency pulling a load up a ramp.

3 Speed trap lesson. Compare the speed of a sliding mass (light gate) with the distance travelled before stopping.
Look at v against distance graph
4 Use data from last lesson to plot v^2 against d graph. Why is it a straight(ish) line. ½ mv2 = Fd
Use gradient of graph (explain) to find a value of F – check with Newton Meter. Practice questions on energy.
Equipment: 2x100g slotted masses. Newton meter (1N and 10N).

5. GPE = mgh = work done, KE = ½mv2, (students must remember these for AQA). Calculation practice. Investigation: Build on previous experiment
involving hotwheels, measure loss in PE and gain in KE for cars down slopes.
Equipment: Hotwheels cars and tracks with supports, light gates, data loggers, 50cm rulers. Discuss inequalities – loss of KE to Heat. 13

Spring 2 Power / 1.7.3 1. Investigation: Personal Power. Find their own power by doing squats, knowing their mass/weight and timing.
Efficiency 1.7.4 Equipment: Stopclocks, Metre rulers, bathroom scales. 14 MS 1a, c,
3b, c
2. Introduction to efficiency via discussion on useful and non-useful energy, using light bulb as an example. Discuss other examples.
Investigation: Efficiency of a motor lifting a load unless efficiency looked at by pulling load up a ramp.Teach that electrical power = VI (to revisit later in
course)
Equipment: Electric motors. Slotted masses. Stopclocks. Meter rulers. Ammeters. 16

1. Required Practical 6: Extension of a spring with changing force. Max force – 7N (700g)
Equipment: Springs, Slotted masses including 100 and 50g. Retort stands, bosses and clamps. Scissors (to make pointers). 7
Graph F against extension.
Discuss graph, spring constant, Hooke’s Law.

Summer 1 2. Investigation: As previous lesson but with home-made springs constructed using wire. Extend beyond limit of proportionality. Discuss elastic
deformation and inelastic deformation caused by stretching forces.
Forces and Equipment: Reel of wire cut into 50cm lengths. Slotted masses including 10 20 50g (10g holders). 8
elasticity 4.5.3

3 Investigation: Find k of spring. Accelerate trolley using stretched spring via string, measure KE gained.
Test Ee = ½ k e2
Equipment: Trolleys, plastic cards, light gates, springs, string, scissors. Retort stands & G clamps. 8a
Energy 1.7.2 1. 2. 3. Can be covered as a project (3 lessons) with groups focussing on various resources, see R:\Physics\Year 9\Energy Resources
resources Note: Will need to use a room with computers. WS 4.4
WS 1.3,
4. Revision. Video: Energy Conversions. Calculations on energy conservation. See Rollercoaster.ppt + other examples from text books. 1.4
WS 3.5
MS 1c, 2c,
4a
Summer 2 Electric 4.2.5 1. Static electricity. Demos – balloon sticking to wall and/or on string moving to holder, deflection of stream of water using charged rod. Phet simulation
charge for balloon and charge movement. Worksheet on static charging. Video: Hammond Lightning in car. (Staff shared/ multimedia). Ppt. Lesson 1-2 WS 1.2,
(static) “Electric Charge” up to slide 12. Homework p.168 SQ 1&2. 1.5
Investigation - static circus (2 sets of 4): Use charged rods to pick up paper, roll a can by attracting it, attract a plastic cup, gold leaf electroscope 18

2. Electric fields. Starter slide – similarities and differences between gravity, magnetism, static electricity. Fields associated with + point, - point,
charged sphere – discuss why charge distributes evenly on a conducting sphere. How electric field causes sparking. Ppt. Lesson 1-2 “Electric Charge”
from slide 13.
 Demo with Van der Graaff to recap causes of static, resulting forces (mutual repulsion of strands of hair), sparking 17.
Optional - use flame probe to show direction of field. Safety – high voltage. Equipment: Flame probe set up in PL2. 19 HAZ

