0625 Scheme of Work For Examination From 2023

Scheme of Work
Cambridge IGCSE™ / Cambridge IGCSE (9–1)

0625 /0972
For examination from 2023
Version 1
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Copyright © UCLES January 2021

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Contents
Introduction............................................................................................................................................................................................................................................................................................6
1. Notion, forces and energy.............................................................................................................................................................................................................................................................7
2. Vhermal physics............................................................................................................................................................................................................................................................................20
3. Waves...............................................................................................................................................................................................................................................................................................61
6. Electricity and magnetism...........................................................................................................................................................................................................................................................86
8. Nuclear physics.............................................................................................................................................................................................................................................................................76
6. Space physics................................................................................................................................................................................................................................................................................08
Scheme of Work
Introduction
This scheme of work has been designed to support you in your teaching and lesson planning. Making full use of this scheme of work will help you to improve
both your teaching and your learners' potential. It is important to have a scheme of work in place in order for you to guarantee that the syllabus is covered fully.
You can choose what approach to take and you know the nature of your institution and the levels of ability of your learners. What follows is just one possible
approach
you could take and you should always check the syllabus for the content of your course.
Suggestions for independent study (I) and formative assessment (F) are also included. Opportunities for differentiation are indicated as Extension activities; there is
the potential for differentiation by resource, grouping, expected level of outcome, and degree of support by teacher, throughout the scheme of work. Timings for
activities and feedback are left to the judgement of the teacher, according to the level of the learners and size of the class. Length of time allocated to a task is
another possible area for differentiation.
Guided learning hours

Guided learning hours give an indication of the amount of contact time you need to have with your learners to deliver a course. Our syllabuses are designed around
130 hours for Cambridge IGCSE courses. The number of hours may vary depending on local practice and your learners' previous experience of the subject. The
table below gives some guidance about how many hours we recommend you spend on each topic area.
Topic Suggested teaching time (% of the course)
1 Motion, forces and energy It is recommended that this should take about 26% of the course.
2 Thermal physics It is recommended that this should take about 10% of the course.
3 Waves It is recommended that this should take about 18% of the course.
4 Electricity and magnetism It is recommended that this should take about 27% of the course.
5 Nuclear physics It is recommended that this should take about 8% of the course.
6 Space physics It is recommended that this should take about 11% of the course.
Scheme of Work
Resources
You can find the up-to-date resource list, including endorsed resources to support Cambridge IGCSE Physics on the Published resources tab of the syllabus page
on our public website here.
Endorsed textbooks have been written to be closely aligned to the syllabus they support, and have been through a detailed quality assurance process. All
textbooks endorsed by Cambridge International for this syllabus are the ideal resource to be used alongside this scheme of work as they cover each learning
objective. In addition to reading the syllabus, you should refer to the updated specimen assessment materials.
School Support Hub

The School Support Hub www.cambridgeinternational.org/supportis a secure online resource bank and community forum for Cambridge teachers, where you can
download specimen and past question papers, mark schemes and other resources. We also offer online and face-to-face training; details of forthcoming training
opportunities are posted online. This scheme of work is available as PDF and an editable version in Microsoft Word format; both are available on the School
Support Hub at www.cambridgeinternational.org/support. If you are unable to use Microsoft Word you can download Open Office free of charge from
www.openoffice.org
Websites
This scheme of work includes website links providing direct access to internet resources. Cambridge Assessment International Education is not responsible for the
accuracy or content of information contained in these sites. The inclusion of a link to an external website should not be understood to be an endorsement of that
website or the site's owners (or their products/services).
The website pages referenced in this scheme of work were selected when the scheme of work was produced. Other aspects of the sites were not checked and only the
particular resources are recommended.
www.bbc.co.uk/bitesize
www.falstad.com/mathphysics.html
www.mathsisfun.com/physics/index.html
https://phet.colorado.edu
www.physicsclassroom.com
https://spark.iop.org
www.stem.org.uk
Scheme of Work
How to get the most out of this scheme of work – integrating syllabus content, skills and teaching strategies
We have written this scheme of work for the Cambridge IGCSE Physics 0625/0972 syllabus and it provides some ideas and suggestions of how to cover the content
of the syllabus. We have designed the following features to help guide you through your course.
Learning objectives help your learners by making
cthl easretohne tkonoyowuler dlegaernthersy Suggested teaching activities give you lots of
ideas about how you can present learners with
bayreetxrypirnegsstsoinbgutihlde.mP ass‘We are
new information without teacher talk or videos.
learnin to / about…'. Try more active methods which get your
learners motivated and practising new skills.
Resource Plus provides Teaching Packs

and experiment videos to develop you
Formative assessment (F) is ongoing learners' practical science skills. available
assessment which informs you about for you to view and download at:
the progress of your learners. Don't www.cambridgeinternational.org/support.
www.cambridgeinternational.org/suppor
forget to leave time to review what your
learners have learnt: you could try
question and answer, tests, quizzes,
‘mind maps', or ‘concept maps'. These Independent study (I)
kinds of activities can be found in the gives your learners
scheme of work. the opportunity to
develop their own
ideas and
understanding with direct
input from you.
Extension activities provide
your more able learners with
further challenge beyond the
basic content of the course and
help prepare them for A Level
Past papers, specimen papers and mark schemes
study and beyond.
are available for you to download at:
www.cambridgeinternational.org/support
Using these resources with your learners allows you to
cuhnedcekrstthaenidr ipnrgo.gress and give them confidence

Scheme of Work
and
Scheme of Work
1. Motion, forces and energy
Syllabus ref.Learning objectivesSuggested teaching activities
1.1.1 Describe the use of Discuss the importance of measurements. Why do we take measurements? How do we ensure measurements are
Physical rulers and accurate and precise?
quantities and measuring cylinders
measurement to find a length or a Set up stations around the laboratory with different measuring instruments, as well as items for measurement, for
techniques volume learners to move around in small groups or pairs. Learners can take measurements of the following: width of a book,
area of laboratory floor, thickness of a piece of paper (they should consider measuring multiples), volume of a small
1.1.2 Describe how to rock, time to get your attention, time to walk across the laboratory, time of one pendulum swing (measuring multiples),
measure a variety of etc.
time intervals using
clocks and digital Make sure learners understand the importance of taking multiple readings and calculating a mean. For a value of a small
timers distance or a short interval of time, learners should measure multiples and calculate a mean (including the period of a
pendulum).
1.1.3 Determine an average
value for a small Interactive websites showing the scale of the real world:
distance and for a www.nikon.com/about/sp/universcale/scale.htm
short interval of time
by measuring
multiples (including the Extension: Stretch and prepare for A level
Introduce precision, accuracy and error in measurements. The bull's-eye analogy may help you explain the difference
period of oscillation of
between them. Discuss systematic errors and random errors.
a pendulum)
Bull's-eye analogy of precision and accuracy:
https://www.mathsisfun.com/accuracy-precision.html
1.1.4 Understand that a Introduce the definitions of scalars and vectors. Using quantities learners have come across before for them to identify
Physical scalar quantity has which are scalars and which are vectors. Add more examples of scalars to include: distance, speed, time, mass,
quantities and magnitude (size) energy, temperature and pressure. Add more examples of vectors to include: displacement, force, weight, velocity,
measurement only and that a acceleration, electric field strength and gravitational field strength.
techniques vector quantity has
magnitude and Use a ball to explain the difference between distance and displacement, relating back to the difference between scalars
direction and vectors. Throw the ball to a learner and ask the class to estimate the distance the ball has travelled. What is the
displacement? Learners should note that in this case the distance is the same as the displacement. The learner with the
Know that the ball can then throw the ball back to you and the learners can estimate the distance and the displacement. Learners
1.1.5 following quantities should now note that the distance and displacement have different values.
are scalars: distance,
Scheme of Work
speed, time, mass, Emphasise that any quantity that links with a direction word is a vector. Both a force of 3.0 N upwards and a
energy and displacement of 0.45 m west make sense; but a temperature of 47 °C sideways does not.
temperature
Explain that scalars always add to create a larger value. Discuss the example of going for a rambling walk. The walker
1.1.6 Know that the might walk 1km north, 2km east and 5km north. In total the walker has travelled a distance of 8km and this is a scalar
following quantities value.
are vectors: force,
weight, velocity, Explain that vectors have direction and this changes how they add. Introduce simple examples of multiple forces acting
acceleration, on a block in the left and right direction. Include up and down. Highlight how they can cancel out in some cases. What
momentum, electric can we do when they do not cancel out and are perpendicular to each other?
field strength and
gravitational field Introduce how to add vectors graphically. Learners should pick an appropriate scale and use a protractor to measure
and draw angles. Demonstrate both the ‘head-to-tail' method and the ‘parallelogram' method for the addition of two
strength
vectors. Learners practise adding and subtracting pairs of vectors graphically. You could use online simulations or
1.1.7
Determine, by diagrams to visually demonstrate vector addition. (F)
calculation Introduce how to add vectors at right angles to each other mathematically using Pythagoras' theorem. Learners now
graphically, or
the
check the resultant vectors for any perpendicular vectors they have previously added graphically with this mathematical
resultant of two method. (F)
vectors at right
angles, limited to Set learners more questions for practice. (F)
forces or velocities
only A simple plenary task is sorting quantities into scalars and vectors. Do this either as a group activity on the board or in
small groups with the quantities printed onto cards to sort.
Vectors:
www.mathsisfun.com/algebra/vectors.html
Vector addition simulation:

phet.colorado.edu/en/simulation/vector-addition
Extension: Stretch and prepare for A level

Introduce how to resolve a vector into vertical and horizontal components using trigonometry. Use online simulations
and/or diagrams.
Resolving vectors in components:

www.s-cool.co.uk/a-level/physics/vectors-and-scalars-and-linear-motion/revise-it/resolving-vectors-into-components
www.s-cool.co.uk/a-level/physics/
Scheme of Work
Syllabus ref. Learning objectives Suggested teaching activities
1.2.1 Motion Define speed as Ask learners for a definition of speed. They may be able to explain that it depends on how far is travelled in a certain
distance travelled amount of time.
per unit time; recall
and Introduce the equation for speed and demonstrate a calculation. This is useful for calculating the speed at a specific
use the equation v = s point in time or over a small time interval e.g. how fast a car is travelling when caught by a speed camera. Explain that
t speed and velocity may have the same value, but velocity can have a negative symbol to show direction.
1.2.2
Define velocity as Consider average speed for journeys where the speed changes: a train making stops at stations, a car slowing down
speed in a given due to traffic, an athlete accelerating to reach their maximum speed in a sprint, etc. Explain that average speed can be
direction calculated from knowing the total distance travelled and the time taken.
1.2.3
Recall and use the Introduce the equation for average speed and demonstrate a calculation.
equation
average speed = Learners take measurements of distance and time and use these to calculate speed. They can set up a course of a set
total distance travelled distance (measured out with a trundle wheel or metre rules) and measure the time it takes for them to walk/run/travel the
total time taken distance. Alternatively they can use a long corridor and measure the time it takes for other learners/teachers/visitors to
1.2.9 travel the measured distance.
Define acceleration
Set learners questions to practise calculation of speed, distance and time. (F)
as change in velocity
per unit time; recall Speed and velocity:
and www.physicsclassroom.com/class/1DKin/Lesson-1/Speed-and-Velocity
www.physicsclassroom.com/class/1DKin/Lesson-1/Speed-and-Velocity
Ζv
use the equation a =
1.2.12 Ζt
Extended assessment: 1.2.9 and 1.2.12
Know that a
deceleration is a
negative acceleration Recap the difference between distance and displacement, and link to speed and velocity. Remind learners of the ball
and use this in demonstration where learners estimate the distance and displacement of the ball as it is passed around the class.
calculations Remind learners that distance and displacement may have different values.
Ask learners to give an example of acceleration. They may su gest a racing car accelerating very quickly off a start line.
Clarify that all objects have to accelerate or decelerate to change velocity. Ask learners to define deceleration. Clarify
that deceleration is negative acceleration and causes the velocity to decrease.
Learners use ticker tape timers to investigate constant velocity, acceleration and deceleration. They measure the
distance between dots, or the distance between a set number of dots and, using the frequency of the ticker tape timer,
calculate values of velocity and acceleration.
Scheme of Work
Learners use light gates and datalogger set-ups to measure the initial and final velocities of an interrupt card attached to a moving trolley or toy car and the time between those measu
Constant acceleration can be achieved by using a ramp or a mass on a pulley.
Set learners questions to practise calculation of acceleration, change in velocity and time. (F) Extension: Stretch and prepare for A level
Use the definition of acceleration to explain the units for acceleration. Show learners how they can be written as ms-2 rather than m/s2 and explain this mathematically.
1.2.4 Motion Sketch, plot and Learners, in pairs, each sketch a distance–time graph, act the motion shown to their partner, interpret the motion of
interpret distance–time their partner and draw the distance–time graph for the observed motion of their partner.
and speed–time
graphs Ask learners what the gradient of a distance–time graph represents. Learners may be able to link their understanding of
how to calculate the gradient to the definition of speed. Show learners how to find the gradient, and thus the speed or
1.2.5 Determine, velocity, of a distance–time graph.
qualitatively, from
given data or the Give learners distance–time graphs to match up with the appropriate description. Examples can include an object
shape of a distance– moving at constant velocity, an object that is accelerating, a stationary object, etc.
time graph or speed-
time graph when an Give learners descriptions to draw as distance-time graphs. This works particularly well on miniature whiteboards as
object is: a group interactive task so that learners can compare and discuss what they've drawn. Examples can include
someone walking to the bus stop, someone walking backwards, someone sprinting from standstill, etc.
(a) at rest
(b) moving with Learners use motion sensor and datalogger set-ups to investigate the relationship between motion and distance–
constant speed time graphs. Set learners the challenge of recreating distance–time graphs you give to them – they have to interpret
a
(cd) ad cecelerating
daipsptaenacr eo–ntitmhe dgirsatpahncaen–dtimacet ogurat pt hecmreoatieodn.bLyea
1.2.6 rdnaetrasloingvgesr tcigoantneehcotewdctonastmanotisopnesedn,saocrc. eleration and deceleration
Calculate speed from
the gradient of a
Learners use ticker tape timers to investigate motion. They measure the distance between dots and, using the time
straight-line section of
between each dot, plot distance–time graphs.
a distance–time graph
1.2.7 Learners plot simple distance– or speed–time graphs for their journey to school. They can add more detail by
Calculate the area labelling the events that take place on the journey e.g. the school bus stops at traffic lights.
under a speed-time
graph to determine the Set learners questions that involve interpreting and plotting distance–time graphs. (F)
distance travelled for
Learners can investigate motion and motion graphs further using The Moving Man simulation that plots motion: (I)
Scheme of Work
https://
phet.colorado.edu
/en/simulation/
legacy/moving-
man
Scheme of Work
motion with constant

speed of constant
acceleration
1.2.10 Determine from given To recap their understanding, give learners distance–time graphs for various types of motion such as constant speed,
Motion data or the shape of constant acceleration and changing acceleration. Learners match the descriptions to the graphs. Learners draw speed–
a speed-time graph time graphs from descriptions you give.
when an object is
moving with: Ask learners what the gradient of a speed–time graph represents. Learners may be able to link their understanding of
(a) constant how to calculate the gradient to the definition of acceleration.
acceleration
(b) changing Set learners questions that involve interpreting and plotting speed–time graphs, as well as calculating acceleration from
acceleration the gradient. (F)
Give learners distance–time graphs and speed–time graphs for various types of motions such as constant speed,
1.2.11 Calculate acceleration
from the gradient of a acceleration and deceleration. Learners match up the graphs to reinforce their understanding of these two types of
speed-time graph graph. (F)
Resource Plus
Carry out the Speed–time graphs experiment referring to Teaching Pack for lesson plans and resources.

1
Introduce the equation of motion s > ut + at2. Use a velocity–time graph showing an object starting at an initial velocity,
2
u, and undergoing a constant acceleration, a, for period of time, t, until reaching a final velocity, v. The area under the
line is equal to the displacement, s. Demonstrate how to apply this equation of motion to simple examples.
Introduce how the tangent of a curved graph can be used to find the acceleration at that point in time.
1.2.8 Motion State that the Start the lesson by showing learners an apple and asking learners how much it weighs. Learners estimate the mass of
acceleration of free the apple. Allow learners to make guesses without saying whether they are right or wrong. A learner may correctly give
fall g for an object the unit of Newtons, rather than grams or kilograms. Introduce the idea that mass and weight are different quantities
near to the surface of that are often confused.
the Earth is
approximately Learners investigate the relationship between mass and weight. They use an electronic balance to measure the mass of
constant and is various objects or they can use slotted masses of 100g each. Learners use a force meter to measure the weight. They
approximately
9.8 m/s2
Scheme of Work
1.3.1 Mass State that mass is a plot a graph of weight against mass and calculate the gradient. Introduce the value of the gradient as the gravitational
and weight measure of the field strength.
quantity of matter in
an object at rest Relate weight, mass and gravitational field strength together with the equation.
relative to the
observer Set learners simple questions for practice. (F)
1.3.2
State that weight is a Define gravitational field strength and link to the acceleration of free-fall for an object near to the surface of the Earth.
gravitational force on Highlight that this value is constant. Explain to learners that all objects experience the same acceleration due to free-fall,
an object that has but often it does not appear this way due to the presence of air resistance. This will be covered further with terminal
mass velocity.
1.3.3
Stick pictures of the planets and the Sun in our solar system on the walls of the classroom, with values of their
Define gravitational
gravitational field strength. Learners hunt to find the different planets and their values of g and use these to calculate
field strength as force
their weight on these planets. Learners may need to first measure their mass using bathroom scales. Some learners
per unit mass; recall
may be sensitive about their mass so you may offer to share your mass with the class for use in calculations.
and wuse the equation
g= and know that
m
this is equivalent to Learners discuss how Olympic records might change if competitions were held on the surface of Mars one day.
the Assuming athletes had sufficient air and pressure, learners estimate how records for weightlifting, javelin, high jump,
acceleration of free fall sprints, etc., would change with a different value of gravitational field strength.
1.3.4
Know that weights, Set learners more questions for practice. (F)
(and masses) may be
compared using a Extended assessment: 1.3.5
balance
Clarify that a gravitational field is a region in which a mass experiences a force due to gravitational attraction and this
1.3.5
Describe, and use the value changes depending on the size of the mass creating the field and the distance away from this mass.
concept Extension: Stretch and prepare for A level

the effectof,
ofweight
a as
Introduce Newton's law of gravitation as an equation. Introduce the gravitational constant and highlight its small scale.
gravitational field on a
This helps to explain why only very large masses produce significant forces.
mass
Ask learners to calculate their gravitational attraction to any other person in the room. Discuss with learners why these
forces go unnoticed.
Learners can investigate attractive force between masses further using the Gravity Force Lab simulation: (I)
https://phet.colorado.edu/en/simulation/gravity-force-lab-basics
Scheme of Work
1.4.1 Density Define density as Ask learners to define density. They may describe it in terms of how closely packed a substance's particles are or use
mass per unit volume; the equation.
recall and use the
n Learners consider how heating a substance affects its density. Highlight water as an exception to the general rule that
ς >
solids are denser than liquids.
Q
equation
Highlight the correct process for converting between g/cm3 and kg/m3. Learners may feel confident converting between g
1.4.2 Describe how to and kg, but they may get confused with cm3 and m3. Use multiple metre rules to make a physical metre cubed, to help
determine the density them to visualise and understand how squaring and cubing 1m also squares and cubes 100cm, producing a much larger
of a liquid, of a number than they might expect.
regularly shaped
solid and of an Set learners more questions for practice. (F)
irregularly shaped
solid which sinks in a Learners investigate how density relates to floating, how to compare density data and how to find the volume of an object
liquid (volume by using Archimedes' principle with the Buoyancy simulation: (I)
displacement), https://phet.colorado.edu/en/simulation/legacy/buoyancy
including appropriate
calculations. Resource Plus
Carry out the Determining the density of solids and liquids experiments referring to Teaching Pack for lesson plans and resources.
1.4.3 Determine whether
an object floats based
on density data Extended assessment: 1.4.4
Determine whether Learners can investigate liquids that do not mix and consider how their densities determine the order of the liquids.
1.4.4 Learners can observe/investigate oil on water, coloured fresh water on saltwater, etc. They should compare the density
one liquid will float on
another liquid based data and make predictions.
on density data given https://www.sciencefun.org/kidszone/experiments/layers-of-liquids/
https://www.sciencefun.org/kidszone/experiments/layers-of-liquids/
that the liquids do not
mix
1.5.1.3 Determine the rest

