aqa scienc1 e igcse physics sow

8/12/2019 Aqa Scienc1 e Igcse Physics Sow

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AQA Level 1/2 Certificate in PhysicsScheme of Work

This scheme of work suggests ossi!le teaching an" learning activities for each section of the secification# There are far more

activities suggeste" than it woul" !e ossi!le to teach# $t is inten"e" that teachers shoul" select activities aroriate to their

stu"ents an" the curriculum time availa!le# The first two columns summarise the secification references% whilst the Learning

&utcomes in"icate what most stu"ents shoul" !e a!le to achieve after the work is comlete"# The 'esources column in"icates

resources commonly availa!le to schools% an" other references that may !e helful# The timings are only suggeste"% as are the

Possi!le Teaching an" Learning Activities% which inclu"e references to e(erimental work# 'esources are only given in !rief an" riskassessments shoul" !e carrie" out#

AQA Education (AQA) is a registered charity (number 1073334) and a company limited by 1


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AQA Education (AQA) is a registered charity (number 1073334) and a company limited by


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Sec'efe

rence

Summary of the

Secification

Content

Learning &utcomes

What most students should

be able to do

Suggeste"

Possi!le teaching an" Learning

Activities

Homework

'esource +(amination

,hints an" tis-

Students should:

1 .orces an" their effects

1#1 otion

a

b

c

Scalars are

quantities that have

magnitude only.

Vectors are

quantities that have

magnitude and anassociated

direction.

If an object moves

in a straight line,

how far it is from a

certain point can be

represented by a

distance-timegraph.

The speed of an

nderstand the difference

between scalar and vector

quantities and give e!amples

of both.

Students should be aware

that distance, speed andtime are e!amples of scalars

and displacement" velocity,

acceleration, force and

momentum are e!amples of

vectors.

#e able to construct and

interpret distance-time

graphs for an object moving

in a straight line when the

body is stationary or moving

with constant speed.

$now how to calculate the

% Activity0 Sort quantities into &scalars'

and &vectors'.

Activity0 (atalogging equipment to

graph distance and time.

Activity0(rawing and interpreting

)ards showing the names of

quantities to sort into &scalars'

and &vectors'.

(atalogging equipment, graph

paper.

Interactive motion graph can

$now some

e!amples of both

scalars and

vectors.

#e able to

construct

distance-time

graphs for an

object moving in a

straight line.

#e able to

determine the



4/75

Sec'eference

Summary of the

Secification

Content

Learning &utcomes


be able to do

Suggeste

"


Activities

Homework


,hints an" tis-

Students should:

d

e

object can be

determined from

the gradient of a

distance-time

graph. If an object

is accelerating its

speed at any

particular time can

be determined by

finding the gradientof the tangent of

the distance-time

graph at that time.

The velocity of an

object is its speed

in a given direction.

The velocity of an

object is given by

the equation

speed of an object from the

gradient of a distance-time

graph.

nderstand the difference

between speed and velocity.


speed of an object from the

equation.

distance-time graphs and using them

to determine speed.

Activity0se of train timetables to

build distance-time graphs to compare

fast and slow trains.

Activity0)arry out calculations using

omework0 Students s*etch a

distance-time graph of their journey to

school.

be found at

http+www.nuffieldfoundation.o

rgpractical-physicssimple-

motion-e!periments-

datalogger

Train timetables

gradient of a

graph.

#e able to draw a

tangent to a graph

and determine its

gradient.

f The acceleration of

an object is given

by the equation


acceleration of an object

from the equation.

Activity0 )arry out calculations using

http://www.nuffieldfoundation.org/practical-physics/simple-motion-experiments-dataloggerhttp://www.nuffieldfoundation.org/practical-physics/simple-motion-experiments-dataloggerhttp://www.nuffieldfoundation.org/practical-physics/simple-motion-experiments-dataloggerhttp://www.nuffieldfoundation.org/practical-physics/simple-motion-experiments-dataloggerhttp://www.nuffieldfoundation.org/practical-physics/simple-motion-experiments-dataloggerhttp://www.nuffieldfoundation.org/practical-physics/simple-motion-experiments-dataloggerhttp://www.nuffieldfoundation.org/practical-physics/simple-motion-experiments-datalogger


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Sec'eference

Summary of the

Secification

Content

Learning &utcomes


be able to do

Suggeste

"


Activities

Homework


,hints an" tis-

Students should:

g

h

The acceleration of

an object can be

determined fromthe gradient of a

velocity-time graph.

The distance

travelled by an

object can be

determined from

the area under a


#e able to construct and

interpret velocity-time graphs

for an object moving in a

straight line when the body is

moving with a constantspeed, accelerating or

decelerating.


acceleration of an object

from the gradient of a



distance travelled by an

object from the area under a


Activity0 View interactive software to

show velocity-time graphs.

Activity0(rawing and interpreting

graphs and calculating acceleration

and distance.

omework0##) )S/ #itesi0e

&1epresenting motion2.

Interactive software to show

velocity-time graphs can be

found at

http+phet.colorado.eduensi

mulationmoving-man

raph paper

Information on representing

motion can be found on the

##) )S/ #itesi0e website

at

www.bbc.co.u*schoolsgcsebi

tesi0escienceadd3aqaforces

#e able to

determine the

area under a

graph.

Ta*e care to

chec* whether

you are dealing

with a distance-

time graph or a

velocity-time

graph in

e!amination

questions.

1#2 'esultant forces

a 4henever two

objects interact, the

nderstand that forces occur

in pairs, acting on different

.5 Activity+ &Tug of war'type e!periments

using forcemeters.

6orcemeters, ramps and toy

cars.

$now what is

meant by a

AQA Education (AQA) is a registered charity (number 1073334) and a company limited by $
http://phet.colorado.edu/en/simulation/moving-manhttp://phet.colorado.edu/en/simulation/moving-manhttp://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa/forceshttp://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa/forceshttp://phet.colorado.edu/en/simulation/moving-manhttp://phet.colorado.edu/en/simulation/moving-manhttp://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa/forceshttp://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa/forces


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Sec'eference

Summary of the

Secification

Content

Learning &utcomes


be able to do

Suggeste

"


Activities

Homework


,hints an" tis-

Students should:

b

c

d

e

forces they e!ert on

each other are

equal and opposite.

7 number of forces

acting at a point

may be replaced bya single force that

has the same effect

on the motion as

the original forces

all acting together.

This single force is

called the resultant

force.

7 resultant force

acting on an object

may cause achange in its state

of rest or motion.

objects.

nderstand the term

&resultant force' and be able

to determine the resultant ofopposite or parallel forces

acting in a straight line.

nderstand that a resultant

force acting on an object

may affect its motion.

nderstand that if the

resultant force acting on a

stationary object is+

0ero 8 the object will

Activity0Toy cars rolling down ramps

of different surfaces and heights to

demonstrate the effects of resultantforces.

omework09uestions on drawing

forces acting on objects and

calculating the resultant force.

resultant force

and the effect that

a resultant force

has on the motion

of an object.