Y10
Autumn 1 Current, p.d. 4.2.1.1 to 1. Current, Q = It, how does resistance affect current in basic series circuit. Y9 Current.ppt - STOP AT SLIDE 11.
resistance, 4.2.1.3 Why are metals good conductors? SEE SLIDE MS 3b, c
series and 4.2.2 Investigation: Introduce students to using digital multimeters for small and large currents – basic series circuit (always start on 10A setting). How to
parallel use leads without breaking them.
circuits Equipment: Loctronics kits with cells and a variety of large and small resistances, multimeters. Table of current compared to resistance: look for
pattern – if time introduce I = V/R. 20

2. I = V/R, potential difference, and recap (from yr 7) of current in series and parallel circuits. Use previous lessons findings to introduce I = V/R (if not
already done). What causes resistance? (back to atomic conduction model). Introduce Potential difference. Voltage.ppt
Investigation: Current in series and parallel circuits (intro use of multimeter as voltmeter to check p.d. from cell/battery, and demo difference between
analogue and digital meters) pack. Extension – use R = V/I to check measured resistance compared to marked resistance. Y9 Current.ppt FROM
SLIDE 12.
Equipment: Loctronics kits with cells and a variety of large and small resistances, multimeters, bulbs 21

1/2 Resistance in series and parallel circuits - see ppt.

Investigation AQA RPA 3 part 1: How is total resistance affected by placing resistors in series or parallel. Students build series and parallel circuits as
per RPA instruction sheet and take current and voltage readings from series and parallel circuits.
Equipment: Cells, loctronics kits, Multimeters, Analogue Voltmeters, selection of resistances. 23/24

3/4. Investigation AQA RPA 3 part 2: Resistance of a wire. Two lessons. Resistance compared to length / cross sectional area.
Equipment: Banjo boards. Leads. Rheostats (optional – could use to keep current constant), multimeters, PSUs 25

Electrical 4.2.4 6. Revisit Investigation with electric motor lifting a mass (efficiency), recap questions on E = VIT and P = VI MS 3b, c
energy Revise rest of topic ready for test. BOARDWORKS WS 4.5
Equipment: PSUs, motors for lifting masses, slotted masses, multimeters used as ammeters (take one initial V reading). 26

SPACE
Autumn 2 Our Solar 4.8.1.1 1/ 2 Quick intro to Moons, planets, dwarf planets, stars, solar systems, galaxies. Artificial Satellites.
System & The 4.8.1.2 Students should be able to describe the life cycle of a star…
Life Cycle of a • the size of the Sun
Star • much more massive than the Sun.
See STARLIGHT DVD. + 1st 8 minutes of The Sun Our Star DVD. Use Star Life mixed.docx – student cut and re-arrange (solution
Stella Evolution.pptx also in staff shared). See also Life Cycle of Stars.pptx

Orbital 4.8.1.3 1/2 Students should be able to describe the similarities and distinctions between the planets, their moons, and artificial satellites.
motion, Students should be able to explain qualitatively how:
natural and • for circular orbits, the force of gravity can lead to changing velocity but unchanged speed
artificial • for a stable orbit, the radius must change if the speed changes.
satellites
Investigation: Use planet data to investigate relationships between orbital radii and velocities for the planets – graph.
Tables in Planners.
https://www.bbc.co.uk/bitesize/guides/zt2fcj6/revision/1
Red shift / Big 4.8.2 1. Big Bang.pptx
bang Demo - whirling loudspeaker. WS 1.2
Cosmology DVD WS 1.1, 1.3
Usefull links:
http://galileoandeinstein.physics.virginia.edu/more_stuff/flashlets/doppler.htm and
http://highered.mheducation.com/olcweb/cgi/pluginpop.cgi?it=swf::800::600::/sites/dl/free/0072482621/78778/
Doppler_Nav.swf::Doppler%20Shift%20Interactive for the Doppler effect
 HEAT