Effects of resultant of two or
forces more forces acting
along the same
straight line
1.5.1.4 Know that an object
either remains at
Scheme of Work
Ask learners invisible, but it
to name as does make
many contact at all
different times. Learners
types of wave their
force as hands around
possible. quickly to feel
Reinforce the ‘wind' they
that all produce as
forces are they move
measured in
through the air
Newtons.
and experience
Ask air resistance.
learn
Introduce free-body
ers to
diagrams as a simple
sort and clear way of
the showing the size and
list of direction of forces
force acting on a body.
s
they
have
comp
iled
into
conta
ct
and
non-
conta
ct
force
s.
They
may
get
confu
sed
with
air
resist
ance
beca
use
air is
Scheme of Work
or continues in a Learners investigate the effect of multiple forces by making a simple ball from scrap paper and using straws to apply
straight line at similar forces from various angles. Working in small groups they observe what happens when a single force is applied
constant speed unless by blowing through the straw at the paper ball, two forces from different angles and multiple forces in varied
acted on by a combinations. Learners make predictions before testing each scenario. They may note that in reality it is very difficult to
resultant force each provide the same force and apply them at the correct angles. Learners may conclude that forces can ‘cancel each
other out' or add together depending on their values and direction, relating to the fact that forces are vectors.
1.5.1.5 State that a resultant
force may change the Introduce Newton's first law and the term ‘resultant force' to explain how forces produce changes to motion or speed.
velocity of an object
by changing its Ask learners to consider what would happen if a tennis ball was thrown in space. They may be able to explain that, as
direction of motion or long as the ball does not hit anything, it will travel forever as there are no forces to change its motion.
its speed
1.5.1.11 Show learners simple free-body diagrams for them to quickly work out the resultant force. Learners can answer by using
Recall and use the miniature whiteboards. (F)
equation A = ma and
Learners carry out a ‘tug of war' to demonstrate addition of forces as vectors. Different numbers of learners on either
know that the force side should result in a clear win for the side with the most force.
and the acceleration
are in the same Set learners practice questions on finding the resultant force. (F)
direction
Learners investigate forces and motion further using the following simulations that investigate forces and motion:
(I) https://phet.colorado.edu/en/simulation/forces-and-motion-basics
https://phet.colorado.edu/en/simulation/legacy/forces-and-motion
Extended assessment: 1.5.1.11
Recap the idea that forces can cause changes in motion or speed, as well as shape. Link Newton's first law to the
second by highlighting that changes in motion or speed means there must be acceleration.
Introduce the equation A = ma
Set learners simple questions for practice. (F)
1.5.1.6 Describe solid friction Show learners a video of a spacecraft re-entering Earth's atmosphere and landing safely in the ocean. Ask learners to
Effects of as the force between explain why the spacecraft does not accelerate forever and why it gets so hot. Learners should link the force of friction to
forces two surfaces that the idea of the spacecraft not traveling too fast and its increase in heat.
may impede motion
and
produce heating
Scheme of Work
Remind learners that friction is present for all objects in motion on Earth due to our atmosphere. Ask learners to suggest
1.5.1.7 Know that friction other sources of friction and a scenario where friction is important e.g. brakes to control the motion of a car. Learners
(drag) acts on an can feel how friction produces heating by quickly rubbing their hands together.
object moving
through a liquid Ask learners to explain the motion of objects acted on by constant forces.
1.5.1.8 Know that friction Remind learners that all objects experience the same acceleration due to free-fall, but often it does not appear this way
(drag) acts on an due to the presence of air resistance. Demonstrate the guinea and feather drop:
object moving https://spark.iop.org/guinea-and-feather
through a gas (e.g. air
resistance) Show the Apollo 15 hammer-feather drop:
https://moon.nasa.gov/resources/331/the-apollo-15-hammer-feather-drop/
1.2.13 Describe the motion
Motion of objects falling in a Extended assessment: 1.2.13
uniform gravitational Ask learners to identify the forces on a parachutist. Learners should identify weight and air resistance. Ask learners how,
field with and without
air/liquid resistance or if, these forces change during the fall.
(including reference
to terminal velocity) Show learners a video of a parachute jump, perhaps the extreme record-breaking free fall parachute jump in 2012. Ask
learners to consider how the velocity changes throughout. Learners sketch a velocity–time graph of the motion as they
watch the video:
https://www.space.com/17961-supersonic-skydive-worlds-highest-space-jump.html
https://www.space.com/17961-supersonic-skydive-worlds-highest-space-jump.html
Introduce the idea of terminal velocity and the conditions under which it occurs.
Set learners qualitative questions to test understanding. (F)
You could give learners the qualitative task of designing, building and testing a parachute to safely protect the fall and
landing of a raw egg. (F)
Learners investigate terminal velocity further by timing the fall of objects through a viscous liquid, such as
concentrated cleaning detergent. Learners set up equal intervals of distance and measure the time it takes for the
object to fall. If the time intervals are equal, the object is falling at terminal velocity.
Learners investigate terminal velocity further using the simulation. Complete toolkit on terminal velocity including
interactive simulation and animations: (I)
www.physicsclassroom.com/Teacher-Toolkits/Terminal-Velocity/Terminal-Velocity-Complete-T olKit
Scheme of Work

Set learners the task of drawing a series of free-body diagrams of a parachutist falling from a plane and opening a
parachute over several snapshots of time. Learners should consider weight and air resistance, direction and size of both
forces, motion before and after the parachute is opened and where terminal velocity occurs. Animations of parachutists
may aid this. (F)
Learners can research factors that affect the value of drag and qualitatively design an aerodynamic vehicle. (I)
Learners can investigate space travel using constant acceleration, building on the idea of a constant driving force with
no drag, and explain why a spacecraft cannot accelerate forever. (I)
How does a package fall from a plane if it is dropped while the plane flies with a constant velocity? Discuss the
possible trajectories and encourage learners to consider the forces acting, ignoring air resistance. Introduce the idea of
projectile motion to learners and see if they can identify other scenarios where it takes place, e.g. firing a cannon ball at
an angle
to the horizontal. Demonstrate projectile motion using a
simulation: https://phet.colorado.edu/en/simulation/projectile-motion
1.5.1.1 Know that forces Recap the idea that forces can cause changes in motion or speed, as well as shape.
Effects of may produce
forces changes in the size Learners investigate Hooke's law using a helical spring and masses. Clarify the difference between length and
and shape of an extension. Learners plot a load–extension graph of their results.
object
1.5.1.2 Learners write out the experimental procedure for collecting the results needed to produce a load–extension graph.
Sketch, plot and Learners then swap procedures with each other and attempt to carry them out explicitly to highlight any errors or missing
interpret load– instructions.
extension graphs
for an elastic solid Extended assessment: 1.5.1.9 and 1.5.1.10
and describe the
Introduce the equation A = ix and link to the graph plotted. Define the spring constant and show the rearranged
associated
equation.
experimental
procedures Learners find the spring constant by finding the gradient of their graph. They use the spring constant to make predictions
1.5.1.9
for the extension produced by values of force that they did not test.
Define the spring
constant as force per Set learners quantitative and qualitative questions for practice. (F)
unit extension; recall
and use the equation Use the load–extension graph to identify the limit of proportionality and link to Hooke's law (an understanding of the
A elastic limit is not required).
i =
x
Scheme of Work
1.5.1.10 Define and use the Learners investigate Hooke's law further with the Hooke's law simulation. They can use the simulation to collect, plot and
term ‘limit of analyse results: (I)
proportionality' for a https://phet.colorado.edu/en/simulation/hookes-law
load–extension
graph and identify
this point on the Learners find the value of weight for the various mystery masses using the Masses and Springs: Basics simulation
graph (an (I): https://phet.colorado.edu/en/simulation/masses-and-springs-basics
understanding of the
elastic limit is not
Learners consider the energy stored by a spring and investigate this, amongst other activities, using the Masses and
required)
Springs simulation: (I)
https://phet.colorado.edu/en/simulation/masses-and-springs
1.5.3.1 State what is meant Ask learners to find the centre of gravity for a ruler or pen from their pencil case. Learners will begin by balancing them
Centre of by centre of gravity on their fingers. Ask learners to define the centre of gravity.
gravity
Learners investigate their own centre of gravity. Without bending at the knees or waist, they tip forwards while
1.5.3.2 Describe an standing up until they feel they are about to fall. When does this occur? Learners may identify that when their centre of
experiment to gravity is no longer supported by their base (their feet), they become unstable and fall. How can the learners be more
determine the position stable?
of the centre of gravity They may take up a sumo wrestler position with a wide stance and a lowered centre of gravity with bent knees.
of an irregularly
shaped plane lamina Learners try various tasks that are made much more difficult when they are not allowed to shift their centre of gravity:
picking up a pen from the floor in front of them with their back and feet flat against a wall, lifting one leg while they stand
1.5.3.3 Describe, qualitatively, sideways to the wall, etc. Learners should notice how they constantly shift their centre of gravity as they move.
the effect of the
Demonstrate ‘tricks' that seem to defy gravity, but are simply utilising a non-central centre of gravity:
poof
gsirtaiovnityofotnhethce Make a metre ruler balance on the edge of a desk using some string and a
hammer www.education.com/science-fair/article/hammer-ruler-trick/
ntre stability of simple
Make a matchbox overhang a desk by more than half of its length by placing some coins to one side and holding
objects
them in place in the box with adhesive putty
Stack some books in a seemingly impossible arc as long as the centre of gravity remains over the table.
Learners find the centre of gravity of an irregular 2-D cardboard shape by suspending it from an optical pin and hanging
a plumb line from the same point. The centre of gravity of the shape will lie beneath the suspension point and the
plumb line will permit learners to mark a line where this must be. Changing the suspension point should allow them to
find another line and where these lines cross is the centre of gravity.
Scheme of Work
Learners investigate the centre of gravity of other objects. When do they tip over? How does adding mass to an object
change its stability? e.g. liquid in a wine glass or adding modelling clay to a ruler.
Learners list objects that are unstable and pick one to redesign e.g. a wine glass or a filing cabinet can be designed to be
wider and lower. (I)
1.5.2.1 Describe the moment Set up a balance beam with two items of different mass either side. Use objects that learners will recognise and engage
Turning of a force as a with. Ask learners how the beam balances with the objects at different locations, but tips when one is moved.
effect measure of its turning
of effect and give Ask for two volunteers. Learners may want to declare themselves as the ‘strongest' and ‘weakest' in the class. Set the
forces everyday examples ‘strongest' learner outside the door and explain that they must open the door but can only place their hands on the door
close to the hinge. The ‘weakest' learner should try to stop them from coming in, but may use the handle, far away from
Define the moment of the hinge. The ‘strongest' learner will struggle to open the door because, despite their large force, the small distance
1.5.2.2 a force as moment = from the hinge will decrease the turning effect and their ability to open the door.
force × perpendicular
distance from the Define the moment and introduce the equation.
pivot; recall and use
this equation Learners identify the pivot, the location where the force is applied and the perpendicular distance on pictures of objects
that use moments: water taps, a door, a spanner, a wheelbarrow, etc.
Apply the principle of
1.5.2.3 Learners investigate the amount of force required to tip a clamp stand over by using a force meter and measuring the
moments to
force required at different heights (measured with a metre rule) from the base. Learners should find that the moment is
situations with one
roughly the same each time, but more force is required the shorter the distance is from the base (which acts as the
force each side of the
pivot, pivot).
including balancing of Direct learners to set up their own balance beam to investigate. Set learners specific values of force (the weight of the
a beam masses) and distance and direct them to find the missing value that allows the beam to balance. Ask them what
1.5.2.4 relationship links their results. Identify the point when the beam balances as equilibrium.
State that, when
there is no resultant Set learners qualitative and quantitative questions for practice. (F)
moment, an object is
in equilibrium Extended assessment: 1.5.2.5 and 1.5.2.6
1.5.2.5 Apply the principle of Learners can investigate a balance beam with more than one force on each side.
moments to other
situations, including Learners can investigate other scenarios involving moments.
those with more than

Scheme of Work
one force each side Learners write their own method for demonstrating that there is no resultant moment on an object in equilibrium.
of the pivot
Resource Plus
1.5.2.6 Describe an Carry out the Determining the principle of moments experiment referring to Teaching Pack for lesson plans and resources.
experiment to
demonstrate that there
is no resultant Learners can investigate moments further with the simulations:
moment on an object (I) https://phet.colorado.edu/en/simulation/balancing-act
in equilibrium https://phet.colorado.edu/en/simulation/legacy/torque
1.5.1.12 Describe, qualitatively, Introduce motion in a circle by demonstrating a spinning bucket with water inside. Learners can volunteer to try this. The
Circular motion in a circular bucket can be spun horizontally or vertically and as long as it moves fast enough, no water is spilt. Ask learners whether
motion path due to a force the bucket is accelerating and what happens i f the rope breaks. Relate this last question to the Olympic field sports of
the
perpendicular to the
motion as:
hammer throw or discus throw.
(a) speed increases if Consider other examples of circular motion: cars travelling around bends, cars travelling over a hill, planets orbiting stars,
force increases, electrons in orbit of a nucleus, a bung on a string, a Ferris wheel, a cyclist on a banked track, etc.
with mass and
radius constant Qualitatively describe circular motion in terms of force, speed, mass and radius.
(b) radius decreases
if force increases, Set learners qualitative questions to test understanding. (F)
with mass and
Learners can investigate circular motion further using the Rotation simulation: (I)
speed constant
https://phet.colorado.edu/en/simulation/legacy/rotation
(c) an increased
mass requires an
LT ei ma rPn e rask me oany ftihnedIint tienrten raetisot ninagl StopwacaetcSh tav tidioeno: s of circular motion in a
increased force to
keep speed and weightless environment, such as those made by www.stem.org.uk/resources/elibrary/resource/228680/circular-motion-ball-
www.stem.org.uk/resources/e
radius constant tether-released-vertical-plane
mv2

F = mv2 / r is not required at Cambridge IGCSE Physics, but it might stretch and interest some learners to introduce this
(F= is not
r equation. Learners can carry out some simple calculations using the new equation.
required
Scheme of Work
1.6.1 Define momentum as Ask learners which has more momentum, a lorry or a football. The learners may not be able to define momentum, but
Momentum mass × velocity; they may identify that a lorry is likely to have more of it. Ask learners what variables they think affect momentum.
recall and use the They may identify mass and velocity (or speed).
equation p = mv
Define momentum and introduce the equation.
1.6.2 Define impulse as
force × time for which Set learners simple questions for practice. (F)
force acts; recall and
use the equation Define impulse and relate to momentum and force.
impulse = = (mv)
To stimulate learners' interest, look at real-life applications of impulse, force and momentum calculations, such as its
1.6.3 consideration in car safety. Seat belts, air bags and crumple zones all function to increase the time over which the
Apply the principle of
momentum changes, thus decreasing the force on the passengers in the vehicle if a sudden stop occurs.
the conservation of
momentum to solve
Animation of how airbags work:
simple problems in https://animagraffs.com/airbag/
one dimension
1.6.4 Animation of traffic collision reconstruction:

Define resultant
https://animagraffs.com/traffic-collision-reconstruction/
force as the change
in momentum per A large cloth sheet can be held stretched out with a dip at the bottom and an egg thrown hard at it. The egg will not break
unit time; recall and on impact with the sheet, no matter how hard the egg is thrown, but instead faces the most danger from falling onto the
use ground afterwards. The sheet allows the egg to reduce its large momentum to zero gradually, just like the car features
∁p
the equation F > mentioned. If the egg hits the ground, its momentum reduces too quickly for it to remain intact.
∁t
Introduce the conservation of momentum using examples of collisions such as a train and a truck, billiard balls, cars, etc.
Demonstrate how to mathematically solve various simple problems to reiterate the importance of starting from the same
concepts each time and logically reaching a solution.
Set learners questions that use the conservation of momentum to solve simple problems in one dimension. (F)
Demonstrate the transfer and conservation of momentum by dropping a football with a tennis ball below it such that the
football's momentum is transferred to the tennis ball, causing it to shoot upwards quickly.
Learners can investigate the conservation of momentum further using the Collision Lab simulation: (I)
https://phet.colorado.edu/en/simulation/legacy/collision-lab
Scheme of Work
Look at force–time graphs for impacts and relate to the change of momentum. Consider how a force-time graph for the
object A and object B, and their forces, relate to Newton's third law of motion

Relate the definition of impulse to Newton's second law of motion.
1.7.1.1 State that energy may Ask learners to suggest energy stores. Show pictures as prompts to help learners identify them all e.g. fire for thermal,
Energy, work be stored as kinetic, magnets for magnetic, a runner for kinetic, etc.
and power gravitational potential,
chemical, elastic Ask learners if energy is ever lost. They may identify that energy can be wasted, or transferred to forms that are not
(strain), nuclear, useful, but it is never lost or destroyed.
electrostatic and
internal (thermal) Introduce the principle of the conservation of energy. Provide some examples to show how energy can be transferred
between stores during events and processes.
1.7.1.2 Describe how energy
is transferred Set up various demonstrations around the classroom with which learners can interact. Learners identify the energy
between stores and the events or processes that allow the energy to be transferred. These demonstrations can include: a
stores during events dynamo, a spring-loaded toy, a pendulum, a cell-powered lamp, a microphone and oscilloscope, a mass on a spring, a
and processes, tennis ball to be dropped, etc.
including examples of
transfer by forces Set learners qualitative questions for practice. (F)
(mechanical working),
Learners can investigate the conservation of energy further using the Energy Skate Park simulations:
electrical currents
(I) https://phet.colorado.edu/en/simulation/energy-skate-park-basics
https://phet.colorado.edu/en/simulation/energy-skate-park-basics
(electrical work
done), heating, and https://phet.colorado.edu/en/simulation/legacy/energy-skate-park
by electromagnetic,
swoauvneds and other

1.7.1.3
Know the principle of
the conservation of
energy and apply this
principle to simple
examples including
the interpretation of
simple flow diagrams
Scheme of Work
1.7.2.1 Work Understand that Ask learners if ‘work' is done when a bag is carried upstairs. What if the bag is carried along a corridor? What if the bag
mechanical or is dragged along the floor?
electrical work done
is equal to the energy Introduce work done and clarify the relationship between force and distance. Work is only done when some component
transferred of force is applied in the same direction as the distance moved. Work done is the same as energy transferred.
1.7.2.2 Recall and use the Consider examples of doing work, e.g. when a bag is carried upstairs, chemical energy (of the person carrying the bag)
equation for is converted into gravitational potential energy through the process of mechanical working.
mechanical working
] = Af > H Introduce the equation and demonstrate simple calculations.
Learners investigate the work done by using a force meter to move objects a measured distance: opening a door, lifting
an object onto a table, pulling an object along the floor, etc. They then calculate the work done using their measurements
of force and distance.
Set learners questions for practice. (F)
1.7.1.4 Recall and use the Recap the definition of gravitational potential energy. Ask learners what they think the equation depends on. They may
Energy equation for kinetic identify mass, height and gravitational field strength as important variables.
energy Hk = 1nv2
2 Derive gravitational potential energy using the definition of work done and weight.
Recall and use the Set learners simple questions for practice. (F)
1.7.1.5
equation for the
change in Learners investigate the gravitational potential energy of various objects by taking measurements of mass and height. (I)
gravitational potential
energy Recap the definition of kinetic energy. Ask learners what they think the equation depends on. They may identify mass
and velocity as important variables.
ΖHp = nmΖ`
Introduce the equation and demonstrate a calculation to highlight the mistakes that learners often make with the ½ and
the square of the velocity.
Highlight how doubling the velocity quadruples the kinetic energy. Relate to learners' understanding of car safety and
speed limits.
Show learners how the conservation of energy can be used to find the final velocity for a falling object by equating
gravitational potential energy and kinetic energy.
Scheme of Work
Set learners more questions for practice. (F)
Learners can use a falling ball to investigate energy transfer and efficiency by measuring initial and rebound heights.
Using a curved track, ask learners to consider a marble (or ball bearing) rolling down a track that is shallow and then
steep versus a track that is steep and then shallow. Is the kinetic energy at the end the same for both balls? Necessarily,
because the initial gravitational potential energy will be the same if they are released from the same height. Is the final
velocity the same? Necessarily, because the kinetic energy is the same. Does the ball take the same amount of time to
travel down the track in both cases? No, because although the ball reaches the same final velocity in both cases, the one
with the steeper track at the beginning will experience a larger acceleration earlier on, therefore having a higher average
velocity and a shorter time.

