Post on 02-Jun-2018
8/10/2019 a2as Phys Revised Support 3270
1/59
8/10/2019 a2as Phys Revised Support 3270
2/59
GCE PHYSICS
Contents Page
Unit AS 1: Forces, Energy and Electricity 5
Unit AS 2: Waves, Photons and Medical Physics 17
Unit A2 1: Momentum, Thermal Physics, Circular Motions, Oscillations and Atomicand Nuclear Physics
27
Unit A2 2: Fields and their Applications 43
8/10/2019 a2as Phys Revised Support 3270
3/59
8/10/2019 a2as Phys Revised Support 3270
4/59
CCEA Exemplar Scheme of Work: GCE Physics
Introduction
CCEA has developed new GCE specifications for first teaching from September 2008. Thisscheme of work has been designed to support you in introducing the new specification and wasproduced by practicing teachers who will be teaching the specification.
The scheme of work provides suggestions for organising and supporting students learningactivities. It is intended to assist you in developing your own schemes of work and should not beconsidered as being prescriptive or exhaustive.
Please remember that this scheme of work is intended only as a pathway through the content ofthe specification, not as a replacement. It is the specification on which assessment is based and which details the knowledge, understanding and skills that students need to acquire during thecourse. This scheme of work should therefore be used in conjunction with the specification.
Published resources and web references included in the scheme of work have been checked andare correct at the date of issue but may be updated by the time that the specification isintroduced. You should therefore check with publishers and websites for the latest versions.CCEA accepts no responsibility for the content of listed publications or websites.
CCEA will be making Word versions of this scheme of work available on the subject micro-site. This will enable you to use them as a foundation for developing your own schemes of work which are matched to your teaching and learning environments and the needs of your students.CCEA have developed a number of web-based support materials to support you introducing thenew specification, including PowerPoint presentations, case studies and pod casts. These havebeen referred to throughout the scheme of work.
We hope that you find this aspect of our support package useful in your teaching.
Best wishes
Kevin HendersonSubject OfficerPhysics
E mail khenderson@ccea org uk
8/10/2019 a2as Phys Revised Support 3270
5/59
CCEA Exemplar Scheme of Work: GCE Physics
8/10/2019 a2as Phys Revised Support 3270
6/59
CCEA Exemplar Scheme of Work: GCE Physics
Exemplar Scheme of Work:
GCE Physics
8/10/2019 a2as Phys Revised Support 3270
7/59
CCEA Exemplar Scheme of Work: GCE Physics
8/10/2019 a2as Phys Revised Support 3270
8/59
CCEA Exemplar Scheme of Work: GCE Physics
Unit AS 1
Forces, Energy and Electricity
8/10/2019 a2as Phys Revised Support 3270
9/59
CCEA Exemplar Scheme of Work: GCE Physics
Specification: GCE Physics
Unit: AS 1: Forces, Energy and Electricity
Introduction:
This scheme of work was prepared by practising teachers and is an attempt to interpret therequirements of the specification. The scheme of work is not meant to be complete as eachschool has different resources, equipment and expertise within their Science Departments. It isup to each school to make this presentation a living document and add to it where necessary oramend suggested activities to meet the changing needs and resources of the school.
This scheme of work should not be regarded as a substitute for any lesson plans and no attempthas been made to incorporate detailed lesson planning. Suggested activities or practical work,however, has been given as a possible method of meeting the requirements of the specification.
The suggested activities are not prescriptive and alternative experiments/procedures may besuccessfully used.
8/10/2019 a2as Phys Revised Support 3270
10/59
CCEA Exemplar Scheme of Work: GCE Physics
7
Spec.Ref
Learning Outcomes Suggested TeachingStrategy
TimeRequired
Resources Risk Assessment
Safety
OtherInformation
1.1.1 Describe all quantities interms of a magnitude andunit
Teacher expositionPupils make a list of base units andprefixes
30 mins
1.1.2 State the 6 base units andexpress other quantities in
terms of these units
Teacher exposition and workedexamples
Practice questions with peer andteacher support
60 mins Worksheetand/or
question bank1.2.1 Distinguish between and
give examples of scalar and vector quantities
Pupil research leading to an A4poster
30 mins Internetand/or textbooks
1.2.2 Scale diagram to find theresultant of two vectors
Calculate the resultant oftwo perpendicular vectors
Teacher exposition and workedexamplesPractice questions with peer and
teacher supportPractical demonstration: staticarrangement of two newtonmeterssupporting a weight
Computer simulation
60 mins Worksheetand/orquestion bank
,2newtonmeters,string, slottedmasses andhanger, Dataprojector andcomputer
Avoid the use oflarge forces
Measure anglesbetween the stringand use to confirm
results from scalediagram /calculation
www.slu.edu/classes/maymk/SketchpadApplets/AddVectors.html
1.2.3 Resolving a vector intocomponents
Teacher exposition and workedexamplesPractice questions with peer andteacher supportPractical demonstration: staticarrangement of two perpendicularnewtonmeters balancing a third
60 mins 3newtonmeters,string
Avoid the use oflarge forces
Two perpendicularnewtonmetersbalancing a third.Only invokeNewtons 3 rd law ifpressed!
8/10/2019 a2as Phys Revised Support 3270
11/59
CCEA Exemplar Scheme of Work: GCE Physics
8
Spec.Ref
Learning Outcomes Suggested TeachingStrategy
TimeRequired
Resources Risk Assessment
Safety
OtherInformation
1.3.1
1.3.2
1.3.3
Define displacement,speed, velocity andacceleration;Recall and use theequations of motion foruniform accelerationDescribe an experiment to
measure acceleration offreefall
Pupils research leading to an A4poster
Activities to learn the equationsPractice questions with peer andteacher support Class experiment tomeasure g conducted. Pupils to
produce an experimental reportComputer simulation
30 mins
60 mins
60 mins
Internetand/or textbooks
Worksheetand/orquestion bankLight gates,
transparenttube, squashball ordedicatedapparatusdata projectorand computer
www.jersey.uoregon.edu/AverageVelocity/index.html
1.3.4 Interpret velocity-time and
displacement-time graphsfor motion with uniformand non-uniformacceleration
Teacher exposition and worked
examplesPractice questions with peer andteacher support
120 mins Worksheet
and/orquestion bank
1.4.1 Describe projectile motion Analysis of strobe photographs forballs with and without a horizontalcomponent of velocityMonkey & hunter
120 mins Digital SLR,strobe lamp
Appropriateapparatus
Danger to those with lightsensitiveepilepsy
1.4.2 Explain motion due to auniform velocity in onedirection and uniformacceleration in aperpendicular direction
Analysis of strobe photographs forballs with and without a horizontalcomponent of velocity
Digital SLR,strobe lamp
Danger to those with lightsensitiveepilepsy
8/10/2019 a2as Phys Revised Support 3270
12/59
CCEA Exemplar Scheme of Work: GCE Physics
9
Spec.Ref
Learning Outcomes Suggested TeachingStrategy
TimeRequired
Resources Risk Assessment
Safety
OtherInformation
1.4.3
1.5.1
Apply the equations ofmotion to projectilemotion, excluding airresistanceState Newtons laws ofmotion
Teacher exposition and workedexamplesPractice questions with peer andteacher supportInterrogate websites for statementsof the laws leading to a poster
120 mins
60 mins
Worksheetand/orquestion bank
Internet
1.5.2 Apply the laws to simple
situations
Air track demonstration of each of
the laws Tug-of-war demonstrationSitting on a chairDiscussion on weightlessnessDiscussion on mass
60 mins Air track and
accessories,light gates,Rope
1.5.3 Recall and useF = ma where m is constant
Experiments to showa F and a 1/m
100 mins Air track andaccessories,light gates,
1.5.4 Understand that friction isa force that opposesmotion
Tilt a ramp until an object starts tomove 60 mins Dynamicsrunway andtrolley,
wooden block,glass paper
Possible dangerof runway falling
1.6.1 Define the moment of aforce about a point
Pupils research leading to an A4poster
120 mins Internetand/or textbooks
1.6.2 State the principle ofmoments
Pupils research leading to an A4poster
Internetand/or textbooks
1.6.3 Use the principle ofmoments to solve simpleproblems
Teacher exposition and workedexamplesPractice questions with peer andteacher support