7/75

Sec'eference

Summary of the

Secification

Content

Learning &utcomes


be able to do

Suggeste

"


Activities

Homework


,hints an" tis-

Students should:

remain stationary

not 0ero 8 the object will

accelerate in the

direction of the resultant

force.

nderstand that if the

resultant force acting on a

moving object is+

0ero 8 the object will

continue to move at the

same speed and in the

same direction.

not 0ero 8 the object will

accelerate in the

direction of the resultant

force.

f The relationship

between force

mass and

acceleration is

#e able to use the equation

relating force, mass and

acceleration.

.5 emo0(emonstration of datalogging

equipment to measure force and

acceleration of a trolley on a friction-

compensated runway.

Activity0Investigating acceleration.

(atalogging equipment,

trolleys and runways.

Information on force, massand acceleration can be found

on the ##) )S/ #itesi0e

website at

www.bbc.co.u*schoolsgcsebi

tesi0escienceadd3aqaforces

$now the terms in

the equation and

their units.

http://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa/forceshttp://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa/forceshttp://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa/forceshttp://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa/forces


8/75

Sec'eference

Summary of the

Secification

Content

Learning &utcomes


be able to do

Suggeste

"


Activities

Homework


,hints an" tis-

Students should:

Activity0 )arry out calculations

involving

omework0##) )S/ #itesi0e

'6orce, mass and acceleration.

1#3 omentum

a

b

The relationship

between

momentum mass

and velocity is

In a closed system

the total

momentum before


momentum of a moving

object.

nderstand that momentum

is conserved in collisions and

e!plosions.

: Activity0;a*e measurements to

determine the momentum of moving

objects.


emo0(emonstration of simple

colliding system, eg moving trolley

)olliding trolleys equipment"

method of measuring

velocities, eg datalogging, light

gates and timers etc.

Information on momentum can

be found on the ##) )S/

#itesi0e website at www.

bbc.co.u*schools

$now the terms in

the equation and

their units.

#e able toperform

calculations for

collision and

e!plosions.

1emember that

AQA Education (AQA) is a registered charity (number 1073334) and a company limited by %


9/75

Sec'eference

Summary of the

Secification

Content

Learning &utcomes


be able to do

Suggeste

"


Activities

Homework


,hints an" tis-

Students should:

c

an event is equal to

the total

momentum after

the event. This is

called the

conservation of

momentum.

The relationship

between force,

change in

momentum and

time is

)omplete calculations

involving two objects

colliding or e!ploding.

se the relationship to

e!plain safety features such

as air bags, seat belts,

gymnasium crash mats,

cushioned surfaces for

playgrounds and cyclehelmets.

colliding with and adhering to a

stationary trolley" measuring masses

and velocities to calculate momentum

before and after the collision.

emo0(emonstration of simple

e!ploding system, eg two stationary

trolleys joined by a compressed

spring, and then released" measuring

masses and velocities to calculatemomentum after the collision, having

started at rest.


iscuss0(iscussion of use of jet

pac*s for moving in space, and roc*et

travel. 4or* done by e!ternal force

changing momentum of a body, eg

gcsebitesi0escience

add3aqaforces

momentum has a

direction.

$now the terms in

the equation and

their units.

AQA Education (AQA) is a registered charity (number 1073334) and a company limited by &


10/75

Sec'eference

Summary of the

Secification

Content

Learning &utcomes


be able to do

Suggeste

"


Activities

Homework


,hints an" tis-

Students should:

wor* done by force changing shape of

car in crumple 0ones. Importance of

time during which wor* is done

reducing the force involved.

omework+ Visit ##) )S/ #itesi0e

for information on momentum.

1#4 .orces an" !raking

a

b

4hen a vehicle

travels at a steady

speed the resistive

forces balance the

driving force.

The greater the

speed of a vehicle

the greater the

bra*ing force

needed to stop it in

a certain distance.

The stopping

distance of a

vehicle is the sum

of the distance the

vehicle travels

nderstand that for a given

bra*ing force the greater the

speed, the greater the

stopping distance.

nderstand the concept of

reaction time.

nderstand the distinction

between thin*ing distance,

bra*ing distance and

stopping distance.

7ppreciate that distractions

may affect a driver's ability to

react and *now the factors

which could affect a driver's

reaction time.

% Activity0;easurement of reaction

times using stopwatches or falling

rulers.

Invite an outside spea*er from police

or road safety organisation.

iscuss0Small group discussion

about factors affecting stopping

distance.

5i"eo04atch video clips on speed

and stopping distance, and

distractions and driving.

omework01esearch stopping

distances at different speeds" design a

poster about factors affecting thin*ing

distance.

Stopwatches and rulers.

Video clips about speed and

stopping distance can be

found athttp+www.seattle-

duiattorney.commediadui-

videos.php

Video clips about distractions

and driving can be found at

http+thin*.direct.gov.u*inde!.

html

$now the

difference

between thin*ing

distance, bra*ing

distance and

stopping distance.

http://www.seattle-duiattorney.com/media/dui-videos.phphttp://www.seattle-duiattorney.com/media/dui-videos.phphttp://www.seattle-duiattorney.com/media/dui-videos.phphttp://www.seattle-duiattorney.com/media/dui-videos.phphttp://think.direct.gov.uk/index.htmlhttp://think.direct.gov.uk/index.htmlhttp://www.seattle-duiattorney.com/media/dui-videos.phphttp://www.seattle-duiattorney.com/media/dui-videos.phphttp://www.seattle-duiattorney.com/media/dui-videos.phphttp://think.direct.gov.uk/index.htmlhttp://think.direct.gov.uk/index.html


11/75

Sec'eference

Summary of the

Secification

Content

Learning &utcomes


be able to do

Suggeste

"


Activities

Homework


,hints an" tis-

Students should:

c

d

e

during the driver's

reaction time


12/75

Sec'eference

Summary of the

Secification

Content

Learning &utcomes


be able to do

Suggeste

"


Activities

Homework


,hints an" tis-

Students should:

f

affected by adverse

road and weather

conditions and poor

condition of the

vehicle.

1#6 .orces an" terminal velocity

a The faster an

object moves

$now which forces act on an

object moving through a

% emo0(emonstrate streamlined and

non-streamlined shapes falling through

>ong glass tubes containing

water or washing-up liquid,

nderstand why

the use of a



13/75

Sec'eference

Summary of the

Secification

Content

Learning &utcomes


be able to do

Suggeste

"


Activities

Homework


,hints an" tis-

Students should:

b

c

through a fluid the

greater the

frictional force that

acts on it.

7n object falling

through a fluid will

initially accelerate

due to the force of

gravity. /ventually

the resultant forcewill be 0ero and the

object will move at

its terminal velocity


14/75

Sec'eference

Summary of the

Secification

Content

Learning &utcomes


be able to do

Suggeste

"


Activities

Homework


,hints an" tis-

Students should:

b

c

d

7n object behaves

elastically if it

returns to its

original shape

when the force is

removed.

7 force applied toan elastic object

will result in the

object stretching

and storing elastic

potential energy.

6or an object

behaving

elastically, the

e!tension is directly

proportional to the

force applied,provided that the

limit of

proportionality is

not e!ceeded. The

relationship

between the force

nderstand that when an

elastic object is stretched it

stores elastic potential

energy.

nderstand the relationship

between force and e!tension

of an elastic object and be

able to use the equation.

different amounts on the distance a

fired paper pellet travels.

Activity0Investigating forces and the

elasticity of springs.


F?k@e

omework0Students draw graphs to

show their investigation results.