Derive kinetic energy using the definition of work done and the equation of motion v2 = u2 + 2as. Explain the equation of
motion first, if learners have not seen it before.
1.7.3.1 Ask learners the difference between renewable and non-renewable energy sources. They may be able to explain this
Describe how useful
Energy simply. Clarify any misconceptions and see if learners can give any examples for either category.
energy may be
resources
obtained, or Assign the different energy sources, as listed in the syllabus, to learners such that they work in small groups to carry out
electrical power research. They can then prepare and present their findings to the rest of the class. Learners should explain how these
generated, from: sources can be used to obtain useful energy and their advantages/disadvantages. Learners mark each other's
(a) chemical energy presentations and handouts. It will be worth recapping the key points when learners finish their presentations.
stored in fossil
fuels Identify the key energy stores and processes or events in each of the sources to aid understanding.
(b)
cschthoermedici Explain the key elements of an electrical power station, including a boiler, turbine and generator, as they are used with
anl
beinoefurgeyls
(c) water, including many of the sources.
the energy stored
in waves, in Set learners qualitative questions to consolidate their learning. (F)
tides, and in
water behind Learners can investigate simplified energy sources further using the Energy forms and changes simulation: (I)
hydroelectric https://phet.colorado.edu/sims/html/energy-forms-and-changes/latest/energy-forms-and-changes_en.html
https://phet.colorado.edu/sims/
dams
(d) geothermal Solar cell animation:
resources https://animagraffs.com/solar-cell-module/
(e) nuclear fuel
Scheme of Work
(f) light from the Ask learners what it means for something to be considered ‘efficient'. Define efficiency qualitatively and provide
Sun to generate examples of efficient and inefficient devices e.g. an incandescent light bulb is very inefficient, with an efficiency as low
electrical power as 2%, whilst a transformer is very efficient, with an efficiency of more than 95%.
(solar cells)
(g) infrared and other Extended assessment: 1.7.3.4, 1.7.3.5 and 1.7.3.6
electromagnetic
waves from the Ask learners to trace the energy obtained from various resources back to their source e.g. water stored behind
Sun to heat water hydroelectric dams was put there by the precipitation cycle through evaporation thanks to heat from the Sun, chemical
(solar panels) energy in biofuels is captured through photosynthesis, etc. Most of these can be linked to the Sun as the main source of
and be the energy (exceptions: geothermal, nuclear and tidal).
source of wind
energy Discuss qualitatively how the Sun releases energy. The process of fusion will be covered in more detail in Topic 5
Nuclear physics.
including references to
agebnoeilreart,otruwrb Dcuisrrceunstsatdhveacnucreres,ntevciahbnilqituyeosf, naudcvlaenatrafguesisoannadsdtrhaewfbuatucrkeso. Lf

hineereatnhdey are elaercnterircsacl aen esrhgayreonthaeilraregsesacrachle.aLnedadrneebrastecathnerevsaeluaercohf funding nuclear
used fusion research versus other renewable energy resource investment.
1.7.3.2
Describe advantages
and disadvantages of
each method in terms
of renewability,
availability, reliability,
scale and
environmental impact
1.7.3.3
Understand,
qualitatively, the
concept of efficiency of
energy transfer
1.7.3.4
Know that radiation
from the Sun is the
main source of energy
for all our energy
resources except
geothermal, nuclear
and tidal
Scheme of Work
1.7.3.5 Know that energy

is released by
nuclear fusion in
the Sun
1.7.3.6 Know that research is

being carried out to
investigate how
energy released by
nuclear fusion can be
used to produce
electrical energy on a
large scale
1.7.4.1
Power Define power as work Ask learners what it means when a light bulb is labelled as 60W. What is the difference betw en a 40W light bulb and a
60W light bulb? Learners may explain that this is a power rating, that the W stands for Watts or that it denotes the energy
done per unit time and
used by the bulb per second.
also as energy
transferred per unit Define power and introduce the equation. Clarify that 1 Watt is equal to 1 Joule per second.
time; recall and use
the equations Set learners simple questions calculating power, work done and time for practice. (F)
]
(a) T =
t
ΖH Learners investigate their own power through a number of experiments with learners working in pairs or small groups.
(b) T = One option is one learner can do work by lifting masses from the ground to the table and another learner can time how
t
long this takes. They should take measurements of the height travelled by the masses. Another option is one learner can
Define efficiency as: do work by climbing stairs and another learner can time how long this takes. They should take measurements of the
1E.n7e.3r height of the stairs climbed by the learner. For both experiments, learners calculate force (weight), work done (force x
(a) (%) efficiency =
g.7y (useful energy output) height travelled) and power.
(x100%
resources (total energy input)
Learners consider what it means for something to be more ‘powerful'. They research different cars, planes, etc, and
(b) (%) efficiency =
(useful power output) compare their powers. (I)
(x100%)
(total power input)
recall and use these
equations Learners consider what it means for something to be considered ‘efficient'. Define efficiency and introduce the equations.
Clarify that efficiency calculations can be made using energy, work done or power and that efficiency is written as a
percentage.
Scheme of Work
Learners investigate the efficiency of a kettle. They measure the mass of water added to the kettle, the time that they
have it switched on for and the temperature change of the water. There is no need to boil the water. Learners calculate
the input energy by using the power rating on the kettle and the time measured. Learners then use the specific heat
capacity of water to calculate the energy the water gains from its temperature rise (H=ncΔθ), which is the useful
energy output. They then calculate the efficiency of the kettle and consider any sources of error in the experiment.
Set learners more questions on work done, power and efficiency for practice. (F)
Learners investigate the efficiency of other common household items by considering the energy transfers. (I)

Derive T = Av and link to understanding of T=]/t, A=nb and v=s/t.
1P.r8e.s Dfoercfienepepr pInintroadnudcae 1th0e0gcomnacessp.t Tofhperyepslsaucre therodurgahwainsgimpipnleinethxpeecreimnternetoafllthl

1sure eusnsituarereas; recall eair npearlsmc, apnoicnat ruryp.oPulta. cTihnegythweilml eascshoneteodpaodf rthaewing point, they should feel the force
and use the of the mass pressing into their palm. Now they flip the pin over and repeat the process. Cupping their palm will allow
A
equation p = learners to balance the mass and gradually increase the amount of force on the pin point. Note: They should stop if it
B begins to hurt. This simple demonstration involves the same amount of force, but different values of surface area. Can
the learners explain this properly?
1.8.2 Describe how
pressure varies with Define pressure and introduce the equation.
force and area in the
context of everyday Learners find their own pressure by using their weight as the force and drawing around their feet on graph paper and
examples counting the centimetre squares to find the surface area.
1.8.3
Describe how pressure
baelinqeuaidthcthaens Introduce varied examples of pressure: a camel's feet, a tractor's tyres, a stiletto heel, a bed of nails, etc. Ask learners
to explain how varying the force or the surface area affects the resultant pressure.
guersfawciethof depth
and density of the Demonstrating a ‘bed of nails' works well using a piece of wood with multiple nails hammered in place such that a
1.8.4 liquid balloon can be pressed onto them by another piece of wood. It takes a large amount of force to the burst the balloon as
the multiple nails have a cumulatively large surface area, reducing the pressure on the balloon.
Recall and use the
equation for the Learners can investigate the comparative pressure of a stiletto heel to a flat shoe by measuring the surface area as
change in pressure previously described or by using a tray of sand to produce an imprint for depth comparison.
beneath the surface of
a liquid Δp = Δ`
Scheme of Work
Demonstrate how pressure in a fluid is the same in all directions by using a plastic bag filled with water and poking small
holes in it with a pin.
Demonstrate how pressure in a fluid increases with depth by using a spouting can filled with water.
Extended assessment: 1.8.4
Introduce the equation for hydrostatic pressure and explain its variables.
Set learners questions for practice. (F)
Learners can investigate pressure further by working with the Under Pressure simulations:
(I) https://phet.colorado.edu/en/simulation/under-pressure
https://phet.colorado.edu/en/simulation/legacy/fluid-pressure-and-flow

Derive the equation for hydrostatic pressure from pressure = force / area for a column of fluid with a certain height,
density and cross-sectional area. This will prove that hydrostatic pressure does not depend on the area of the fluid.
Learners can feel how a mass on a string will feel lighter when placed into water. Learners may be able to explain why it
feels lighter. They are feeling the upthrust of the water which supports some of the mass's weight, but not enough to
allow it to float. Link this to the idea of an object feeling a pressure difference on its top and bottom surfaces.
Demonstrate examples of atmospheric pressure: a ruler largely covered by a piece of newspaper is hard to displace,
suction cups can support significant force, a boiled egg can be sucked into conical flask with a fire starter, a heated
can implodes when cooled suddenly, Magdeburg hemispheres support significant force, etc. These all help learners to
understand the presence and strength of air pressure around us.
Introduce the barometer and how it is used to determine atmospheric pressure. Learners can make their own simple
barometers and track weather patterns. (I)
Resource Plus
Carry out the Pressure and the imploding can experiment referring to Teaching Pack for lesson plans and
resources.
Past and specimen papers
Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)
Scheme of Work
2. Thermal physics
2.1.1.1 absolute zero, where

Know the
States of distinguishing
matter properties of solids,
liquids and gases
2.1.1.2 Know the terms for
the changes in state
between solids,
liquids and gases (gas
to solid and solid to
gas
transfers are not
required)
2.1.2.1
Particle Describe the particle
model structure of solids,
liquids and gases in
terms of the
arrangement,
separation and
motion of the
particles, and
represent these
states
2.1.2.2
udsiainggrasmims ple
particle
Describe the
relationship between
the motion of particles
and temperature,
including the idea that
there is a lowest
possible temperature
(–273 °C), known as
Scheme of Work
Ask a molecule or atom test tube from the bath and observe the drop of temperature over time as the substance solidifies. Learners plot a
learners within the material. temperature–time graph. They may be able to identify the point at which the change of state takes place.
to Each group then
describ performs their Learners need to know the terms for the changes in state between solids, liquids and gases. They can add these to a
e the demonstration and heating or cooling curve graph or draw them out as arrows between the names of the states.
main the other groups
properti guess which state Set learners qualitative questions to test understanding. (F)
es of they were trying to
solids, represent, before Introduce absolute zero and the Kelvin scale. Link to learners' understanding of scalars; temperature is a scalar, so how
liquids offering are there negative values of temperature?
and improvements or
Link the idea of absolute zero to the motion of the molecules or atoms within the substance and highlight that at this point
gases. changes to better
the kinetic energy is at its lowest value.
Alternat represent the state.
ively, Link the degrees Celsius scale to the freezing and boiling points of water. Convert these values into Kelvin.
split the Learners match up
class statements about the
Set learners simple questions to practise conversions. (F)
into different states of matter
three to the correct state of
groups matter. This can be done
and on the whiteboard, on the
assign projector screen, using a
each simple card sort or on a
group a worksheet.
state of
matter. Learners investigate the
Direct heating curve by starting
the with ice water and heating
learners it over a Bunsen burner
until boiling, taking
to work
togethe regular
measurements of
r in their temperature.
Learners plot a
group temperature-time
graph. They may be
to able to identify the
point at which the
model change of state
takes place.
the
behavio Learners investigate
ur of the cooling curve
the using a substance
states that is solid at room
of temperature e.g.
matter, cetyl alcohol. Heat
where the substance in a
each test tube by placing
learner in a warm water
acts as bath. Remove the
Scheme of Work

the particles have Learners can investigate changes of state further by using the simulation: (I)
least kinetic energy https://phet.colorado.edu/sims/html/states-of-matter-basics/latest/states-of-matter-basics_en.html
https://phet.colorado.edu/sims/h
2.1.3.2 Learners can research the hottest and coldest places on our planet and in the universe. (I)
Convert temperatures
between kelvin and
degrees Celsius;
recall and use the
equation V (in K) =
(in °C) + 273
2.1.2.3 Describe the Ask learners to recap the main properties of solids, liquids and gases. Ask learners explain how pressure can be
Particle pressure and the described in terms of the motion of the particles in gas and the collisions with a surface.
model changes in pressure
of a gas in terms of Learners investigate the random motion of microscopic particles in a suspension. This can be done by trapping smoke
the motion of from burning paper in a smoke cell and placing it under a microscope. This provides evidence for the kinetic particle
its particles and their model of matter and is sometimes known as Brownian motion. It can also be shown using polystyrene spheres in
collisions with a deionised water: https://www.stem.org.uk/resources/elibrary/resource/28836/brownian-motion.
surface
2.1.2.4 Make use of simulations to show the arrangement and motion of the molecules or atoms in the different states of
Know that the random matter: https://phet.colorado.edu/sims/html/states-of-matter-basics/latest/states-of-matter-basics_en.html.
motion of microscopic
particles in a Extended assessment: 2.1.2.6, 2.1.2.7 and 2.1.2.8
suspension is
Return to the properties of solids, liquids and gases and ask learners to explain how the forces and distances between
evidence for the
the particles are important.
kinetic particle model
of matter
2.1.2.5 Remind learners of the definition of pressure as force per unit area and ask them to describe the changes in pressure
of a gas in terms of the forces exerted by particles colliding with surfaces.
Describe and explain
this motion Reiterate that what is observed in Brownian motion are microscopic particles, not atoms or molecules. These
(sometimes known as microscopic particles may be moved by collisions with light fast-moving molecules (or atoms). As much larger objects,
Brownian motion) in we are also continually bombarded by light fast-moving molecules (or atoms) but over such a large area these forces
terms of random are negligible.
collisions between the
microscopic particles
in a suspension and
the particles of a gas
or liquid
Scheme of Work
2.1.2.6 Know that the forces

and distances
between
pmaortlei
cleulses(a, tio
omns s ,and
electrons) and the
motion of the particles
affects the properties
of solids, liquids and
gases
2.1.2.7 Describe the

pressure and the
changes in pressure
of a gas in terms of
the forces
exerted by particles
colliding with
surfaces,
creating force per unit
area
2.1.2.8 Know that microscopic

particles may be
moved by collisions
with light fast-moving
molecules and
correctly use the terms
aditsotminsctofrom
mole
cules as microscopic
particles
2.2.1.1 2.2.1.2 Describe, qualitatively, the thermal expansion of solids, liquids and gases at constant pressure
Thermal
expansion of Describe some of the everyday applications
solids, liquids
and gases
Scheme of Work
Ask arrange
learners themselves as
what they if they were
think will the molecules
happen to or atoms
the inside a solid.
molecules Direct them to
or atoms move as if the
inside a solid was
substance being heated.
when the They may
substance need some
is heated. discussion
They may time as a
suggest it group to plan
changes this. Without
state or much
that the instruction, it
molecules is likely that
or atoms learners will
move move around
around more and
more. begin to take
Direct the up more
learners to space than
consider previously.
how the
increasing
kinetic
energy of
the
molecules
or atoms
results in
them
spreading
out and
taking up
more room.
Alternativel
y,
introduce
this idea by
asking
learners to
30
Scheme of Work
and consequences Learners investigate the expansion of a gas using a small conical flask and a beaker of water. Learners should upend
of thermal expansion the beaker so that the mouth is just submerged in the water in the beaker. One learner can wrap their hands around the
2.2.1.3 Explain, in terms of coobnsieicravlefltahsakt sthoethmaet nthisecuhseawtilflrobmegtinhetoir hmaonvdes dboewgninas ntod wbualrgme
the motion and tohuetwaairrdins idnetoththeflwasakte. rW. Aithbusbobmle opf atieirnmcea,ytehveeyncaenscape. This is due to the
arrangement of expansion of the air inside of the flask.
particles, the relative
order of magnitudes of Learners investigate the expansion of a liquid using a flask filled with coloured water with a long thin glass tube coming
the expansion of out of a bung seal. If the flask is full of coloured water at room temperature and is placed inside a container such that it
solids, liquids and can be surrounded by boiling water, the thermal energy from the boiling water will cause the liquid in the flask to expand
gases as their up and out of the long thin glass tube. Coloured water is used so that it is more visible. Learners may make the link to
temperatures rise thermometers, as they work using the same principle.
Learners investigate the expansion of a solid using a ball-and-ring setup. The ball should fit through the ring initially, but
when heated it expands and no longer fits. Ask learners how to get the ball inside the ring again. They may suggest
cooling it or they may suggest heating the ring. This is a good demonstration of how solids expand but it is not
noticeable to our eyes.
www.physics.purdue.edu/demos/display_page.php?item=3A-0
www.physics.purdue.edu/demos/display_page.php?item=3A-02
Learners investigate the differing rates of expansion of materials through the heating and observation of a bimetallic
strip. Learners research its use in thermostats.
Learners consider what happens when a material is cooled. They should conclude that the process works in reverse and
the material may shrink or contract.
Learners investigate various applications where the expansion of materials has been considered in the design process:
leaving gaps between paving slabs to avoid cracking in heat, providing loops in hot water pipes to allow expansion,
allowing slack in telephone wires in case of cooling and contraction in winter, etc. (I)
Learners consider the demonstrations of expansion they have seen and explain the relative order of magnitude of the
expansion of solids, liquids and gases as their temperatures rise. Ask learners to link their understanding of the motion
and arrangement of particles to this order of magnitude. Learners consider that gases can experience the most
expansion due to having the weakest bonds between their particles.
31
Scheme of Work
2.1.3.1 Describe qualitatively, Ask learners to consider how increasing the temperature of a gas might affect its pressure, assuming the mass and
Gases and in terms of particles, volume are kept constant. Learners may explain that increasing the temperature will increase the kinetic energy of the
tshcealaebo tphresesfufercet of mwaolles c. uTlheis oinr carteoams sedinfothrceglaesa,dtshteoreabny inlnecardeiansgetdo parnesinscurea. sed number of collisions
sfolute nathfixeed mass between them and the container
temperature
of gas of:
Recap the definition of pressure as force per unit area. This is important for understanding how temperature (and
(a) a change of volume) affects pressure.
temperature at
constant volume Learners qualitatively investigate the relationship between temperature and pressure using a sealed conical flask with a
(b) a change of thermometer and pressure gauge attached to its bung. By placing the flask in different-temperature water baths, there
volume at constant should be a noticeable change in pressure. Volume and mass are kept constant.
temperature
Learners consider how different materials will produce different pressure–temperature graphs, but they will all pass
2.1.1.3 through the same point on the x-axis. Relate this to learners' understanding of absolute zero.
Recall and use the
equation pQ = Ask learners to consider how decreasing the volume of a gas might affect its pressure, assuming the mass and
constant for a fixed temperature are kept constant. Learners may explain that decreasing the volume will increase the pressure, as there will
mass of gas at be an increased number of collisions between the molecules or atoms and the container walls. This increased force
constant temperature, leads to an increased pressure.
including
a graphical Learners investigate the relationship between volume and pressure qualitatively with a plastic syringe. If the end is
representation of the sealed or blocked with a finger, it becomes increasingly difficult to press the plunger as the volume decreases.
relationship
Learners investigate the relationship between temperature and pressure using simulations. (I)
Learners investigate the relationship between volume and pressure using Boyle's Law apparatus. A column of air is
compressed, its pressure can be measured on a gauge and the volume read from the scale on the tube. Learners plot
a graph of pressure and 1/volume (or volume and 1/pressure) to show the inverse proportionality.
Introduce the equation that links pressure and volume. Demonstrate how to use the equation.
Learners investigate the relationship between volume and pressure further using simulations. Learners can collect
results and plot a graph to prove the relationship. (I)
Set learners more qualitative, as well as quantitative, questions to test understanding. (F)
32
Scheme of Work