Verification of the principle by
Worksheetand/orquestion bankMetre rule,retort stand,
Danger of fallingmasses andswinging metrerule at eye level
8/10/2019 a2as Phys Revised Support 3270
13/59
CCEA Exemplar Scheme of Work: GCE Physics
10
Spec.Ref
Learning Outcomes Suggested TeachingStrategy
TimeRequired
Resources Risk Assessment
Safety
OtherInformation
determining the weight of a metrerule which is balanced by a singlesuspended weight
boss head,clamp, string,slotted masses& hanger,string, scales
1.7.1 Define work done,potential energy, kinetic
energy, efficiency andpower
Interrogate websites or textbooksfor definitions leading to a poster
120 mins Internetand/or text
books1.7.2 Recognise that when work
is done energy istransferred
Drop ball bearings into sand andmeasure the penetration distance
Teacher exposition and workedexamplesPractice questions with peer andteacher support
60 mins Sand trough,ball bearings
Worksheetand/orquestion bank
1.7.3 Calculate the work donefor constant forces,including force not alongthe line of motion
Teacher exposition and workedexamples to includeforce-displacement graphs
60 mins Worksheetand/orquestion bank
1.7.4 Recall and use theequationsPE = mg h and KE =mv 2
120 mins Worksheetand/orquestion bank
1.7.5
1.7.6
State the principle ofconservation of energy anduse it to calculateexchanges between GPEand KERecall and useP = work done/time taken
Class experiment to verify this usinga suspended mass attached to a truck
Teacher exposition and workedexamples
Practice questions with peer andteacher support
120 mins Air track andaccessories,light gatesData projectorand computer
Worksheetand/or
www.jersey.uoregon.edu/PotentialEnergy/index.html
8/10/2019 a2as Phys Revised Support 3270
14/59
CCEA Exemplar Scheme of Work: GCE Physics
11
Spec.Ref
Learning Outcomes Suggested TeachingStrategy
TimeRequired
Resources Risk Assessment
Safety
OtherInformation
P = FvEfficiency = usefulenergy(power)outputenergy (power) input
question bank
1.8.1 State Hookes law and useF = kx to solve simpleproblems
Class experiment to verify Hookeslaw for a spring and a wire 120 mins
1.8.2
1.8.3
Understand the termselastic and plasticdeformation and elasticlimitDistinguish between limit
of proportionality andelastic limit
Group research leading to a PPTpresentation
60 mins Data projector& computer
1.8.4 Define the terms stress,strain and ultimate tensilestress
Teacher exposition and workedexamplesPractice questions with peer andteacher support
60 mins Worksheetand/orquestion bank
1.8.5
1.8.6
Define the Youngmodulus
Perform and describe anexperiment to determinethe Young modulus
Pupils research leading to an A4poster
Class experiment to measure the Young modulus of copperComputer simulation
40 mins
60 mins
Copper wire(~ 30 swg)slotted masses& hangers, G-clamp, benchpulley, metre
Danger of falling weights and a wire undertension snapping
www.matter.org.uk /Schools/Content/
YoungModulus/experiment_1.html
1.9.1 Describe current as therate of flow of charge
Modelling or visualisation usingtennis balls in a tube
40 mins rule,micrometer,data projector
8/10/2019 a2as Phys Revised Support 3270
15/59
CCEA Exemplar Scheme of Work: GCE Physics
12
Spec.Ref
Learning Outcomes Suggested TeachingStrategy
TimeRequired
Resources Risk Assessment
Safety
OtherInformation
1.9.2 Recall and use theequation I = Q / t
Teacher exposition and workedexamplesPractice questions with peer andteacher support
60 mins and computer Tennis balls,transparenttubing
Worksheetand/orquestion bank
1.10.1 Recall and use theequations V = W / q andV = P / I
Teacher exposition and workedexamplesPractice questions with peer andteacher support
60 mins Worksheetand/orquestion bank
1.10.21.10.31.10.4
Define the voltDefine electromotive forceDistinguish between emfand pd
Group research leading to apresentation
60 mins Data projector& computer
1.11.1 Describe the relationshipbetween current, voltageand resistance in series andparallel circuits
Class experiments to revealrelationship.Circuit software (Crocodile Physics)to create and analyse circuits
120 mins PSU, resistors,ammeters, voltmeters,ohmmetersComputer +software
1.11.3 Recall and use theequationsR = V / I and P = I 2 R
Teacher exposition and workedexamplesPractice questions with peer andteacher support
60 mins Worksheetand/orquestion bank
1.11.41.11.5
Define resisivityRecall and use the
Pupils research leading to a poster.Experiments leading to R l, and R
40 mins
equation R = l/A
a1
Practice questions with peer and
teacher support
60 mins Ohmmeter,micrometer,
wire samplesof different
8/10/2019 a2as Phys Revised Support 3270
16/59
CCEA Exemplar Scheme of Work: GCE Physics
13
Spec.Ref
Learning Outcomes Suggested TeachingStrategy
TimeRequired
Resources Risk Assessment
Safety
OtherInformation
1.11.6 Perform and describe anexperiment to measureresistivity
Class experiment to measureresistivity of different materials
60 mins
swg and lengthor conductingputty
Worksheetand/orquestion bank
Power supply, variableresistor, leads,metre rule,micrometer
screw gauge,ammeter, voltmeter, wires ofdifferentresistivity
Beware ofpossibleoverheating of
wires and use of
electricalappliances near water taps
1.11.7 Demonstrate knowledgeand simple understandingof superconductivity
Interrogate websites to explore andresearch the principles/definition ofsuperconductivity, examples of howit is used and potential advantages
60 mins
1.11.8 Distinguish betweenohmic and non-ohmicbehaviour
Class experiment to determine V-Icharacteristics for constantan wire atconstant temperature, filament lampand an ntc thermistor. Classdiscussion of results
100 mins Power supply,ntc thermistor,constantan
wire, filamentlamp, variable
Beware ofpossibleoverheating of
wires and use ofelectrical
8/10/2019 a2as Phys Revised Support 3270
17/59
8/10/2019 a2as Phys Revised Support 3270
18/59
CCEA Exemplar Scheme of Work: GCE Physics
15
Spec.Ref
Learning Outcomes Suggested TeachingStrategy
TimeRequired
Resources Risk Assessment
Safety
OtherInformation
1.12.1 Use conservation ofcharge and energy insimple d.c. circuits
Teacher exposition and workedexamplesPractice questions with peer andteacher support
60 mins Worksheetand/orquestion bank
1.12.2 Recall and use theequations for resistors inseries and in parallel
Derive the formulae usingohmmeters and resistorsPractice questions with peer andteacher support
60 mins Ohmmeters,resistors
Worksheetand/orquestion bank
1.12.3 Understand the use of apotential divider as asource of variable p.d.
Demonstration experiment to viewthe set-up and action of apotentiometer
60 mins PSU, resistors, voltmeters
1.12.4 Use V o= R 1V in / (R 1 + R 2 ) Demonstration experiment to verifythe equation
60 mins PSU, resistors, voltmeters
8/10/2019 a2as Phys Revised Support 3270
19/59
CCEA Exemplar Scheme of Work: GCE Physics
16
8/10/2019 a2as Phys Revised Support 3270
20/59
CCEA Exemplar Scheme of Work: GCE Physics
Unit AS 2 Waves, Photons and Medical Physics
8/10/2019 a2as Phys Revised Support 3270
21/59
CCEA Exemplar Scheme of Work: GCE Physics
Specification: GCE Physics
Unit: AS 2: Waves, Photons and Medical PhysicsIntroduction:
This scheme of work was prepared by practising teachers and is an attempt to interpret therequirements of the specification. The scheme of work is not meant to be complete as eachschool has different resources, equipment and expertise within their Science Departments. It isup to each school to make this presentation a living document and add to it where necessary or
amend suggested activities to meet the changing needs and resources of the school.
This scheme of work should not be regarded as a substitute for any lesson plans and no attempthas been made to incorporate detailed lesson planning. Suggested activities or practical work,however, has been given as a possible method of meeting the requirements of the specification.
The suggested activities are not prescriptive and alternative experiments/procedures may besuccessfully used.
8/10/2019 a2as Phys Revised Support 3270
22/59
CCEA Exemplar Scheme of Work: GCE Physics
19
Spec.Ref
Learning Outcomes Suggested Teaching Strategies TimeRequired
Resources Risk Assessment
Safety
OtherInformation
2.1.1 Demonstrate a knowledgeand understanding of theterms transverse wave andlongitudinal wave
Slinky spring demonstrationsComputer simulation
Write a paragraph detailing thesimilarities and differences betweentransverse & longitudinal waves.
