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GCSE Physics

Contents

Page

Introduction

1

Unit 1

5

Unit 2

51

CCEA Planning Framework for GCSE Physics

Introduction

The purpose of this Planning Framework is to support the teaching and learning of GCSE Physics. The Planning Framework is based on specification content but should not be used as a replacement for the specification. It provides suggestions for a range of teaching and learning activities which provide opportunities for students to develop their:

· Knowledge and understanding

· Subject specific skills

· The Cross-Curricular Skills

· Thinking Skills and Personal Capabilities

The Planning Framework is not mandatory, prescriptive or exhaustive. Teachers are encouraged to adapt and develop it to best meet the needs of their students.

Subject Skills Assessed through Physics

The following skills are assessed in GCSE Physics

· planning an experiment

· analysis of experimental data

· drawing conclusions from experimental data

· evaluation of practical procedures and experimental data

· problem solving

· practical work including measurement and observations

· mathematical skills including graphical work

Supporting the Development of Statutory Key Stage 4 Cross-Curricular Skills and Thinking Skills and Personal Capabilities

This specification builds on the learning experiences from Key Stage 3 as required for the statutory Northern Ireland Curriculum. It also offers opportunities for students to contribute to the aim and objectives of the Curriculum at Key Stage 4, and to continue to develop the Cross-Curricular Skills and the Thinking Skills and Personal Capabilities. The extent of the development of these skills and capabilities will be dependent on the teaching and learning methodology used.

Cross-Curricular Skills at Key Stage 4

Communication

Students should be able to:

· communicate meaning, feelings and viewpoints in a logical and coherent manner, for example using appropriate technical terms;

· make oral and written summaries, reports and presentations, taking account of audience and purpose, for example students might describe the process of nuclear fission, explain where and how it is used, and identify the benefits and drawbacks in form of a written or oral presentation;

· participate in discussions, debates and interviews, for example discuss and debate some of the political, social environmental and ethical issues relating to the use of nuclear energy to generate electricity; and

· interpret, analyse and present information in oral, written and ICT formats, for example carry out practical work using a voltmeter and ammeter to measure the voltage across a metal wire and the current passing through it, interpret and analyse the measurements and use graph plotting software to show the linear relationship between the measured quantities.

Using Mathematics


· use mathematical language and notation with confidence, for example writing down and solving linear equations throughout all areas of the specification;

· use mental computation to calculate, estimate and make predictions in a range of simulated and real-life contexts, for example in estimating the speed of sound given that it is about ten times faster than a typical car on a motorway;

· use a scientific calculator with confidence, for example in entering numbers in standard index form (see also Appendix 1: Mathematical Content);

· select and apply mathematical concepts and problem-solving strategies in a range of simulated and real-life contexts, for example investigate and use quantitative relationships between initial speed, final speed, average speed, distance moved, rate of change of speed and time;

· interpret and analyse a wide range of mathematical data, for example carry out practical work using simple apparatus to investigate the motion of an object down a slope; and

· present mathematical data in a variety of formats, such as tables or graphs, which take account of audience and purpose, for example plotting a graph of extension against force in a Hooke’s Law experiment, using it to find the stiffness constant, k and comparing the result with average value of

Using ICT

Students should be able to make effective use of information and communications technology in a wide range of contexts to access, manage, select and present information, including mathematical information, for example, students might use dataloggers to record experimental data about the instantaneous velocity of an object in free fall, or use a spreadsheet to calculate the resistance of wires from data relating to voltage and currents and plot a graph of resistance against length.

Thinking Skills and Personal Capabilities at Key Stage 4

Self-Management


· plan work, for example plan with others how they might carry out one of the prescribed practical tasks; and

· set personal learning goals, for example learning how to use a scientific calculator to solve the mathematical problems encountered throughout the course.

Working with Others


· learn with and from others through co-operation, for example plan and carry out with others an experiment to measure personal power;

· participate in effective teams and accept responsibility for achieving collective goals, for example work in small groups for the prescribed practical tasks; and listen actively to others and influence group thinking and decision-making, taking account of others’ opinions, for example research the uses and dangers of electromagnetic waves and recall their findings.

Problem Solving


· identify and analyse relationships and patterns, for example investigate experimentally the relationship between the mass and volume of liquids, regular solids and irregular solids, and use ICT to process the data;

· propose justified explanations, for example using the Big Bang to explain why light from other galaxies is shifted to the red end of the spectrum and the existence of cosmic microwave background radiation (CMBR);

· reason, form opinions and justify their views, for example using the section on electromagnetic waves and potential dangers to discuss issues such as safety of Wi-Fi or mobile phones;

· analyse critically and assess evidence to understand how information or evidence can be used to serve different purposes or agendas, for example, the section on energy resources requires candidates to describe a range of renewable and non-renewable energy resources and recall their effect on the environment;

· analyse and evaluate multiple perspectives, for example using the section on advantages and disadvantages of nuclear fuel (fission) to debate the pros and cons of nuclear power;

· explore unfamiliar views without prejudice, for example using the Big Bang theory section to explore different religious and scientific ideas relating to creation;

· weigh up options and justify decisions, for example, in the context of renewable energy resources, weighing the advantages of a tidal barrage in Strangford Lough against the destruction of the shoreline habitat and the effect on biodiversity; and

· apply and evaluate a range of approaches to solve problems in familiar and novel contexts, for example, students could explore the different approaches to understanding half-life.

Although not statutory at Key Stage 4 this specification also allows opportunities for further development of the Thinking Skills and Personal Capabilities of Managing Information and Creativity.

Key Features

The Planning Framework:

· Includes suggestions for a range of teaching and learning activities which are aligned to the GCSE Physics specification content.

· Highlights opportunities for inquiry-based learning.

· Indicates opportunities to develop subject knowledge and understanding and specific skills

· Indicates opportunities to develop the Cross-Curricular Skills and Thinking Skills and Personal Capabilities.

· Provides relevant, interesting, motivating and enjoyable teaching and learning activities which will enhance the student’s learning experience.

· Makes reference to some supporting resources.


4


Unit 1

15

Planning Framework for GCSE Physics

Unit 1

Unit/Option content

Learning Outcomes or Elaboration of Content

Suggestions for Teaching and Learning Activities

Supporting Cross Curricular Skills, Thinking Skills and Personal Capabilities

1.1 Motion

1.1.1

· Investigate and use the quantitative relationships between initial speed, final speed, average speed, distance moved, rate of change of speed and time in order to:

· calculate the average speed from linear distance–time graphs;

· define that distance is measured in metres (m), speed in metres per second (m/s) and rate of change of speed in metres per second squared (m/s2); and

· recall and use the equations:

average speed = distance moved

time taken

average speed = initial speed + final speed

2

rate of change of speed = final speed - initial speed

time taken

Students use textbooks and/or Internet to select an appropriate definition of average speed (for example as total distance/time taken).

Students measure the average speed of a trolley moving between fixed points on an inclined plane using a stopwatch and a metre stick (or using light gates, a control box, computer and data-logging software).

Students use a spreadsheet or other software to analyse numerical data.

Students plot numerical distance-time data on graph paper and find average speed from linear distance-time graphs, including examples where the object is at rest for part of the time.

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Resources

Friction planes (or lengths of timber about 2m by 0.5m), stopwatches, metre sticks, textbooks, computers.

Unit/Option content




1.1 Motion (cont.)

1.1.2

· carry out practical work using simple apparatus:

· including trolleys, ball-bearings, metre rules, stop-clocks and ramps investigate experimentally how the average speed of an object moving down a runway depends on the slope of the runway measured as the height of one end of the runway;

· (Databases and computers could be used to process the measurements and analyse the data.);

Prescribed practical P1

Students measure the average speed of a trolley moving between fixed points on an inclined plane using a stopwatch and a metre stick (or using light gates, a control box, computer and data-logging software) for planes of different vertical height.