Br

Students research toys they have hadthat have wor*ed using stored

potential energy, e.g. pull bac* &motor'

cars.

nderstand what

is meant by

&directly

proportional'.

$now the terms in

the equation and

their units.



15/75

Sec'efe

rence

Summary of the

Secification

Content

Learning &utcomes


be able to do

Suggeste

"


Activities

Homework


,hints an" tis-

Students should:

and the e!tension

is

F?k@e

1#8 .orces an" energy

a

b

c

d

4or* is done when

a force causes an

object to move

through a distance.

The relationship

between wor*

done, forceand

distance moved in

the direction of the

force is W?F@d

/nergy istransferred when

wor* is done.

4or* done against

frictional forces


wor* done on an object and

the power developed.

% Activity0 )alculating Students' wor*

done and power output in different

situations, eg running up stairs, lifting

sandbags onto a table etc.

emo0;otor lifting a mass, and

calculation of wor* and power.


W?F@d

Activity0 ;easurement of initial

gravitational potential energy


16/75

Sec'efe

rence

Summary of the

Secification

Content

Learning &utcomes


be able to do

Suggeste"


Activities

Homework


,hints an" tis-

Students should:

e

f

causes energy

transfer by heating.

The relationship

between power,wor* done orenergy transferredand timeis

The relationship

between

gravitational

potential energy,mass, gravitational

field strength


17/75

Sec'efe

rence

Summary of the

Secification

Content

Learning &utcomes


be able to do

Suggeste"


Activities

Homework


,hints an" tis-

Students should:

g The relationship

between *inetic

energy, mass and

speed is

E*= C% @m@v2

object.

1#9 Centre of mass

a

b

c

The centre of mass

of an object is the

point at which the

mass of the object

may be thought to

be concentrated.

If freely suspended,

an object will come

to rest with its

centre of mass

directly below the

point of

suspension.

The centre of mass

of a symmetrical

object is along the

a!is of symmetry.

(escribe how to find the

centre of mass of a thin,

irregular sheet of a material.

Suggest an appropriate

position for the centre of

mass of different objects.

$now some applications of

the pendulum, such as

simple fairground andplayground rides.

% Activity0Investigations to find the

centre of mass of both regular and

irregular pieces of flat card.

Activity0Investigations to measure

the time period of a simple pendulum

and determine the factors that affect

the time period.

)ard shapes, plumb lines and

pins in cor*s to suspend card.

Simple pendulums, rulers and

stopwatches.

#e able to

suggest an

appropriate

position for the

centre of mass of

different objects.

$now why in a

timing e!periment

you should

measure the time

for, say, D

oscillations and

divide by D todetermine T.



18/75

Sec'efe

rence

Summary of the

Secification

Content

Learning &utcomes


be able to do

Suggeste"


Activities

Homework


,hints an" tis-

Students should:

d

e

The relationship

between time

period andfrequency is

The time period of

a pendulum

depends on its

length.

se the equation. omework0)arry out calculations

using the equation.

$now the terms in

the equation and

their units.

1#: oments

a

b

The turning effect

of a force is called

the moment.

The relationship

between the

moment, turning

force and

nderstand the concept of a

turning moment and use the

equation.

: emo0Situations where force and

distance combine to produce a

moment, eg opening a door, using a

spanner etc.

Activity0Suspended rulers and

hanging weights to verify the law of

moments.

Suitable demonstration

objects.

$now how to

calculate the

moment of a

force.

$now how to use

the law of

moments to

calculate a force

AQA Education (AQA) is a registered charity (number 1073334) and a company limited by 1%


19/75

Sec'efe

rence

Summary of the

Secification

Content

Learning &utcomes


be able to do

Suggeste"


Activities

Homework


,hints an" tis-

Students should:

c

d

e

perpendicular

distancefrom the

force to the pivot is

M?F@d

If an object is not

turning, the total

cloc*wise momentmust be e!actly

balanced by the

total anticloc*wise

moment about any

pivot.

Simple levers can

be used as force

multipliers.

If the line of action

of the weight of an

object lies outside

the base of the

object there will be

a resultant moment

Aerform calculations

involving moments and

balanced objects.

nderstand how a lever can

be used as a force multiplier.

7nalyse the stability of

objects by evaluating their

tendency to topple.

nderstand that objects with

a wide base and low centre

of mass are more stable than

those with a narrow base

and a high centre of mass.

Activity0)lass e!periment to find the

weight of an object using the law of

moments.

omework0)arry out moments

calculations.

5i"eo04atch video clips or view

images of levers.

omework0(esign a poster showing

how different levers wor*.

emo0Stable objects, eg #unsen

burner and unstable objects, eg tall

thin vase.

omework01esearch the design of

objects for stability, eg racing cars etc.

Suspended rulers, hanging

weights.

7 video clip of levers can be

found on www.youtube.com by

searching for &The >ever, a

Simple ;achine'.

or distance

needed for

balance.

#e able to

analyse the

stability of objects

by evaluating their

tendency to

topple.

AQA Education (AQA) is a registered charity (number 1073334) and a company limited by 1&


20/75

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rence

Summary of the

Secification

Content

Learning &utcomes


be able to do

Suggeste"


Activities

Homework


,hints an" tis-

Students should:

and the body will

topple.

se the idea of a resultant

moment leading to toppling

as applied to vehicles and

simple balancing toys.

1#1; Circular motion

a

b

4hen an object

moves in a circle it

continuously

accelerates

towards the centre

of the circle. This

acceleration

changes the

direction of motion

of the body, not its

speed.

The resultant force

causing this

acceleration iscalled the

centripetal force

and is always

directed towards

the centre of the

nderstand why an object in

circular motion accelerates

towards the centre of the

circle, and what is meant by

centripetal force.

nderstand that a centripetal

force does not e!ist in its

own right but is always

provided by other forces

such as gravitational force,

friction or tension.

#e able to identify which

force


21/75

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Summary of the

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Content

Learning &utcomes


be able to do

Suggeste"


Activities

Homework


,hints an" tis-

Students should:

c

circle.

The centripetal

force needed to

ma*e an object

perform circular

motion increases

as+ the mass of the

object increases,

the speed of theobject increases

and the radius of

the circle

decreases.

1#11 y"raulics

a

b

>iquids are virtually

incompressible,

and the pressure in

a liquid is

transmitted equally

in all directions.

The relationship

between pressure,

force and cross-

sectional areais

nderstand that a force

e!erted at one point on a

liquid will be transmitted to

other points in the liquid.

se the equation to calculate

pressure.

emo0(emonstration of water

pressure, eg water coming out of holes

at different depths in a tall container.

Activity0)lass e!periment showing

the basic idea of a hydraulic machine,

eg two different diameter syringescontaining water connected together

by plastic tubing.

emo0(emonstration of hydraulic

machine.

4ater pressure demonstration

apparatus, model hydraulic

machine.

$now the terms in

the equation and

their units.



22/75

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Summary of the

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Content

Learning &utcomes


be able to do

Suggeste"


Activities

Homework


,hints an" tis-

Students should:

c

The use of different

cross-sectional

areas on the effort

and load side of a

hydraulic system

enables the system

to be used as a

force multiplier.

nderstand the action of a

hydraulic machine.

omework0)arry out calculations

using the equation.