60 mins Slinky springData projector& computer
www.silcom.com/~aludwig/images/snake.gif
www.ngsir.netfirms.com/englishhtm/Lwave.htm
2.1.2 Be able to categorise waves astransverse or longitudinal
Pupil researchDevelop a mnemonic to link sound as alongitudinal wave
40 mins Text books&/or internet
2.1.3 Understand polarisation as aphenomenon associated withtransverse waves
Group research leading to apresentation
60 mins Text books&/or internet
2.1.4 Recall and usev = f Produce a poster explaining what the
symbols represent and their SI unitsPractice questions with peer and teachersupport
60 mins Paper & pens
Worksheetand/or questionbank
2.1.5 Recall radio waves,microwaves, infrared, visible,ultraviolet, x-rays and gammarays as regions of theelectromagnetic spectrum
80 mins TV/dataprojector &
VCR/DVDdrivePaper & pens
2.1.6 State typical wavelengths foreach of these regions
Teacher expositionDevelop a mnemonic to recall the sevenregions in wavelength orderFilm clip
Produce a poster on which typical wavelengths are flagged2.1.7 Analyse graphs to obtain data
on amplitude, period,frequency, wavelength andphase
Teacher exposition and workedexamplesPractice questions with peer and teachersupport
120 mins Worksheetand/or questionbank
8/10/2019 a2as Phys Revised Support 3270
23/59
CCEA Exemplar Scheme of Work: GCE Physics
20
Spec.Ref
Learning Outcomes Suggested Teaching Strategies TimeRequired
Resources Risk Assessment
Safety
OtherInformation
2.2.1 Describe an experiment to verify Snells law
Class experiment to verify Snells lawconducted. Pupils to produce anexperimental report
60 mins Rectangulartransparentblock, ray box,PSU, protractor,plain paper,ruler
Care withelectricity
2.2.2 Recall and use the formulasin i /sin r = n
Produce a poster explaining what thesymbols represent and their SI unitsPractice questions with peer and teachersupport
60 mins Paper & pens Worksheetand/or questionbank
2.2.3 Perform and describe anexperiment to measurerefractive index
Class experiment to measure refractiveindex conducted.Pupils to produce an experimentalreport
60 mins Rectangulartransparentblock, ray box,PSU, protractor,plain paper,
ruler
Care withelectricity
2.2.4 Demonstrate knowledge andunderstanding of totalinternal reflection
Class experiment to observe TIR and tomeasure the critical angle conducted.Pupils to produce an experimentalreportComputer simulation
60 mins Semi-circulartransparentblock, ray box,PSU, protractor,plain paper,rulerData projector
& computer
Care withelectricity
www.phy.ntnu.edu.tw/ntnujava/index.php?topic=49
2.2.5 Recall and use the formulasin C = 1 / n
Produce a poster explaining what thesymbols represent and their SI unitsPractice questions with peer and teachersupport
60 mins Paper & pens Worksheetand/or questionbank
8/10/2019 a2as Phys Revised Support 3270
24/59
CCEA Exemplar Scheme of Work: GCE Physics
21
Spec.Ref
Learning Outcomes Suggested Teaching Strategies TimeRequired
Resources Risk Assessment
Safety
OtherInformation
2.3.1 Draw ray diagrams forconverging and diverginglenses
Teacher exposition and workedexamplesPractice questions with peer and teachersupport
60 mins Worksheetand/or questionbank
3.3.2 Use the equation 1/ u +1/ v =1/ f for converging lenses
Teacher exposition and workedexamplesPractice questions with peer and teachersupport
60 mins Worksheetand/or questionbank
2.3.3 Perform and describe anexperiment to measure thefocal length of a converginglens
Class experiment to measure the focallength conducted for both methods.Pupils to produce an experimentalreport
60 mins Lens + holder,screen, ruler,PSU mirror,lamp house
Care withelectricity
2.3.4 Rrecall and use the equationm = v/u
Produce a poster explaining what thesymbols represent and their SI units
Practice questions with peer and teachersupportClass experiment to verify thetheoretical predictions of both the raydiagrams and the calculations.
120 mins Paper & pens Worksheet
and/or questionbankLens + holder,screen, metrerule, PSU, lamphouse
Care withelectricity
2.3.5 Describe the use of the lensto correct myopia and
hypermetropia
Pair research to explain what thesedefects are and diagrams with text to
explain their correction
80 mins Text books&/or internet
2.3.6 Perform calculations on thecorrection of long sight
Teacher exposition and workedexamplesPractice questions with peer and teachersupport
60 mins Worksheetand/or questionbank
8/10/2019 a2as Phys Revised Support 3270
25/59
CCEA Exemplar Scheme of Work: GCE Physics
22
Spec.Ref
Learning Outcomes Suggested Teaching Strategies TimeRequired
Resources Risk Assessment
Safety
OtherInformation
2.3.7 Perform calculationsinvolving the lens power ofconverging lenses
Teacher exposition and workedexamplesPractice questions with peer and teachersupport
Worksheetand/or questionbank
2.4.1 Illustrate the concept ofsuperposition by thegraphical addition of twosinusoidal waves
Pupil research to find a definition ofsuperposition
Teacher exposition and workedexamplesPractice questions with peer and teachersupportComputer simulation
60 mins Worksheetand/or questionbank
Data projector& computer
www.mysite.verizon.net/vzeoacw1/w ave_interference.html
2.4.2 Demonstrate knowledge andunderstanding of thegraphical representation ofstanding waves in stretchedstrings and air in pipes closedat one end
Too large anamplitude maydamage the
vibrationgeneratorCare withelectricity
2.4.3 Identify node and anti-node
positions
Demonstration experiments showingeach phenomenon conducted.Draw a labelled diagram of a typicalexperimental set-up to investigatestationary waves in strings and pipes.Draw diagrams to show the THREEsimplest modes of vibration in each caseand for each state how the length isrelated to the wavelength.On each of the diagrams mark the
nodes and anti-nodes
120 mins Power sig. gen, vibrationgenerator,string, benchpulley, slottedmasses +hanger, largegraduatedcylinder,resonance tube,
metre rule,tuning forks,bung, retortstand, boss head& clamp
8/10/2019 a2as Phys Revised Support 3270
26/59
CCEA Exemplar Scheme of Work: GCE Physics
23
Spec.Ref
Learning Outcomes Suggested Teaching Strategies TimeRequired
Resources Risk Assessment
Safety
OtherInformation
2.4.4 Understand the significanceof coherence as applied to
wave sources
Teacher exposition 40 mins
2.4.5 State the conditions forobservable interference
Pupil research to complete an extendedparagraph on the conditions forobservable interference
60 mins Text books&/or internet
2.4.6 Understand the significanceof path difference and phasedifference in explaininginterference effects
Teacher exposition and workedexamplesComputer simulation
60 mins Worksheetand/or rquestion bankData projector& computer
www.phy.ntnu.edu.tw/ntnujava/index.php?topic=20.0
2.4.7 Describe Youngs slitsinterference experiment withmonochromatic light
Demonstration experiment to show Youngs slits interference.Pupils to produce an experimentalreport
100 mins Laser + doubleslit
Danger of laserlightCare withelectricity
2.4.8 Use the formula = ay / d applied to Youngs slitsexperiment
Practice questions with peer and teachersupportDemonstration experiment to verify theformula
Worksheetand/or questionbankLaser + doubleslit, travellingmicroscope,metre rule,measuring tape
Danger of laserlightCare withelectricity
2.5.1 Describe and explain simplediffraction phenomena
Pupil research leading to a mind map 60 mins Text books&/or internet
8/10/2019 a2as Phys Revised Support 3270
27/59
CCEA Exemplar Scheme of Work: GCE Physics
24
Spec.Ref
Learning Outcomes Suggested Teaching Strategies TimeRequired
Resources Risk Assessment
Safety
OtherInformation
2.5.2 State qualitatively, and drawdiagrams to illustrate, theeffect of aperture size ondiffraction
Demonstration experiment to showsingle slit diffraction using 1. light and 2.ripple tank