Students identify the relevant variables – the dependent variable (the average speed), the independent variable (the vertical height) and the controlled variable (distance over which the average speed is found).

Students use a spreadsheet or other software to analyse numerical data.

Students plot numerical distance-time data on graph paper. Students may discover that at low values of vertical height, H, the average speed, v, is approximately proportional to H, while at higher values of H, v2 is approximately proportional to H.

Teachers might look at the SAMs Question 1 on Unit 3A to see the outcomes of some real experiments.

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Resources

Friction planes (or lengths of timber about 2m by 0.5m), stopwatches, metre sticks, textbooks, computers.

Unit/Option content




1.1 Vectors and Scalars

1.1.3

· demonstrate an understanding that:

· a vector is quantity that depends on direction and a scalar is a quantity that does not;

· displacement is a vector and distance is a scalar but both are measured in metres (m);

· velocity is a vector and speed in scalar but both are measured in metres per second (m/s); and

· acceleration is a vector and rate of change of speed is a scalar but both are measured in metres per second squared (m/s2);

From textbooks or the web, Students are guided to find out the difference between vector and scalar quantities and to identify about five examples of each.

Students are guided to find definitions for displacement, speed, velocity and acceleration and they note the units in which each is measured.

Students analyse and solve mathematical problems from textbooks or worksheets to reinforce these concepts.

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Resources

Textbooks, computers.

Unit/Option content




1.1 Motion, displacement, velocity and acceleration

1.1.4

· recall and use the quantitative relationships between:

· displacement, time and average velocity;

average velocity = displacement

time

· initial velocity, final velocity, acceleration and time;

average velocity = initial velocity + final velocity

2

· initial velocity, final velocity and average velocity (Problems will only be set on motion in one direction);

acceleration = final velocity – initial velocity

time taken

From textbooks or the web, Students are guided to identify the difference between vector and scalar quantities and to name about five examples of each.

Students are guided to find definitions for average velocity and acceleration and they note the units in which each is measured.

Students are made aware that the equation for average velocity in terms of initial and final velocity is only valid when the acceleration is constant in magnitude and direction.

Students are introduced to the common symbols for motion (u, v, a, S and t) and appreciate that the last equation opposite is the defining equation for constant acceleration (a = (v-u)/t).

Students complete examples on these equations taken from worksheets or textbooks for practice and to reinforce the concepts.

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1.1.5

· explain that negative acceleration is called retardation;

Resources

A very useful website to help teachers prepare lessons and as a source of examples is: www.gcse.com/forces.htm.

Unit/Option content




1.1 Motion, displacement, velocity and acceleration (cont.)

1.1.6

· use graphical methods to determine speed, distance and rate of change of speed, applying knowledge that:

· the slope of a distance–time graph is the speed;

· the slope of a speed–time graph is the rate of change of speed;

· the area under a speed-time graph is the distance moved; and

Students analyse problems and carry out problem solving activities based on the graphs opposite using textbooks and/or worksheets.

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1.1.7

· use graphical methods to determine velocity, acceleration and displacement, applying knowledge that:

· the slope of a displacement–time graph is the velocity;

· the slope of a velocity–time graph is the acceleration;

· the area under a velocity–time graph is the displacement.

Students carry out problem solving activities based on the graphs opposite using textbooks and/or worksheets.

Students solve problems where the acceleration is in the opposite direction to the original velocity to reinforce the differences between distance travelled and displacement and speed and velocity.

Where the science department has the equipment, students might use a data logger, sensor set and computer/tablet device to graph velocity against time for a trolley on a runway.

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Resources

Data Harvest (www.data-harvest.co.uk/) and Timstar (www.timstar.co.uk) both supply motion sensors and data loggers capable of supporting practical work associated with this activity.

Unit/Option content




1.2 Force

1.2.1

· demonstrate an understanding that forces arise between objects, that the forces on these objects are equal and opposite, and that friction is a force that always opposes motion;

Students find the friction force between the two surfaces, using a newtonmeter, a wooden block and friction plane.

Students used a search engine, range of textbooks, or teacher compiled offprints to investigate the microscopic origin of the friction force between surfaces and produce a simple report/illustrative diagram.

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1.2.2


· force is measured in newtons (N);

· a force acting in one direction can be given a positive value and one acting in the opposite direction can be given a negative value;

Students explore the effects of forces in opposite directions on the motion of an object in one dimension. Students may use computer simulation, such as provided by:

Crocodile Physics, Chapter 1 – Motion and Forces

OR LearningNI – Motion and Forces.

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1.2.3

· calculate the resultant of two one-dimensional forces using the rule stated in 1.2.2;

Students could explore the motion of a trolley on a friction-compensated runway and show that in the absence of a resultant force an object stays at rest or moves with constant velocity.

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1.2.4

· recall that Newton’s first law states that in the absence of unbalanced forces an object will continue to move in a straight line at constant speed i.e. move with constant velocity;

Students explore motion when all forces are balanced using the computer simulation from Phet (see web address below).

UICT

Resources

Friction planes (or lengths of timber about 2m by 0.5m), newtonmeters, stopwatches, metre sticks, textbooks, computers

https://phet.colorado.edu/sims/html/forces-and-motion-basics/latest/forces-and-motion-basics_en.html

Unit/Option content




1.2 Force (cont.)

1.2.5

· investigate experimentally Newton’s first and second Laws, for example using an air track and data logger, or a computer simulation, to study the effect of balanced and unbalanced forces on an object, and through mathematical modelling derive the relationship between resultant force, mass and acceleration;

Students carry out experimental investigations on Newton’s 1st and 2nd Laws using a linear air track and data logger.

OR

using trolleys on friction-compensated runways and light gates/ticker-timers.

OR

using computer simulations (LearnPremiumNI >> KS4 Physics >> Relating force mass acceleration).

Laws of Motion videos (Science in Action).

Students plot graphs of F vs a and F vs 1/m to establish

F = kma, and then use the definition of the newton to arrive at F = ma.

Students carry out numerical problem solving activities based on F = ma and the equations of motion using appropriate textbooks and/or worksheets.

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1.2.6

· recall that Newton’s second law states that a resultant force will cause an object to accelerate and that the acceleration is proportional to the size of the resultant force;

1.2.7

· recall and use the equation:

resultant force = mass × acceleration;

Resources

Light-gates, control box, computer and card-carrying trolleys OR carts on a linear air track OR trolleys, friction-compensated runways and ticker-timers.

https://phet.colorado.edu/sims/html/forces-and-motion-basics/latest/forces-and-motion-basics_en.html

Science in Action Videos:

www.youtube.com/results?search_query=laws+of+motion

Numerical Problem Solving Activities.

www.panthercountry.org/userfiles/267/Classes/608/WordProblems-Calculating%20Force-0.pdf

Unit/Option content




1.2 Mass and Weight

1.2.8


· mass is defined as the mount of matter in an object and is measured in kilograms (kg);

· weight is a force due to the pull of gravity on the object; and

· on the Earth the pull of gravity is 10N on a mass of 1kg;

Students carry out book or web-based research to identify the differences between mass and weight and the strength of the gravitational field on different planets.

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1.2.9

· use the equation W = mg calculate the weight W of an object in newtons when given the mass m in kilograms and the value of g in N/kg;

Students discuss their findings in a plenary session and with help of teacher exposition they arrive at W = mg.

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1.2.10

· explain that:

· all objects in the absence of air resistance (friction) fall at the same rate regardless of their mass; and

· due to gravity the speed of an object dropped from rest from a height will increase at the rate of 10m/s every second as it falls;

Students watch and discuss critically a reproduction of the Galileo experiment in Pisa by Steve Shore and then compare and contrast with a more modern version of the same experiment (in vacuum conditions at NASA) by Brian Cox.