Measurement 4.3.1.2 1. Investigation: Cooling curve for Salol (or similar) showing change of state. Discuss / notes why rate of temperature change
of decreases during change of state – could demo breaking a pencil (breaking bonds) requires energy. Reverse.
temperature Equipment: Kettles, beakers for melting salol in hot water (about 75 degrees). Salol kits with thermometers. Timers. 30 HAZ

Thermal 4.3.2.2 / 1. Specific Heat Capacity. MS 1a, 3b, c, d

capacity 4.1.1.3 Investigation: Required practical activity 1 Find the Specific Heat Capacity for a metal.
Equipment: Metal blocks, heating coils and thermometers for specific heat capacity. PSUs, Stopclocks. 31
Melting and 4.3.2.1 1. Refer to cooling curve data. Repeat discussion - why rate of temperature change decreases during change of state
boiling
Demo / Equipment: Latent heat for boiling water. 32
Latent heat / specific heat calculations (see text books) or use Heat Questions.docx in Staff shared.

Spring 1 Conduction 4.1.2.1 1. Boardworks ppt on heat transfer.

Demo or investigation of conduction along rods of different composition. WS 1.4
Equipment: Conduction rods, pins, petroleum jelly. See technician for availability of materials. 33 AT 1, 5

2. Required practical activity 2 - Now defined as rate of cooling using different thermal insulators – See page 18 of
practical handbook – investigate different materials and different thicknesses of same material.

Radiation 4.6.2.2 1. Required practical activity 10 (page 75 of practical handbook – now defined as Leslie’s cube)
Using a desk lamp bulb as a heat source with various coverings on container (can use boiling tubes or construct WS 1.4
something more interesting (coats made of tin foil, black paper, white paper on toy characters). Graph skills. AT 1, 5
Equipment: Desk lamps, stopclocks, thermometers, tin foil, white / black paper, container or character. 35

2.Investigation: Rate of cooling of hot water from white, black silver tubes.
Equiment: white, black silver tubes, thermometers, kettles, stopclocks, graph paper. 36 HAZ

WAVES
General wave 4.6.1.1 1. Introduction to key concepts using slinky: Wavelength, amplitude, frequency, longitudinal, transverse. Demo using CRO, signal
properties 4.6.1.2 generator and speaker to show relationship between amplitude / volume, frequency/wavelength/pitch. Draw CRO trace diagrams.
WS 1.2, 2.2
See ‘Wave frequency period.ppt’
Equipment: CRO (picoscope?), speaker, slinky, signal generator. 38
2. Required practical activity 8 DEMO See page 67 of Handbook in Required Prac folder. Done as a demo, but students have MS 1c, 3b, c
stopclocks and are required to measure frequency and wavelength to calculate velocity. Then calculate velocity using distance /
time. Compare. Students to make detailed note, as it is a required prac. 39
3. Ripple tank to demo to show reflection, refraction, diffraction. Equipment: Ripple tank set up to demo to show reflection,
refraction, diffraction. Relate to diffraction in light / size of gap. Demo diffraction in light with projector and narrow slits. Possible
class practical using red trays - vary gap size. 39
4. Required practical activity 8 part 2 DEMO See page 74 of Handbook in Required Prac folder. Measure wavelength from
vibrating string, and record frequency to calculate wave speed. Could repeat with different tensions.
Sound 4.6.1.1 . 1. Recap sound / properties of sound relating to wave. Discuss SONAR Investigate range of human hearing.
4.6.1.2
4.6.1.4 Equipment: Sig gen. Speaker. CRO. 40 + Sound in Bell Jar demo + Guitar and strobe + DVD 21 first half

2. Investigation: Find the speed of sound using echo from swimming pool wall, stopclocks. Get echo in phase with bangs and time
several cycles. Speed = distance / time. Speed of sound in metal bar.
WS 2.3, 2.4, 2.6, 2.7, 3.1,
Demo: Speed of sound in a tube using CRO. 3.5