40 mins
2.6.1 Determine the frequency of apure note using a cathode rayoscilloscope
Demonstration experiment to measurefrequency using a CROPractice questions with peer and teachersupport
60 mins Sig. gen, CRO, Worksheetand/or questionbank
Care withelectricity
2.6.2 Perform and describe anexperiment to measure thespeed of sound in air using aresonance tube (endcorrection is not required)
Class experiment to measure the speedof sound in air using a resonance tube.Pupils to produce an experimentalreport
100 mins Large graduatedcylinder,resonance tube,metre rule,tuning forks,bung, retortstand, boss head
& clamp2.6.3 Use the formulaIntensity level = 10 log 10 ( I /I 0 )
Teacher exposition and workedexamplesPractice questions with peer and teachersupport
100 mins Worksheetand/or questionbank
2.6.4 Interpret, qualitatively, graphsof frequency and intensity
response for the ear
Pupil research leading to a report onhuman frequency intensity response
and how it compares with other animals
100 mins Text books&/or internet
2.7.1 Describe the flexibleendoscope in terms ofstructure, technique andapplications
Teacher exposition supported by filmclips &/or computer simulations
300 mins TV /dataprojector &
VCR/DVDdrive
CCEA E l S h f W k GCE Ph i
8/10/2019 a2as Phys Revised Support 3270
28/59
CCEA Exemplar Scheme of Work: GCE Physics
25
Spec.Ref
Learning Outcomes Suggested Teaching Strategies TimeRequired
Resources Risk Assessment
Safety
OtherInformation
2.7.2 Describe ultrasonic A-scansand B-scans in terms ofphysical principles, basicequipment, technique andapplications
Pupils to produce a mind map summaryof all the imaging techniques
2.7.3 Describe CT scans in termsof physical principles, basicequipment, technique andapplications
2.7.4 Describe MRI scans in termsof physical principles, basicequipment, technique andapplications
2.8.1 Recall and use the formula E = hf
Produce a poster explaining what thesymbols represent and their SI units
Practice questions with peer and teachersupport
60 mins Pens & paper Worksheet
and/or questionbank
2.8.2 Use the photon model toexplain the photoelectriceffect qualitatively using theterms photon energy andwork function
Demonstration experiment to showphotoelectric effectComputer simulation
Teacher exposition
120 mins Polished zincplate, coloumbmeter orelectroscope,polythene rod
and duster, uvlight , dataprojector &computer
Danger with uvlight
www.usd.edu/phys/courses/phys431/notes/notes5g/photoelectric.html
CCEA Exemplar Scheme of Work: GCE Physics
8/10/2019 a2as Phys Revised Support 3270
29/59
CCEA Exemplar Scheme of Work: GCE Physics
26
Spec.Ref
Learning Outcomes Suggested Teaching Strategies TimeRequired
Resources Risk Assessment
Safety
OtherInformation
2.9.1 Understand that electronsexist in energy levels in atoms
Teacher exposition
2.9.2 recall and use the formulahf = E 1 E 2
Produce a poster explaining what thesymbols represent and their SI unitsPractice questions with peer and teachersupport
100 mins
Worksheetand/or questionbank
2.9.3 Provide a simple explanationof laser action
Pair research leading to a presentationon laser actionComputer simulation
120 mins Worksheetand/or questionbankData projectorand computer
www.colorado.edu/physics/2000/lasers/index.html
2.10.1 Categorise electromagnetic wave phenomena as beingexplained by the wave model,the photon model or both
Group research leading to an oral report 60 mins Worksheetand/or questionbank
2.10.2 Describe electron diffraction Pupil research leading to a report 60 mins Worksheetand/or questionbank
2.10.3 Use the Broglie formula = h /p
Practice questions with peer and teachersupport
60 mins Worksheetand/or questionbank
CCEA Exemplar Scheme of Work: GCE Physics
8/10/2019 a2as Phys Revised Support 3270
30/59
CCEA Exemplar Scheme of Work: GCE Physics
Unit A2 1Momentum, Thermal Physics,Circular Motions, Oscillations
and Atomic and Nuclear Physics
CCEA Exemplar Scheme of Work: GCE Physics
8/10/2019 a2as Phys Revised Support 3270
31/59
p y
Specification: AS Physics
Unit: A2 1: Momentum, Thermal Physics, Circular Motions, Oscillations and Atomicand Nuclear Physics
Introduction:
This scheme of work was prepared by practising teachers and is an attempt to interpret therequirements of the specification. The scheme of work is not meant to be complete as eachschool has different resources, equipment and expertise within their Science Departments. It is
up to each school to make this presentation a living document and add to it where necessary oramend suggested activities to meet the changing needs and resources of the school.
This scheme of work should not be regarded as a substitute for any lesson plans and no attempthas been made to incorporate detailed lesson planning. Suggested activities or practical work,however, has been given as a possible method of meeting the requirements of the specification.
The suggested activities are not prescriptive and alternative experiments/procedures may besuccessfully used.
CCEA Exemplar Scheme of Work: GCE Physics
8/10/2019 a2as Phys Revised Support 3270
32/59
29
.Spec.Ref
Learning Outcomes Suggested Teaching Strategies TimeRequired
Resources Risk Assessment
Safety
OtherInformation
4.1.1
4.1.2
Define momentum
Calculate Momentum
Discuss the two aspects of motion massand velocity and define momentum as theproduct of these.
Explain the importance of momentum as a vector. Use examples of change inmomentum when an objects direction isreversed.
Practise questions using the equation p=mv
1 hour
4.1.3
4.1.4
Demonstrate anappreciation of theconservation of linearmomentum
Perform calculationsinvolving collisions in 1dimension
Experiments to demonstrate conservation oflinear momentum using linear air track &trolleysSimulation of linear air track can be found at
www.sciencejoywagon.com/explrsci/media/airtrack.htm Practise calculations using the principle ofconservation of momentum
Examine video footage of collisions,explosions etc and discuss in terms ofconservation of momentum
Some conservation of momentum animationsat www.glenbrook.k12.il.us/gbssci/phys/mmedia/index.html#momentum
1 hours
1 hour
Linear air track,trolleys, lightgates
Care whenmovingequipment
CCEA Exemplar Scheme of Work: GCE Physics
8/10/2019 a2as Phys Revised Support 3270
33/59
30
Spec.Ref
Learning Outcomes Suggested Teaching Strategies TimeRequired
Resources Risk Assessment
Safety
OtherInformation
4.1.5 Use the terms elastic andinelastic to describecollisions
Discuss practical applications of collisionsand calculate the kinetic energy before andafter collisions.
Use examples to explain why some collisionsare elastic
Use of linear air track to show elasticcollisions using trolleys with repellingmagnets or elastic bands
Use of linear air track to show inelasticcollisions using attracting magnets or corkand needle
Links with section 4.2 Reference to thecollisions of molecules in ideal gases beingelastic
1 hours Linear air track,trolleys, lightgates
Care whenmovingequipment
4.2.1 Describe simpleexperiments on thebehaviour of gases toshow that pV =constantfor a fixed mass of gas at
constant temperature, and p/T =constant for a fixedmass of gas at a constant
volume, leading to theequation =
T pV constant
Boyles law experiment to demonstrate pVrelationship. Pupils plot graphs of p against V& discuss relationship from shape of graph.Plot p against 1/VExperiment described at:
www.practicalphysics.org/go/Collection_57.html?topic_id=4&collection_id=57
Charles Law experimentPressure Law experiment.
www.practicalphysics.org/go/Collection_87.
1 hours
1 hour1 hour
Bourdon gaugeor similar, footpump
V-T commercialapparatus or dry
air trapped withmercury thread,oil or concsulphuric acid intube sealed at 1end
check thecompressionjoint holdingthe tube andany tube
supportsbefore use.