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Unit/Option content




1.2 Mass and Weight (cont.)

1.2.11

· recall that due to gravity an object allowed to fall freely from rest will accelerate at the rate of 10m/s2 and this known as the acceleration of free fall, “g”;

Students watch and discuss critically a video of free fall experiment to find g, or carry out experiment themselves with steel ball, millisecond timer and trapdoor switch (OR with EasySense or LogIt sensors and dataloggers).

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1.2.12

· recall that an object fired vertically upwards will experience a retardation of 10m/s2;

Resources

Steve Shore video: www.youtube.com/watch?v=_Kv-U5tjNCY

Brian Cox video: www.youtube.com/watch?v=E43-CfukEgs

Free fall video: www.youtube.com/watch?v=sipTMkO9ztw

Unit/Option content




1.2 Hooke’s Law

1.2.13

· carry out practical work to investigate experimentally the extension of a spring and how it is related to the applied force, and recall that the extension of a spring is directly proportional to the force applied, provided that the limit of proportionality is not exceeded;


Students carry out the classical experiment, measuring the total length and extension of expendable 20 mm helical springs under load, up to the point of destruction. (Safety goggles essential).

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1.2.14

· recall and use the equation F = ke, where F is the applied force, e is the extension of the spring and k is called the spring constant;

Students plot graphs of Force vs Total length and Force vs extension and with the help of teacher exposition they establish Hooke’s Law.

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1.2.15

· demonstrate an understanding that the gradient of the graph of Force (y-axis) and extension (x-axis) is numerically equal to the spring constant;

Students use the equation for a straight line to arrive at

F = ke as the mathematical form of Hooke’s Law and use their experimental data to show that k can be found from the average value of F/e or from the gradient of the straight line part of the Force-extension graph.

Students use Hooke’s Law to solve problems selected from appropriate textbooks or worksheets on the extension and compression of a single spring.

A source of such problems (some require to be amended) is shown below.

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Resources

Inexpensive, expendable 20 mm springs are available from www.timstar.co.uk/sp13863-extension-springs-steel.html (or alternatives from other suppliers).

Product code SP13863, stiffness constant 30 N/m

For Hooke’s Law problems visit: https://ibmathassumption.wikispaces.com/file/view/Hookes+Law+Practice+Problems.pdf

Unit/Option content




1.2 Pressure

1.2.16

· demonstrate an understanding that pressure is the force exerted per m2 and that the unit of pressure is the pascal (Pa), where 1Pa = 1N/m2;

Students carry out book or web-based research to obtain a definition of pressure and units in which it is measured.

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1.2.17

· recall and use the equation P = F/A to calculate pressure, force or area;

(Questions may be set in which cm2 and mm2 are used but candidates will not be expected to convert mm2 or cm2 to m2);

Students analyse and solve mathematical problems based on P=F/A taken from appropriate textbooks or worksheets.

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1.2.18

· interpret the importance of pressure in a range of everyday situations, for example:

· when using a sharp knife, the small area of the blade creates a large pressure making cutting easier; and

· caterpillar tracks on vehicles means their weight acts over a large area so reducing the pressure they exert on the ground;

Students use the web and/or textbooks to research situations where high/low pressure is desirable/undesirable and discuss in a plenary session how this is brought about.

(Additional examples might include: snow shoes (or camels’ wide feet), drawing pins, submarines under water, hydraulic machines, chisels, hammers and nails etc.).

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Resources

For a potentially useful introduction to pressure visit: www.youtube.com/watch?v=Oe6bDTL3YQg

Unit/Option content




1.2 Moment of Force

1.2.19

· define the moment of force and recall and use the equation:

moment = force × perpendicular distance from the

pivot;

(Problems will only set in which the force and distance are perpendicular to each other.)

Students carry out book or web-based research to obtain a definition of the moment of a force and units in which it is measured.

Students analyse and solve mathematical problems based on Moment = Fd taken from textbooks or worksheets.

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1.2 Principle of Moments

1.2.20

· carry out practical work to plan and carry out experiments to verify the Principle of Moments using a suspended metre rule and attached weights or a pivoted beam and square weights;


The experiments in 1.3.2 and 1.3.3 might be deferred until 1.3.5 – 1.3.7 has been covered.

With the guidance of the teacher students investigate a metre stick in equilibrium and suspended from its centre of gravity. They attach moveable weights to each side of the ruler and move them to restore equilibrium. (Safety goggles must be worn). It would be recommended a meter stick of significant density be used (mass 80 – 120g).

The students then investigate the clockwise and anticlockwise moments acting about the point of suspension. They repeat the procedure for different weights and distances.

They consider how the results might best be presented.

They analyse the results and draw appropriate conclusions.

They critically discuss their findings in a plenary session.

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Resources

Square weights, levers and fulcrums can be obtained from: www.timstar.co.uk/fo91722-levers-kit.html.

Alternatively centres might use retort stands, bosses, clamps, slotted masses, metre sticks and string.

Unit/Option content




1.2 Principle of Moments (cont.)

1.2.21

· use the Principle of Moments carry out a practical task to find the weight of an object;

The experiments in 1.3.2 and 1.3.3 might be deferred until 1.3.5 – 1.3.7 has been covered.

Students are tasked with balancing a metre stick using string and a single, known weight.

They are then tasked with using the apparatus to find the weight of the metre stick.

They write a report on what they did and what they found and then discuss their findings in a plenary session.

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1.2.22

· use the Principle of Moments to calculate the size of a force, or its distance from the pivot, when an object is balanced under the turning effects of no more than two forces, one of which could be the object’s weight;

Students are tasked with finding an unknown weight experimentally, given a uniform lever of known weight.

Students analyse and solve mathematical problems based on P=F/A taken from textbooks or worksheets.

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Resources

Square weights, levers and fulcrums could be obtained from: www.timstar.co.uk/fo91722-levers-kit.html, or alternative suppliers.

Alternatively centres might use retort stands, bosses, clamps, slotted masses, metre sticks and string.

Unit/Option content




1.2 Centre of Gravity

1.2.23

· investigate that centre of gravity of an object is the point where all of the weight of the object can be considered as acting;

Students use textbooks and web-based resources to find and learn a formal definition of CoG.

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1.2.24

· identify the position of the centre of gravity for a disc, a ring and a rectangle;

Students locate the position of the CoG of different objects by suspension methods e.g. uniform metre rule, snooker cue, retort stand, irregular paper lamina.

Students discuss in plenary session the location of the CoG of objects which cannot easily be suspended, such as a ring or a Rugby ball.

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1.2.25

· explain how the position of the centre of gravity and the width of an object’s base affects the stability of the object; and

Students explore using textbook and web-based resources why it is that for maximum stability the CoG should be as low as possible and the base area as large as possible.

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1.2.26

· demonstrate an understanding as to when the weight of an object will have a turning effect.

Students discuss in plenary session why any object suspended at a point not vertically above or below the CoG will tend to rotate.

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Resources

Common objects which might be balanced such as metre rule, snooker cue, retort stand, and paper laminae. String, boss heads and clamps.

Unit/Option content




1.3 Density

1.3.1

· carry out practical work to investigate experimentally the relationship between the mass and volume of liquids, regular solids and analyse and interpret the data gathered;


Students identify the scientific apparatus needed to measure the mass and volume of a given amount of liquid and cuboids of different solids.

Students investigate the relationship between mass and volume for.

(i) liquids, such as water, ethanol and brine and (ii) regularly shaped blocks (cuboids) of various metals such as aluminium, copper and lead.

Students plot graphs of mass (vertical axis) against volume for different solids and different liquids. It would be good practice to ensure students plotted points which cover 2/3 of the area of the graph paper.