Simulations:
https://phet.colorado.edu/en/simulation/gases-intro
htttps
ps:///p
phe
et.colorado
co do.edu/en/siimullattion/gstast-epsr-opf-
edu
emrtaiettser

Ask learners to consider how increasing the temperature of a gas might affect its volume, assuming the mass and
pressure are kept constant. Learners may explain that increasing the temperature will increase the volume, as there
will be an increase in the kinetic energy of the particles. If the pressure is kept constant, the container must expand to
the keep the number of collisions with its walls constant.
Introduce the ideal gas law, expressed in terms of the number of molecules and introduce the Boltzmann constant.
2.2.2.1 equation
Specific heat Know that a rise in the ∁H
c=
capacity temperature of an m∁
object increases its
internal energy
2.2.2.2
Describe an
increase in
temperature of an
object in terms of an
increase in the
average kinetic
energies of all of the
2.2.2.3 particles in the
object
Define specific heat

capacity as the
energy required per
unit mass per unit
temperature increase;
recall and use the
33
Scheme of Work
Ask what the average quicker.
happens kinetic
to the energies of all Define specific heat capacity and introduce the equation. Link to previous examples and highlight that water has a very
particles of the particles high specific heat capacity.
inside of in the object.
an object Learners investigate different metals and compare their properties by plotting multiple sets of results on the same
when the Ask learners graph axes. Learners can plan the experiment themselves considering the equation for specific heat capacity. Ask
temperatu why water is learners what they need to measure and how this can be measured. Demonstrate the circuit they need to build.
re of the used in a hot Learners can
object is water bottle.
increased There are lots
. They of good and
may sensible
recall that answers to
expansio this question
n occurs but steer the
and link discussion
this to the towards the
idea of idea that
kinetic water is very
energy good at
increasin holding its
g, which temperature.
is internal
energy. Ask learners
why the sand
Extended at the beach
assessment: feels hotter
than the water
2.2.2.2, 2.2.2.3
of the sea.
and 2.2.2.4
They will
Expand on suggest all
the sorts of
concept of reasons, but
the steer the
increasing discussion
kinetic towards the
energy of idea that
an object. although the
An land and the
increase in sea receive
temperatur the same
e links to energy from
an the Sun, the
increase in land heats up
34
Scheme of Work
2.2.2.4 Describe either collect results throughout, allowing them to plot a graph, or they can measure the initial and final values and
experiments to carry out a calculation.
measure the
Measuring specific heat capacity:
sopf
www.bbc.co.uk/bitesize/guides/z2gjtv4/revision/6
eacsifoiclidheantdcoafp
Learners investigate the specific heat capacity of water in a similar way to the metal blocks. Learners should remember
a city liquid
to stir the water before taking a measurement of temperature. Alternatively, provide learners with the specific heat
capacity of water and they find the energy the water gains by measuring the temperature change.
Learners write a method for the experiment to measure the specific heat capacity of a solid and of a liquid, clarifying
the differences in investigating the two states of matter.
Learners investigate the varied uses of water and its high specific heat capacity: it is commonly used as a coolant in
power plants, it is essential in regulating the temperature of our planet, etc.

Learners investigate how the specific heat capacity affects the efficiency of processes e.g. a copper cooking pot will
waste less energy in cooking due to its low specific heat capacity.
Set learners quantitative and qualitative questions to test understanding. (F)

Return to the concept of internal energy and define it. Learners can consider the factors that affect the internal energy.
2.2.3.1 Describe melting andReturn to the cooling curve (or heating curve) covered previously. Ask learners to identify when the changes of state
Mboeilitning a, ndbeneio
hisabpepieng.n
lirngy iinpteurtmwsitohoutfa
pArovilks deadrnoerristboeidinegntloifystt.hWe hdiaftfeisrehnatpspteatneinsgshto wthne omnothlecugrleaspor.h Eatxopmlasinwtheant threoutegmhoperatu thtuere
evaporationchange mayin explain
temperature
that a rise in temperature increases the kinetic energy of the molecules or atoms in the object. Clarify that melting, solidification, boiling and condensatio
Know the melting andreproduce in the laboratory. Show clear graphs to highlight these changes of state. boiling temperatures
for water at standard atmospheric pressure
2.2.3.2
Show the heating curve for water. At what temperature does ice melt and water boil? How do these values change at
different altitudes? Learners may be able to explain that when climbing a mountain there is lower atmospheric pressure and this means that water boils at a lower te
Describe condensationEverest) video clip showing this effect:
2.2.3.3 and solidification in terms of particles
35
Scheme of Work

2.2.3.4 Describe evaporation Ask learners what happens to a glass water when left out over several days. They may identify that the water
in terms of the escape evaporates. How can the water evaporate when there is no heat source to increase the temperature? Learners can
omfomleocruelesnefrr explain that the molecules that escape from the surface are more energetic.
ogmettiche surface of Ask learners how evaporation affects the temperature of an object. They may recall feeling cold when wet from the rain
a liquid or after getting out of a swimming pool. They may explain that the evaporation of water from their skin cools them down.
2.2.3.5 This same process causes liquids to cool as evaporation of the most energetic molecules at the surface occurs.
Know that
evaporation causes Set learners qualitative questions to test understanding. (F)
2.2.3.6 cooling of a liquid

Learners investigate states of matter further using simulations: (I)
https://phet.colorado.edu/sims/html/states-of-matter-basics/latest/states-of-matter-basics_en.html
Describe the
https://phet.colorado.edu/en/simulation/states-of-matter
differences between
boiling and
evaporation Extended assessment: 2.2.3.6, 2.2.3.7 and 2.2.3.8
2.2.3.7
Return to the idea of evaporation causing cooling. Learners can explain how this happens. Ask learners to identify the
Describe how differences between evaporation and boiling.
temperature, surface
area and air Learners investigate evaporation. This can be done in the laboratory or as a homework task. In the laboratory learners
movement over a work in pairs, each pair starting with a known mass and temperature of water. Challenge them to evaporate as much of
surface affect it as possible in a set time or give them different variables to investigate. Learners should note that the liquid cools as
2.2.3.8 evaporation the more-energetic molecules escape from the surface of the liquid. At home, learners can set up various containers of
the same mass and temperature of water and place them in varied positions. Learners should vary the size of the
Explain the cooling of container and the location in terms of air movement and temperature. In both versions of the experiment, learners
an object in contact investigate how temperature, surface area and air movement affect evaporation. They should be able to come to their
with an evaporating own conclusions and be able to explain that evaporation occurs when the more-energetic molecules or atoms escape
liquid from the surface of
the liquid. (I)

Return to the cooling curve (or heating curve) and ask learners what happens to the energy when it does not produce a
temperature rise. Learners may explain that this is required to change the state of the substance. Explain how this
hidden, or ‘latent', heat is required to make or break the molecular bonds between the molecules or atoms. Define latent
heat as the energy required to change the state of a substance and explain it in terms of particle behaviour and the
forces between particles.
Introduce the equation for specific latent heat. Set learners simple questions for practice. (F)
36
Scheme of Work
2.3.1.1 Describe experiments Learners investigate conduction using rods made of different materials: glass, aluminium, copper, iron, brass, etc.
Conduction to demonstrate the Learners place one end in the roaring flame of a Bunsen burner while they hold the other end. Learners should place
pthreorpme artliecsono tinhteriordruocdticoanretofutlhlyeocnonachepat tomf mataotenrciaelsthbeyinfegebl ethtterwoar mwothrsre act hcothnediur
df ugcotodrs and bad chtaingd.. This wil give (a rather subjective)

thermal conductors
2.3.1.2 (insulators) Resource Plus
Carry out the Heat conduction in metal rods experiment referring to Teaching Pack for lesson plans and
Describe thermal resources.
conduction in all solids
in terms of atomic or Extended assessment: 2.3.1.2, 2.3.1.3 and 2.3.1.4
molecular lattice
vibrations and also in A wooden rod attached to a metal rod tightly wrapped in paper and held over a Bunsen burner flame will scorch on the
terms of the wooden half but not the metal half. Ask learners to explain why this occurs. They may be able to explain that the metal
movement of free half conducts the heat energy away, ‘protecting' the paper, but the wood and the paper are both insulators.
(delocalised)
An ice cube left on a metal plate will quickly melt, but an ice cube left on a plastic plate will stay solid for much longer.
2.3.1.3 electrons in metallic
conductors Ask learners to explain why this occurs. They may be able to explain that the metal conducts heat from the surroundings
to the ice cube, but the plastic is an insulator.
Describe, in terms of
Place a small ice cube inside a test tube and hold in place with a small piece of metal gauze. The test tube should be
particles, why thermal
filled with water and held at an angle above a Bunsen burner's roaring flame such that the top is directly heated, but the
2.3.1.4 conduction is bad in
bottom is not. It is possible to have the top part of the water boiling while the ice in the bottom remains frozen,
gases and most liquids
demonstrating that water is a poor conductor.
Know that there are An analogy can be used to explain why metals are generally much better conductors than other materials. Direct the
many solids that learners to stand shoulder-to-shoulder facing the same direction, such that they represent a row of molecules or atoms
conduct thermal in a solid. When one end of the row is ‘heated', the learner on the end will vibrate on the spot and bump into their
energy neighbour, who then bumps into their neighbour, passing the ‘energy' down the row. Use one learner and a ball to
thermalbetter than
insulators demonstrate that the delocalised electrons in a metal speed up this process of passing on energy. Throw the ball to the
but
do so less well than learner at the end of the row, while the row transfers the ‘energy' through bumping their neighbours. The ball should
good thermal easily win the race, confirming that delocalised electrons speed up conduction.
conductors
Learners consider examples of materials being the same temperature as their surroundings but feeling colder e.g. a steel
bench versus a wooden bench. Explain that metals conduct our heat energy away from us, giving us the sensation of
coldness.
Learners investigate uses of conductors and insulators e.g. saucepans are made from metal but their handles are made
from plastic or wood.

37
Scheme of Work
Learners order the states of matter from best conductor to worst conductor. Reiterate that gases do not conduct well due to the large spacing of their molecules or atoms.
2.3.2.1 Know that convection Ask learners how a convection heater is able to heat the whole room. Link suggestions to their understanding of
Convection is an important expansion and density.
method of thermal
energy transfer in Learners observe a convection current in a convection tube. A Bunsen burner heats the water in one of the bottom
liquids and gases corners and the potassium permanganate that colours the water can be seen to move around in a loop.
2.3.2.2 Explain convection Resource Plus

in liquids and gases Carry out the Convection currents experiment referring to Teaching Pack for lesson plans and resources.
in
terms of density Learners observe convection using a glass-fronted box with two chimneys. Placing a lit candle below one of the
changes and describe chimneys produces an upward draft of warm air heated by the candle. Placing a source of smoke, such as a burning
experiments to straw, above the second chimney will allow learners to see how the second chimney draws in air before it is heated by
illustrate convection the candle and rises out of the chimney above.
Convection (including convection tube and double chimney glass-fronted box) :

www.schoolphysics.co.uk/age11-14/Heat%20energy/Transfer%20of%20heat%20energy/text/Convection_/index.html
www.schoolphysics.co.uk/ag
Learners can observe convection when two containers of coloured water are brought together and are allowed to mix.
One container should be full of hot water and one should be full of cool or room temperature water. If the hot water is
placed on top, it remains on top and takes a long time to mix with the cool water. If the hot water is placed underneath,
it very quickly moves upwards and mixes with the cool water.
www.stevespanglerscience.com/lab/experiments/colorful-convection-currents/
Learners investigate convection by cutting a cardboard circle into a spiral and hanging it from a clamp stand above
a candle. When the candle is lit, it heats the air above it, which rises and causes the spiral to spin.
www.monstersciences.com/energy/energy-science-experiment-heat-spirals/
Learners investigate some real-life applications of convection currents: sea and land breezes, a house's hot water
system, fires used in tin mines to ventilate the shafts, hot air balloons, etc. (I)
Set learners qualitative questions to test understanding. Ensure learners understand why convection cannot take place
in solids. (F)
38
Scheme of Work
2.3.3.1 Know that thermal Introduce radiation as the third and final type of thermal energy transfer and clarify that this type of radiation is
Radiation radiation is infrared unrelated to radioactivity. Highlight that it does not require a medium to travel; the Sun heats the Earth through the
vacuum of
roabdjeiactisonemanit
dththisat all radiation space.
Learners observe radiation from different surfaces using Leslie's cube. They judge the relative temperatures of the
2.3.3.2 surfaces by placing their hand 1cm away from the surface. They should not touch the surface. They use a thermometer
Know that thermal
to measure the temperature of the water inside, and an infrared thermometer to measure the surface temperatures.
energy transfer by
Learners draw conclusions as to which surfaces radiate thermal energy best.
thermal radiation does
not require a medium
Use an infrared camera to observe various objects in the room as well as the learners themselves, and/or find
2.3.3.3 images online. Learners may link these images to the idea of night vision equipment used by the military and often
Describe the effect of
depicted in action movies.
surface colour (black
or white) and texture Extended assessment: 2.3.3.4, 2.3.3.5, 2.3.3.6, 2.3.3.7, 2.3.3.8 and 2.3.3.9
(dull or shiny) on the
emission, absorption Learners investigate radiation using identical test tubes or metal containers painted black and white. The black
and reflection of surface should absorb radiation better than the white, producing a noticeable temperature increase over time.
infrared radiation
2.3.3.4 Learners investigate how the surface temperature and the surface area affect the quantity of radiation emitted.
Know that for an object
to be at a constant Learners write their own methods on how to investigate radiation. Learners consider how the surface temperature
temperature it needs to and surface area of an object affects the rate of emission of radiation.
transfer energy away
from the object at the Learners consider how radiation leads to cooling. If the rate at which it transfers energy away is more than the rate at
same rate that is which it receives energy, it will cool. Learners consider the opposite effect e.g. how food is cooked under an oven grill
or in a toaster.
receives energy
2.3.3.5 Learners research and explain how the temperature of the Earth is affected by factors controlling the balance
Know what happens to
an object if the rate at between incoming radiation and radiation emitted from the Earth's surface. (I)
which it receives
energy is less or more Learners research how a star's surface temperature and surface area affects the quantity of radiation received by
than the rate at which orbiting planets. (I)
it transfers energy
away from the object
2.3.3.6 Radiation:
Know how the www.bbc.co.uk/bitesize/guides/zttrd2p/revision/3
temperature of the
Earth is affected by
39
Scheme of Work
factors controlling
the balance between
i n c o m i g ra
r a d ia ti on e m
d ia ti on a nd
it te d fro m
the Earth's surface
2.3.3.7 Describe experiments

to distinguish between
good and bad
emitters of infrared
radiation
2.3.3.8 Describe experiments

to distinguish between
good and bad
absorbers of infrared
radiation
2.3.3.9 Describe how the rate

of emission of radiation
depends on the
surface temperature
and surface area of an
object
2.3.4.1 Recap concepts introduced in previous lessons to improve understanding of heating objects such as kitchen pans
Explain some of the
Consequen- basic everyday (conduction) and heating a room (convection).
ces of
thermal applications and Learners feel the warming effect of having their own body heat reflected back to them by using a space blanket (also
energy consequences of known as emergency or survival blankets). Learners investigate their properties and how the blankets were designed
transfer conduction, convection and used by NASA.
and radiation,
including: Learners investigate methods of insulation. They insulate identical test tubes in a variety of ways, as well as having a
(a) heating objects control, and place freshly boiled water inside the tubes. They should measure the initial temperature of the water and the
such as final temperature after a set time. Learners draw conclusions as to which materials and methods produce the best
kitchen pans insulation.
(b) heating a room by
convection Learners research and investigate the elements of a vacuum flask that make it such an efficient insulator of heat. (I)
40
Scheme of Work
2.3.4.2 Explain some of the Learners research the methods used to insulate homes: cavity wall insulation, double glazed windows, loft insulation,
complex applications etc. (I)
a n d c o n s e q
co n d u c ti o n , Learners research other examples of using our understanding of heat transfer methods for insulation: reflective fireman
u e c s o f suits, ironing boards covered in silver material, layered clothing for warmth, etc. (I)
c onn vee ct io n and
radiation where more
than one type of
thermal energy Extended assessment: 2.3.4.2
transfer is significant,
including: Learners research and explain examples where more than one type of thermal energy transfer is significant, such as a
(a) a fire burning fire burning wood or coal and a radiator in a car. Learners identify the types of thermal energy transfer present and
wood or coal how they contribute to cooling/heating.
(b) a radiator in a car
Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)
41
Scheme of Work
3. Waves