AQA Education (AQA) is a registered charity (number 1073334) and a company limited by


23/75

Sec

'eference

Summary of the

Secification

Content

Learning &utcomes


be able to do

Sugg

este"


Activities

Homework


,hints an" tis-

Students should:

2 Waves

2#1


24/75

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Summary of the

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Content

Learning &utcomes


be able to do

Suggeste"


Activities

Homework


,hints an" tis-

Students should:

e

f

g

and diffracted.

4hen identical sets

of waves overlap

they interfere with

each other.

4aves may bedescribed in terms

of their frequency,

wavelength, time

period and

amplitude.

The relationship

between wave

speed, frequency

and wavelengthis

v?f@

reflection, refraction and

diffraction. 7ppreciate that

for appreciable diffraction to

ta*e place the wavelength of

the wave must be of the

same order of magnitude as

the si0e of the obstacle or

gap.

#e able to completediagrams to illustrate

interference.

nderstand the terms

&frequency', &wavelength' and

&amplitude' and be able to

annotate a diagram to show

these terms.

Activity0)arry out calculations usingthe equation

v?f@.

omework0Aroduce a poster to show

what is meant by &frequency',

&wavelength' and &amplitude'.

$now the terms inthe equation and

their units.



25/75


26/75

Sec'efe

rence

Summary of the

Secification

Content

Learning &utcomes


be able to do

Suggeste"


Activities

Homework


,hints an" tis-

Students should:

e

f

g

h

ha0ardous.

G-rays are part of

the electromagnetic

spectrum. They

have a very short

wavelength, high

energy and cause

ionisation.

Aroperties of G-

rays.

G-rays can be used

to diagnose and

treat some medical

conditions.

The use of high

energy ionising

radiation can be

dangerous

each part of the

electromagnetic spectrum.

ive e!amples of the

ha0ards associated with

each part of the

electromagnetic spectrum.

$now that G-rays affect a

photographic film in the

same way as light, are

absorbed by metal and bone

but are transmitted by soft

tissue.

nderstand that G-rays can

be used for diagnosis of

bone fractures and dental

problems, in computerisedtomography


27/75

Sec'efe

rence

Summary of the

Secification

Content

Learning &utcomes


be able to do

Suggeste"


Activities

Homework


,hints an" tis-

Students should:

electronically.

ive e!amples of the

precautions that need to be

ta*en to monitor and

minimise the levels of

radiation that people who

wor* with it are e!posed to.

2#3 Soun" an" ultrasoun"

a

b

c

Sound waves are

longitudinal waves

and cause

vibrations in a

medium, which are

detected as sound.

The range ofhuman hearing.

The pitch of a

sound is

$now how sound waves are

produced.

$now that the range is about%D K0 to %D DDD K0.

nderstand the relationship

between the pitch of a sound

: emo0Aroperties of sound using

signal generator, loudspea*er and

cathode ray oscilloscope


28/75

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rence

Summary of the

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Content

Learning &utcomes


be able to do

Suggeste"


Activities

Homework


,hints an" tis-

Students should:

d

e

f

determined by its

frequency and

loudness by its

amplitude.

Sound waves can

be reflected


29/75

Sec'efe

rence

Summary of the

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Content

Learning &utcomes


be able to do

Suggeste"


Activities

Homework


,hints an" tis-

Students should:

g

h

humans.

ltrasound waves

are partially

reflected when they

meet a boundary

between two

different media.

The time ta*en for

the reflections toreach a detector

can be used to

determine how far

away such a

boundary is.

The distance

between interfaces

in various media

can be calculated

using s?v@t.

se the equation to calculate

distances between interfaces

and use data from diagrams

of oscilloscope traces.

/valuate the medical use of

ultrasound and G-rays,

including an understanding

that some of the differences

in use are because

ultrasound waves are non-

ionising and G-rays are

ionising.

transducer to the

reflecting surface

and bac*.

AQA Education (AQA) is a registered charity (number 1073334) and a company limited by &


30/75

Sec'efe

rence

Summary of the

Secification

Content

Learning &utcomes


be able to do

Suggeste"


Activities

Homework


,hints an" tis-

Students should:

i ltrasound waves

can be used in

medicine.

)ompare the advantages

and disadvantages of using

ultrasound, G-rays or )T

scans in terms of safety

issues and the quality of

image formed.

$now e!amples of the use of

ultrasound in medicine for

diagnosis e.g. pre-natal

scanning and treatment e.g.the removal of *idney stones.

2#4 'eflection

a

b

c

4hen waves are

reflected the angle

of incidence is

equal to the angle

of reflection.

The normal is a

construction line

perpendicular to

the reflectingsurface at the point

of incidence.

The image

produced in a plane

(raw diagrams showing rays

of light being reflected from a

plane mirror, labeling

incident and reflected rays,angles of incidence and

reflection, and the &normal'.

nderstand how an image is

formed by a plane mirror,

% Activity0Investigate into the reflection

of light at different angles from a plane

mirror.

5i"eo04atch video clip on wave

reflection.

omework0Aractice drawing raydiagrams to show the image formed in

a plane mirror.

Alane mirrors, raybo!es and

protractors.

7 video clip on wave reflection

can be found on the ##)

website at

http+www.bbc.co.u*learning0oneclipswave-

reflectionF55F.html

#e able to

construct a ray

diagram to show

the image formed

in a plane mirror.

http://www.bbc.co.uk/learningzone/clips/wave-reflection/4554.htmlhttp://www.bbc.co.uk/learningzone/clips/wave-reflection/4554.htmlhttp://www.bbc.co.uk/learningzone/clips/wave-reflection/4554.htmlhttp://www.bbc.co.uk/learningzone/clips/wave-reflection/4554.htmlhttp://www.bbc.co.uk/learningzone/clips/wave-reflection/4554.htmlhttp://www.bbc.co.uk/learningzone/clips/wave-reflection/4554.html


31/75

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Summary of the

Secification

Content

Learning &utcomes


be able to do

Suggeste"


Activities

Homework


,hints an" tis-

Students should:

mirror is virtual. and why i t is vir tual.

2#6 'efraction an" total internal reflection

a

b

c

>ight waves

undergo a change

of direction when

they pass from one

medium to another

at an interface. This

is called refraction.

1efraction by a

prism can lead todispersion.

1efractive inde!

can be defined in

terms of wave

nderstand that

when light enters a more

dense medium it is

refracted towards the

normal

when light enters a less

dense medium it is

refracted away from the

normal 4aves are not

refracted if travelling alongthe normal

4aves are refracted due

to a change of speed.

% Activity0)lass e!periment to measure

angles &i' and &r' for light passing

through a rectangular glass bloc*.

emo0Interactive demonstration of

refraction.

emo0(emonstration of dispersion by

a prism.


the equation n ? sin

sin r

Activity0Investigation using semi-

circular bloc*s to observe total internal

1ectangular glass bloc*s,

raybo!es and protractors.