Care usingmercury/using conc
CCEA Exemplar Scheme of Work: GCE Physics
8/10/2019 a2as Phys Revised Support 3270
34/59
31
Spec.Ref
Learning Outcomes Suggested Teaching Strategies TimeRequired
Resources Risk Assessment
Safety
OtherInformation
html?topic_id=4&collection_id=87
Simulation of gas properties: www.phet.colorado.edu/new/simulations/sims.php?sim=Gas_Properties Students predict the relationshipsExtrapolate graphs to find temp at which Por V falls to zeroPractise using equationSimulations of the experiments:
www.aspire.cosmic-ray.org/javalabs/java12/gaslaws/index.htm
1 hour
sulphuric acid,tube must bestored inclosedcontainer withsilica & clearlylabelled
4.2.2
4.2.3
Recall and use the idealgas equation pV=nRT
Recall and use the idealgas equation in the form
pV=NkT
Assumptions of ideal gases, discussconditions under which real gases behave asideal gases
Practise using the equation
Practise calculating number of moles frommass of sample and molar massUse Avogadro constant to find N from n and
vice versa
1 hours
4.2.4 Use the equation
>
8/10/2019 a2as Phys Revised Support 3270
35/59
32
Spec.Ref
Learning Outcomes Suggested Teaching Strategies TimeRequired
Resources Risk Assessment
Safety
OtherInformation
4.2.5
4.2.6
Demonstrate anunderstanding of theconcept of absolute zero
Demonstrate andunderstanding of theconcept of internal energyas the random distributionof potential and kineticenergy among moleculestemperature
Discuss from previous extrapolation of V-Tgraph
Possible internet research into reachingabsolute zero or the behaviour of substancesas they approach absolute zeroPupils describe what internal energy is andexplain why in an ideal gas a change is onlydue to the kinetic energy changing
1 - 2 hours
4.2.7 Use the equations foraverage molecular kineticenergy
kT cm 23
21 2
>=
8/10/2019 a2as Phys Revised Support 3270
36/59
33
Spec.Ref
Learning Outcomes Suggested Teaching Strategies TimeRequired
Resources Risk Assessment
Safety
OtherInformation
4.3.1
4.3.2
Demonstrate anunderstanding of theconcept of angular
velocity
Recall and use theequation r v =
Pupils observe circular motion andunderstand that linear velocity of a pointchanges with r while angular velocity isconstant
Discussion of what a radian is. Pupils show with string that approx 6.28 (2 ) lengths ofthe radius fit around the circumference of acircle, use to define radianMeasure the angular velocity of some objectsmoving with circular motion
Calculating angular velocity of objects egmodel powered plane or object on threadflying in circle at constant speed
Model powered plane (or similar) on a threadflying in a circle at constant speed Measure
T and work out , measure r (a large error inthis) , Find v using circumference/period andshow that the equation is correct
1 hours
4.3.3 Apply the relationship
r
mvma F
2==
Candle placed on turntable will showdirection of centripetal force
Useful question on what happens whencentripetal force is removed. 4 animationsshown of possible situations, students analyseeach
www.webphysics.davidson.edu/physletprob/ch7_in_class/in_class7_1/mechanics7_1_2.ht
1 hour Glass tube, bungtied to string,
paperclip onstring at base oftube to keep rconstant foreach reading,stop clock
Care that bungis secured
tightly onstring; radiusof circle nottoo large;Safety gogglesmust be worn
CCEA Exemplar Scheme of Work: GCE Physics
8/10/2019 a2as Phys Revised Support 3270
37/59
34
Spec.Ref
Learning Outcomes Suggested Teaching Strategies TimeRequired
Resources Risk Assessment
Safety
OtherInformation
ml Model powered plane (or similar) on a threadflying in a circle at constant speed variousmeasurements & calculations can be doneusing F=mgcos , v, r
Investigation using rubber bung tied tostring & passed through glass tube with massat end to supply centripetal force F (investigate relationship between F and r, Fand v or r and v or )
1 2 hourshour
4.4.1
4.4.2
Define simple harmonicmotion using the equation
a 2 = where f 2=
Perform calculations usingt x cos=
Demonstrate mass-spring system &pendulum. Discuss values of displacement,
velocity & acceleration at extremities andcentre of motion leading to relationshipbetween displacement and acceleration anddefinition of SHM
Pupils explore website www.acoustics.salford.ac.uk/feschools/waves/shm.htm
Use motion sensor to illustrate SHM
Pupils could use computer modelling toinvestigate the effects of changing A and f
1 hour
1 hour
Mass on spring,simplependulum,motion sensor,datalogger,oscilloscopeconnected tosuitabletransducer
4.4.3 Demonstrate anunderstanding of s.h.m.graphs to include
Pupils derive graphs of velocity andacceleration against time for SHM given thegraph of displacement against time
1 hour
CCEA Exemplar Scheme of Work: GCE Physics
8/10/2019 a2as Phys Revised Support 3270
38/59
35
Spec.Ref
Learning Outcomes Suggested Teaching Strategies TimeRequired
Resources Risk Assessment
Safety
OtherInformation
measuring velocity fromthe gradient of adisplacement time graph
www.edumedia-sciences.com/a266_l2-shm.html
If data logger used for previous section,should be able to obtain velocity andacceleration time graphs
4.4.4
4.4.5
Know and be able to usethe terms free vibrations,forced vibrations,resonance and damping inthis context
Understand the conceptsof light damping, overdamping and criticaldamping
Use a vibration generator & mass springsystem to investigate how the frequency at
which resonance occurs depends on mass.Determine the natural frequency of thesystem at each mass leading pupils to theconclusion that for resonance forcing freq =natural freq
Hacksaw blade clamped to desk & vibrationgenerator against the blade will also showresonance length of blade could be variedDemonstrate Bartons pendulums
Demonstrate light and heavy damping anddiscuss corresponding displacement timegraph using for example mass-spring systemoscillating in air, with card attached to
increase air resistance and in oil or trolleys onlinear air track connected with springs. Usemagnets to increase dampingCan be done using motion sensor & datalogger
1 hours
1 hour
Signal generator, Vibrationgenerator, Masson spring,BartonspendulumsHacksaw blade,clamp
Linear air track,trolleys withmagnetsattached
Safety goggles,care withmass-spring
whenresonancereached
CCEA Exemplar Scheme of Work: GCE Physics
8/10/2019 a2as Phys Revised Support 3270
39/59
36
Spec.Ref
Learning Outcomes Suggested Teaching Strategies TimeRequired
Resources Risk Assessment
Safety
OtherInformation
4.4.6 Describe mechanicalexamples of resonanceand damping
Pupils research and discuss problems &applications of resonanceDiscuss examples of light damping, criticaldamping and overdampingPupils describe ways of increasing anddecreasing damping
1 hours
1 hour
4.5.1 Be able to describeevidence for the existenceof atomic nuclei, toinclude alpha particlescattering
Students to research Rutherford ScatteringPupils discuss the reasons for abandoning theplum pudding model
www.particleadventure.org How do weknow any of this
Demonstrate plum pudding model by rollingmarbles down a track towards an aluminiumor plastic hill marbles follow tracks similarto particles near a gold nucleus Describedat:
www.practicalphysics.org/go/Experiment_572.html?topic_id=40&collection_id=76
Pupils describe the structure of an atom andknow the relative charges and masses ofprotons, neutrons and electrons
2 hours Plastic hill,marbles
4.5.2 Know and interpret the variation of nuclear radius with nucleon number
Pupils analyse graph of nuclear radius againstnucleon number
Use of data on nuclear radii to show that r isproportional to A 1/3
Pupils plot r against A1/3
1 hour
CCEA Exemplar Scheme of Work: GCE Physics
8/10/2019 a2as Phys Revised Support 3270
40/59
37
Spec.Ref
Learning Outcomes Suggested Teaching Strategies TimeRequired
Resources Risk Assessment
Safety
OtherInformation
4.5.3 Use the equation31
0 Ar r = Pupils explain why A is proportional to r
3
byexamining model of arranging spheres in acube shape (1 sphere, 2x2 cube, 3x3 cube)Use the equation to predict the nuclear radiusof various elements
4.6.1 Understand how thenature of alpha-particles,beta-particles and gamma-radiation determines theirpenetration and range
Discuss what alpha particles, beta particle &gamma radiation are
Measure background radiation and discuss where it originates. Explain how to correctcount rate
Carry out experiments to investigate theirpenetration and rangeDescriptions of experiments at:
www.practicalphysics.org/go/Collection_80.html?topic_id=40&collection_id=80
Explain ionisation www.resources.schoolscience.co.uk/pparc/16plus/partich2pg2.html Explain reasons for the difference inpenetrating power & range of the three types
of radiation www.colorado.edu/physics/2000/isotopes/index.html
1 hour
1 hours
Sealed alpha,beta and gammasources, GMtube,
4.6.2 Calculate changes tonucleon number andproton number as a result
Examine graph of number of neutronsagainst number of protons, discuss stability &how unstable nuclei decay.