3.1.1 Know that waves Ask Iearners to name as many waves as they can. They may suggest Iight, sound, ocean waves, some types of
GeneraI transfer energy without eIectromagnetic waves, etc. Add them as a Iist or mind map to the board.
properties of transferring matter
wave Introduce the concept that waves transfer energy without transferring matter. A good exampIe of this is a rippIe on a
pond or a wave on the open ocean. These water waves can cause boats or ducks to bob up and down, but they do not
3.1.2 Describe what is transport them to shore. CIarify that ocean waves come in and out of shore due to tides and rear up due to the reducing
meant by wave motion depth.
as iIIustrated by
vibrations in ropes and Learners investigate water waves, individuaIIy or in pairs, with the use of trays of water and ruIers. They dip a ruIer in the
springs, and by water at one end to produce straight wavefronts that traveI down the Iength of the tray.
experiments using
water waves Introduce the categories of transverse and IongitudinaI waves. Sort the waves Iearners previousIy named into the two
categories. CIarify the reIationship between the direction of vibration and the direction of the energy transfer for both.
3.1.3 Describe the features
Direct Iearners to modeI a wave by working together to make a ‘Mexican wave'. They stand shouIder-to-shouIder
of a wave in terms of
facing the same direction and create a deIayed and repeated motion down the Iine to produce a motion simiIar to a
wavefront, waveIength,
transverse wave. Learners try increasing the wavespeed, ampIitude and wave speed of a wave puIse.
frequency, crest
(peak), trough, Define waveIength, frequency, ampIitude and wavespeed. Use the waves introduction simuIation to aid these
ampIitude and wave expIanations:
speed https://phet.coIorado.edu/en/simuIation/waves-intro
https://phet.coIorado.edu/en/simuIation/waves-intro
3.1.4 RecaII andv use

equation = a ιthe LabeI the wavefront, crest and trough on appropriate diagrams of waves. LabeI waveIength and ampIitude on appropriate
diagrams of a waveform.
Know that for a Introduce the wave equation and demonstrate how it is used.
3.1.5
transverse wave, the
direction of vibration is Set Iearners simpIe questions for practice. (F)
at right-angIes to the
direction of the Learners investigate waves further using the waves simuIation: (I)
https://phet.coIorado.edu/en/simuIation/wave-on-a-string
https://phet.coIorado.edu/en/simuIation/wave-on-a-string
propagation and
understand that
Resource Plus
eIectromagnetic
Carry out the Fhnlestrbtiem wbvh p`helnheb experiment referring to Teaching Pack for Iesson pIans and
radiation, water waves resources.
42
Scheme of Work
and seismic S- Learners carry out the waves in springs part of the teaching pack (Worksheet E).
waves (secondary)
can be
Demonstrate
Seismic wavesthe difference between seismic P-waves and S-waves by using muItipIe springs (or sIinkies).
in sIinkies:
modeIIed
transverseas www.
www.earthIearningidea.com/PDF/304_
304_SIinky_seismic_waves.pdfpdf
3.1.6 www.burkemuseum.org/static/earthquakes/cur-act-sIinkies.pdf
Know that for a
IongitudinaI wave, the Learners can research how earthquakes and seismic waves are produced. They may enjoy Iooking at the Hbrt`qubih
direction of vibration is Vrbci website: (I)
paraIIeI to the https://earthquaketrack.com
direction of the
propagation and Extension: Stretch and prepare for A level
understand that sound Learners investigate what happens when two waves meet in a spring (or sIinky). Two waves traveIIing towards each
waves and seismic P- other do not refIect off each other, Iike two baIIs wouId bounce off each other. Introduce the idea of superposition of
waves (primary) can waves and how they can Iead to constructive and destructive interference.
be modeIIed as
IongitudinaI
3.1.7 Describe how waves edge

GeneraI can undergo:
properties of (a) refIection at a pIane
wave surface
(b) refraction due to a
change of speed
(c) diffraction through
a narrow gap
3.1.8 Describe the use of a
rippIe tank to show:
(a) refIection at a pIane
surface
(b) refraction due to a
change in speed
caused by a
change in depth
(c) diffraction due to a
gap
(d) diffraction due to an
43
Scheme of Work
Introduce and ask Iearners
the to identify
phenomen which case is
a of shown. They
couId use
refIection, miniature
refraction whiteboards for
and their answers.
diffraction (F)
using a
rippIe tank. Learners investigate
RefIection these phenomena
can be
further using the rippIe
shown at
different tank simuIation: (I)
angIes http://faIstad.com/rippIe/
using a
Resource Plus
barrier.
Carry
Refraction
out the
can be
Fhnlest
tricky to
rbtiem
demonstra
wbvh
te cIearIy; p`helnh
it requires eb
a experim
shaIIower/ ent
deeper referring
region of to
water. Teachin
You couId use a g Pack
simuIation to heIp for
cIarify. Iesson p
Ians and
Set Iearners
resource
quaIitative
s.
questions for
Learners carry out the
practice. (F) waves in rippIe tank
part of the teaching
Show
Iearners pack (Worksheet G).
different
diagrams
depicting
refIection,
refraction
or
diffraction
44
Scheme of Work

3.1.9Describe how
waveIength and gap Lweavrenferorsntidtoenbteifcyotmhaet mdifofraecotiroInesthsrcourgvhed.ifTfehrensti-zseizoefdwgavpesIewnigIItshhaoIwsodai ffercetnstthaemdoiuffn
size affects diffraction
an edge.
through a gap
3.1.10 Describe how Set Iearners more quaIitative questions which invoIve sketching diffraction patterns for practice. (F)
waveIength affects diffraction at an edge
Demonstrate the diffraction of white Iight. Ask Iearners to expIain why this produces rainbows. Have they got any idea as
to why it produces patches of darkness?
3.2.1.1 Define and use the Learners set up the experiment to investigate the Iaw of refIection.
RefIection of terms normaI,
Iight incidence and angIe
angIe of
of Resource Plus
refIection Carry out the Fhnlestrbtiem wbvh p`helnheb experiment referring to Teaching Pack for Iesson p Ians and
resources.
3.2.1.2 Describe the formation Learners carry out the refIection part of the teaching pack (Worksheet F).
of an opticaI image by
a pIane mirror, and Introduce the Iaw of refIection. Link to the resuIts Iearners found with measuring the angIes of incidence and refIection for
give its characteristics, a Iight ray refIecting from a pIane mirror.
i.e. same size, same
distance from mirror, Ask Iearners what they notice when they Iook at their refIection in a pIane mirror. They can act as a mirror to a
virtuaI voIunteer as they raise their arms up and down or move from side to side in front of them. They may highIight that the
Ieft- and right-hand sides are fIipped. Identify the characteristics of an opticaI image formed by a pIane mirror (same
3.2.1.3 State that for size, same distance from mirror as object and virtuaI). Learners may need an expIanation of reaI images and virtuaI
refIection, the angIe of images. It may heIp to expIain briefIy how both are formed. This wiII be expIained in more depth in the section on
incidence is equaI to Ienses.
the angIe of refIection;
recaII and use this Image characteristics:
reIationship www.physicscIassroom.com/cIass/refIn/Lesson-2/Image-Characteristic
www.physicscIassroom.com/cIass/refIn/Lesson-2/Image-Characteristicss
3.2.1.4 Use simpIe Images formed by pIane mirrors:

constructions, https://opentextbc.ca/universityphysicsv3openstax/chapter/images-formed-by-pIane-mirrors/
https://opentextbc.ca/unive
measurements and
caIcuIations for Show Iearners a simpIe image refIected in a mirror but with smaII errors: the image might be upside down when it shouId
be upright, the image might not be IateraIIy inverted, etc. Learners identify the error in each exampIe, using miniature
whiteboards. (F)
45
Scheme of Work
refIection by pIane Set Iearners quaIitative questions for practice. (F)

mirrors
uLseianrgnemrsirrionrvseastnigdactaerudsbeosarodf,roerfIe‘Pcetipopne: rt'hsegpheorsist'cuospien,g‘PceIepapreprI'assgtihco,
sat'f,iIeatmc.eTnht Ieaymcpo,uaIdcmaradkbeotahredirbowx nansdimspIaerpeeriscope cardboard. (I)
Learners use the Iaw of refIection to determine the finaI destination of a Iight ray on a sheet of paper as it refIects off a
variety of pIane mirrors. They practise their accuracy with using a protractor and drawing ray diagrams. (F)
Give Iearners a simpIe image and ask them to draw how it wouId appear as an image in a pIane mirror. (F)
Learners carry out an experiment to find position and characteristics of an opticaI image formed by a pIane mirror using
wowpwtiwca.bI bpcin.cso. .Iunkv/ebsitteigsaiztien/g

guthidepso/zsnitkiosnd6of/raenviismioang/3e in a pIane mirror:
3.2.2.1 Define and use the e aning of

Refraction of terms normaI, angIe
Iight of incidence and
angIe of refraction
3.2.2.2 Describe an
experiment to show
refraction of Iight
through transparent
bIocks of different
shapes
3.2.2.3 Describe the passage

of Iight through a
transparent materiaI
(Iimited to the
boundaries between
two media onIy)
3.2.2.4 ScrtiatitceatI haengmI

46
Introduce the cup sIowIy Learners identify the normaI, angIe of incidence and angIe of refraction on a diagram of refraction and define each term.
refraction shouId make Learners IabeI their own diagram of refraction and write their own method for the experiment.
with a few the coin visibIe.
simpIe Can Iearners
experiment expIain how this
s. Learners happens? AII of
observe a these are
penciI exampIes of
pIaced in a refraction.
beaker of
water. How Coin in cup
does the demonstration:
penciI www.Iovemyscience.co
appear m/risingcoin.htmI
from
different Direct Iearners to
positions investigate refraction
of using a Perspex (or
observatio gIass) bIock and a ray
n? They box set-up:
use a
rectanguIar Resource Plus
Perspex (or Carry
gIass) out
bIock to the
Iook at a Fhnl
piece of estrb
text. How tiem
does the wbvh
image p`hel
nheb
change
exper
when
iment
viewed
referr
from
ing to
different
Teach
angIes and
ing
through
Pack
the
for
different
Iesso
edges?
np
Learners
Ians
pIace a
and
coin in an
resou
opaque
rces.
cup and
Learners carry out the
move so it
is just out refraction part of the
of view. teaching pack
Adding (Worksheet F).
water to
47
Scheme of Work
ExpIain that refraction occurs due to the Iight ray changing speed as it traveIs through a different materiaI. You couId use
3.2.2.5 Describe internaI the anaIogy of a shopping troIIey or a vehicIe traveIing from smooth ground to muddy ground at an angIe to the verge,
refIection and totaI and how this affects the wheeIs, to heIp Iearners understand why the change of speed causes a change in direction.
internaI refIection
using both It may heIp Iearners to remember that when a Iight ray sIows down, it bends towards the normaI; ‘sIow' and ‘towards'
experimentaI and both contain the Ietter combination ‘ow'.
everyday exampIes
Define refractive index, Give Iearners simpIe combinations of materiaIs for them to decide how the Iight ray wiII behave e.g. if the Iight ray traveIs
n, as the ratio of from air to diamond, the Iight ray sIows down / speeds up and bends towards/away from the normaI. Learners answer
speeds of a wave in the questions by raising their Ieft or right hands for the two options or by using miniature whiteboards. (F)
two different regions
Give Iearners a Iight ray ‘obstacIe course' where they estimate the path a Iight ray takes as it traveIs through different
materiaIs e.g. if it traveIs from air to heIium, it wiII bend away from the normaI, but if it then traveIs into gIass it wiII bend
3.2.2.6 Define refractive index,
towards the normaI. (F)
n, as the ratio of the
speeds of a wave in Learners consider other everyday exampIes of refraction e.g. a fish wiII appear in a different Iocation to its actuaI Iocation
two different regions
due to the refraction of Iight through water, so a spear fisher shouId bear this in mind when aiming for the fish.
3.2.2.7 RecaII and use the Learners observe how transparent hydrobeads are visibIe in air and invisibIe in water. They share the same refractive
Sİn İ
equation n= index as water which resuIts in their invisibiIity.
sin r
3.2.2.8 RecaII and use the Learners observe the refraction of a Iaser through a Iarge transparent container of coIoured water.
1
equation n=
sinc Learners can investigate refraction through different-shaped transparent bIocks.
3.2.2.9 Describe the use of Learners investigate refraction through a semi-circuIar transparent bIock:
opticaI fibres,
particuIarIy in Resource Plus
teIecommunications Carry out the Measuring refraction and total internal reflection experiment referring to Teaching Pack for Iesson
pIans and resources.
Learners carry out the totaI internaI refIection part of the teaching pack (Worksheet E).
Recap the criticaI angIe and the cases of refraction and totaI internaI refIection in a semi-circuIar bIock using simuIations:
www.reading.ac.uk/virtuaIexperiments/ves/tir.htmI
https://phet.coIorado.edu/sims/htmI/bending-Iight/Iatest/bending-Iight_en.htmI
Show Iearners different diagrams depicting the criticaI angIe, refraction or totaI internaI refIection and ask them to quickIy
identify which case is shown. They can answer the questions using miniature whiteboards. (F)
48
Scheme of Work
Extended assessment: 3.2.2.6, 3.2.2.7, 3.2.2.8 and 3.2.2.9
Learners share their resuIts for the angIe of incidence and the angIe of refraction. CompiIe the resuIts on the board.
Introduce the refractive index and its equation. HighIight that the refractive index has no unit. Learners substitute their
resuIts into the equation to find the refractive index of Perspex (or g Iass). Learners shouId find simiIar vaIues. HighIight
that the refractive index is a property of a materiaI and can be used to identify an unknown materiaI. It can aIso be
caIcuIated as the ratio of speeds of a wave in two different regions.
Introduce the equation that Iinks the refractive index to the criticaI angIe.
Set Iearners quantitative and quaIitative questions for practice. (F)
Demonstrate totaI internaI refIection through opticaI fibres.
Learners research uses of totaI internaI refIection, particuIarIy opticaI fibres used in teIecommunications. (I)
3.2.3.1 Thin Describe the action of cths eoftearnms

Ienses thin converging and
thin diverging Ienses
on a paraIIeI beam of
Iight
3.2.3.2 Define and use the

terms focaI Iength,
principaI axis and
principaI focus (focaI
point)
3.2.3.3 Draw and use ray

diagrams for the
formation of a reaI
image by a converging
Iens
3.2.3.4 Describe the
cimhargaecutesriinsgti
49
Introduce Demonstrate and/or aIIow Iearners to observe both.
Ienses Learners use
through the same Iens Introduce ray diagrams for Ienses and define the focaI Iength, principIe axis and principIe focus (or focaI point).
quaIitativ to produce a
e reaI image on a Demonstrate how to draw ray diagrams for the formation of a reaI image by a converging Iens. Break down the steps so
investiga piece of they are cIear and simpIe to foIIow.
tion. greaseproof
paper facing Learners draw ray diagrams for objects pIaced at different distances from the converging Iens and focaI point. They
Learners
the window. investigate the Iocation, size, orientation and nature of different distances. (F)
view their
thumb They shouId
through a pIace the
convex greaseproof
paper between
Iens with
their eyes and
a short
the window,
focaI
and the Iens
Iength,
between the
using the
window and
Iens Iike
the paper. They
a
may have to
magnifyin
move the Iens
g gIass.
around to find
They use the correct
the same focus.
Iens to AIternativeIy,
produce instead of a
a reaI window,
image on Iearners can
a piece of use a
paper
with their brightIy
back to a iIIuminated
window.
object. The
They
shouId be Iaboratory can
abIe to be darkened
see a
fIipped and a Iearner, Iit
image of by a spotIight,
the
window can sit stiII as
and its the object.
contents
ExpIain the
if it is a
bright difference
day. between
They may have to
move the Iens converging and
around to find diverging Iens.
the correct focus.
50
Scheme of Work
enIarged/same ExpIain to Iearners that a virtuaI image is formed when diverging rays are extrapoIated backwards and it does not form a
size/diminished, visibIe projection on a screen.
upright/inverted
reaI/virtuaI and Extended assessment: 3.2.3.6, 3.2.37. and 3.2.3.8
3.2.3.5 Know that a virtuaI Demonstrate how to draw ray diagrams for the formation of a virtuaI image by a converging Iens. The steps are the same
image is formed when as for a diverging Iens but produce a virtuaI image.
diverging rays are
extrapoIated Learners draw ray diagrams for objects pIaced at different distances from the diverging Iens and focaI point. They
investigate the Iocation, size, orientation and nature of different distances. (F)
backwards and does
not form a visibIe
Learners can research uses and exampIes of Ienses: projector, photocopier, camera, spotIight, etc. Direct Iearners to
projection on a screen
draw the ray diagram to show how an image is formed in a magnifying gIass, camera and projector.
3.2.3.6 Draw ray diagrams
for the formation of a ReIate the idea of a gIass Iens to the tissue Iens inside the human eye.
virtuaI image by a
Lenses and the human eye:
converging Iens
https://www.cyberphysics.co.uk/topics/medicaI/Eye/eye_ad.htmI
https://www.cyberphysics.co.uk/topics/medicaI/Eye/eye_ad.htmI
3.2.3.7 Describe the use of a
Animation of a how a human eye works:
singIe Iens as a
https://animagraffs.com/human-eye/
magnifying gIass
Direct Iearners to draw ray diagrams showing a short-sighted eye and a Iong-sighted eye.
3.2.3.8 Describe the use of
converging and Introduce the concept of using Ienses to correct Iong-sightedness and short-sightedness.
diverging Ienses to
correct Iong- Direct Iearners to draw ray diagrams showing the correction of a short-sighted eye and a Iong-sighted eye using Ienses.
sightedness and short-
sightedness Set Iearners quantitative and quaIitative questions for practice. (F)
Lenses:
www.bbc.co.uk/bitesize/guides/zt42srd/revision/2
3.2.4.1 Describe the Ask Iearners what coIours can be found in white Iight. Learners may identify the seven coIours of the rainbow.
Dispersion of dispersion of Iight as
Iight iIIustrated by the Set Iearners the chaIIenge of ‘finding a rainbow' using a ray box set-up and a prism.
refraction of white Iight
by a gIass prism Direct Iearners to now use their prism to identify the different coIours visibIe by the refraction of white Iight.
51
Scheme of Work
ExpIain that the order of the coIours is reIated to the order of the frequency (or the waveIength).
3.2.4.2 Know the traditionaI
seven
visibIecoIours
spectrumof in
the Set Iearners quaIitative questions for practice. (F)
order of frequency and Learners investigate dispersion of Iight further using the prism bending Iight simuIation: (I)
in order of waveIength https://phet.coIorado.edu/sims/htmI/bending-Iight/Iatest/bending-Iight_en.htmI
3.2.4.3 RecaII that visibIe Iight Learners can make their own Newton's disc (or coIour wheeI) to demonstrate the mixing of coIours to make white Iight or
of a singIe frequency is the mixing of primary coIours to make secondary coIours:
described as www.royaIacademy.org.uk/articIe/famiIy-how-to-make-a-coIour-wheeI-1
monochromatic
Learners research how rain dropIets refract and refIect Iight to produce the spectrum of coIour in a rainbow. (I)
You couId use the Roy G Biv song by They Might Be Giants as a fun way to heIp Iearners remember some (simpIe)
physics content.
Introduce the term “monochromatic” to describe visibIe Iight of a singIe frequency. Demonstrate a Iaser as an exampIe of
monochromatic Iight.
3.3.1 EIectro- Know the main regions Ask Iearners which traveIs fastest, Iight or sound. Can they provide exampIes where this is evident? Learners may
magnetic of the eIectromagnetic suggest Iightning and thunder, fireworks and their bang, a starting pistoI, etc. HighIight that Iight traveIs approximateIy a
spectrum spectrum in order of miIIion times faster than sound.
frequency and in order
of waveIength Introduce
propertiesthe
areeIectromagnetic spectrum
different. ExpIain that aII as the range of waves
eIectromagnetic wavesthat have
have certain
the same properties
speed andincan
common,
traveI whiIst other
in a vacuum.
3.3.2 Know that aII
eIectromagnetic waves SpIit Iearners into smaII groups and assign each group a part of the eIectromagnetic spectrum. Learners may use their
traveI at the same high textbooks and onIine resources to research their part of the spectrum. They note down the roIe in appIications, and
speed in a vacuum damage caused by, their part of the spectrum on a piece of paper. They then present the key information to the rest of
the cIass and add their piece of paper to the whiteboard, in order of waveIength and frequency. Recap the key points as
3.3.3 Describe the typicaI given in the syIIabus.
uses of the different
regions of the HighIight the use of eIectromagnetic waves in communication, particuIarIy the use of microwaves by artificiaI sateIIites.
eIectromagnetic
spectrum incIuding: Set Iearners quaIitative questions for practice. (F)
(a) radio waves; radio
52
Scheme of Work
and teIevision You couId use the Hlectronagnetic Spectrun song by Hnerson and ]ong Yann as a fun way to heIp Iearners
transmissions, remember some physics content, as weII as the order of the spectrum.
astronomy, radio
frequency The ScaIe of the Universe website incIudes the size of the eIectromagnetic spectrum waveIengths and aIIows
identification comparison to everyday objects: (I)
(RFID) https://scaIeofuniverse.com
(b) microwaves;
sateIIite teIevision, Extended assessment: 3.3.6, 3.3.7, 3.3.8, 3.3.9 and 3.3.10
mobiIe phones
(ceII phones), Return to the earIier comparison of the speed of Iight and the speed of sound. ExpIain that aII eIectromagnetic waves,
microwave ovens incIuding Iight, traveI at 3.0 x 108 m/s in a vacuum and this speed is approximateIy the same in air
(c) infrared; eIectric
griIIs, short range Expand on the uses of eIectromagnetic waves in communication, incIuding: mobiIe phones, wireIess internet, BIuetooth,
communications cabIe teIevision and high-speed broadband. Learners shouId understand which part of eIectromagnetic spectrum is used
such as remote in each case.
controIIers for
teIevision, intruder Ask Iearners the difference between digitaI and anaIogue. Learners may use the exampIe of digitaI and anaIogue
aIarms, thermaI watches. ExpIain the difference between the two types of signaIs in the context of eIectromagnetic waves and that sound
imaging, opticaI can be transmitted as either. Learners research the benefits of digitaI signaIIing over more traditionaI anaIogue signaIs.
fibres
(d) visibIe Iight; vision,
photography,
iIIumination
(e) uItravioIet; security
marking, detecting
fake bank notes,
steriIising water
(f) X-rays; medicaI
scanning, security
scanners
(g) gamma rays;
steriIising food and
medicaI
equipment,
detection of cancer
and its treatment
53
Scheme of Work
3.3.4 Describe the harmfuI

effects on peopIe of
excessive exposure to
eIectromagnetic
radiation, incIuding:
(a) microwaves;
internaI heating of
body ceIIs
(b) infrared; skin burns
(c) uItravioIet; damage
to surface ceIIs and
eyes, Ieading to
skin cancer and
eye conditions
(d) X-rays and gamma
rays; mutation or
damage to ceIIs in
the body
3.3.5 Know that

communication with
artificiaI sateIIites is
mainIy by microwaves:
(a) some sateIIite
phones use
Iow
orbit artificiaI
sateIIites
(b) some sateIIite
phones and direct
broadcast sateIIite
teIevision use
geostationary
sateIIites
3.3.6
Know that the speed of
eIectromagnetic waves
i1n0a8 mva/scuaunmd is 3.0 x