7n interactive demonstration

of refraction can be found at

http+www.upscale.utoronto.ca

AV#Karrison6lashBptics1

efraction1efraction.html

Semi-circular glass bloc*s,

protractors, raybo!es, optical

$now the

direction in which

light is refracted in

different

situations.

http://www.upscale.utoronto.ca/PVB/Harrison/Flash/Optics/Refraction/Refraction.htmlhttp://www.upscale.utoronto.ca/PVB/Harrison/Flash/Optics/Refraction/Refraction.htmlhttp://www.upscale.utoronto.ca/PVB/Harrison/Flash/Optics/Refraction/Refraction.htmlhttp://www.upscale.utoronto.ca/PVB/Harrison/Flash/Optics/Refraction/Refraction.htmlhttp://www.upscale.utoronto.ca/PVB/Harrison/Flash/Optics/Refraction/Refraction.htmlhttp://www.upscale.utoronto.ca/PVB/Harrison/Flash/Optics/Refraction/Refraction.html


32/75

Sec'efe

rence

Summary of the

Secification

Content

Learning &utcomes


be able to do

Suggeste"


Activities

Homework


,hints an" tis-

Students should:

d

e

f

g

speed.

The relationship

between refractive

inde!, angle of

incidence and

angle of refraction

is n ? sin

sin r

The relationship

between refractive

inde!and critical

angleis

Total internal

reflection.

Visible light can be

transmitted through

optical fibres by

total internal

$now that the refractive

inde! of a medium, n, is

defined as

speed of light in vacuum

speed of light in the medium

and

n ? sin

sin r


critical angle.

nderstand that total internal

reflection is a special case of

refraction, which occurs if the

angle of incidence within the

more dense medium is

greater than the critical

angle.

reflection and to measure the critical

angle.

emo0Bbservation of light passing

through optical fibres.

emo0(emonstration of total internal

reflection by laser focused on jet of

water coming from a pierced

carbonated drin*s bottle.

Activity0)arry out calculations usingthe equations

and

omework01esearch what a laser is

and what its medical uses are.

fibres.

7 computer simulation of total

internal reflection can be found

at

http+www.upscale.utoronto.ca

AV#Karrison6lashBptics1

efraction1efraction.html

1emember that

total internal

reflection only

occurs when the

light is passing

from a more

dense to a less

dense medium

http://www.upscale.utoronto.ca/PVB/Harrison/Flash/Optics/Refraction/Refraction.htmlhttp://www.upscale.utoronto.ca/PVB/Harrison/Flash/Optics/Refraction/Refraction.htmlhttp://www.upscale.utoronto.ca/PVB/Harrison/Flash/Optics/Refraction/Refraction.htmlhttp://www.upscale.utoronto.ca/PVB/Harrison/Flash/Optics/Refraction/Refraction.htmlhttp://www.upscale.utoronto.ca/PVB/Harrison/Flash/Optics/Refraction/Refraction.htmlhttp://www.upscale.utoronto.ca/PVB/Harrison/Flash/Optics/Refraction/Refraction.html


33/75

Sec'eference

Summary of the

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Content

Learning &utcomes


be able to do

Suggeste"


Activities

Homework


,hints an" tis-

Students should:

reflection. and the angle of

incidence is

greater than the

critical angle.

2#7 Lenses an" the eye

a

b

c

7 lens forms an

image by refracting

light.

In a conve! lens,

parallel rays of light

are brought to a

focus at the

principal focus.

The distance fromthe lens to the

principal focus is

called the focal

length.

nderstand how a lens

refracts light.

nderstand the terms

associated with lenses,

which include &conve!',

&converging' and &concave',

&diverging', &principal focus'

and &focal length'.

nderstand the termsassociated with images,

which include &upright' and

&inverted', &real' and &virtual',

&enlarged' and &diminished'.

F Activity0 Bbserving images of objects

at different distances from converging

and diverging lenses of different focal

lengths.

Activity0Bbserve passing parallel

rays of light through converging and

diverging lenses of different focal

lengths.

Activity0;easurement of the focallength of a converging lens by

focusing a distant object on a screen.

omework01esearch uses of lenses.

)onverging and diverging

lenses of different focal

lengths, ray bo!es.

(raw ray

diagrams neatly

using a ruler.

$now the

meaning of the

terms &conve!',

&converging',

&concave',

&diverging',

&principal focus'

and &focal length'.

;a*e sure you

recognise the

symbols that

represent



34/75

Sec'eference

Summary of the

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Content

Learning &utcomes


be able to do

Suggeste"


Activities

Homework


,hints an" tis-

Students should:

d

e

f

g

The focal length of

a lens is

determined by the

refractive inde! of

the material from

which the lens is

made, and the

curvature of the two

surfaces of the

lens.6or a given focal

length, the greater

the refractive inde!,

the flatter the lens.

In a concave lens,

parallel rays of light

diverge as if

coming from the

principal focus.

The nature of an

image is defined by

its si0e relative to

the object, whether

it is upright or

inverted relative to

the object and

$now the nature of the

images formed by a

converging lens when the

object is at different

distances from the lens, and

the images formed by a

diverging lens.

(raw diagrams to show the

nature of the images formed

by a converging lens when

the object is at different

distances from the lens, and

the images formed by a

diverging lens.

se the focal length

equation.

se the magnification

equation.

se the power of a lens

Activity0(raw ray diagrams to show

image formation by converging and

diverging lenses.

se the diagrams to wor* out

magnification.

omework0(rawing ray diagrams.

Activity0Aractical investigation of the

relationship


the equation

omework0 )arry out calculations

using the equations

;agnification ? image height

Are-drawn outlines on graph

paper showing the object and

the lens, for students to

complete.

>enses


35/75

Sec'eference

Summary of the

Secification

Content

Learning &utcomes


be able to do

Suggeste"


Activities

Homework


,hints an" tis-

Students should:

h

i

j

*

whether it is real or

virtual.

1ay diagrams may

be constructed to

show the formation

of images by

converging and

diverging lenses.

The relationshipbetween object

distance, image

distanceand focal

lengthis

The magnification

produced by a lens

may be calculated

using the equation

;agnification? image height

object height

The relationship

between the power

equation.

$now that the power of a

converging lens is positive

and the power of a diverging

lens is negative.

object height

and

! ?

f

AQA Education (AQA) is a registered charity (number 1073334) and a company limited by 3$


36/75

Sec'eference

Summary of the

Secification

Content

Learning &utcomes


be able to do

Suggeste"


Activities

Homework


,hints an" tis-

Students should:

l

m

n

o

of a lens and focal

length is

! ?

f

The structure of theeye.

The near point and

the far point of the

human eye. The

range of vision.

>enses can be

used to correct

defects of vision.

>asers are a

concentrated

$now the function of parts of

the eye+ retina, lens, cornea,pupiliris, ciliary muscle and

suspensory ligaments.

nderstand how the action of

the ciliary muscle causes

changes in the shape of the

lens, which allows the light to

be focused at varying

distances.

$now that the near point is

appro!imately %5cm and the

far point is infinity.

nderstand that the distance

between these two points is

the range of vision.

#e aware of uses of lasers

such as in eye surgery.

emo0(emonstration of model eye,

eg biological model in sections.

'esearch0 4hat causes short sight

and long sight and how they are

corrected.

emo0(emonstration of model eye

with short and long sight and the use

of lenses to correct these defects.

omework0(esign a poster showing

how the eye wor*s and how defects

are corrected.

#iological model eye

;odel of eye with defects,

lenses to correct.

$now the function

of the parts of theeye.

#e able to give

e!amples of

similarities and

differences



37/75

Sec'eference

Summary of the

Secification

Content

Learning &utcomes


be able to do

Suggeste"


Activities

Homework


,hints an" tis-

Students should:

p

source of light and

can be used for

cutting, cauterising

and burning.