1- 2 hours
CCEA Exemplar Scheme of Work: GCE Physics
8/10/2019 a2as Phys Revised Support 3270
41/59
38
Spec.Ref
Learning Outcomes Suggested Teaching Strategies TimeRequired
Resources Risk Assessment
Safety
OtherInformation
of emissions www.ithacasciencezone.com/chemzone/lessons/11nuclear/nuclear.htm Complete radioactive decay equations, discussthe changes in nuclei after different types ofdecay.
4.6.3
4.6.4
Appreciate the randomnature of radioactivedecay
Model with constantprobability of decay,leading to exponentialdecay
Dice, tossing coins or water flow to modelexponential decayDescribed at:
www.iop.org/activity/education/Teaching_R esources/Teaching%20Advanced%20Physics/Atomic%20and%20Nuclei/Radioactivity/file_5048.docRadioactive decay applet:
www.lectureonline.cl.msu.edu/%7Emmp/applist/decay/decay.htm
1 hour Dice, Glass tubefilled with water,Hoffmann clip,clamp, boss&stand, stopclock,container tocatch water
4.6.5 Use the equations N = and
t e A A = 0 , where A isthe activity
Discuss what is meant activity and by thedecay constant. Pupils define the Becquerel
www.s-Cool.co.uk/physics_extra/interactions/baedecay14.htm
Practise using the equations to predict activityat a given time or to calculate the originalactivity of a source.Discuss the properties of an exponentialdecay curve
1 2 hours
CCEA Exemplar Scheme of Work: GCE Physics
8/10/2019 a2as Phys Revised Support 3270
42/59
39
Spec.Ref
Learning Outcomes Suggested Teaching Strategies TimeRequired
Resources Risk Assessment
Safety
OtherInformation
Pupils take ln of each side of equation inorder to calculate or t4.6.6 Define half-life
Use
693.0
21
=t
Discuss what half life is
Work out the half life of different isotopesfrom activity-time graphs
Explain the use of half life in radiocarbondating & medical use
www.resources.schoolscience.co.uk/pparc/16plus/partich2pg3.html
Pupils use excel file to investigate half life andapply carbon dating techniques:http://www.physicssource.ca/pgs/3008_ato_ emath_16.html
1 hours
4.6.7 Describe an experiment tomeasure half-life
Demonstration half life of ProtactiniumFor details of the experiment including health& safety guidance see
www.practicalphysics.org/go/Experiment_577.html
1 hour GM tube inholder,protactiniumgenerator, scaler,stopclock orratemeter
Followguidelines for
working withradioactivesubstances
4.7.1
4.7.2
Appreciate theequivalence of mass andenergy
Recall the equation2mc E = and understand
Pupils carry out research into nuclear energyand Einstens equation
Discuss mass defect in nuclear reactions
1 hour
2 hours
CCEA Exemplar Scheme of Work: GCE Physics
d h k h
8/10/2019 a2as Phys Revised Support 3270
43/59
40
Spec.Ref
Learning Outcomes Suggested Teaching Strategies TimeRequired
Resources Risk Assessment
Safety
OtherInformation
4.7.3
that it applies to all energychanges
Use 2mc E = in nuclearcalculations
Explain the energy equivalence of 1uPupils carry out simple calculations relatingmass difference to energy change
Use mass defect to predict if reactions willhappen spontaneously
4.7.4 Know how the bindingenergy per nucleon varies
with mass number
Define nuclear binding energy and discusshow this relates to the stability of the nucleus.Compare the stability of different nuclei byusing binding energy per nucleonDiscuss general shape of the binding energyper nucleon curve
1 hour
4.7.5 Describe the principles offission and fusion withreference to the bindingenergy per nucleon curve
Pupils research into elements that undergofission & fusion and look at position of theseon the curveExplain in terms of stability with reference tothe curve why fission and fusion occurSite with useful quicktime movies on fission:
www.atomicarchive.com/Fission/Fission1.shtml
2 hours
4.8.1 Describe a fission reactorin terms of chain reaction,
critical size, moderators,control rods, coolingsystem and reactorshielding
Pupils complete internet research on theprocesses inside a fission reactor and produce
a presentation on fission reactors www.phet.colorado.edu/new/simulations/sims.php?sim=Nuclear_Physics
2 hours
CCEA Exemplar Scheme of Work: GCE Physics
S L i O S d T hi S i Ti R Ri k O h
8/10/2019 a2as Phys Revised Support 3270
44/59
41
Spec.Ref
Learning Outcomes Suggested Teaching Strategies TimeRequired
Resources Risk Assessment
Safety
OtherInformation
Animations of chain reactions: www.lectureonline.cl.msu.edu/~mmp/applist/chain/chain.htm
Common questions and answers on nuclearpower plants
www.pbs.org/wgbh/pages/frontline/shows/reaction/etc/faqs.html
4.9.1
4.9.2
Understand the conditionsrequired for nuclearfusion
Estimate the temperaturefor fusion
Elicit the need for alternative energy sources
Discuss the process of nuclear fusionUseful websites for pupil research in section4.9:
www.ippex.pppl.gov/ www.iter.org/ www.fusedweb.pppl.gov/CPEP/chart.html Pupils use kinetic theory to estimate thetemperature required for fusion
1 hour
4.9.3
4.9.4
Describe the followingmethods of plasmaconfinement:gravitational, inertial andmagnetic
Appreciate the difficultiesof achieving fusion on apractical terrestrial scale
Pupils use websites to investigate theconditions required for fusion and as a resultdiscuss the difficulties of achieving fusion ona practical terrestrial scale
www.splung.com/content/sid/5/page/fusion
2 hours
CCEA Exemplar Scheme of Work: GCE Physics
Spec Learning Outcomes Suggested Teaching Strategies Time Resources Risk Other
8/10/2019 a2as Phys Revised Support 3270
45/59
42
Spec.Ref
Learning Outcomes Suggested Teaching Strategies TimeRequired
Resources Risk Assessment
Safety
OtherInformation
4.9.5
4.9.6
Describe the JET fusionreactor
State the D-T reaction andappreciate why this ismost suitable forterrestrial fusion
Pupils read articles such as Fusion for thefuture:
www.rsc.org/Education/EiC/issues/2006May/Infochem.asp leading to class discussion
www.jet.efda.org/pages/jet.html
Pupils explain why the D-T reaction is mostsuitable for terrestrial fusion from theirfindings
1 hour
2 hours
CCEA Exemplar Scheme of Work: GCE Physics
8/10/2019 a2as Phys Revised Support 3270
46/59
Unit A2 2:Fields and their Applications
CCEA Exemplar Scheme of Work: GCE Physics
Specification: A2 Physics
8/10/2019 a2as Phys Revised Support 3270
47/59
Specification: A2 Physics
Unit: A2 2: Fields and their Applications
Introduction:
This scheme of work was prepared by practising teachers and is an attempt to interpret therequirements of the specification. The scheme of work is not meant to be complete as eachschool has different resources, equipment and expertise within their Science Departments. It isup to each school to make this presentation a living document and add to it where necessary oramend suggested activities to meet the changing needs and resources of the school.
This scheme of work should not be regarded as a substitute for any lesson plans and no attempthas been made to incorporate detailed lesson planning. Suggested activities or practical work,however, has been given as a possible method of meeting the requirements of the specification.
The suggested activities are not prescriptive and alternative experiments/procedures may besuccessfully used
.
CCEA Exemplar Scheme of Work: GCE Physics
8/10/2019 a2as Phys Revised Support 3270
48/59
45
Spec.
Ref
Learning Outcomes Suggested Teaching Strategies Time
Required
Resources Risk
AssessmentSafety
Other
Information5.1.1 Explain the concept of a
field of forceStudents should be made aware that the term
field of forceis often referred to as simply a field and is a region where a force can beexperiencedCircus of experiments to illustrate fields offorce as revision of GCSE
Class discussion with pupils prompted torecall g as the acceleration due to gravity, thebasics of electrostatics such as like chargesrepel, unlike charge attract, magnetic poles andfield lines as a means of mapping magneticfields
The vector nature of fields should beexplored.
1 hour Bar magnets,plottingcompasses andiron filings;polythene andacetate rods, aduster and anupturned watchglass; a rubberball to drop
Make studentsaware ofdangers ofmagnets with
watches, bankcards etc.
