a2as Phys Revised Support 3270

8/10/2019 a2as Phys Revised Support 3270

1/59


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


3/59


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


5/59



6/59


Exemplar Scheme of Work:

GCE Physics


7/59



8/59


Unit AS 1

Forces, Energy and Electricity


9/59


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.


10/59


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!


11/59


8

Spec.Ref


TimeRequired


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


12/59


9

Spec.Ref


TimeRequired


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


120 mins Internetand/or textbooks

1.6.2 State the principle ofmoments


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


13/59


10

Spec.Ref


TimeRequired


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


60 mins Sand trough,ball bearings


1.7.3 Calculate the work donefor constant forces,including force not alongthe line of motion

Teacher exposition and workedexamples to includeforce-displacement graphs


1.7.4 Recall and use theequationsPE = mg h and KE =mv 2


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


14/59


11

Spec.Ref


TimeRequired


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



1.8.5

1.8.6

Define the Youngmodulus

Perform and describe anexperiment to determinethe Young modulus


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


15/59


12

Spec.Ref


TimeRequired


Safety

OtherInformation

1.9.2 Recall and use theequation I = Q / t


60 mins and computer Tennis balls,transparenttubing


1.10.1 Recall and use theequations V = W / q andV = P / I



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



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


16/59


13

Spec.Ref


TimeRequired


Safety

OtherInformation

1.11.6 Perform and describe anexperiment to measureresistivity

Class experiment to measureresistivity of different materials

60 mins

swg and lengthor conductingputty


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


17/59


18/59


15

Spec.Ref


TimeRequired


Safety

OtherInformation

1.12.1 Use conservation ofcharge and energy insimple d.c. circuits



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


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


19/59


16


20/59


Unit AS 2 Waves, Photons and Medical Physics


21/59


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.




22/59


19

Spec.Ref

Learning Outcomes Suggested Teaching Strategies TimeRequired


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


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


23/59


20

Spec.Ref



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


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


www.phy.ntnu.edu.tw/ntnujava/index.php?topic=49

2.2.5 Recall and use the formulasin C = 1 / n


60 mins Paper & pens Worksheetand/or questionbank


24/59


21

Spec.Ref



Safety

OtherInformation

2.3.1 Draw ray diagrams forconverging and diverginglenses



3.3.2 Use the equation 1/ u +1/ v =1/ f for converging lenses



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


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


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


2.3.6 Perform calculations on thecorrection of long sight




25/59


22

Spec.Ref



Safety

OtherInformation

2.3.7 Perform calculationsinvolving the lens power ofconverging lenses



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


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


26/59


23

Spec.Ref



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


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


27/59


24

Spec.Ref



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


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 )



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


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


28/59


25

Spec.Ref



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



29/59


26

Spec.Ref



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


100 mins


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




30/59


Unit A2 1Momentum, Thermal Physics,Circular Motions, Oscillations

and Atomic and Nuclear Physics



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.





32/59

29

.Spec.Ref



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



33/59

30

Spec.Ref



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



34/59

31

Spec.Ref



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

>


35/59

32

Spec.Ref



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

>=


36/59

33

Spec.Ref



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



37/59

34

Spec.Ref



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



38/59

35

Spec.Ref



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



39/59

36

Spec.Ref



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



40/59

37

Spec.Ref



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



41/59

38

Spec.Ref



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



42/59

39

Spec.Ref



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


d h k h


43/59

40

Spec.Ref



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


S L i O S d T hi S i Ti R Ri k O h


44/59

41

Spec.Ref



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


Spec Learning Outcomes Suggested Teaching Strategies Time Resources Risk Other


45/59

42

Spec.Ref



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



46/59

Unit A2 2:Fields and their Applications


Specification: A2 Physics


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.


The suggested activities are not prescriptive and alternative experiments/procedures may besuccessfully used

.



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



49/59

46

Spec.Ref



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



50/59

47

Spec.Ref



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


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.


The Van deGraff generatoris a popularlesson starter tostimulatediscussion ofelectric charge.

Coulomb was a



51/59

48

Spec.Ref



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


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


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



52/59

49

Spec.Ref



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



53/59

50

Spec.Ref



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



S L i O S d T hi S i Ti R Ri k O h


54/59

51

Spec.Ref



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


S L i g O t S gg t d T hi g St t gi Ti R Ri k Oth


55/59

52

Spec.Ref



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.


Reference toelectron flowand FlemingsRight Hand Rule




56/59

53

Spec.Ref



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


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




57/59

54

Spec.Ref



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




58/59

55

Spec.Ref



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


Spec. Learning Outcomes Suggested Teaching Strategies Time Resources Risk Other


59/59

56

Spec.Ref



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

a2as Phys Revised Support 3270

Documents

Transcript of a2as Phys Revised Support 3270