Equipment:. Bang maker, stopclocks, trundle wheel (or sound through pipe /CRO demo) . 41 + DVD 21 second half + speed of
sound in metal demo.
 Wave 4.6.1.5 1. Human hearing  Echo sounding / Ultrasound / Seismic waves
Detection Possible VENN diagram to compare ultrasound and Sonar. Videos in staff shared/ Multimedia / physics/ media: WS 1.4
How Ultrasound Works & Scientists _See_ Ocean Floor via Sonar _ National Geographic WS 1.1

Electromagnet 4.6.2.1 1. Overview of electromagnetic spectrum – see syllabus, include trends relating to dangers of different parts of spectrum.
ic spectrum
1/2 Project work on computers. E SAFETY. Group work – each group to prepare a 5-10 minute lesson on their part of the spectrum.
4.6.2.3 Video: The EM Spectrum. See word document for project brief as well as tick sheet.
Equipment: Need pcs.
See wave energy.ppt
Reflection of 1. Pupils have probably already studied law of reflection using ray boxes – could extend this with the use of optical pins and then
light pairs of mirrors placed at different angles to each other (multiple images: no. of images v angle). Construction diagrams. Compare MS 5a, 5c
theory and practical results. Concept of VIRTUAL image. WS 1.2
Question: What is the minimum length a mirror needs to be to see your entire body in one go?
Equipment: Stand up mirrors. A3 paper. Protractors. Optical pins. Either soft boards for pins or Plasticine. 42 HAZ

Refraction vs 4.6.2.3 2/3 Required Practical 9 (see page 47 of practical handbook): Reflection from and refraction through different materials
reflection (glass/Perspex and water) to demonstrate that angle of reflection does not change, where-as angle of refraction does. Also can try
reflection from piece of white card to show how surface roughness results in scattering (diffuse reflection) rather than specular
reflection. Use this practical to give students ray diagram/angle measurement practice.
Equipment – Light ray source, rectangular glass or Perspex blocks, water blocks, white card, A3 paper, protractors, 30cm rulers
Thin 4.6.2.5 1. Look at behaviour of lens and compare to that of refraction through a block to explain idea of focus.
converging 1. Aim to understand behaviour of lens. Start by comparing the refraction through 30, 45 60 90 angles (symmetrically) to MS 5a, 5c
lens WS 1.2
emulates the different parts of a lens. Investigation 43 laser boards and Perspex blocks (triangular blocks including
30 angles, 45 angles), protractors. X 12 or 13 + Plain a4 paper. MS 3b, c
AT 4, 8
2. Investigation: Use first seven slides of ‘Lenses and Ray diagrams.ppt’ : Collect data of u, v, object size, image size using
lenses of different focal length. u greater than f. Look for trends / patterns. Stress importance of bringing this data to future
lessons.
Equipment: Selection of convex lenses in tray (ensure full at start and end of lesson). Metre rulers. Lens holders. Small screens on
stands. Aperture/lamp as object (or filament lamp using filament as object). 46

3. Investigation: Use slide 8 of ‘Lenses and Ray diagrams.ppt’ : Collect data of u, object size, image size using lenses of different
focal length. u less than f. Look for trends / patterns. Estimate image size. Stress importance of bringing this data to future lessons.
Equipment: Selection of convex lenses in tray (ensure full at start and end of lesson). Metre rulers. Lenses. 30cm rulers. Small
objects to look at using magnifying glass mode. 47

4 / 5. Drawing ray diagrams. Look at the rules for drawing ray diagrams (slide 9 Lenses and Ray diagrams.ppt).Look at examples in
ppt. Draw diagrams using the same f and u values as used in the two practical lessons. Compare position of image and / or
magnification.
Applications of lenses. Past paper questions on lenses.
Look at CONCAVE lenses and draw ray diagrams.