Students analyse and interpret this data and are led to conclude that the gradient is a constant known as the density of the material.

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1.3.2

· measure the density of an irregular solid (that sinks in water), use the displacement method to measure the volume using either a measuring cylinder or eureka can;

Students are tasked to find the density of an irregular solid that sinks in water given only a measuring cylinder, a displacement can, a length of string a top-pan balance and some water.

Students discuss and critique their methods in a plenary session.

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Resources

Regularly shaped blocks (cuboids) of various metals such as aluminium, copper and lead, such as might be found in a Materials Kit.

Ethanol and/or brine. Measuring cylinders, displacement cans and top-pan balances.

Unit/Option content




1.3 Density (cont.)

1.3.3

· recall and use the equation:

Density = Mass/Volume

· to calculate density, mass or volume, and recall and use the units of density as g/cm3 and kg/m3;

Students use textbooks and web-based resources to find and learn a formal definition of density and the units in which it can be measured.

Students analyse and solve mathematical problems based on D = M/V taken from textbooks or worksheets.

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Resources

A list of useful resources on density is available from the Institute of Physics at http://practicalphysics.org/measuring-density.html

Unit/Option content




1.3 Kinetic Theory

1.3.4

· demonstrate an understanding that Kinetic Theory describes matter as a large number of particles and that this theory explains the properties of the different states of matter;

Students use web and textbooks to find out the main ideas in Kinetic Theory. They then watch and summarise the main points raised in the videos:

www.youtube.com/watch?v=68zHOJbupN4

www.youtube.com/watch?v=N9OL6AwyM5I

Students attempt questions on Kinetic Theory provided in the form of a worksheet.

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1.3.5

· recall that in solids the particles are in fixed positions, and the only motion allowed to them is vibration; know that the particles are held in the solid by strong forces and this explain why solids have a fixed shape and volume;

1.3.6

· explain that:

· in liquids the particles are mainly touching, but some gaps have appeared in the structure; these gaps allow the particles to move, and although there are also forces between the particles but the particles have enough energy to prevent the forces holding them in a fixed arrangement, and

· this behaviour of particles explains why liquids have a fixed volume but take on the shape of the container;

Unit/Option content




1.3 Kinetic Theory (cont.)

1.3.7


· in a gas, the particles have larger gaps between them are entirely free to move; and

· the forces between particles is weak and this explains why gases completely fill their container; and

1.3.8

· use the Kinetic Theory to explain qualitatively that the difference between the densities of solids, liquids and gases is due to the distance between the particles in each state of matter.

Students use web and textbooks to find out the main ideas in Kinetic Theory. They then watch and summarise the main points raised in the videos:

www.youtube.com/watch?v=68zHOJbupN4

www.youtube.com/watch?v=N9OL6AwyM5I

Students attempt questions on Kinetic Theory provided in the form of a worksheet

They represent the particles in solids, liquids and gases in suitable labelled diagrams, to show their separation and the forces between the particles.

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Resources

A useful summary of the main points requires in the Learning Outcomes can be found at:

www.school-for-champions.com/science/matter_kinetic_theory.htm.

Unit/Option content




1.4 Forms of Energy

1.4.1

· recall that energy can exist in many forms such as chemical, heat, electrical, sound, light, magnetic, strain energy, kinetic and gravitational potential;

Students follow a circus of demonstrations in the laboratory showing how energy is converted from one form to another (e.g. Bunsen burner, hand driven dynamo, microphone and speaker, oscillating loaded spring, simple electric motor raising a load etc.). Students illustrate these energy transfers diagrammatically.

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1.4 Principle of Conservation of energy

1.4.2

· recall that the Principle of Conservation of Energy states that energy can be changed from one form to another but that the total amount of energy does not change;

Students use textbooks and web-based resources to find a formal statement of the Principle of Conservation of Energy and solve simple problems based on it. (See also material on efficiency).

1.4.3

· demonstrate an understanding that energy is measured in joules (J) and that 1J is approximately the energy needed to lift an apple vertically 1m;

Students learn that the joule is a relatively small amount of energy and use textbook and web-based resources to estimate the amount of energy transferred in some simple physical processes (e.g. running a 12 W lamp for 1 minute, dropping a textbook on to the floor from bench height etc.).

Unit/Option content




1.4 Principle of Conservation of energy (cont.)

1.4.4

· draw energy transfer diagrams for the energy conversions that occur in a range of common devices found in everyday life and interpret them using the Principle of Conservation of Energy;

Students illustrate energy conversions diagrammatically and perhaps extend the activity to include Sankey diagrams.

Comm – R, W

SM

1.4 Renewable Energy Resources

1.4.5

· explain that a renewable energy is defined as energy that is collected from resources that will never run out or which are naturally replenished within a human lifetime;

Students use textbook and web-based resources to research a range of renewable energy resources such as solar, hydroelectric, biomass, geothermal energy, wind, waves and tides and present their findings to their peers.

SM

1.4.6

· evaluate examples of renewable energy such as sunlight, wind, hydroelectricity, tidal, waves, wood, geothermal, heat;

Students use primary and secondary sources to investigate the effects on the environment of the use of renewable and non-renewable energy resources such as fossil fuels, nuclear energy. Students debate the use of different energy forms in terms of habitat destruction and visual pollution.

SM

Comm – T&L

1.4.7

· demonstrate knowledge of the effects on the environment of the use of renewable energy resources, such as habitat destruction and visual pollution;

Students research the arguments for and against major energy projects such as Hinkley Point C, The Severn Barrage, Nuclear Energy in Ireland, Mining Lignite in Crumlin Northern Ireland and debate the issues in a plenary.

SM

Comm – T&L

Resources

Computers with Internet access, School Library resources.

1.4 Non-Renewable Energy Resources

1.4.8

· explain that:

· a non-renewable energy resource is one that has a finite supply, it will run out some time and

· fossil fuels, such as oil, natural gas and coal are considered non-renewable because they cannot be replaced within a human lifetime;

Students classify as many energy resources as they can as renewable or non-renewable, giving an argument in each case for their choice.

Comm – R, W

SM

1.4.9

· demonstrate an understanding that nuclear energy based on fission is also non-renewable since supplies of uranium ore will not last forever;

Students use the web and library resources to research how the widespread use of fossil fuel gives rise to acidic gases and greenhouse gases in the atmosphere and that the former can then be washed out as acid rain. They may then investigate the effect of acid rain on the built environment, on agriculture, on forestry, on fish farming etc. They may also use the web and library resources to discover the main mechanism by which the average temperature of the atmosphere is increasing.

Students discover that this is an international problem (since the wind blows polluting gases across international boundaries). They analyse and evaluate the difficulties posed by governments in agreeing how to reduce such pollution and research the Kyoto Protocol and subsequent international treaties on climate change.

UICT

1.4.10

· demonstrate an understanding of the effects on the environment of the use of non-renewable energy resources, such as acid rain and global warming;

PS

Resources

Computers with Internet access, School Library resources.

Unit/Option content




1.4 Efficiency

1.4.11


· not all of the energy used in a particular process or device is useful; and

· the efficiency is a measure of how much of the input energy to a process or device appears as useful output energy;

Students practice applying the energy equation using examples taken from textbooks or worksheets

Refer also to 1.5.2.

Students engage in individual research or group work using web-based resources to explore the range of efficiency rating labels currently in use (e.g. EU label, SEDBUK label, BRFC label etc.).

Comm – R, W

UM

UM

UICT

1.4.12

· recall, demonstrate an understanding and use the equation:

Efficiency = useful output energy

total input energy

quoting the efficiency as a decimal or a percentage;

Students use the web to download and compare manufacturers’ data for various domestic appliances, interpret the information provided in terms of efficiency and tabulate it.