)omparison

between the

structure of the eye

and the camera.

#e aware that the film in a

camera or the )harge-

coupled devices


38/75

Sec'eference

Summary of the

Secification

Content

Learning &utcomes


be able to do

Suggeste"


Activities

Homework


,hints an" tis-

Students should:

c

d

moving and the

bigger the

observed increase

in wavelength. This

effect is called &red-

shift'.

The observed red-

shift providesevidence that the

universe is

e!panding and

supports the ig

#ang' theory


39/75

Sec'eference

Summary of the

Secification

Content

Learning &utcomes


be able to do

Suggeste"


Activities

Homework


,hints an" tis-

Students should:

e

of the universe.

The #ig #ang

theory is currently

the only theory that

can e!plain the

e!istence of

);#1.

3 eating rocesses

3#1 >inetic theory

a

b

c

$inetic theory can

be used to e!plain

the different states

of matter.

The particles of

solids, liquids and

gases have

different amounts

of energy.

The specific heat

capacity of asubstance is the

amount of energy

required to change

the temperature of

one *ilogram of the

(raw simple diagrams to

model the difference

between solids, liquids and

gases.

(escribe the states of matter

in terms of the energy of their

particles.

nderstand the meaning of

specific heat capacity.

/valuate different materialsaccording to their specific

heat capacities, eg hot water,

which has a very high

specific heat capacity, oil-

filled radiators and electric

: Activity0Individualclass

demonstration of interactive *inetic

theory modelling computer

programme.

omework0(esigning a poster to

illustrate the arrangement, movement

and energy of the particles in solids,

liquids and gases.

Activity0)lass e!periment using small

immersion heaters to heat bloc*s of

metalcontainers of water.

iscuss0(iscussion as to whether thefilling in hot pies is hotter than the

pastry when removed from the oven,

or similar e!ample. 4hy do some

foods with a filling of differing specific

heat capacity sometimes warn about

7ccess to computers"

interactive *inetic theory

modelling programme.

seful information can be

found at

http+www.preparatorychemist

ry.com#ishop3$;T3frames.h

tm

#e able to

describe the

arrangement and

movement of

particles in solids,

liquids and gases.

http://www.preparatorychemistry.com/Bishop_KMT_frames.htmhttp://www.preparatorychemistry.com/Bishop_KMT_frames.htmhttp://www.preparatorychemistry.com/Bishop_KMT_frames.htmhttp://www.preparatorychemistry.com/Bishop_KMT_frames.htmhttp://www.preparatorychemistry.com/Bishop_KMT_frames.htmhttp://www.preparatorychemistry.com/Bishop_KMT_frames.htm


40/75

Sec'eference

Summary of the

Secification

Content

Learning &utcomes


be able to do

Suggeste"


Activities

Homework


,hints an" tis-

Students should:

d

e

f

substance by one

degree )elsius.

The relationship

between energy,

mass, specific heatcapacity and

temperature

change is

E?m@"@#

The specific latent

heat of vaporisation

of a substance is

the amount of

energy required to

change the state of

one *ilogram of the

substance from aliquid to a vapour

with no change in

temperature.

The relationship

storage heaters containing

concrete.


specific latent heat of

vaporisation.


the filling being hotM

omework0)arry out calculations

using the equation

E?m@"@#

emo0/!periment to determine the

latent heat of vapori0ation of water.


the equation

E ? m @ $v

Activity0)lass e!periment to

Specific heat capacity

apparatus, eg immersion

heater, voltmeter, ammeter,

stopwatch, metal bloc*s, top

pan balance, thermometer.

Specific latent heat apparatus,

$now the units of

each of the

quantities in thespecific heat

capacity equation"

*now how to

convert grams to

*ilograms and

joules to

*ilojoules.

nderstand that



41/75

Sec'eference

Summary of the

Secification

Content

Learning &utcomes


be able to do

Suggeste"


Activities

Homework


,hints an" tis-

Students should:

g

h

i

between energy%

mass and specific

latent heat of

vaporisation is

E ? m @ $v

The specific latent

heat of fusion of a

substance is the

amount of energyrequired to change

the state of one

*ilogram of the

substance from a

solid to a liquid with

no change in

temperature.

The relationship

between energy%

mass and specific

latent heat of fusion

isE ? m @ $f

The melting point of

a solid and the

boiling point of a

specific latent heat of fusion. determine the latent heat of fusion of

ice.


the equation

E ? m @ $fomework01esearch the effect of

impurities on the melting point of a

solid and the boiling point of a liquid.

eg immersion heater,

voltmeter, ammeter, hot water,

ice, stopwatch, top pan

balance

while a substance

is changing state

there is no

change in

temperature.



42/75

Sec'eference

Summary of the

Secification

Content

Learning &utcomes


be able to do

Suggeste"


Activities

Homework


,hints an" tis-

Students should:

liquid are affected

by impurities.

3#2 +nergy transfer !y heating

a /nergy may be

transferred by

conduction and

convection.

nderstand in simple terms

how the arrangement and

movement of particles

determine whether a materialis a conductor or an

insulator.

nderstand the role of free

electrons in conduction

through a metal.

se the idea of particles

moving apart to ma*e a fluid

less dense and to e!plain

simple applications of

convection.

F emo0(emonstrations of conduction,

eg heating a metal bar with tac*s stuc*

on with wa!" rods of different materials

held in a flame etc" heating rods onheat sensitive paper.

Activity0)lass investigation

measuring the temperature of hot

water in a container with different

materials wrapped round it.

emo0(emonstrations of convection,

eg paper coil held above heat source,

tracing convection currents in water

etc.

se of jumbo blac* bag lifted byconvection to s*y

omework0;a*e a survey or

collection of material used in the ta*e

away food industry, e!plaining why it

has been chosen.

)onduction demonstrations

*its

)ontainers of hot water

wrapped in different materials.

)onvection demonstration *its

Aroduct of Kaw*in's #a0aar,Science museum shop.

7 video clip on heat transfer

can be found on the ##)

website at

http+www.bbc.co.u*learning0

$now that air is

an e!cellent

insulator and

e!amples ofinsulation

materials using

trapped air.

http://www.bbc.co.uk/learningzone/clips/frying-an-egg-with-a-paper-pan/8762.htmlhttp://www.bbc.co.uk/learningzone/clips/frying-an-egg-with-a-paper-pan/8762.html


43/75

Sec'eference

Summary of the

Secification

Content

Learning &utcomes


be able to do

Suggeste"


Activities

Homework


,hints an" tis-

Students should:

b

c

d

e

/nergy may be

transferred by

evaporation and

condensation.

The rate at which

an object transfers

energy by heating

depends on a

number of factors.

The bigger the

temperature

difference between

an object and its

surroundings, the

faster the rate at

which energy istransferred by

heating.

;ost substances

e!pand when

/!plain evaporation and the

cooling effect this causes

using the *inetic theory.

$now that the rate at which

an object transfers energy by

heating depends on+

Nsurface area and volume

Nthe material from which the

object is made

Nthe nature of the surface

with which the object is in

contact

Nthe temperature difference

between the object and its

surroundings.

#e able to e!plain the design

of devices in terms of energy

transfer, eg cooling fins.