54
Scheme of Work
approximateIy the
same in air
3.3.7 Know that many

important systems of
communications reIy
on eIectromagnetic
radiation incIuding:
(a) mobiIe phones (ceII
phones) and
wireIess internet
use microwaves
because
microwaves can
penetrate some
waIIs and onIy
require short aeriaI
for transmission
and reception
(b) BIuetooth uses
radio waves radio
waves pass
through waIIs
and the signaI is
weakened on
doing so
(c) opticaI fibres
(visibIe Iight or
infrared) are used
for cabIe teIevision
and high-speed
broadband
because gIass is
transparent to
visibIe Iight and
some infrared;
vsihsoibrtIewIaigvhetIeangdth
55
Scheme of Work
infrared can carry

high rates of data
3.3.8 Know the difference

between a digitaI or
anaIogue signaI
3.3.9 Know that a sound

can be transmitted as
a digitaI or anaIogue
signaI
3.3.10 ExpIain the benefits of

digitaI signaIIing
incIuding increased
rate of transmission of
data and increased
range due to accurate
signaI regeneration
3.4.1 Sound Describe the Introduce sound with some simpIe experiments. Learners investigate a ‘tin can teIephone', vibrating a ruIer against a
production of sound by desk edge and tuning forks. They hit a tuning fork against a rubber bung before submerging it in water, or pIacing next to
vibrating sources a ping pong baII hanging from a thread. Can Iearners expIain the spIash or the sudden movement of the baII? They hit a
metaI fork or spoon, attached to the end of two pieces of string, against a desk with the ends of the string in the Iearner's
3.4.2 Describe the ears. They shouId hear the sound traveI through the string and the air. Which sound traveIs faster? Learners add
IongitudinaI nature different amounts of water to gIass bottIes and bIow across the mouth of the bottIes. Which bottIe produces the higher-
of sound waves pitched sound? Does it depend on the amount of water present or the amount of air?
3.4.3 State the approximate Remind Iearners that sound is a IongitudinaI wave.
range of frequencies
audibIe to humans as Introduce BoyIe's vacuum pump experiment to show that sound cannot be transmitted in a vacuum and remind Iearners
20 Hz to 20 000 Hz that sound requires a medium to traveI:
3.4.4 Know that a medium is http://science.cIeapss.org.uk/Resource/Ringing-beII-jar-experiment.vid

http://science.cIeapss.org.uk/Resource/Ringing-beII-jar-experiment.vid
needed to transmit
Introduce how a microphone detects sound waves and a cathode ray osciIIoscope aIIows interpretation of them. Ask
sound waves
Iearners what they notice when Ioud/quiet/high/Iow sounds are detected. Identify the ampIitude and frequency on the
osciIIoscope trace. ReIate these variabIes to the voIume and pitch of the sound that is heard.
56
Scheme of Work
3.4.7 Describe how changes Resource Plus

in ampIitude and Carry out the Use of a cathode ray oscilloscope (CRO) to visualise sound waves experiment referring to
frequency affect the Teaching Pack for Iesson pIans and resources.
Ioudness and pitch of
sound waves Show Iearners simpIe wave traces and ask them to identify the properties of the sound: which sound is highest, which
sound is Iouder, which sound has a Iower frequency, etc. Learners can answer the questions using miniature
3.4.10 Describe compression whiteboards. (F)
and rarefaction
Learners investigate wave traces further using the simuIation of a keyboard and an osciIIoscope: (I)
3.4.11 Know that, in generaI, www.physics-chemistry-interactive-fIash-
sound traveIs faster in animation.com/eIectricity_eIectromagnetism_interactive/osciIIoscope_description_tutoriaI_sounds_frequency.htm
soIids than in Iiquids
and faster in Iiquids Introduce the idea that humans, as weII as other animaIs, have a specific hearing range. This can be tested simpIy using
than in gases a signaI generator and a Ioudspeaker. Learners shouId be quiet throughout. They raise their hands when they beIieve
they first hear the sound (around 20Hz) and Iower it when they can no Ionger hear the sound (20 000 Hz). As the range
decreases as humans age, it is IikeIy that your Iearners wiII have a Iarger range than you.
Set Iearners quaIitative questions for practice. (F)
Learners Iook at diagrams of a IongitudinaI wave and identify compressions and rarefactions.
Remind Iearners of the metaI fork/spoon on a string experiment. The sound traveIIed faster up the string than though the
air. Can Iearners expIain how the state of the medium (soIid, Iiquid or gas) affects the speed of propagation of the sound
wave? Learners can research how whaIes communicate over Iong distances. (I)

Show Iearners more compIicated wave traces showing different sound sources e.g. a range of instruments. These wave
traces are unIikeIy to be sinusoidaI, unIike the waves they have seen previousIy. HighIight that aIthough the sound
sources can emit the same frequency, the waves can have different quaIities (timbres).
Introduce Iearners to the concept of the DoppIer shift and how it changes the frequency and waveIength of a sound wave
so it sounds different. Use simpIe diagrams that show a source moving into its own sound waves to heIp Iearners
visuaIise this. Redshift wiII be expIored as part of Topic 6 Space physics.
Interference simuIation:
https://phet.coIorado.edu/en/simuIation/wave-interference
57
Scheme of Work
man hearing range from the previous Iesson. ExpIain that uItrasound is sound with aany sound above 20 000 Hz and ask Iearners if they know of any use of this high frequency sound. They may suggest
frequency higher thanprenataI scans. 20 kHz
Extended assessment: 3.4.12
3.4.12 Describe the uses of

uItrasound in non- destructiveLearners research
testing of the medicaI
materiaIs, uses of uItrasound
scanning ofinsoft
cIeaning, prenataI
tissue and sonarand other medicaI
incIuding scanning,
caIcuIation and
of depth orindistance
sonar (incIuding
from time and wave speed
caIcuIation of depth or distance from time and wave speed). Learners wiII have the opportunity to measure the speed of sound Iater. (I)
3.4.5 Know that the speed of Ask Iearners to come up with a method to measure the speed of sound. Learners shouId reaIise that this is a difficuIt
sound in air is experiment to carry out because sound traveIs reIativeIy fast.
approximateIy 330-350
m/s Ask Iearners to define an “echo”. They wiII expIain that an echo is the refIection of sound waves. Learners can research
how bats “see” with echoIocation. (I)
3.4.6 Describe a method
invoIving a Introduce the idea of measuring the sound over a Iarge distance. This can be done using a starter pistoI or by making
measurement of use of echoes.
distance and time for
determining the speed Measuring the speed of sound using echoes:
of sound in air https://spark.iop.org/measuring-speed-sound-using-echoes
3.4.8 Describe an echo as Measuring the speed of sound using a starter pistoI:
the refIection of sound www.schooIphysics.co.uk/age11-14/Sound/text/Speed_of_sound/index.htmI
waves
If you choose the echo method, reIate this to Iearners' understanding of sonar. Use wooden bIocks to produce a cIear
and distinct sound. This needs to refIect off a Iarge fIat surface Iike the side of a buiIding. Learners need to match the
next ‘cIap' to the echo of the previous; it may take some practice to estabIish the correct rhythm. Learners then work
together to measure the time for muItipIe cIaps (20 or so) and the distance traveIIed.
If you use the starter pistoI method, an average resuIt of time shouId be taken and the experiment shouId be done over a
Iarge distance (at Ieast 100m).
58
Scheme of Work
Learners draw a diagram of the experiment they carried out, write a method, coIIect their resuIts in a tabIe and caIcuIate the speed of sound. They assess the accuracy of their answer and identify
Past/specimen papers and mark schemes are avaiIabIe to downIoad at (F)

59
Scheme of Work
4. EIectricity and magnetism
4.1.1 SimpIe
Describe the forces Ask Iearners what they know about magnetism. They may su gest various basic concepts and exampIes.
phenomena
between magnetic
of magnetism Introduce magnetism with some simpIe experiments. Learners investigate opposite and Iike poIes, suspending a bar
poIes and between
magnets and magnetic magnet from a cIamp stand so it is free to move. What happens when a second bar magnet is brought cIose to the
materiaIs, incIuding the hanging bar magnet?
use of the terms north
poIe (N poIe), south Learners investigate which materiaIs are magnetic by using a bar magnet. Can they identify the three magnetic eIements
poIe (S poIe), on the Periodic TabIe?
attraction and
Learners magnetise a bar of steeI by stroking the steeI in the same direction muItipIe times with the same end of the bar
raenpd magnet. They test how weII it works by trying to pick up steeI papercIips.
4.1.2 uIsniomna, gmnaegtin Learners investigate a magnet's effect on iron fiIings and pIotting compasses. They wiII Iearn about fieIds Iater.
setdised
Learners observe a simpIe ‘magic trick' using a bar magnet and a Iarge steeI papercIip. Attach a piece of string to the
4.1.4 Describe induced papercIip and secure the end of the string to the base of a cIamp stand. CIamp the bar magnet above so that the
magnetism papercIip reaches up to touch it but adjust its position so there is a sIight gap. The papercIip appears to ‘fIoat' up,
straining against its string tether, due to the magnetic attraction to the bar magnet.
State the difference
between magnetic and Learners pIay with magnetic ‘toys': magnetic baIIs that can be made into geometric shapes, rattIe magnets that vibrate
non-magnetic together to produce noise, etc.
materiaIs
Learners write observations and expIanations of the experiments.
CIarify the key terms in this topic, in particuIar the difference between a magnetic materiaI and a magnetised materiaI.
Learners shouId be abIe to expIain how to induce magnetism in a magnetic materiaI by stroking it muItipIe times with a
magnet or by pIacing it next to a magnet.

60
Scheme of Work
4.1.5 SimpIe Describe a magnetic Ask Iearners how they wouId define a magnetic fieId. Describe a magnetic fieId as a region in which a magnetic poIe
phenomena fieId as a region in experiences a force.
of magnetism which a magnetic poIe
experiences a force Direct Iearners to pIot magnetic fieId Iines with iron fiIings to show the shape of the magnetic fieId.
4.1.6 Draw the pattern and Direct Iearners to pIot magnetic fieId Iines with a compass and how to use the compass to determine the direction of the
direction of the magnetic fieId. Their pIots shouId aIso show the shape of the magnetic fieId.
magnetic fieId Iines
around a bar magnet Learners shouId be abIe to sketch the pattern and direction of the magnetic fieId Iines around a bar magnet.
4.1.7 Set Iearners quaIitative questions for practice. Give them diagrams of combinations of bar magnets and ask them to
State that the direction
identify which are the North and which are the South poIes. (F)
of a magnetic fieId at a
point is the direction of Learners investigate making their own compass to detect the Earth's magnetic fieId. Can they expIain why the North poIe
tohf ea f morac ge noent of a magnet points to the North poIe of the Earth?
tahtethNatpoIe point Learners research information about the magnetic fieId of the Earth, how it produces the Northern (and Southern) Iights
and if other pIanets have magnetic fieIds. (I)
4.1.8
Describe the pIotting of
magnetic fieId Iines Learners investigate magnetic fieIds further using the simuIation: (I)
with a compass or iron https://phet.coIorado.edu/en/simuIation/Iegacy/magnet-and-compas
https://phet.coIorado.edu/en/simuIation/Iegacy/magnet-and-compasss
fiIings and the use of a
compass to determine Extended assessment: 4.1.10 and 4.1.11
the direction of the
magnetic fieId Remind Iearners of the magnetic fieId Iines they pIotted earIier using iron fiIings and/or pIotting compasses. The strength
of the magnetic fieId is represented by the spacing of the magnetic fieId Iines.
4.1.10
ExpIain that magnetic
forces are due to Remind Iearners of the definition of a “force” and introduce a magnetic force as due to the interactions between magnetic
interactions between fieIds. Learners have feIt this force when investigating the interaction between magnetic poIes previousIy, as Iike poIes
magnetic fieIds wiII push apart (repuIsive magnetic force) and opposite poIes wiII puII together (attractive magnetic force).
4.1.11 Know that the reIative

strength of a magnetic
fieId is represented by
the spacing of the
magnetic fieId Iines
61
Scheme of Work
4.1.3 SimpIe State the differences arnodusnodIesntroaiidgshtowf ires

phenomena between the properties
of magnetism of temporary magnets
(made of soft iron) and
the properties of
permanent magnets
(made of steeI)
4.1.9 Describe uses of

permanent magnets
and eIectromagnets
4.5.3.1 Describe the pattern

Meffaegcnt e amnadgdnieretictfioie
otfic current nIdodf uthe to currents
in straight wires and in
soIenoids
4.5.3.2
Describe an
experiment to identify
the pattern of a
magnetic fieId
(incIuding direction)
due to currents in
straight wires and
soIenoids
4.5.3.4
State the quaIitative
variation of the
strength of the
magnetic fieId around
straight wires and
soIenoids
4.5.3.5
Describe the effect on
the magnetic fieId
62
Ask Iearners fieId Iines onIy fieId that interacts with its neighbours' fieIds.
if they know end on poIes
any and their HighIight that a Ioop of wire carrying direct current is equivaIent to two straight wires carrying direct current in opposite
everyday spacing directions. Consider how paraIIeI conductors produce magnetic fieId patterns due to their currents. ReIate these to the
items that represents forces on the conductors. If the currents are in the same direction, the force is attractive; with oppositeIy directed currents
use their strength. the force is repuIsive.
eIectromagn
ets. Learners Introduce the Introduce the basic structure of an eIectromagnet. HighIight the importance of the magnetic core and how iron is used
may be right-hand grip as a temporary magnet.
surprised by ruIe to aid
memory of the Resource Plus
how
direction of the Carry out the @ow to naie an electronagnet experiment referring to Teaching Pack for Iesson p Ians and
common
current in resources.
they are.
reIation to the
Ask direction of Ask Iearners what wouId happen if an eIectromagnet had a core made of steeI. ExpIain that this wouId magnetise the
Iearners to the magnetic steeI and produce a permanent magnet, assuming d.c. is used. Recap the stroking method of magnetisation. Learners
sketch the fieId. write methods on how to magnetise magnetic materiaIs.
magnetic
Demonstrate Ask Iearners how to demagnetise a magnetic materiaI. They may suggest using current again, this time aIternating.
fieId
the magnetic Learners investigate the methods of hammering and heating on pieces of magnetised iron.
around a
singIe fieId around a
current- current-
carrying carrying wire
wire. They by using
can draw pIotting
this in 3-D compasses (or
or in 2-D iron fiIings) on
from above a sheet of
or beIow. cardboard heId
You couId at a right angIe
introduce to the wire
the cross- carrying direct
and-dot current.
notation to
show the Extend the
direction of concept of the
the current magnetic fieId
around a
in a wire in straight wire to
a 2-D a Ioop of wire
and a
diagram. soIenoid.
Learners Learners
wiII shouId be abIe
to IogicaIIy Iink
probabIy the diagrams
sketch together by
using the right-
various hand grip ruIe
shapes for to predict how
the fieId; each part of
wire wouId
remind produce a
them that
63
Scheme of Work
changing the Learners consider the benefits of eIectromagnets in comparison to permanent magnets. They may identify that these can
magnitude and be controIIed in terms of the strength of the fieId and be turned on and off as needed.
direction of current
Learners research the uses of eIectromagnets, such as magIev trains, Ioudspeakers, reIays, eIectric beIIs, industriaI
Iifting magnets, etc. (I)
If your schooI uses eIectromagnetic door Iocks, show them in action. PapercIips can be stuck to the Iock when the
eIectromagnet is on. They wiII faII when the eIectromagnet is turned off.
Extended assessment: 4.5.3.4 and 4.5.3.5
Ask Iearners what variabIes affect the strength of the magnetic fieId around straight wires and soIenoids. Use the right-
hand grip ruIe to demonstrate how changing the direction of the current changes the direction of the magnetic fieId. Make
use of the magnets and eIectromagnets simuIation to show how the magnitude of the current affects the magnetic fieId.
This can aIso be demonstrated using an eIectromagnet, a d.c. power suppIy and steeI papercIips. Higher magnitudes of
current wiII hoId more papercIips, impIying a stronger magnetic fieId. Demonstrate how changing the direction of the
current fIowing through a straight wire or soIenoid changes the direction of the pIotting compasses showing the direction
of the magnetic fieId.
Magnets and eIectromagnets simuIation:

https://phet.coIorado.edu/en/simuIation/Iegacy/magnets-and-eIectromagnets
https://phet.coIorado.edu/en/simuIation/Iegacy/magnets-and-eIectromagnets
4.2.1.1 State that there are Introduce the concept of charge, positive and negative.
EIectric positive and negative
charge charges Learners investigate the buiId-up of static charge using pIastic rods and cIothes. Rubbing the rods with the cIothes
shouId buiId up charge on the rods such that they can pick up smaII scraps of paper, bend a smaII stream of water or
4.2.1.2 State that positive repeI another Iike-charged rod.
charges repeI other
positive charges, Learners may be abIe to identify other exampIes where static charge is buiIt up: when taking off a wooIIen jumper,
negative charges repeI shuffIing aIong the carpeted fIoor with socks on, jumping on a trampoIine with socks on, etc.
other negative
charges, but positive Learners may enjoy observing the Van de Graaff generator. There are Iots of demonstrations that can be done with the
charges attract generator to show the effects of static eIectricity.
negative charges
64
Scheme of Work
4.2.1.3 Describe simpIe CIarify that charging of soIids by friction invoIves onIy a transfer of negative charge (eIectrons). Positive charge (protons)
experiments to show are trapped inside of the nucIeus and cannot be transferred by friction.
the production of
eIectrostatic charges Learners investigate static eIectricity further using the baIIoons simuIation: (I)
by friction and to show https://phet.coIorado.edu/en/simuIation/baIIoons-and-static-eIectricity
the detection of
eIectrostatic charges Learners research uses and dangers of static eIectricity: xerography, discharging vehicIes, eIectrostatic spray painting,
inkjet printers, etc.
4.2.1.4 ExpIain that charging
of soIids by friction Set Iearners quaIitative questions for practice. (F)
invoIves onIy a transfer
of negative charge Resource Plus
(eIectrons) Carry out the Static electricity experiment referring to Teaching Pack for Iesson pIans and resources.
4.2.1.7 State that charge is Extended assessment: 4.2.1.7

measured in couIombs
Introduce the unit for charge, the couIomb.
4.2.1.8 Describe an eIectric (a) around a point charge