SM

UICT

Unit/Option content




1.4 Work

1.4.13

· demonstrate an understanding that work is said to be done when energy changes from one form to another and that the amount of work can be calculated by the equation:

work = force × distance;

Students gain practice applying the equation for work using examples taken from appropriate textbooks or worksheets.

Students identify situations:

(i) where force is being applied, but no movement is taking place so no work is done (e.g. pushing against a wall) and

(ii) where movement is taking place, but no force is being applied, so no work is done (e.g. an object is moving deep in space with a constant velocity).

UM

1.4.14

· recall that work is measured in joules (J), the force in newtons and the distance in metres (m);

1.4 Power

1.4.15

· demonstrate an understanding that

· power is the amount of energy transferred in one second or the amount of work done in one second;

· power is measured in watts (W) so

· 1W = 1 joule per second (1W = 1J/s);

Students establish the definition of power either through textbook or web-based research.

1.4.16

· recall and use the equations:

· to calculate power, work done, time taken or energy transferred;

Students gain practice applying the equation for power using examples taken from textbooks or worksheets; they are introduced to the unit of power.

See also 1.5.3, where students may be using the nominal power of an electrical device to estimate the total energy being transferred or the work being done.

UM

Unit/Option content




1.4 Power (cont.)

1.4.17

· carry out practical work to plan and perform experiments to measure personal power, either by measuring the time taken to climb a staircase or perform a number of step ups to a platform;


Comprehensive details of the staircase experiment (including some notes on Health & Safety) can be obtained from the Institute of Physics website given in the Resources section below.

Students should be encouraged to engage with the scientific process by (i) identifying the dependent, independent and controlled variables (ii) determining what measurements need to be taken (iii) what calculations need to be carried out and (iv) evaluating and refining the procedure to obtain results which are reliable, accurate and valid.

Alternatively centres may consider adopting the Harvard Step-up Test to measure personal power.

A student of known mass, m (kg), steps up on to a bench of height h (metres) n times and the time taken, t (seconds), is recorded on a stopwatch. The power, P (watts), is then found using P = nmgh/t.

Comm – R

Comm – W

SM

UM

Resources

IOP material: http://practicalphysics.org/student-power.html.

Editable Worksheet: www.schoolphysics.co.uk/age14-16/Mechanics/.../Power_of_a_person.doc.

Unit/Option content




1.4 Power (cont.)

1.4.18

· plan an experiment (or watch a demonstration) to measure the output power of an electric motor, and take measurements to calculate the power of the motor;

A description of the apparatus used may be obtained from the web site listed under Resources.

The method involves connecting a 12V motor to a line-shaft around which a length of string is wound. When energised the motor is timed raising a known mass, vertically, through a known height, at constant speed.

Students might carry out this experiment in small groups.

Students should engage with the process by identifying the independent, dependent and controlled variables. They should be encouraged to reflect on the need to raise the load at constant speed, on the sources of error in the experiment and how the technique might be refined to obtain more reliable results.

W

WO

SM

Resources

www.ionaphysics.org/lab/resources/Electric%20Motor%20Efficiency.pdf.

Unit/Option content




1.4 Kinetic Energy, Ek

1.4.19

· explain that kinetic energy Ek is the energy possessed by a moving object and recall and use the equation:

· to calculate kinetic energy in joules, where m is the mass of the object in kg and v is the speed of object in m/s;

Students engage in group work or individual research using text-books and/or web-based resources to develop the kinetic energy equation.

Students with the necessary background in mathematics might be encouraged to explore the origin of the kinetic energy equation by bringing together the definition of work and the equations of motion.

Students practice applying the equation for kinetic energy using examples taken from textbooks or worksheets.

UM

UM

UM, SM

Resources

For an on-line quiz visit:

www.gcsescience.com/q/gcse-physics-test-energy-potential-kinetic-power-quiz.html.

Unit/Option content




1.4 Gravitational potential energy, Ep

1.4.20

· demonstrate an understanding that an object has gravitational potential energy Ep because of its position above the ground;

Demonstrate that the equation for gravitational potential energy is simply an application of the equation for work done on a mass moving vertically in a gravitational field.

Students practice applying the equation for gravitational potential energy using examples taken from textbooks or worksheets.

It might be appropriate here to give Students the opportunity to solve problems involving the interchange of kinetic and potential energy by invoking the Principle of Conservation of Energy.

For an on-line quiz on this material visit the site given in the Resources area.

1.4.21

· recall and use the equation.

Ep = mgh

· to calculate the potential energy in joules, where m is the mass in kilograms, h is the vertical height in metres and g is 10 N/kg;

UM

PS

SM

Resources

For an on-line quiz visit:

www.gcsescience.com/q/gcse-physics-test-energy-potential-kinetic-power-quiz.html

Unit/Option content




1.4 Heat transfer by conduction convection and radiation

1.4.22

· investigate by experimentation or demonstration:

· that heat can be transferred from place to place by conduction and that metal are the best conductors of heat;

· convection in liquids and gases; and

· that dark matt surfaces are better at absorbing and radiating heat energy than light shiny surfaces;

A video demonstration by Stephen Murray of conduction, convection and radiation is listed in the Resources area.

For a list of experiments that might be carried out Students in the laboratory visit the IOP website below.

Students might watch these demonstrations and then illustrate, summarise explain what they have seen.

R

SM

1.4.23

· demonstrate an understanding:

· that the transfer of energy by conduction and convection, involves particles;

· of how this transfer takes place;

· in simple terms, how the arrangement and movement of particles determine whether a material is a conductor or an insulator; and

· of the role of free electrons in the conduction of heat through a metal;

Timstar also supply conductivity bars in which durable liquid crystal strips embedded in the bars show how a red zone of 40°C moves up the bars. The colours give a dramatic view of conduction and the marked difference in temperature gradients in the bars is also visible.

A particle explanation of heat transfer by conduction and convection and a wave explanation of radiation is given at the BBC Bitesize website.

A useful summary is given on the GCSE Science website.

A PowerPoint presentation is available at the address shown in the Resources box.

Unit/Option content




1.4 Heat transfer by conduction convection and radiation (cont.)

1.4.24

· recall everyday applications of heat transfer and the role each transfer method plays; and

Students work in small groups using web and text based resources to identify everyday applications of heat transfer by conduction (e.g. from hotplate through a saucepan), convection (e.g. using a convection heater to raise the average temperature in a room) and radiation (e.g. use of thin, black heatsinks at the rear of a fridge). They illustrate and explain the applications.

Comm – R

SM

1.4.25

· demonstrate an understanding that heat energy can be lost from homes mainly through conduction and convection and recall ways of reducing these heat losses.

Students research the ways in which heat can be reduced from homes (e.g. draught proofing, loft insulation, cavity wall insulation, thick carpets and curtains, double glazing). They illustrate how these techniques work and explain the physics which underlies the process.

Comm – R

SM

Resources

Stephen Murray video demonstration: www.youtube.com/watch?v=iA2b7oj80h0

IOP website for suggestions on experimental work: http://practicalphysics.org/thermal-transfers.html

Timstar: www.timstar.co.uk/he43005-thermal-conductivity-bars.html

BBC website: www.bbc.co.uk/bitesize/ks3/science/energy_electricity_forces/energy_transfer_storage/revision/5/

Summary: www.gcsescience.com/pen4-heat-movement.htm

PowerPoint: http://education.jlab.org/jsat/powerpoint/0708_conduction_convection_radiation.ppt

Unit/Option content




1.5 Atomic Physics Structure of the Atom

1.5.1

· research the historical development of the model of atomic structure from the “plum Pudding” model to the present Rutherford-Bohr model;

Students engage in group work or individual research using text-books and/or web-based resources to see the reason why J. J. Thomson proposed his plum pudding model and the contribution made by the Irish physicist G. J. Stoney.

Students prepare and deliver a PowerPoint presentation to their peers.