#e able to e!plain animaladaptations in terms of

energy transfer, eg relative

ear si0e of animals in cold

and warm climates.

nderstand that the

Activity0Individual useclass

demonstration of interactive *inetic

theory modelling computer programme

to e!plain evaporation and

condensation.

iscuss0Summary of the factors

affecting the rate at which an object

transfers energy by heating.

Activity0In small groups, students

prepare a presentation on a topic to

present to the class, eg animal

adaptations in terms of energy

transfer, how each of the factors

affects the rate at which an object

transfers energy by heating and an

application of this etc.

omework0Students create an

imaginary animal which has evolved to

deal with certain climatic conditions.

emo0 (emonstration of e!panding

oneclipsfrying-an-egg-with-a-

paper-panLHE%.html

7ccess to computers,

interactive *inetic theory

modelling programme.

#e able to e!plain

why evaporation

causes the

surroundings to

cool.

#e able to apply

*nowledge of the

factors that affect

the rate of energy

transfer to

different practical

situations.

http://www.bbc.co.uk/learningzone/clips/frying-an-egg-with-a-paper-pan/8762.htmlhttp://www.bbc.co.uk/learningzone/clips/frying-an-egg-with-a-paper-pan/8762.htmlhttp://www.bbc.co.uk/learningzone/clips/frying-an-egg-with-a-paper-pan/8762.htmlhttp://www.bbc.co.uk/learningzone/clips/frying-an-egg-with-a-paper-pan/8762.html


44/75

Sec'eference

Summary of the

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Content

Learning &utcomes


be able to do

Suggeste"


Activities

Homework


,hints an" tis-

Students should:

heated. e!pansion of substances on

heating may be a ha0ard or

useful.

on heating e.g. ball and hoop, bi-

metallic strip.

omework01esearch e!amples

where the e!pansion of substances on

heating is a ha0ard


45/75

Sec'efer

ence

Summary of the

Secification

Content

Learning &utcomes


be able to do

Suggeste"


Activities

Homework


,hints an" tis-

Students should:

e

emitters of infrared

radiation.

>ight, shiny

surfaces are good

reflectors of

infrared radiation.

$now the factors that affect

the rate at which an object

absorbs infrared radiation.

omework0/!plain why marathon

runners are wrapped in foil blan*ets

following a race and why *ettles are

light coloured.

omework0/!plain why houses and

cars in hot countries tend to be light in

colour.

3#4 +nergy transfers an" efficiency

a

b

c

/nergy can betransferred usefully,

stored or

dissipated, but

cannot be created

or destroyed.

4hen energy is

transferred only

part of it may be

usefully transferred"

the rest is &wasted'.

4asted energy is

eventually

transferred to the

surroundings,

which become

(escribe the energy

transfers and the main

energy wastages that occur

in a range of situations or

appliances.

% Activity0)ircus of energy transferdevices.

omework01esearch into Pames

Poule's e!periments.

omework0se retail catalogues e.g.

for washing machines and fridges, to

see how manufacturers are aware of

the need for efficiency, and how it may

influence the choice of appliance by

consumers.

/nergy transfer devices,eg battery operated electric

bell, wind-up toy etc.

seful information on &Keat

transfer and efficiency' can be

found on the ##) website at

http+www.bbc.co.u*schoolsg

csebitesi0escienceaqaenerg

yefficiency

$now how to usethe efficiency

equations to

calculate the

efficiency either

as a decimal or as

a percentage.

AQA Education (AQA) is a registered charity (number 1073334) and a company limited by 4$
http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/energyefficiency/http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/energyefficiency/http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/energyefficiency/http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/energyefficiency/http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/energyefficiency/http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/energyefficiency/


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Suggeste"


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Homework


,hints an" tis-

Students should:

d

e

warmer. This

energy becomes

increasingly spread

out and so

becomes less

useful.

The efficiency of a

device can be

calculated using

/fficiency ?

useful energy out

total energy in

and

/fficiency ?

useful power out

total power in

The energy flow in

a system can be

represented usingSan*ey diagrams.


efficiency and why an

efficiency can never be

greater than DDQ.

se the equations to

calculate efficiency as a

decimal or percentage.

Interpret and draw a San*ey

diagram.


the efficiency equations.

Activity0(raw San*ey diagrams,

having identified major sources of

wasted energy.

nderstand why a

device or process

can never be

greater than

DDQ efficient.

#e able to draw

and interpret

San*ey diagrams.



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Suggeste"


Activities

Homework


,hints an" tis-

Students should:

3#6 eating an" insulating !uil"ings

a

b

c

d

Solar panels may

contain water that

is heated by

radiation from the

Sun.

There are a range

of methods used to

reduce energy loss

and consumption.

-values measure

how effective a

material is as an

insulator.

The lower the -

value, the better

the material is as

an insulator.

nderstand that the water

from solar panels may be

used to heat buildings or

provide domestic hot water.

#e able to evaluate the

effectiveness of different

types of material used for

insulation, including -values

and economic factors

including paybac* time.

#e able to evaluate the

efficiency and cost

effectiveness of methods

used to reduce &energy

emo0(emonstration of model solar

panel water heater.

'esearch0Students research -

values of common insulating materials.

omework0 iven data calculate the

paybac* time for different methods of

insulation.

;odel solar panel water

heater.

nderstand the

term &pay-bac*'

time in relation to

heating

and insulation of

buildings.



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Activities

Homework


,hints an" tis-

Students should:

consumption'.

4 +lectricity

4#1 +lectrical circuits

a

b

c

d

/lectrical charges

can move easily

through some

substances, for

e!ample metals.

/lectric current is a

flow of electric

charge.

The relationship

between current,

charge and time is

The relationshipbetween potentialdifference, energytransferredand

chargeis &

nderstand that a flow of

electrical charge constitutes

a current.

se the equation relating

current, charge and time.

se the equation relating

potential difference, chargeand time

% 5i"eo04atch video clips or computer

simulations of current as a flow of

charge.

Activity0Set up simple circuits and

using an ammeter to measure current

and a voltmeter to measure p.d.


the equations

Video clips or computer

simulations of current as a

flow of charge can be found at

http+phet.colorado.eduensi

mulationcircuit-construction-*it-dc

/quipment for setting up

simple circuits, eg battery

pac*s, small value resistors,

ammeters, low voltage light

bulbs, variable resistors etc.

Small white boards for

showing circuits.

#e able to

recognise and

draw the electrical

circuit symbols.

AQA Education (AQA) is a registered charity (number 1073334) and a company limited by 4%
http://phet.colorado.edu/en/simulation/circuit-construction-kit-dchttp://phet.colorado.edu/en/simulation/circuit-construction-kit-dchttp://phet.colorado.edu/en/simulation/circuit-construction-kit-dchttp://phet.colorado.edu/en/simulation/circuit-construction-kit-dchttp://phet.colorado.edu/en/simulation/circuit-construction-kit-dchttp://phet.colorado.edu/en/simulation/circuit-construction-kit-dc


49/75

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Content

Learning &utcomes


be able to do

Suggeste"


Activities

Homework


,hints an" tis-

Students should:

e

)ircuit diagrams

use standard

symbols.

$now the standard circuit

symbols as shown in the

specification.