EIectric fieId as a region in (b) caoronudnudctaincghsaprghedre
charge which an eIectric
charge experiences a
force
4.2.1.9 State that the direction
o f a
p o in
nt
iesIethcetridcirfeiecIdti
a t a
o n o f the force on a
4.2.1.10 positive charge at that
point
Describe simpIe
eIectric fieId patterns,
incIuding the direction
of the fieId:
65
Extended e an eIectric fieId's effect on semoIina in castor oiI using a high voItage power suppIy. Set Iearners
ExpIain that eIectric fieId
assessment
Iines: quaIitative questions for practice. (F)
: 4.2.1.8,
4.2.1.9 and • show the path a
4.2.1.10 smaII positive test
charge wouId take
Defin • point from positive
e an charges to negative
eIect charges
ric • are at right angIes
fieId, to the surface of a
buiIdi conductor
ng on • are more cIoseIy
Iearn packed when the
ers' fieId is stronger.
unde
rstan A uniform fieId is
ding shown by equaIIy
of spaced paraIIeI
gravit fieId Iines. Ask
ation Iearners to draw
aI the fieId Iines for
and different
magn combinations of
etic point charges,
fieIds charged spheres
. and charged
Descr pIates (end
ibe effects wiII not be
an examined).
eIect
ric D
fieId
as a e
regio
n in m
whic o
h an
eIect n
ric
charg s
e
t
exper
ience r
sa
force a
.
t
66
Scheme of Work
(c) between two Learners investigate electric fields further using the field simulation: (I)
oppositely charged https://phet.colorado.edu/en/simulation/charges-and-fields
parallel conducting
plates (end effects Experiment notes from the IoP on electric field patterns:
will not be https://spark.iop.org/electric-field-patterns
examined)
Define electric field strength, building on learners' understanding of gravitational field strength. Set learners simple
questions to practise calculations using the equation.
Ask learners what variables they think the force between two charged particles will depend on. Introduce Coulomb's law.
Set learners simple questions to practise using the equation.
Learners can investigate the force between charges further using the Coulomb's Law simulation: (I)
https://phet.colorado.edu/en/simulation/coulombs-law
https://phet.colorado.edu/en/simulation/coulombs-law
4.2.1.5 Describe an Can learners describe the difference between an electrical conductor and an insulator? Can they provide examples of
Electric experiment to each?
charge distinguish between
electrical conductors Ask learners how they would test whether a material is a conductor or an insulator. What items would they use?
and insulators
Introduce basic circuit symbols for a connecting cable, cell and lamp. Learners use these items to test whether objects
4.2.1.6 Recall and use a are conductors or insulators. They complete a simple table of conductors and insulators by testing objects in the
simple electron model laboratory.
tdoiffexrpelnacine Explain the properties of a conductor and why metals are such good conductors. Describe electrical conduction in
metals in terms of the movement of free electrons. Remind learners of the demonstration of thermal conduction from
tbhetween electrical
Topic 1 Motion, forces and energy where electrons helped transfer the energy quicker.
conductors and
insulators and give Conductivity simulation:
4.2.2.3 typical examples https://phet.colorado.edu/en/simulation/legacy/conductivity
Electric
current Describe electrical Set learners qualitative questions for practice. (F)
conduction in metals in
terms of the Learners investigate the conductivity of various items using the circuit simulation: (I)
movement of free https://phet.colorado.edu/en/simulation/circuit-construction-kit-dc
electrons
67
Scheme of Work
Learners could research semiconductors and how they function to exhibit the properties of both insulators and conductors, depending on the circumstance. (I)
4.2.2.1 Know that electric Ask learners what measuring instrument is used to measure current, what the unit is for current and what the symbol is.
Electric current is related to Learners may struggle to remember the unit and symbol as they do not appear to link to the name of ‘current'. Explain
current the flow of charge that current is related to the flow of charge.
4.2.2.2 Describe the use of Introduce the ammeter. Demonstrate analogue and digital ammeters: how to connect them in a circuit, how they can
ammeters (analogue be read and how different ranges can be used depending on the current being measured. Learners should recall the
and digital) with difference between analogue and digital from Topic 3 Waves.
different ranges
Set learners the task of investigating the current in various circuits. They measure the current at various points around
simple series and parallel circuits and draw a conclusion on how current behaves qualitatively. They may struggle to see
4.2.2.4 Kbentoweethnedirieffc the pattern in the parallel circuit if the values are not very accurate.
etrecnucrrent (d.c) and
Explain that the learners have been working with direct current. Introduce and explain the properties of alternating
alternating current current.
(a.c.)
4.2.2.5
Alternating current and direct current: www.furryelephant.com/player.php?
Define electric current subject=physics&jumpTo=ee/10Ms3
subject=physics&jumpTo=ee/10Ms3
as the charge passing
a point per unit time; Extended assessment: 4.2.2.5, 4.2.2.6, 4.3.2.8 (a) and 4.3.2.9
recall and use the
R
equation: O= Define electric current as the charge passing a point per unit time, define the ampere and introduce the equation.
t
Learners may need a reminder of charge and its unit.
4.2.2.6 Scutarrtentthiast
fcroomnvpeonstiiotinva Highlight the common use of conventional current, which is from positive to negative. In reality, it is the electrons that
l move and this flow of electrons is from negative to positive due to their negative charge.
e
to negative and that Remind learners of their findings from investigating the current in various circuits and explain in more detail. Show
the flow of electrons is learners simple circuit diagrams with the current labelled at some of the points around the circuit. Learners calculate
from negative to the missing values of the current using their understanding of how current behaves in series and parallel circuits. They
4.3.2.1 positive should recall that the current at every point in a series circuit is the same. (F)
Series and
parallel Know that the current Show learners simple junction diagrams with the current labelled in all wires except one. Learners calculate the missing
circuits at every point in a value, as well as the direction, of the current. They should recall that the sum of the currents into a junction in a parallel
series circuit is the
same circuit is equal to the sum of the currents that leave the junction.
68
Scheme of Work
4.3.2.5 State that, for a Set learners questions to practise using the equation and applying their understanding of current in series and parallel
parallel circuit, the circuits. (F)
current from the
source is larger Learners investigate the flow of charge further using the circuit simulation. The simulation can show electron movement
than or conventional current. Learners use the ammeter to take readings of current at points around various circuits. (I)
the current in each
branch Circuit simulation:
4.3.2.8 (a) https://phet.colorado.edu/en/simulation/circuit-construction-kit-dc
https://phet.colorado.edu/en/simulation/circuit-construction-kit-dc
Recall and use in
calculations, the Extension: Stretch and prepare for A level
fact that: Introduce Kirchhoff's first law by reminding learners that the sum of the currents into a junction in a parallel circuit is
(a) the sum of the equal to the sum of the currents that leave the junction. This is an example of the conservation of charge. Kirchhoff's
currents entering a first law is an expression of this basic principle.
junction in a parallel
csiurcmuiot
fisthe
eqcu
uarlretonthse
4.3.2.9 that leave the junction
Explain that the sum of

the currents into a
junction is the same as
the sum of the currents
out of the junction
4.2.3.1 Define electromotive work done by a unit

Electromotive
force (e.m.f) as the charge passing through a component
force and
electrical work done
potential
difference by a source in moving
a unit charge around a
complete circuit
4.2.3.2
Know that e.m.f is
measured in volts (V)
4.2.3.3
Define potential
difference (p.d) as the
69
Ask component in a
learners circuit, how
what they can be
measuring read and how
instrument different ranges
is used to can be used
measure depending on
voltage, the e.m.f or p.d
what the being
unit is for measured.
voltage
and what Set learners the task
the symbol of investigating the
is for total e.m.f of several
sources when
voltage.
arranged in series and
Introduce the in parallel.
terms
Extended
electromotive
force (e.m.f), assessment: 4.2.3.6,
the energy 4.2.3.7 and 4.3.2.8 (b)
supplied from and (c)
a power
source to a
circuit, and
potential
difference
(p.d), the
energy
transferred
by a current
to the
components
in a circuit.
Both are
measured in
volts.
Introduce
the
voltmeter.
Demonstra
te
analogue
and digital
voltmeters:
how to
connect
around a
70
Scheme of Work
across one branch in the arrangement of the parallel resistances

4.2.3.4 Know that p.d between
two points is
measured in volts (V)
4.2.3.5 Describe the use of

voltmeters (analogue
and digital) with
different ranges
4.2.3.6 Recall and use the

equation for e.m.f
]
H>
R
4.2.3.7
Recall and use
the ] equation for
p.d Q=
R
4.3.2.3
Series and Calculate the
parallel combined e.m.f of
circuits
several sources in
series
4.3.2.8 (b)
and (c)
Recall and use in
calculations, the
fact that:
(thbe) tchoemtoptoanl
epn.dtsaicnroass series
circuit is equal to the
sum of the individual
p.d.s across each
component
(c) the p.d across an
arrangement of
parallel resistances is
the same as the p.d
71
Set each branch of a values of e.m.f and p.d labelled for some of the components in the circuit. Learners calculate the missing values using
learners parallel circuit can their understanding of e.m.f and p.d in series and parallel circuits. They should recall that the total p.d across the
the task be the same. components in a series circuit is equal to the sum of the individual p.d.s across each component and that the p.d across
of Explain this using an arrangement of parallel resistors is the same as the p.d across one branch in the arrangement of the parallel resistors.
investigat an analogy. Two (F)
ing the learners act as
e.m.f and lamps in the Remind learners of the definitions of e.m.f and p.d and introduce the equations. Demonstrate calculations using the
p.d of circuit, you act as equations.
compone the power supply
nts in and the remaining Set learners quantitative and qualitative questions for practice. (F)
various learners are the
Learners investigate the voltage further using the circuit simulation. Learners can use the voltmeter to take readings of
circuits. electrons in the
voltage around components in various circuits. (I)
They circuit. Direct the
measure ‘electrons' to move Circuit simulation:
the e.m.f around the circuit, https://phet.colorado.edu/en/simulation/circuit-construction-kit-dc
around picking up energy
the power (marbles or small Voltage simulation:
supply sweets) from the https://phet.colorado.edu/en/simulation/legacy/battery-voltage
and the ‘power supply'
p.d of (you) and
compone distributing them to Introduce Kirchhoff's second law, linking to learners' understanding of e.m.f and p.d in circuits. Explain how it relates to
nts in the ‘lamps'. When the conservation of energy. In reality, some electrical energy from the battery may be used to heat the battery itself, due
simple the ‘lamps' are in to internal resistance.
series series, they should
and share the energy
parallel from the ‘power
circuits. supply', but when
They they are in parallel
draw a they can receive
conclusio all of the energy
n on the that the ‘electrons'
behaviour of carry from the
e.m.f and p.d ‘power supply' as
They may each ‘ electron'
struggle to see only passes one
the pattern in ‘lamp'. This
the series circuit highlights that the
if the values are energy per unit
not very charge, the p.d, is
accurate. the same as each
branch in a parallel
Learners
circuit and the
may
same as the e.m.f
struggle
of the source.
to
understa Show learners
nd how simple circuit
the p.d diagrams with the
across
72
Scheme of Work
4.2.4.1 Recall and use the Introduce resistance and ask learners how it will affect current in a circuit.
Resistance equation for
resistance Use analogies to introduce the concept of resistance e.g. comparing resistance to the difficulty in moving down a corridor
Z> Q with a lot of other learners moving around you.
O
4.2.4.2
Direct learners to investigate the relationship between the current flowing through a resistor and the voltage across it.
Describe an Learners build the circuit from a diagram or may need a demonstration of the set-up. They should collect various results
experiment to of current and voltage. They should avoid letting the resistor overheat; you may need to tell them a maximum value of
determine resistance current or voltage that they should not exceed to ensure this.
using a voltmeter and
an ammeter and do Introduce the equation for resistance and how it can be used to calculate the resistance from the results of the
the appropriate experiment.
calculations
4.2.4.3 Learners should write a method for the experiment they carried out and explain how to find the resistance of the resistor.
State, qualitatively, the
relationship of the Ask learners what variables the resistance of a component depends on. You can use analogies, but make sure they help
resistance of a metallic rather than confuse learners e.g. a wider corridor (representing the cross-sectional area of the wire) decreases the
wire to its length and resistance, but not because there is more room (there will be more charge carriers).
cross-sectional area
4.2.4.4 Ask learners what they think the combined resistance will be when multiple resistors are connected in series. Introduce
Sketch and explain the how to calculate the combined resistance.
current–voltage graphs
for a resistor of Learners measure the combined resistance of resistors using a multimeter. They test different combinations and come to
constant resistance, a the conclusion that resistance in series is additive, whilst adding more resistance in parallel decreases the combined
filament lamp and a resistance such that the resistance is less than that of either resistor by itself.
diode
4.2.4.5 Show learners simple combinations of resistors and ask them to quickly calculate or estimate the combined resistance.
Learners could answer the questions on miniature whiteboards. (F)
Recall and use the
following relationship Set learners simple calculation and qualitative questions for practice. (F)
for a metallic electrical
conductor: Extended assessment: 4.2.4.4, 4.2.4.5 and 4.3.2.10
(a) resistance is
directly proportional Learners repeat the experiment to find the resistance of a filament lamp and a diode. Alternatively, learners can
to length investigate these components through simulation or discuss qualitatively. Learners should be able to sketch and explain
(b) resistance is the current–voltage graphs of a resistor of constant resistance, a filament lamp and a diode.
inversely proportional
to cross-sectional Return to the instruction from the experiment not to overheat the resistor. Ask learners how overheating would affect the
area experiment's results. Learners should identify that this is the reason that the lamp does not have a fixed resistance.
73
Scheme of Work
4.3.2.4 Calculate the Set learners qualitative questions for practice on different components and their current–voltage graphs. Show graphs
combined resistance that learners match to the components. (F)
of two or more
resistors in series Resource Plus
Carry out the Factors affecting the resistance of a wire experiment referring to Teaching Pack for lesson plans
4.3.2.6 State that the and resources.
combined resistance
of two resistors in Remind learners that the combined resistance of two resistors in parallel is less than that of either resistor by itself.
parallel is less than Introduce how to calculate the combined resistance and demonstrate a calculation.
that of either resistor
by itself Set learners questions to test their understanding of the direct proportionality between resistance and the length, and
the inverse proportionality between resistance and the cross-sectional area of a wire, as well as the combined
4.3.2.10 Calculate the resistance of two resistors in parallel. (F)
c o Learners can investigate the resistance further using circuit simulation. Learners can change the wire resistivity and take
o f
m b in d re s i measurements of voltage and current to find the resistance of combinations of resistors. (I)
tw o rees is to r
t a ce Battery-resistor circuit simulation:
si n parallel
https://phet.colorado.edu/en/simulation/legacy/battery-resistor-circuit
https://phet.colorado.edu/en/simulation/legacy/battery-resistor-circuit
Circuit simulation:
Ohm's law simulation:

https://phet.colorado.edu/en/simulation/ohms-law
https://phet.colorado.edu/en/simulation/ohms-law

Introduce the equation for the resistance of a wire. Link to the variables already discussed. Set learners simple
questions for practice. (F)
Teach learners how to calculate the combined resistance of multiple resistors in parallel.
Resistance in a wire simulation:

https://phet.colorado.edu/en/simulation/resistance-in-a-wire
https://phet.colorado.edu/en/simulation/resistance-in-a-wire
4.3.1.1 Draw and diagrams containing cells,

Circuit interpret circuit
diagrams
74
Show
learners
circuit
symbols
and ask
them to
identify
what they
represent.
Set
learners
the task of
constructi
ng simple
circuits by
interpretin
g a circuit
diagram of
symbols.
75
Scheme of Work
and circuit supplies, generators, across an electrical conductor increases

components potential dividers, as its resistance
switches, resistors
(fixed and variable),
heaters, thermistors
(NTC only), light-
dependent
resistors (LDRs),
lamps, motors,
ammeters, voltmeters,
magnetising coils,
transformers, fuses,
relays, and know how
t h s e c om
b eh a v e i n
p o n e n ts
4.3.1.2 th e c i rc uit
Draw and interpret

circuit diagrams
containing diodes and
light-emitting diodes
(LEDs), and know
how these
4.3.2.2 components behave
in a circuit
Know how to
4.3.2.7 construct and use
series and parallel
circuits
State the advantages

4.3.3.1 of connecting lamps in
parallel in a lighting
circuit
Know that the p.d

76
Learners lighting in a
can build house. What me with the circuit symbols and their names to aid recall. Set learners a simple recall test on the circuit
a simple are the
advantages of symbols to aid and test recall. (F)
circuit
containing connecting
lamps in Introduce the NTC thermistor and light-dependent resistor (LDR) and explain their use as input sensors.
cells and
parallel in a
lamps lighting circuit? Set learners qualitative questions on thermistors and LDRs.
and
investigat Le Remind learners of their investigation into resistance of a light bulb as current and p.d changes. Ask learners why the
e what resistance changes. Learners consider how to keep the current in a circuit constant whilst the resistance of a component
happens ar changes. Learners recall and apply V=IR to show that the p.d across an electrical conductor increases as its resistance
if one increases for a constant current.
bulb ne
“blows”/is Set learners quantitative and qualitative questions to practise calculating current, voltage and resistance on parts of a
removed/i rs circuit or on the whole circuit.
s short
circuited. pl
Extended assessment: 4.3.1.2, 4.3.3.2 and 4.3.3.3
Learners
ay
can also Introduce the diode and the light-emitting diode (LED) and explain how they behave in a circuit. Remind learners of
compare ‘p conventional current and highlight how the arrowhead of the diode circuit symbol must point in the same direction as
the conventional current flow for the diode to allow current to flow.
brightnes air
s of bulbs Learners could research common uses of diodes. (I)
in various s'
circuits Introduce a variable potential divider. Demonstrate how it can be used in a circuit and take measurements of p.d to show
whilst or how it works to divide the potential difference.
keeping
the an Introduce the equation for two resistors used as a potential divider. Demonstrate how to use this equation.
number of Set learners calculation questions on potential dividers for practice.
cells y
constant.
si Extension: Stretch and prepare for A level
Ask
learners
how they m
think the
lights in pl
their
house are e
wired.
They m
build
simple at
circuits
using ch
cells,
lamps up
and
switches ga
to model
the
77
Scheme of Work
increases for a Using Kirchhoff's laws, derive formulae for the combined resistance of two or more resistors in series and in parallel.
constant current
Return to the concept of a potential divider and introduce using a variable resistor, thermistor or LDR. Learners discuss
4.3.3.2 Describe the action of how each component would affect the circuit and the values of voltage. Learners may forget that not only will these
a variable potential components cause the values of p.d to change, but that changing their resistance will change the overall resistance of
divider the circuit and thus the current that flows too.
4.3.3.3 Recall and use the Set learners questions to find the voltage for different components in simple circuits for practice. (F)
equation for two
resistors used as a
Z1 Q1
potential divider >
Z2 Q2
4.2.5.1 Understand that using electrical