R

WO

UICT

1.5.2

· describe, in outline, the Rutherford alpha-particle scattering experiment and its principal results;

Students engage in group work or individual research using text-books and/or web-based resources.

Students watch and make notes on a simulation of the Rutherford alpha-particle scattering experiment.

e.g. LearningNI >> Library >> Post 16 >> Nuclear Physics >> Scattering experiment.

A video of a modern reconstruction of the original experiment and an animation can be viewed at the addresses listed under Resources.

An editable PowerPoint Presentation for teachers is also listed under Resources.

SM

UICT

1.5.3

· explain how the evidence provided by the Rutherford alpha-particle scattering experiment led to the ‘plum pudding’ model of the atom being replaced by the Rutherford-Bohr model;

Resources

Rutherford reconstruction: www.youtube.com/watch?v=XBqHkraf8iE

Animation: www.youtube.com/watch?v=SS7bPEdsW-M

Ppt Presentation: www.teachnlearnchem.com/UPDATE%20WEB4-08/Atom/Atom%20PP/Rutherford%20Model%20of%20the%20Atom.ppt

Unit/Option content




1.5 Atomic Physics Structure of the Atom (cont.)

1.5.4

· describe the structure of atoms in terms of protons, neutrons and electrons;

Discussion followed by a video (see Resources) taken from the BBC Bitesize collection.

SM

Comm – T&L

1.5.5

· recall the relative charge and relative mass of protons, neutrons and electrons;

Students discuss in plenary session and then summarise or tabulate the material presented in the video.

1.5 Structure of the Nucleus

1.5.6

· describe a nucleus in terms of atomic number Z and mass number A, using the notation AZX;

Discussion followed by a short video to introduce nuclear notation (URL given below).

Students are given the opportunity through worksheet activity to interpret nuclear notation and to provide the notation needed to describe given nuclei.

1.5.7

· explain what an isotope is;

Students read and make notes on isotopes based on their library research and visiting the web-site identified below.

UICT

Comm – W

Resources

Structure of Atom: www.youtube.com/watch?v=wRNxrxXkCRQ

Atomic Notation: www.youtube.com/watch?v=EYk2cz76mcw

Isotopes: www.bbc.co.uk/schools/gcsebitesize/science/add_aqa_pre_2011/radiation/atomsisotopesrev1.shtml

Unit/Option content




1.5 Structure of the Nucleus (cont.)

1.5.8

· recall that some nuclei are unstable and disintegrate emitting alpha, beta or gamma radiation randomly and spontaneously, and that such nuclei are described as radioactive;

The cause of radioactivity (random spontaneous decay of unstable nuclei) and the properties of the radiations emitted are presented succinctly in the video, whose URL is listed below. Students might watch this video and summarise it. This might be followed up with a short worksheet activity to reinforce the learning.

Comm – R, W

1.5.9

· recall that alpha particles are helium nuclei consisting of two protons and two neutrons, beta particles are fast electrons and gamma radiation is an electromagnetic wave of high energy;

Discussion of the nature of alpha, beta and gamma radiation.

Students might carry out structured personal learning based on the video identified below and use worksheets to guide them through the activity. Students can then discuss their findings in a plenary session.

Comm – T&L

SM

Resources

Unstable nuclei: www.bbc.co.uk/schools/gcsebitesize/science/ocr_gateway_pre_2011/living_future/4_nuclear_radiation1.shtml.

Nature of radiations: www.s-cool.co.uk/gcse/physics/radioactivity/revise-it/types-of-radiation.

Unit/Option content





1.5.10

· describe nuclear disintegrations in terms of equations involving mass numbers and atomic numbers:

Students view teacher-delivered PowerPoint presentation from Footprints – Science – 'Physical Processes' OR edited PowerPoint slides from LearningNI >> Library >> KS4 >> Physics >> Radioactivity.

Students then make notes on this material.

Students practice solving problems involving equations representing nuclear decay taken from textbooks and worksheets.

A useful web site for Students and a source of questions can be found on the GCSE Science website (URL below).

R

PS

UICT

1.5.11

· investigate:

· through demonstrations or computer simulations, the range of alpha, beta and gamma radiations;

· how alpha radiation is stopped by a few centimetres of air or a thin sheet of paper; and

· how beta radiation is stopped by several metres of air or a thin sheet of aluminium; and how gamma radiation easily passes through all of these but can be blocked by lead;

The teacher demonstrates the properties of the radiations using a GM-tube, scaler (or rate meter) and radioactive sources (such as those found in PANAX kits).

There is wide-ranging guidance found in the COSHH regulations. Teachers may also get help and advice from CLEAPSS and from the Institute of Physics.

Centres without this kit might show students the animation (URL below).

Students can then reinforce their learning by completing an AfL worksheet.

R

SM

Resources

Disintegrations: www.bbc.co.uk/schools/gcsebitesize/science/add_aqa/atoms_radiation/nuclearradiationrev9.shtml

Nuclear Equations: www.gcsescience.com/prad8-beta-nuclear-equations.htm

Animations: www.passmyexams.co.uk/GCSE/physics/penetrating-properties-of-radiation.html

Unit/Option content





1.5.12

· recall that:

· background activity is detected when no radioactive sources are present; and

· the measured activity from a radioactive source has to be corrected by subtracting the background activity;

A guide to measuring background activity is given at the first URL listed in Resources below. (1).

This material could form the basis of a handout or it could be visited by students tasked to find out what background activity is and how it could be measured.

A list of the common sources of background activity is given at the second URL below. (2) Teachers might task students to find five additional sources and then discuss findings in a plenary session.

SM

UICT

1.5.13


· most radioactive background activity comes from natural sources such as cosmic rays from space, rocks and soil, some of which contain radioactive elements such as radon;

· gas, living things and plants absorb radioactive materials from the soil, which are then passed along the food chain;

· there is little we can do about the background radiation, although people who live in areas with a high background due to radon gas require homes to be well ventilated to remove the gas; and

· human behaviour also adds to the background activity that we are exposed to through medical X-rays, radioactive waste from nuclear power plants and the radioactive fallout from nuclear weapons testing;

SM

UICT

Comm – T&L

Resources

Measuring Background Activity: www.bbc.co.uk/bitesize/intermediate2/physics/radioactivity/how_radiation_can_be_detected/revision/1/ (1).

Sources of Background Activity: www.passmyexams.co.uk/GCSE/physics/background-radiation.html (2).

Unit/Option content




1.5 Dangers of radioactivity

1.5.14

· recall that radioactive emissions cause dangerous ionisations by removing electrons from atoms and when this happens with molecules in living cells, the genetic material of a cell is damaged and the cell may become cancerous;

Students carry out textbook and web-based research to find out what ionisation is in the context of emission from radioactive sources. They associate high ionisation ability with short-range alpha radiation and appreciate that alpha sources present greatest risk if they are ingested, while gamma rays have low ionising ability, they are extremely penetrating. They appreciate that all ionising radiation has the potential to cause cancer in human cells.

The URL shown in Resources shows how the ionising nature of alpha particles can be demonstrated with a spark counter. This is explained in the IOP Word file listed in the Resources. Alternatively, centres may show an animation of the experiment.

Comm – R

SM

1.5.15

· recall that:

· alpha radiation is not as dangerous if the radioactive source is outside the body, because it cannot pass through the skin and is unlikely to reach cells inside the body;

· beta and gamma radiation can penetrate the skin and cause damage to cells; and

· alpha radiation will damage cells if the radioactive source has been breathed in or swallowed;

Students discuss in plenary session the relative dangers of radiation from radioactive sources and the steps which can be taken to minimise these risks.

Students illustrate the risks of radiations with a poster.