Spring 2 Visible light 4.6.2.6 1. Colour as a result of or reflection and absorption transmission and absorption (colour filters) – see Phet sim on colour and filters.
and colour Transparent or translucent materials as transmitters of light.
Black body 4.6.3 1/2. All bodies emit radiation. Black bodies as perfect absorbers and emitters. Continuous radiation spectra for bodies at different
radiation constant temperatures (phet sim) Heating and cooling of bodies depending on shift in balance between absorption and emission. WS 1.2
Relate this to temperature of earth, global warming.
Simple 4.1 1. Recap magnetic fields (visited in year 8) using either iron filings or plotting compasses depending on what they used the first time.
phenomena of Make more challenging by using two magnets in various configurations. Predict, plot, draw. WS 2.2
magnetism Equipment: Bar magnets, iron filings, sheets of plain paper, plotting compasses. 49
Recap properties of magnetic forces. Explain that magnetic forces are due to interactions between magnetic fields.

2 Strength of a field related to distance from pole. Students can test the ability of a bar magnet to change
the direction of a compass needle. Can also use iron filings to look at the spacing between field lines.
Equipment:, Bar magnets, iron filings, sheets of plain paper, plotting compasses 49
 3. Electromagnetism: Demo magnetic field around coil / solenoid.
Equipment: Demo kit for magnetic fields with coil / solenoid. 51
Class practical (soft iron cores and coils – test field strength with paperclips). Revision for test.
Video: Electromagnetism D3

Atomic model
Summer 1 Atomic model 5.1.1 1. See Flash Learning Physics Animations under Start Menu and Properties of Radioactivity.ppt for introduction starting at atomic
model, isotopes etc. WS 4.1
Demo Rutherford scattering WS 1.1, 1.6
Equipment: Rutherford scattering demo 52 HAZ
Nucleus 5.1.2 Nuclear notation examples including balanced equations are covered in Properties of Radioactivity.ppt under Characteristics of the
three kinds of emission.
Detection of 5.2.1 1. Alpha, Beta and Gamma introduced. Demo: Show class examples of radioactive isotopes and how they can be stopped (notes
radioactivity come later).
Equipment: Radioactive Sources and Geiger counter. Safety documentation must be completed. 53 HAZ WS 1.4, 1.5
Discuss ionisation / penetrating power. Measurement of background radiation. Pie chart of background radiation.

2. Properties of Radioactivity.ppt. Phet, Flash Learning Physics Animations (good for fission / fusion). Nuclear Fission and Fusion
examples. Complete summary tables. Include nuclear notation.
Characteristics 5.2.2 1.Decay equations
of the three
Nuclear notation WS 1.2, 4.1
kinds of
emission MS 1b, c, 3c
Half-life 4.4.2.3 1 or 2. Use Multimedia Science School under Start Menu. Students can use pcs to collect data for a decay curve. Transfer data from WS 1.2
programme to excel for analysis of half life. MS 4a
And / Or model decay using paper squares coloured on one side – use different numbers to investigate smoothness of decay curve MS 1c, 3d
with different sample sizes – relate to carbon 14 dating.
Investigation: Scissors, graph paper, colour pencils. 54
Multimedia Science School E SAFETY
Decay curves to include examples with and without background radiation.
Applications 4.4.3.3 1.Smoke detectors, thickness gauges, kidney scanning, gamma tumour surgery. Could provide information and do this as a circus
combined with timed relay challenge. Plenary review and scores.
Fission 4.4.4.1 1.Back-to-back exercise where one student describes fission from drawing provided, other draws diagram. Reverse for next stage
and then put together for chain reaction. Mousetrap chain reaction videos and then nuclear reactors, focusing on moderation and
control.
Fusion, 4.4.4.2 1-2. Brief overview of fusion and then focus on irradiation vs contamination, background radiation (pie chart), dosage. sieverts
Hazards, 4.4.2.4 (Sv) WS 1.5
Background 4.4.3.1 Demo: Measurement of background radiation and radiation from rocks. WS 4.4
Radiation 4.4.3.2 Equipment: Radioactive Sources and Geiger counter. Safety documentation must be completed. 53 HAZ
Dosage Video: Radioactivity video with rower. Look for examples of safety precautions / half life. Video also revises topic prior to test. Notes
plus questions – test next. 55
TEST:
Radioactivity

Momentum
Summer 2 Momentum 4.5.7 5 Lesson practical project circus. See Momentum Circus.pptx
WS 1.2
1: Introduction to momentum. Definition. Demo air track: Show collision between equal masses (one stationary) as obvious example MS 3b, c
of conserved p. Define Impulse as preparation for investigations. Use pptx to talk through the three investigations giving procedural
tips / details (eg. Why use a slight incline with the trolley / ramp experiment; how are the Dynokars set up, how is the yenka software AT 1, 2, 3
used). Four of each experiment (total 12 groups). One lesson per investigation. Rotate.