(raw and interpret circuit

diagrams.

and &

Activity0 Translating real circuits into

circuit diagrams. Teacher &dictates'

circuits which students draw.

omework0>earn circuit symbols.

f

g

)urrent8potential

difference graphs

are used to show

how the current

through a

component varies

with the potential

difference across it.

The resistance of a

component can befound by measuring

the current through

and potential

difference across,

the component.

$now and e!plain the

features of current-potential

difference graphs for a

resistor, a filament bulb and

a diode.

nderstand that the greater

the resistance the smallerthe current for a given

potential difference across a

component.

/!plain resistance in terms

of ions and electrons.

: There are a huge number of

downloadable e!periments

from the Aractical Ahysics

website, which can be found at

http+www.nuffieldfoundation.o

rgpractical-physicswater-

circuit-modelling-current-and-

potential-difference

/lectric circuits apparatus, eg

battery pac*s, low valueresistors, ammeters,

voltmeters, filament light

bulbs, diodes, >/(s etc.

$now the shapes

of the current 8

potential different

graphs for

different

components and

be able to e!plain

them

http://www.nuffieldfoundation.org/practical-physics/water-circuit-modelling-current-and-potential-differencehttp://www.nuffieldfoundation.org/practical-physics/water-circuit-modelling-current-and-potential-differencehttp://www.nuffieldfoundation.org/practical-physics/water-circuit-modelling-current-and-potential-differencehttp://www.nuffieldfoundation.org/practical-physics/water-circuit-modelling-current-and-potential-differencehttp://www.nuffieldfoundation.org/practical-physics/water-circuit-modelling-current-and-potential-differencehttp://www.nuffieldfoundation.org/practical-physics/water-circuit-modelling-current-and-potential-differencehttp://www.nuffieldfoundation.org/practical-physics/water-circuit-modelling-current-and-potential-difference


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be able to do

Suggeste"


Activities

Homework


,hints an" tis-

Students should:

h

i

j

*

The current through

a component

depends on its

resistance.

The relationship

between potential

difference% current

and resistance is

&?'@(

The current through

a resistor


51/75

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be able to do

Suggeste"


Activities

Homework


,hints an" tis-

Students should:

l The current through

a diode flows in

one direction only.

The diode has a

very high

resistance in the

reverse direction.

Activity0)lass investigation

measuring current through and

potential difference across a diode, as

the current is varied.


the equation &?'@(

omework0(raw graphs of

e!perimental results.

omework0Aractice calculations

using the equation &?'@(

m

n

The potential

difference provided

by cells connected

in series is the sum

of the potential

differences of each

cell.

6or components

connected in series

how the resistance,

current and

$now how to wor* out the

potential difference provided

by a number of cells in

series, ta*ing in to account

the direction in which they

are connected.

$now that for components in

series, the total resistance is

the sum of the resistance of

each component.

: Activity0;easuring current at

different places in a series circuit.

Activity0;easuring potential

difference across each resistor and the

battery in a series circuit.

Activity0;easuring current at

different places in a parallel circuit.

Activity0;easuring potential

difference across each resistor and the

battery in a parallel circuit.

omework0Interactive learning

activitiesgames related to electrical

/lectric circuits apparatus e.g.

battery pac*s, low value

resistors, ammeters,

voltmeters, filament bulbs.

seful information and

activities can be found at

www.hyperstaffs.infowor*phy

sicschildmain.html

7nd www.what%learn.com

$now the

properties of the

current and

potential

difference in

series and parallel

circuits.

AQA Education (AQA) is a registered charity (number 1073334) and a company limited by $1
http://www.hyperstaffs.info/work/physics/child/main.htmlhttp://www.hyperstaffs.info/work/physics/child/main.htmlhttp://www.what2learn.com/http://www.hyperstaffs.info/work/physics/child/main.htmlhttp://www.hyperstaffs.info/work/physics/child/main.htmlhttp://www.what2learn.com/


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Homework


,hints an" tis-

Students should:

o

potential difference

are affected.

6or components

connected in

parallel how the

current and

potential difference

are affected.


series, there is the same

current through each

component.


series, the total potential

difference of the supply is

shared between the

components.


parallel, the potential

difference across each

component is the same.


parallel, the total current

through the whole circuit is

the sum of the currents

through the separatecomponents.

nderstand the use of

thermistors in circuits, e.g.

thermostats.

nderstand the use of light-

circuits.

Activity0 Bbserve the effect of light

AQA Education (AQA) is a registered charity (number 1073334) and a company limited by $


53/75

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Learning &utcomes


be able to do

Suggeste"


Activities

Homework


,hints an" tis-

Students should:

p

q

7n >/( emits light

when a current

flows through it in

the forward

direction

4hen an electrical

charge flows

through a resistor,

the resistor gets

hot.

dependent resistors in

circuits e.g. for switching on

lights when it gets dar*.

$now that there is an

increasing use of light

emitting diodes /(s= for

lighting, as they use a much

smaller current than other

forms of lighting.

nderstand that a lot of

energy is wasted in filament

bulbs by heating. >ess

energy is wasted in power

saving lamps such as

)ompact 6luorescent >amps

s=.

intensity on the resistance of a >(1

Activity0)lass investigation observing

the effect of current direction on the

output of an >/(.

Activity0Bbserve the effect of

temperature on the resistance of a

resistor.

'esearch0 The use of thermistors in

circuits e.g. thermostats, and the use

of light-dependent resistors in circuits,

e.g. switching on lights when it gets

dar*.

AQA Education (AQA) is a registered charity (number 1073334) and a company limited by $3


54/75

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be able to do

Suggeste"


Activities

Homework


,hints an" tis-

Students should:

4#2 ousehol" electricity

a

b

c

d

)ells and batteries

supply current that

always passes in

the same direction.

This is called direct

current


55/75

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Learning &utcomes


be able to do

Suggeste"


Activities

Homework


,hints an" tis-

Students should:

e

f

g

;ost electrical

appliances are

connected to the

mains using a

cable and a three-

pin plug.

If an electrical fault

causes too great a

current to flow, the

circuit is

disconnected by a

fuse or a circuit

brea*er in the live

wire.

4hen the current in

a fuse wire

e!ceeds the ratingof the fuse it will

melt, brea*ing the

circuit.

$now what materials are

used in three-pin plugs and

understand why they are

used.

$now the colour coding of

the covering of the three

wires used in three-pin plugs.

nderstand the purpose and

the action of the fuse and the

earth wire.

nderstand the lin* between

cable thic*ness and fuse

value.$now that some appliances

are double insulated, and

therefore have no earth wire

connection.

Activity0)lass e!periment to wire a

three-pin plug.

emo0(emonstration of the

measurement of an increasing current

through a length of fuse wire.

omework0 Identifying and

correcting wiring faults in a number of

diagrams of a three-pin plug.

omework0 Identify some domestic

appliances that may not require an

earth wire.

three-pin plugs, cable, wire

cutters, screwdrivers, fuse

wire, ammeter, 1))#.

$now the

advantages of an

1))# comparedto a fuse.

AQA Education (AQA) is a registered charity (number 1073334) and a company limited by $$


56/75

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be able to do

Suggeste"


Activities

Homework


,hints an" tis-

Students should:

h

j

*

Some circuits are

protected by

1esidual )urrent

)ircuit #rea*ers

ow voltage motor se

aqa scienc1 e igcse physics sow

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