5.2.1
5.2.2
5.2.3
Define gravitational fieldstrength
Recall and apply the
equation m F
g =
State Newtons law ofuniversal gravitation
Suggested definition The strength of agravitational field is defined as the force actingon unit mass placed in the field
Review use of this equation and complete
several examples to practise its application
Statement- Every body in the Universe attractsevery other with a force which is directlyproportional to the product of their massesand inversely proportional to the square of
3 hours Virtual PhysicalLaboratoryCDROM fromthe NationalPhysical
Laboratory hassimulations toplot gravitationalfield lines
www.physicslab.co.uk
CCEA Exemplar Scheme of Work: GCE Physics
8/10/2019 a2as Phys Revised Support 3270
49/59
46
Spec.Ref
Learning Outcomes Suggested Teaching Strategies TimeRequired
Resources Risk Assessment
Safety
OtherInformation
5.2.4
5.2.5
5.2.6
5.2.7
Recall and use the equationfor the gravitational forcebetween point masses,
221
r mm
G F =
Recall and apply theequation for gravitational
field strength,2r
Gm g =
, anduse this equation to calculatethe Earths mass
Apply knowledge of circularmotion to planetary andsatellite motion
Show that the mathematicalform of Keplers third law(t2 proportional to r 3 ) is
their distance apart
Discussion of Newtons observations of theSolar System leading to the law
Students derive the units of G from analysis ofthe equation and check on data sheetBase units derivedStudents find value of G on data sheet anddiscuss with a partner the value with referenceto the force between ordinary objects
Students practise application of equation withseveral suitable examples
Students Combinem F
g = and
221
r mm
G F =and apply to suitable examples.
Review Circular Motion theory and apply toexample involving orbits
Students research Keplers work and lawsUse centripetal force and Newtons Universallaw to show Keplers law consistent
Stretch andChallenge:-Relate law toNewtons thirdlawSuggest otherinverse squarerelationshipsDiscussionabout this as alaw but the BigBang as a theory
Stretch andChallengeDiscuss howcircular motionis used butorbits are
elliptical
CCEA Exemplar Scheme of Work: GCE Physics
8/10/2019 a2as Phys Revised Support 3270
50/59
47
Spec.Ref
Learning Outcomes Suggested Teaching Strategies TimeRequired
Resources Risk Assessment
Safety
OtherInformation
5.2.8
consistent with the law ofuniversal gravitation.
State the period of ageostationary satellite
Students complete historical timeline ofsatellite development.State meaning of geostationary and discussorigins of nameIn groups list uses of satellites.
5.3.1
5.3.2
5.3.3
5.3.4
Define electric field strength
Recall and apply the
equationq
F E =
State Coulombs Law for theforce between point charges
Recall and use the equationfor the force between twopoint charges,
Suggested definition The electric field at apoint is the force per unit charge exerted on apositive charge placed at that point in the field.
Students should justify that E can have unitsof N C -1 or V m -1.
Students should be given a range of examplesand questions to practise the application ofthis equation
Suggested statement The force between twopoint charges is directly proportional to theproduct of the charges and inverselyproportional to the square of their distanceapart
Discussion that the law applies to pointcharges. Electrons and protons canapproximate to point charges and an isolateduniformly charged sphere behaves as thoughthe charge was concentrated at the centre
4 hours Virtual PhysicalLaboratoryCDROM fromthe NationalPhysicalLaboratory hassimulations toillustrate theconcepts in E-field theory.
www.physicslab.co.uk
The Van deGraff generatoris a popularlesson starter tostimulatediscussion ofelectric charge.
Coulomb was a
CCEA Exemplar Scheme of Work: GCE Physics
8/10/2019 a2as Phys Revised Support 3270
51/59
48
Spec.Ref
Learning Outcomes Suggested Teaching Strategies TimeRequired
Resources Risk Assessment
Safety
OtherInformation
5.3.5
5.3.6
5.3.7
221
20
21
4 r qkq
r qq
F ==
where
041
=k
State that 0 is thepermittivity of a vacuum anddetermine its SI base units
Recall and use the equationfor the electric field strengthdue to a point charge,
2204 r
kqr
q E ==
Understand that for auniform electric field thefield strength is constant,and recall and use the
Students should be given a range of examplesand questions to practise the application ofthis equation
Discuss how the force between two chargesdepends on the material which separates them
and how a high permittivity is one whichreduces this force
The units of permittivity can be given as C2N -1m-2 and the SI base units derived. Studentsmay be asked to find the value of 0 in a datasheet and note the unit is the farad per metre
which will become clear later in the module
Students can show or be shown thedevelopment of the equation for the electricfield strength due to a point charge fromCoulombs Law and the equation for the forceper unit charge
Students should be given a range of examplesand questions to practise the application ofthis equation
Discussion that electric field lines can bereferred to as lines of force and indicate thestrength of a field.
Semolinapowdersuspended incastor oil withelectrodesdelivering highp.d. from Vander Graff showsfield pattern.
The experimentcan be repeated
with differentshapes of
French scientist who investigatedthis in the 1780s
Stretch andChallengeHigher ability
students mayappreciate the 4 term indicatingsphericalsymmetry
CCEA Exemplar Scheme of Work: GCE Physics
8/10/2019 a2as Phys Revised Support 3270
52/59
49
Spec.Ref
Learning Outcomes Suggested Teaching Strategies TimeRequired
Resources Risk Assessment
Safety
OtherInformation
5.3.8
equation d V
E =.
Recognise similarities anddifferences in gravitationaland electric fields
Shapes of field line patterns should bediscussed.Pupils should consider why field lines do notcrossElectric field lines can be demonstrated.
A uniform electric field can be investigated
Students may work in pairs to identifysimilarities and difference in gravitationalfields and electric fields. This may bestimulated by creating summary conceptsmaps showing their knowledge about bothtypes of fields and making a comparison
electrodes
A home-madeelectroscopeconsisting of acharged gold-foilstrip mounted at
the end of aplastic ruler andheld in the fieldproduced by tometal platesconnected tooppositeterminals of apower supply
5.4.1 Define capacitance Show students a range of capacitors.Introduce electrical symbol representing acapacitor and explain origins as pair of parallelmetal plates
Discuss the word capacitance as the ability tostore charge and other uses of the word ineveryday life (e.g. the capacitance to dosomething)
4 hours A range ofcapacitors
Parallel-platecapacitor
Capacitor,resistor,millimetre,battery, stopcock
Electrolyticcapacitor mustbe connectedcorrectly toavoid damageand capacitorsmust bedischarged
ExtensionMore able pupilscan use theexponentialfunction todescribeexponentialdecay
Virtual PhysicalLaboratoryCDROM fromthe National
CCEA Exemplar Scheme of Work: GCE Physics
8/10/2019 a2as Phys Revised Support 3270
53/59
50
Spec.Ref
Learning Outcomes Suggested Teaching Strategies TimeRequired
Resources Risk Assessment
Safety
OtherInformation
5.4.2
5.4.3
5.4.4
5.4.5
Recall and apply theequation C=Q/V
Define the unit ofcapacitance, the farad
Recall and use QV 21 for
calculating the energy of acharged capacitor
Use the equation for theequivalent capacitance forcapacitors in series and inparallel
Describe the action of a capacitor
Suggested definition capacitance equals thecharge required to cause a change in potentialof one volt of a conductor
Discuss practical size of the unit the farad and
ask students to examine sample capacitors tofind out typical values and units
Demonstrations using large electrolyticcapacitors can show the energy stored in acapacitorStudents practise application of equation
Students can investigate the effect of differentnumbers of lamps and different voltage supply
Students investigate capacitor networks anddeduce relationship
Students should be introduced to the methodof calculating the equivalent capacitance fornetworks of capacitors by consideration of thep.d. and charge of capacitors in series andparallel
A circuitcontaining acapacitor, withmovableconnections to abattery and alamp.
safely using ashorting leadafter use.
PhysicalLaboratory hascapacitorsimulations
www.physicslab.co.uk
CCEA Exemplar Scheme of Work: GCE Physics
S L i O S d T hi S i Ti R Ri k O h
8/10/2019 a2as Phys Revised Support 3270
54/59
51
Spec.Ref
Learning Outcomes Suggested Teaching Strategies TimeRequired
Resources Risk Assessment
Safety
OtherInformation
5.4.6
5.4.7
5.4.8
5.4.9
5.4.10
Perform and describeexperiments to demonstrate
the charge and discharge ofa capacitor
Explain exponential decayusing discharge curves
Define time constant andapply the equation = CR
Perform and describe anexperiment to determine thetime constant for R-Ccircuits
Apply knowledge andunderstanding of timeconstants and stored energyto electronic flash guns
Students may be asked to compare equivalentcapacitance in networks of capacitors, withequivalent resistance in resistor networks.