2-4 Circus of investigations as on ppt.

5. Evaluation lesson (including data swaps where necessary). See slide 19 of Momentum Circus.pptx.
 Circus Equipment: Trolleys, ramps, old text books to adjust for friction, 2 light gates and 2 data loggers per team, dynokars
connected to pcs, scissors, graph paper to make crumple zones, pcs for Yenka. 56 HAZ
Forces & 4.5.6.3 1/2. Discuss reaction time and demo dropping £5 note through fingers.
Braking Investigation: Make a reaction timer from a 50cm ruler. Test with distractions. WS 1.5
Stopping Distance. Computer Modelling Lesson. See STOPPING DISTANCE.xls in Staff Shared. Need PL2 or other computer room. MS 1d
Equipment: 50cm rulers. £5 note. 11
Car Safety 4.5.7.3 1 Recap Newton’s Laws and relation to momentum. Car safety features
WS 3.3
Optional WS 3.5, 3.7
2. Investigation: Speed trap lesson. See speedtrap.ppt. WS 1.5, 2.2
Equipment: Light gates and data loggers. 100g slotted masses, tape, 50cm rulers. 15 MS 1a, c
AT 1
3. Accident Investigation. Student shared. Worksheet and introductory ppt.
 Y11
Autumn 1 Action and 4.3.1 1. Revise voltage and current.
use of circuit 4.3.3 Investigation: Set up circuits with cells and pairs of resistors (various values). Look at the p.d. across the cell and MS 3b, c
components
each resistor. Compare. Remind students that voltage is a measure of energy (per coulomb), hence conservation of WS 1.2, 1.4
energy. Now measure the current for different positions on a rheostat. Look at length v current leading to more
resistance = less current, and V = IR
Equipment: Loctronics kits with range of resistors. Mounted cells. Leads. Multimeters or voltmeters. Rheostats/pots.
57
Required Prac 4 is to look at V-I graphs for Lamp, Diode and Resistor.
2. V – I graph for a fixed resistor (using a rheostat as a potential divider to control V). Units. Graph skills.
Equipment: Repeat 57 WS 1.2, 1.4
3. V – I graph for a filament lamp using a rheostat as a potential divider to control V. MS 4c, d, e
Equipment: Loctronics kits with filament lamps. Mounted cells. Leads. Multimeters. Rheostats/pots. 58
4. Thermistors.
Investigation: Use Voltmeter and ammeter to calculate resistance of thermistor in water of varying temperature.
Dangers of 4.5
Graph of temperature v resistance (use as input transducer later).
Electricity
Equipment: Mounted cells or PSUs. Leads. Thermistors. Kettles. Beakers (2 per group). Thermometers. 59
5. LDRs
Small six volt lamps and black paper tubes of varying length to compare resistance with intensity of light. Can use
Multimeters in resistance setting to save time. Graph distance v Resistance hence how does intensity affect
resistance (use as input transducer later).
Equipment: Mounted cells or PSUs. 6V bulbs. Leads. Loctronics LDRs and boards. Multimeters. Paper tubes. 60

6. Who can wire the best plug competition? Students are given plug parts and tools and have to wire the plug. Teacher
scores out of 10 but without indicating errors. Students retry until someone scores 10. WS 1.5
Equipment: Plug wiring kits / screwdrivers / wire strippers. 64 HAZ
Begin to cover:
Hazards of:
– damaged insulation – overheating of cables – damp conditions