Comm – T&L

Comm – W

Resources

Animation of spark counter: www.youtube.com/watch?v=JxM85hGQN-4

Ionisation and radiation: https://tap.iop.org/atoms/radioactivity/509/file_47075.doc

Unit/Option content




1.5 Dangers of radioactivity (cont.)

1.5.16

· explain that steps should be taken when handling radioactive sources to minimise the risk to those using them, such as:

· wearing protective clothing;

· keeping the source as far away as possible by using tongs;

· being exposed to the source for as short a time as possible; and

· keeping radioactive materials in a lead-lined container;

Students investigate using textbooks and web-based resources the safety precautions to be taken when using ionising radiations.

A possible place to start is shown in the Resources below (1).

Students compile a list of precautions and discuss it with their peers in a plenary session.

Comm – R

UICT

1.5.17

· explain the meaning of the term half-life, carry out simple calculations involving half-life and be able to determine half-life from appropriate graphs;

Students use text-book and web-based resources to find definitions for half-life. They compare different definitions (some in terms of particles, some in terms of the activity of the source and others in terms of the mass of the radionuclide) and discuss the merits of each.

Using the definition of half-life, students enhance their problem-solving skills on mathematical and graphical problems with applications taken from examples in textbooks and/or worksheets.

Students carry out the classical dice throwing experiment, removing those at each state which turn up with a “six”. A Word document giving advice about the procedure is given in Resources (2).

Comm – R

SM

PS

Resources

www.bbc.co.uk/bitesize/intermediate2/physics/radioactivity/safety_and_radioactive_sources/revision/1/

www.vicphysics.org/documents/teachers/unit1/nuclear/Diceprac(Radioactivity).doc

Unit/Option content





1.5.18

· describe some uses of radioactivity in industry, medicine and agriculture, and recall that:

· radioactive isotopes are used as tracers to find out what is happening inside objects without the need to break into the object;

· they are used in industry to find the route of underground pipes using a gamma ray emitter, or to control the thickness of metals as they are rolled into thin sheets;

· gamma rays are used in medicine to sterilise plastic objects such as syringes, and different radioactive isotopes are used to monitor the function of organs by injecting a small amount into the bloodstream and detecting the emitted radiation;

· gamma rays are used in agriculture to kill the bacteria on food, prolonging its shelf-life; and

· alpha radiation is used in the home in smoke alarms;

Students use library and web-based resources to research the applications of radioactivity in industry, medicine and agriculture.

The websites listed below might provide a useful place to start.

PS

UICT

Resources

Introduction: www.bbc.co.uk/schools/gcsebitesize/science/add_gateway_pre_2011/radiation/radioisotopesrev1.shtml

Medicine: www.bbc.co.uk/schools/gcsebitesize/science/add_ocr_gateway/radiation/treatmentrev1.shtml

Miscellaneous applications: www.darvill.clara.net/nucrad/uses.htm

Agriculture: www.nei.org/Knowledge-Center/Other-Nuclear-Energy-Applications/Food-Agriculture

Miscellaneous: www.youtube.com/watch?v=E4B94zCY4ok

Unit/Option content





1.5.19


· gamma radiation of food has many opponents but would be valuable in hot climates where refrigeration is not always possible;

· they need to consider the half-life of the radioactive material used in all applications to ensure that the application works but minimal harm is done to the environment or to people;

This topic can be a rich source of material for discussion of the advantages and disadvantages of radioactivity.

Students might be tasked to prepare for a debate on the use of gamma radiation to extend the shelf life of soft fruit (such as strawberries) – in many countries this is permitted, in others it is not.

Of the resources listed below one seeks to answer concerns about food irradiation in the UK, the other puts the case (in the US) against food irradiation.

Students might be given the opportunity by way of a worksheet to reflect on the nature of the radiation being used for a particular purpose and the half-life of the source.

For example: gamma radiation in steel rolling mill because of its penetrating ability, but long half-life to avoid frequent replacements.

For example: Iodine-131 is used in thyroid cancer treatment, because it is a gamma source, but its half-life is around 8 days so it does not remain radioactive inside the body for too long. (Its short half-life also makes it useful as a medical tracer).

Comm – T&L

SM

UICT

Resources

www.food.gov.uk/science/irradfoodqa

www.foodcomm.org.uk/campaigns/irradiation_concerns/

Unit/Option content




1.5 Nuclear Fission

1.5.20

· describe nuclear fission in simple terms and be aware that it is a form of energy used in the generation of electricity (fission equations are not required);

Students research the principles of nuclear fission in terms of the fuel, the nuclear particles involved, the initiation, the fission process and how the reaction is sustained. They illustrate what occurs diagrammatically and produce a presentation for their peers.

The first URL below is a simple introduction to fission.

The second URL covers the same material in greater detail.

The third Resource is an editable PowerPoint presentation of both fission and fusion with a quiz attached at the end.

Comm – T&L, R, W

PS

1.5.21

· demonstrate knowledge that:

· for fission to occur, the uranium nucleus must first absorb a neutron and then split into two smaller nuclei, releasing energy and several neutrons; and

· these fission neutrons go on to cause further fissions creating a chain reaction;

Resources

www.bbc.co.uk/schools/gcsebitesize/science/add_aqa_pre_2011/radiation/nuclearfissionrev1.shtml

www.youtube.com/watch?v=mBdVK4cqiFs

www.learningpower.org/gulf/pdf/Introduction to Fission and Fusion.ppt

Unit/Option content




1.5 Nuclear Fission (cont.)

1.5.22

· discuss and debate some of the political, social, environmental and ethical issues relating to the use of nuclear energy to generate electricity demonstrating an understanding that:

· while the use of nuclear power produces employment opportunities for many people, many are still concerned about living close to nuclear power plants and the storage facilities used for radioactive waste;

· incidents at nuclear power plants in Ukraine and Japan have caused huge economic, health and environmental damage to the area surrounding the power plant; and

· although nuclear fission does not release carbon dioxide, the mining, transport and purification of the uranium ore does release significant amounts of greenhouse gases into the atmosphere;

This topic can be a rich source of material for discussion of nuclear power.

Students might be tasked to prepare for a debate on the potential for use of nuclear power in Northern Ireland.

The resources listed below have been chosen to stimulate that debate at various levels. For some student groups it may be useful to edit the material.

Comm – T&L

SM

Resources

Brief discussion of waste disposal: www.bbc.co.uk/schools/gcsebitesize/science/21c_pre_2011/energy/generatingelectricityrev6.shtml

Arguments (for teachers) for nuclear power (see table): www.world-nuclear.org/information-library/current-and-future-generation/the-nuclear-debate.aspx

Arguments against nuclear power: www.greenpeace.org.uk/climate/nuclear-power

Some issues, the case for and against: www.debatingeurope.eu/focus/infobox-arguments-for-and-against-nuclear/#.V62yyNL2aUk

Unit/Option content




1.5 Nuclear Fusion

1.5.23

· describe nuclear fusion in simple terms and be aware that it is the source of a star’s energy;

Students use text-books and web-based resources to discover that fusion is the combination of two or more light nuclei to form a much heavier nucleus with the consequent release of a vast quantity of energy and that this process can only occur when the particles are moving with such kinetic energy that the electrostatic repulsive force can be overcome. Students investigate the source of the sun’s energy and discuss their findings with their peers.

Students are tasked with (i) identifying the reasons why there as, as yet, no fusion reactors producing power commercially and the nature of the technological problems to be overcome and (ii) the potential benefits of power production by fusion methods.

The web-based resources listed below may provide a point from which to start.