Students may given a range of examples andquestions to practise the application of thisprocess
Students carry out experiments to investigatecharge and discharge.Use spreadsheets to plot graphs to illustratecharge and discharge.
Students discuss shape of graphs with theirpartners and are prompted to describeexponential decay curves.
Time Constant as a measure of how long ittakes a capacitor to charge through a resistor
Students determine time constantStudents may be asked to recognise similarities
with radioactivity decay curves.
Discuss and demonstrate electronic flash guns
A camera flashgun
5.5.1 Explain the concept of amagnetic field
Suggested explanation - the space around amagnet where a magnetic force is experiencedis called a magnetic field
4 hours Bar magnets,horseshoemagnet, iron
The historicaldevelopment ofdiscoveries in
CCEA Exemplar Scheme of Work: GCE Physics
S L i g O t S gg t d T hi g St t gi Ti R Ri k Oth
8/10/2019 a2as Phys Revised Support 3270
55/59
52
Spec.Ref
Learning Outcomes Suggested Teaching Strategies TimeRequired
Resources Risk Assessment
Safety
OtherInformation
5.5.2
5.5.3
5.5.4
5.5.5
Understand that there is aforce on a current-carryingconductor in a perpendicular
magnetic field and be able topredict the direction of theforce
Define magnetic flux densityusing the equation F = BIl
Define the unit of magneticflux density, the tesla
Understand the concepts ofmagnetic flux and magneticflux linkage
Again field lines should be demonstrated anddiscussed
Demonstration of force on current carryingconductor in magnetic field and use ofFlemings left-hand rule
Demonstration of factors affecting the force
The flux density defined as the force per unitcurrent length analogous to E and g
Students derive the definition of the Teslafrom the equation F = BIl and show that thetesla is equivalent to N A-1 m-1
Students discuss the expression for the forceon a current carrying conductor which is notperpendicular to the field.Electromagnetic induction discussedand explained
filings. Filingssuspended inglycerol showthe 3D nature ofthe field of a barmagnet
A strip ofaluminium foilcarrying acurrent in thefield of a largehorseshoemagnetillustrates theforce on acurrent carryingconductor
Application ofa.c. currentshows thedependence ofthe direction ofthe force withcurrent direction
A currentbalance
this area ofstudy may beexplored asextensionmaterial starting withOersted in 1819
Useful websites:- www.walter-fendt.de/ph14e
Virtual PhysicalLaboratoryCDROM fromthe NationalPhysicalLaboratory hassimulations toillustrate B-fieldconcepts.
www.physicslab.co.uk
Reference toelectron flowand FlemingsRight Hand Rule
CCEA Exemplar Scheme of Work: GCE Physics
Spec Learning Outcomes Suggested Teaching Strategies Time Resources Risk Other
8/10/2019 a2as Phys Revised Support 3270
56/59
53
Spec.Ref
Learning Outcomes Suggested Teaching Strategies TimeRequired
Resources Risk Assessment
Safety
OtherInformation
5.5.6
5.5.7
5.5.8
5.5.9
5.5.10
5.5.11
5.5.12
Recall and use the equationfor magnetic flux, = BA ,and flux linkage, N
Define the unit for magneticflux, the weber
State, use and demonstrateexperimentally Faradays andLenzs laws ofelectromagnetic induction
Recall and calculate inducede.m.f. as rate of change offlux linkage with time
Describe how a transformer works
Recall and apply the
equation s
p
p
s
p
s
I
I
N N
V V
==
for transformers
Explain power losses intransformers and the
Ordering activity to arrange words correctly todescribe equationExamples completed
Weber defined from equation
Faraday stated as - The induced emf is directlyproportional to the rate of change of flux-linkage. Demonstrated with hoop of wire anddiverging field lines of bar magnet..Class experiment to show Faradays andLenzs Law plunging bar magnet intosolenoid
Calculations illustrating concepts
Discuss uses of transformers
Outline differences between step-up and step-down transformers
Students produce flow chart illustratingjourney of electricity supply from powerstation to different consumers indicatingtransformers
Neodymiummagnet in fallingcopper tube toillustrateelectromagneticbraking
em inductiontorch
Solenoid, centre-zerogalvanometer,bar magnet
The Earthsmagnetic filedandmagnetospheremay bediscussed
CCEA Exemplar Scheme of Work: GCE Physics
Spec Learning Outcomes Suggested Teaching Strategies Time Resources Risk Other
8/10/2019 a2as Phys Revised Support 3270
57/59
54
Spec.Ref
Learning Outcomes Suggested Teaching Strategies TimeRequired
Resources Risk Assessment
Safety
OtherInformation
advantages of high voltagetransmission of electricity
5.6.1
5.6.2
5.6.3
5.6.4
5.6.5
5.6.6
Understand that a movingcharge in a uniform,perpendicular electric field,experiences a force
Recall and use the equationF = Eq to calculate themagnitude of the force on acharged particle anddetermine the direction ofthe force
Understand that a movingcharge in a uniform,perpendicular magnetic fieldexperience a force
Recall and use the equationF = Bqv to calculate themagnitude of the force anddetermine its direction
Outline the structure of thecathode ray oscilloscope
Use, and explain how, the
Discuss streams of moving electrons ascathode raysReview Circular motion
Demonstration of deflection of electronbeams using cathode ray tubesReview equation and complete examples
Class discussion about Flemings left hand andright rules depending on the charge considered
Students use labelled diagrams to describe themovement of a charged particle in a B-field
Students label diagram of cathode rayoscilloscope using a suitable text book
Students use CRO to measure voltage
3 hours Cathode raytube, Maltesecross tube, crossfields apparatus
Stretch andchallenge
Application totelevisions
Link to massspectrometer
Care using e.h.t.sources
CCEA Exemplar Scheme of Work: GCE Physics
Spec Learning Outcomes Suggested Teaching Strategies Time Resources Risk Other
8/10/2019 a2as Phys Revised Support 3270
58/59
55
Spec.Ref
Learning Outcomes Suggested Teaching Strategies TimeRequired
Resources Risk Assessment
Safety
OtherInformation
cathode ray oscilloscope canbe used as a measuringinstrument for voltage
5.7.1
5.7.2
5.7.3
5.7.4
Describe the basic principlesof operation of a linearaccelerator, cyclotron andsynchrotron
Compare and contrast thethree types of accelerator
Understand the concept ofantimatter and that it can beproduced and observedusing high energy particleaccelerators
Describe the process ofannihilation in terms ofphoton emission andconservation of energy andmomentum
Students to research accelerators at CERNand Stanford and produces PowerPointpresentationsStudents apply concepts of fields to problems
Class discussion to identify similarities anddifferences in types of accelerators
Student research antimatter using searchengine and answer question sheet onproduction, observation and annihilation
2 hours
5.8.1 Explain the concept of afundamental particle
Review of protons, electrons and neutronsStudents research historical development ofparticle theory
2 hours www.particleadv enture.org
CCEA Exemplar Scheme of Work: GCE Physics
Spec. Learning Outcomes Suggested Teaching Strategies Time Resources Risk Other
8/10/2019 a2as Phys Revised Support 3270
59/59
56
Spec.Ref
Learning Outcomes Suggested Teaching Strategies TimeRequired
Resources Risk Assessment
Safety
OtherInformation
5.8.2
5.8.3
5.8.4
5.8.5
5.8.6
5.8.7
Identify the fourfundamental forces and theirassociated exchangeparticles.
Classify particles as gaugebosons, leptons and hadrons
(mesons and baryons).
State examples of each classof particle.
Describe the structure ofhadrons in terms of quarks.
Understand the concept ofconservation of charge,lepton number and baryonnumber.
Describe -decay in terms ofthe basic quark model
Students work in pairs to match fundamentalforces with corresponding exchange particles
Students research different types of quarks
Sorting activity with leptons and hadrons(subset to baryons and mesons)
Questions on mesons and baryons arecompleted
Introduction to conservation laws
Expressions and diagrams can be used todemonstrate understanding of this concept
A question loop covering all aspects of particlephysics can be used to summarise concepts.
A matching exercise to reinforce definitionsand laws.
Stretch andChallengeFeynmandiagrams