• State that a fuse protects a circuit

• Explain the use of fuses and circuit breakers and choose appropriate fuse ratings and circuit-breaker settings
• Explain the benefits of earthing metal cases

7. Continue with above and revise for test next lesson.

1. Demo or class investigation – moving a conductor relative to a magnetic field (in various directions / speeds) and
Autumn 2 Electromagnet 4.6.1
ic induction
recording induced p.d. Use slides 2 to 10 of GCSE Electromagnetic Induction ppt to draw diagrams and make notes MS 3b, c
(including how to increase the induced voltage). Right Hand Rule.
Equipment (class prac,): Pre-built coils (from transformer kits), sensitive meters, pole face magnets on holders (motor
kits), bar magnets. 65

1. a.c. generator. Discuss difference between direct current and alternating current. Demo hand cranked dynamo to show
a.c. generator 4.6.2
alternating output. DC Motors and Generators Video in Staff Shared (from about 35 minutes in). See Motors and WS 1.4
Generators v1.0.ppt. Relate the position of the generator coil to the peaks and zeros of the voltage output.
 Demo: Hand cranked dynamo and bulb, Hank cranked torch. 66
1. Demo: Transformer kit. Show Step Up and Step Down (qualitative only). Heating Water demo. Levitating ring.
Transformers 4.6.3 Continue on to... MS 1c, 3b, c
National Grid Investigation: Students investigate no. of turns, Vin, Vout. Students to derive Equation.
Equipment: Transformer demo. ac power supplies (locked low voltage), multimeters, leads, coils and cores. 67 HAZ
2. Demo: National Grid Model. Demonstrate without transformers - distant bulb doesn’t light. Without the bulb, show that
the p.d. remains high - discuss. Show that with transformers, does not work with d.c. setting.
Equipment: National Grid Demo. 68

Spring 1 The magnetic 4.6.4 1. Show the first scenario from Multimedia Science School on the Start Menu (departments/science/MMSS). Students
effect of a to extrapolate from straight wire field to predict field through and around solenoid.
current
Demos: Field around a straight wire using plotting compasses. Field through and around a solenoid. Possible use of
OHP to project compass needles onto white board. 69
Effect of a soft iron core (and steel core discussed). Uses of electromagnets.
Force on a 4.6.5 1. Demo: Force on a current carrying wire. Show the second scenario from Multimedia Science School.
current-
carrying
conductor
d.c. motor 4.6.6 1. Show the motor scenario from Multimedia Science School on the Start Menu (departments/science/MMSS)
Investigation: Motor kits. Challenge the students to get the motors running.
Equipment: DC Motor kits and power supplies. 71
Turning effect 1.5.2 1. PPTX to introduce concept of turning force with examples. Demo, pulling out nail. Opening door.
moment of a force = force × distance
distance, d, is the perpendicular distance from the pivot to the line
of action of the force, in metres, m.
simple lever and a simple gear system can both be used to transmit the rotational effects of forces.
Pptx available.
Conditions for 1.5.3 1. Seesaw example. Investigation using beam (metre rule) and slotted masses. Find the mass of an unknown object,
equilibrium potential for graphical solution – gradient measurement.
Centre of 1.5.4 Find the centre of mass by two methods – balancing on an edge, suspend from a pin.
mass
Applications of c of m to include buses.
Scalars and 1.5.5 This will be largely recapping, as they are met at various times in the spec.
vectors
Examples in a table.
Investigation. Measuring forces in radiating strings to draw vector diagrams.
MS 3b, 3c
Spring 2 Pressure 1.8 1. Solids.
WS 4.3, 4.4, 4.5, 4.6
From weight. Students can calculate from measurements the pressure they exert on the floor.

Examples / applications (camels have big feet, knives)

2. Fluids.

Pressure due to a column of liquid or gas = hpg

Demo manometer or barometer. Applications to structure of dams.

WS 1.2
Upthrust explained by pressure differences.
Phet animations
Physics animations

Atmospheric pressure.
SUMMER REVISION OF EARLY TOPICS