PS

Comm – T&L

SM

UICT

1.5.24

· demonstrate an understanding:

· of the potential of nuclear fusion to solve the world’s energy needs, provided the technological difficulties of fusion reactors can be overcome;

· that the isotopes of hydrogen, deuterium and tritium are widely available as the constituents of sea water and so nearly inexhaustible; and

· that fusion doesn't emit carbon dioxide or other greenhouse gases into the atmosphere as its major by-product is helium, an inert, non-toxic gas;

Resources

Basic introduction to fusion: www.bbc.co.uk/schools/gcsebitesize/science/add_aqa_pre_2011/radiation/nuclearfissionrev2.shtml

Fission & Fusion (intermediate): www.youtube.com/watch?v=LekacMuM12Y

Comprehensive treatment (only first part suitable for GCSE students): www.youtube.com/watch?v=Cb8NX3HiS4U

Editable Ppt presentation (covering most aspects of Atomic & Nuclear Physics material: www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=13&ved=0ahUKEwjarpDd97vOAhXqLsAKHbwTD2Y4ChAWCDMwAg&url=https%3A%2F%2Fcrypt-physics.wikispaces.com%2Ffile%2Fview%2FGCSE%2BNuclear%2BPhysics%2BPOWERPOINT.ppt&usg=AFQjCNEXNGqUoXRv8CFcDoCzzWyORP6hOw

Unit/Option content




1.5 Nuclear Fusion (cont.)

1.5.25

· recall that:

· fusing nuclei together in a controlled way releases four million times more energy per kg than a chemical reaction such as the burning of coal, oil or gas; and

· fusing nuclei together in a controlled way releases four times as much as nuclear fission reactions per kg;

There are very few resources which students can access that provide the information required opposite. The topic might therefore be most efficient for this material to be addressed solely by teacher exploration or referring students to particular sections of textbooks or websites.

1.5.26

· explain that:

· there many difficulties to be overcome before nuclear fusion provides electricity on a commercial scale and may be another 50 years before that happens; and

· nuclear fusion reactors will be expensive to build and the system used to contain them will be equally expensive because of the very high temperatures needed for the nuclei to fuse; and

Students can get some inkling of the costs and timelines involved in producing a nuclear fusion reactor by looking at the costs and times envisaged for the research phase of ITER.

Teachers should produce worksheets which provide the necessary information or refer students to particular sections of textbooks.

UM

Resources

Introduction to ITER: www.iter.org/proj/inafewlines

Unit/Option content




1.5 Nuclear Fusion (cont.)

1.5.27

· demonstrate an appreciation of the work being carried out at the ITER project (International Thermonuclear Experimental Reactor) and an understanding that such research requires international cooperation.

Students visit the ITER website to get some appreciation of the size and scope of the project and the cooperation required between the physicists, engineers, mathematicians and others involved.

They then produce a poster to illustrate their findings.

UICT

Comm – R

SM

Resources

Introduction to ITER: www.iter.org/proj/inafewlines


Unit 2

87

Planning Framework for GCSE Physics

Unit 2

Unit/Option content




2.1 Waves

2.1.1

· recall that waves transfer energy from one point to another through vibrations;

Students explore with a slinky spring the motion of the medium in transvers and longitudinal waves. Students then watch the video www.youtube.com/watch?v=jAXx0018QCc and make notes on what they have seen and experienced.

Students use library and web-based resources to classify as many waves as possible as longitudinal and transverse.

WO

2.1.2

· distinguish between transverse and longitudinal waves in terms of the motion of the particles of the medium, recalling:

· sound and ultrasound as examples of longitudinal waves; and

· water waves and electromagnetic waves as examples of transverse waves;

2.1.3 Transverse and Longitudinal waves

· explain the meaning of frequency, wavelength and amplitude of a wave and extract details of these quantities from graphs of displacement of the particles against time and displacement of the particles against distance;

Demonstrations with slinky spring.

Students note the difference between transverse and longitudinal waves in terms of the motion of the particles of the medium.

WO

2.1.4

· recall and use the quantitative relationship v = fλ to calculate the velocity of the wave in m/s, frequency of the wave in hertz (Hz) and the wavelength of the wave in metres (m);

The video below establishes v = fλ as a special case of speed = distance/time and explores the meaning of frequency, wavelength and period. www.youtube.com/watch?v=gbk6P5wJJRo

Students practice solving numerical problems relating to

v = fλ from textbooks and/or worksheets.

UM

Unit/Option content




2.1. Waves (cont.)

2.1.5

Reflection and Refraction of Waves

· describe using simple wavefront diagrams, how plane waves are reflected at plane barriers and refracted at plane boundaries, based on their observations using ripple tanks, video or computer simulations;

Experimental demonstrations using a ripple tank, stroboscope and plane water waves generated by a straight edge vibrator to show:

· reflection of water waves from plane barriers and

· refraction of water waves passing over a plane boundary from deep water to shallow water and from shallow water to deep water.

Students illustrate the results of these demonstrations diagrammatically.

Establish the analogy between water waves and light, particularly to infer the transverse nature of light waves, which cannot be established easily without knowledge of polarisation. This topic might be deferred until 2.2.1 to 2.2.4 is covered.

Comm – W

WO

2.1.6

· explore and recall the analogy between the reflection and refraction of water waves and the reflection and refraction of light (see also 2.2.1–2.2.7);

PS

Resources

Ripple tanks, stroboscopes, straight edge vibrators, glass blocks (to establish areas of deep and shallow water).

Unit/Option content




2.1. Waves (cont.)

2.1.7

Echoes, Sonar and Radar

· describe some applications of echoes and carry out calculations on the echo principle;

Use examples taken from textbooks and/or worksheets students practice use of the echo principle equation:

distance = speed × time.

The principle of ultrasonic measurement in metals are established in a series of animations at: www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjC6eCrm7LPAhXDXhQKHVzcBMcQjB0IBg&url=https%3A%2F%2Fwww.nde-ed.org%2FEducationResources%2FHighSchool%2FSound%2Fultrasound.htm&bvm=bv.134052249,d.ZGg&psig=AFQjCNEipeRBuebMtdshbU2cNThmA6KJSQ&ust=1475157024891306

UM

Comm – T&L, W

2.1.8

· recall that ultrasound is the name given to sound waves that have frequencies greater than 20 000 Hz, and is used in medicine to measure foetal head diameter and in industry to detect defects in metals;

2.1.9

Electro-magnetic waves

· demonstrate knowledge that sonar uses sound pulses to detect objects under water and electromagnetic waves are used in radar to detect aircraft and ships;

2.1.10

· distinguish between the different regions of the electromagnetic spectrum (radio waves, microwaves, infra red, visible light, ultraviolet, X-rays and gamma rays) in terms of their wavelength and frequency, and be able to arrange them in order of wavelength and appreciate that they all travel at the same speed in a vacuum; and

Students use textbook and/or Internet to find out what is meant by the electromagnetic spectrum, and the principal regions within it. They make notes on the topic and deliver a brief presentation to their peers.

The BBC Bitesize website shown in Resources is excellent for this purpose.

Students could practically investigate the change in temperature of different parts of the spectrum of visible (and invisible) light using a light box, slit, prism, temperature probe or thermometer.

Comm – R

WO

Resources

www.bbc.co.uk/education/guides/z66g87h/revision

Unit/Option content




2.1. Waves (cont.)

2.1.11

· recall that overexposure to certain types of electromagnetic radiation can be harmful and that the higher the frequency of the radiation, the more damage it is likely to cause the body such as:

· microwaves cause internal bleeding of body tissues;

· Infrared radiation is felt as heat and causes skin burns;

· certain wavelengths of ultraviolet can damage skin cells and lead to skin cancer;

· intense visible light can damage eyes;

· large doses of radio waves are believed to cause cancer, leukaemia and other disorders, and that some people claim the very low frequency radio waves from overhead power cables near their homes has affected their health, although this has not been reliably proven; and

· X-rays and gamma rays damage cells which can lead to cancer.

Students research the risks and dangers of electromagnetic radiation, they make notes on their findings and pr

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