Electrical electric circuits appliances where the
energy and transfer energy from a energy unit is the kW h
electrical source of electrical
power energy, such as an
electrical cell or mains
supply, to the circuit
components and then
into the surroundings
equation for
electrical power
T=OQ
4.2.5.3
Recall and use the
equation for
electrical energy
4.2.5.4 H=OQt
Define the kilowatt-

hour (kW h) and
calculate the cost of
78
Introduce equations. electricity usage. (F)
electrical Set learners simple Learners practise their recall of the variables, symbols and units of current, voltage, resistance, charge, energy and
questions for practice. power using simple match-up games. Alternatively, they play ‘electricity bingo' where they fill in a bingo sheet with their
energy choice of symbols and you read out definitions for them to identify.
(F)
and
Introduce the idea
power, that energy is
paid for, linking to
building learners'
understanding of
on energy sources
(and later
learners' electricity
generation).
understan Introduce the
kilowatt-hour as
ding from an alternative unit
for energy, one
Topic 1 much more
appropriate for
Motion,
the scale of
forces energy used in
homes.
and
Set learners the task of
energy. estimating the electrical
energy used for a period
Introduce of time (an hour, a day, a
week or a year) in
the
their
home. bedroom
They or
calculate the
equations energy in
kilowatt-hours
and then
calculate the cost
for using current
energy prices.
electrical
Learners look at a
energy real electricity bill
to interpret the
and cost of electricity
and how many
power. kilowatt-hours are
used in an
Demonstr average home.
ate how Set learners more

quantitative and
to use the qualitative questions on
79
Scheme of Work
Learners investigate lamps in series and parallel further using the circuit simulation. They use the voltmeter and ammeter
to take readings in various circuits. They also calculate the power using the results of voltage and current. (I)
Circuit simulation:
4.4.1 State the hazards of: and choose appropriate fuse

Electrical
safety (a) damaged
insulation
(b) overheating
cables
(c) damp conditions
(d) excess current
from overloading
of plugs,
extension leads,
single and
multiple sockets
when using a mains
supply
4.4.2 Know that a mains

circuit consists of a
live wire (line wire), a
n e u t ra l
e a rt h w
w ire a nd a n
i re an d ex p lai
n why a switch must
be connected to the
live wire for the circuit
4.4.3 to be switched off
safely
Explain the use and

operation of trip
switches and fuses
80
Introduce damaged insulation, and breaks, but this is often referred to as ‘blowing'.
the topic overheating cables,
of damp conditions and Demonstrate the hazard of an electrical device having no double insulation and no earth wire. Demonstrate the hazard of
electrical overloading of plugs, an electrical device having an earth wire but no fuse. Demonstrate how the earth wire and fuse work to protect the user
hazards extension leads, of the electrical device.
through single and multiple
some sockets when using a Introduce trip switches as ‘resettable' fuses. Ask learners to imagine how awkward it would be to have to replace every
‘common mains supply. fuse on every electrical device in their home. Instead, trip switches protect the home and its appliances. Learners may be
sense' able to identify where the trip switches are in their home: under the stairs, in the garage, in a coat cupboard.
scenarios. Introduce a mains circuit
and identify the live wire Explain that fuse ratings and trip switch settings depend on the working current of the electrical appliance.
Ask
learners (line wire), the neutral wire
to identify and the earth wire.
why the
following Introduce double
are insulation and explain
hazardous how it protects the
: frayed user of the electrical
cables, appliance. Ask
long learners to suggest
cables, common examples of
damaged electrical appliances
plugs, that have double
water insulation: a hairdryer,
around a mains radio, an
sockets, electric drill, a desk
pushing fan, etc.
metal
Introduce the role of
objects
earthing and the fuse and
into how they work together to
sockets, protect the user of the
etc. electrical appliance.
Lead Demonstrate how
learners a fuse ‘blows'
through when the current
the flowing through it
identificati is too high. Fuse
on and wire (or any thin
explanatio easily overheated
n of why wire) can be used
the for this. Increase
following the current
specific gradually until the
hazards wire glows red hot
are and melts. Clarify
dangerou that a fuse melts
s:
81
Scheme of Work
ratings and trip Set learners simple questions to identify the fuse needed for various electrical appliances. You could set learners more
switch settings difficult questions where they calculate the working current using their knowledge of electrical equations from previous
lessons. (F)
4.4.4 Explain why the outer
casing of an electrical Explain that fuses and circuit breakers are wired into the live conductor so that they can protect the user of the electrical
appliance must be appliance. They all cause a break in the circuit such that current can no longer flow.
either non-conducting
(double insulated) or Learners investigate the fuse further using the circuit simulation. Learners add cells to increase the current and
earthed intentionally blow the fuse. (I)
4.4.5 State that a fuse Circuit simulation:

without an earth wire https://phet.colorado.edu/en/simulation/circuit-construction-kit-dc
protects the circuit
Learners may enjoy trying to wire a plug themselves using their knowledge of the mains circuit. Ensure that learners do
and
not plug in their plug to the mains.
the cabling for a
double-insulated
appliance
4.5.3.3 Describe how the Recap the relay and the loudspeaker from when learners learnt about electromagnets. These both use the magnetic
Magnetic magnetic effect of a effect of current. The relay uses it to magnetically link two circuits, without sharing current. The loudspeaker uses it to
effect of current is used in produce motion. How does this work?
a current relays and
loudspeakers and Introduce the motor effect through demonstration. The rolling bar demonstration requires a moveable conductor to be
give examples of placed on parallel conducting rods and in a magnetic field such that when direct current flows the bar rolls out of the
their application field. The kicking wire demonstration uses a flexible wire or thin strip of conducting metal. It should be connected to a
direct current power supply such that it sits in a magnetic field. When the circuit is turned on, the wire or strip will move
4.5.4.1 Force Describe an out of the field.
on a current- experiment to show
carrying that a force acts on a The rolling bar:
conductor current-carrying www.gcse.com/energy/rolling_bar.htm
conductor in a
magnetic field, The kicking wire:
including the effect https://physicsmax.com/kicking-wire-experiment-force-conductor-magnetic-field-7869
https://physicsmax.com/kickin
of reversing:
(a) the current Use the motor effect to explain how a loudspeaker works. The magnetic effect of current in the coil interacts with the
(b) the direction permanent magnetic field, producing motion. In this case, due to the alternating current used, vibration is caused and
of the field sound is made.
82
Animations of
how
loudspeakers
work:
83
Scheme of Work
4.5.4.2 Recall and use the https://animatedscience.co.uk/how-a-loudspeaker-works

relative directions of https://animagraffs.com/loudspeaker/
force, magnetic field
and current Extended assessment: 4.5.4.2 and 4.5.2.3
4.5.4.3 Determine the Explain that the motor effect is when a current-carrying wire in the presence of a magnetic field experiences a force. The
direction of the force relative directions of force, magnetic field and current are all at right angles to each other and can be recalled using
on beams of Fleming's left-hand rule. Use the rule to explain and predict the movement shown previously in the demonstrations.
charged particles in
a magnetic field Extend learners' understanding of the motor effect to explain what would happen to a beam of charged particles in a
magnetic field, including the effect of reversing the current or the direction of the magnetic field. Learners treat the
beam of charged particles as the current, bearing in mind the charge of the particles. Learners should be able to
predict which direction the particles will move in, if it all.
Set learners qualitative questions for practice. (F)

Ask learners what variables cause more ‘motion' or force. They may identify the strength of the magnetic field, the size of
the current and how many coils there are, or rather, the length of the conductor in the field.
Introduce the equation F = BIL to calculate the force felt by a wire carrying a current, I, of length, L, due to the interaction
with the magnetic field of strength, B. Set learners simple questions to practise.
4.5.5.1 The Know that a current- Introduce the electric motor as a use of the motor effect previously studied. Ask learners what variables will affect the
d.c. motor carrying coil in a turning speed of the motor. They may identify the current, the strength of the magnetic field and the number of turns on
magnetic field may the coil.
experience a
turning effect and Set learners qualitative questions for practice. (F)
that the turning
effect is
increased by increasing: Learners research the uses of electric motors in everyday household items: a washing machine, a vacuum cleaner,
microwave, extractor fan, etc. (I)
(a) the number of
turns on the coil field
(b) the current
(c) the strength of
the magnetic
84
Explain the operation of an

electric motor by building up how
it works from the force on a
current-carrying conductor in a
magnetic field previously
covered. Introduce two parallel
wires with oppositely directed
direct currents. Join them into a
coil. Place them in a permanent
magnetic field. Learners should
be able to suggest that this will
cause the coil to move
up and down in a repeating motion,
but without completing a full turn.
How can we make the coil move
continuously in
85
Scheme of Work
4.5.5.2 Describe the one direction? Introduce the split-ring commutator and the brushes as a means of reversing the direction of the current in
operation of an time with the motion of the coil.
electric motor,
including the Electric motor animation:
action of a split- www.animatedscience.co.uk/animations/
ring commutator
and brushes Learners improve their understanding of an electric motor by building one in pairs:
www.matrix.edu.au/hsc-physics-how-to-build-a-dc-motor-video-and-step-by-step-guide/
www.instructables.com/id/How-to-Build-Your-Own-DC-Motor/
Learners label the parts of the electric motor and their role on a diagram.
4.5.1.1 Know that a conductor Introduce electromagnetic induction through a series of experiments. Learners carry out these experiments individually
Electro- moving across a or in small groups.
magnetic magnetic field or a
induction changing magnetic • Each group requires two pole facing magnets on a yoke, a cable and a multimeter for the first experiment.
field linking with a Moving the wire quickly through the pair of magnets on the yoke, or moving the yoke around the wire, induces
conductor can induce a small reading of voltage on the more sensitive voltmeter setting of the multimeter.
an e.m.f in the • Each group requires a bar magnet, a cable and a multimeter for the second experiment. Moving the magnet
conductor quickly into the coiled cable, or moving the coiled cable around the magnet, induces a small reading of
voltage.
4.5.1.2 Describe an • Each group requires a small electric motor, two cables and a multimeter for the third experiment. Spinning
experiment to the motor's shaft induces a small reading of voltage.
demonstrate
electromagnetic For all three experiments, learners investigate how they can increase the voltage reading and what happens if they
induction reverse the motion.
4.5.1.3 State the factors Explain that electromagnetic induction produces an e.m.f (or voltage and, if connected in a circuit, a current) across an
affecting the electrical conductor in a changing magnetic field. This is known as the induced e.m.f (and induced current). Inducing an
magnitude of an e.m.f requires movement, either directly of the field or of the conductor within the field. Moving quicker increases the
induced e.m.f e.m.f induced. Increasing the length of the conductor in the field, or increasing the number of turns in a coil, increases
4.5.1.4 the e.m.f induced.
Know that the direction
of an induced e.m.f Learners write a method to explain how to demonstrate electromagnetic induction.
opposes the change
causing it Set learners qualitative questions for practice. (F)
86
Scheme of Work
4.5.1.5 State and use the Learners could create their own animation to show electromagnetic induction and how the variables affect the induced
relative directions
e.m.f using simple software like PowerPoint. (F)
of force, field and
induced current Learners could investigate electromagnetic induction further using the induced e.m.f (Faraday) simulations: (I)
https://phet.colorado.edu/en/simulation/legacy/faraday
https://phet.colorado.edu/en/simulation/faradays-law
Extended assessment: 4.5.1.4 and 4.5.1.5
Link the changing direction of current produced by the induced e.m.f to the changing direction of motion of the conductor
or the magnetic field. Introduce Lenz's Law to explain this relationship.
Explain the importance of the conservation of energy and the idea of doing work. A force must be exerted on the magnet
to move it and energy is transferred to the electrical circuit through the medium of the magnetic field.
Introduce the right hand rule (similar to Fleming's left hand rule) to aid learners in identifying and predicting the relative
directions of force, field and induced current.

Introduce Faraday's law of electromagnetic induction. Explain the variables and highlight the negative symbol, explained
by Lenz's law.
Set learners simple questions to practise this new equation. (F)
4.5.2.1 The Describe a simple relate the position of

a.c. form of a.c. generator the generator coil to
generator (rotating coil or
rotating magnet) and
the use of slip rings
and brushes where
needed
4.5.2.2 Sketch and interpret
graphs of e.m.f.
against time for simple
a.c. generators and
87
Extended Introduce the slip
rings as the
assessment:
alternative that
4.5.2.1 and will allow a.c. to
4.5.2.2
be generated.
Recap
how the As the coil moves
electric up and down
motor can through a
be used magnetic field,
in alternating
‘reverse' current is
to induce induced. The
an e.m.f direction of
by current
moving continuously
the shaft. changes.
Ask Demonstrate this
learners with models
what the and/or
problem animations.
is with
this set- Sketch a graph of
up. They e.m.f against time
may for a simple a.c.
identify generator and
that it relate the position
would of the generator
create a coil to the peaks,
direct troughs and
current, zeros of the
when e.m.f.
electricity
generatio
n requires
alternatin
g current.
Ask
learners
how this
can be
solved.
They may
suggest
removing
the
commutat
or.
88
Scheme of Work
the peaks, troughs Set learners qualitative questions for practice. (F)
and zeros of the e.m.f.
Learners can investigate generators further using the generator simulation: (I)
https://phet.colorado.edu/en/simulation/legacy/generator

Explain the generator more using Faraday's law and Lenz's law.
4.5.6.1 The Describe the Explain the principle of operation of a simple iron-cored transformer
transformer construction of a
simple transformer
with a soft iron core,
atrsanusfeodrmfoartiv
4.5.6.2 onltsage
Use the terms

primary, secondary,
step-up and step-
4.5.6.3
down
Recall and use the

QP EP
equation >
QS ES
where p and s refer to
4.5.6.4 primary and secondary
Describe the use of

transformers in high-
voltage transmission
4.5.6.5 of electricity
State the advantages

of high-voltage
4.5.6.6 transmission
89
E e ting current and this is essential for its transport. Introduce the transformer by describing its
x n construction.
p e Demonstrate how different values of coils changes the secondary voltage and current. Can learners spot a pattern?
Refer to the primary and secondary sides of the transformer.
l r
Introduce the equation that links the voltage and the number of turns on the coil.
a a
Explain that a step-up transformer increases the voltage and the number of turns on the coil but decreases the current.
i t A step-down transformer does the reverse.
n i Set learners quantitative and qualitative questions for practice. (F)
o Demonstrate a model of how transformers are used in the transmission of electricity. If possible, use a multimeter to
take measurements of voltage before and after the step-up or step-down transformers. Explain the advantages of high-
t n voltage transmission.
h Transformers and electricity transmission:
www.bbc.co.uk/bitesize/guides/zgb9hv4/revision/3
a p
Learners can investigate electricity transmission further using the power lines animation: (I)
t r www.schoolphysics.co.uk/animations/Electricity%20-%20magnetism%20animations/Power_lines/index.html
o Extended assessment: 4.5.6.6, 4.5.6.7 and 4.5.6.8
e d
Explain the function of a transformer by breaking down how it works into simple steps.
l u
Demonstrate the structure of a transformer and repeat the explanation of its principle of operation.
e c
c e
t s
i a
c l
i t
t e
y r
g a
90
Scheme of Work
Introduce the equation for power and the equation relating power, current and resistance. Demonstrate how to carry out
4.5.6.7 Recall and use the calculations with these equations.
equation for 100% efficiency in a transformer Ip Vp > IsVs where p and s refer to primary and secondary
Set learners calculation questions for practice. (F)
Explain how transformers reduce power loss in the transmission of electricity. Relate to learners' understanding of resistance and energy con

equation P > I2R to explain why power losses in cables are smaller than the
voltage is greater
Past/specimen papers and mark schemes are available to download at (F)

91
Scheme of Work
5. Nuclear physics
5.1.1.1 The Describe the structure Ask learners to describe the structure of the atom in terms of a positively charged nucleus and negatively charged
atom of an atom in terms of electrons in orbit around the nucleus. The nucleus is composed of protons and neutrons. Clarify any misconceptions and
a positively charged ensure sound understanding of the basics.
nucleus and
negatively charged Ask learners how ions are made. They may be able to explain that atoms form positive ions by losing electrons or
electrons in orbit negative ions by gaining electrons.
around the nucleus
Define the terms proton nunjer (atomic number), W and nuckeon nunjer (mass number), B.
5.1.1.2 Know how atoms may
Set learners simple questions to work out the nucleus number knowing the proton number and the nucleon number. (F)
form positive ions by
losing electrons or
form negative ions by Introduce the term nuckife and use the nuclide notation BWX.
gaining electrons
Set learners simple questions to work out the number of protons and neutrons by interpreting nuclide notation. (F)
5.1.1.3 Describe how the
Introduce the term isotope and how one element may have a number of isotopes. Show learners examples of this:
scattering of alpha (α)
uranium, carbon, radon, etc.
particles by a sheet of
thin metal supports the Set learners simple questions to practise interpreting nuclide notation and identifying isotopes. (F)
nuclear model of the
atom, by providing Learners can investigate the structure of the atom further using the simulation: (I)
evidence for:
https://phet.colorado.edu/en/simulation/build-an-atom
(a) a very small
nucleus Extended assessment: 5.1.1.3, 5.1.2.7 and 5.1.2.8
surrounded by Introduce the alpha-particle scattering experiment. Explain scientists' understanding of the atom at the time (the plum
mostly empty pudding model) for context. What would the scientists have expected to observe? Describe the observations made by
space the scientists. What conclusions can be drawn? Explain that this experiment is important evidence for a very small
(b) a nucleus charged nucleus surrounded by mostly empty space, containing most of the mass of the atom. Use diagrams and/or
containing most animations to help your explanation.
of the mass of the
atom Learners can investigate the alpha-particle scattering experiment further using the simulation: (I)
(c) a nucleus that is https://phet.colorado.edu/en/simulation/rutherford-scattering
positively charged Link learners understanding of relative charges and mass of the nucleons to the proton number and nucleon
92
Scheme of Work
5.1.2.1 The 5.1.2.8 Describe the composition of the nucleus in terms of protons and neutrons
nucleus
State the relative charges of protons, neutrons and electrons as +1, 0 and -1 respectively
Define the terms proton number (atomic

5.1.2.2
number), W and nucleon number (mass
number), B and be able to calculate the number of neutrons in a nucleus
Use the nuclide notation BX

W
5.1.2.3 Explain what is meant

by an isotope and state that an element
may have more than one isotope
Know the relationship between the proton number and the relative charge on a nucleus
Know the relationship
5.1.2.4
5.1.2.5
5.1.2.7
93
Set learners
questions to
practise
interpreting the
proton number
and nucleon
number. (F)
between the nucleon
77
Scheme of Work
number and the

relative mass of a
nucleus
5.2.2.1 5.2.2.4 Describe the emission of radiation from a nucleus as spontaneous and random in direction
The
thre
Identify alpha (α), beta (β) and gamma (γ)
e
emissions from the nucleus by recalling:
type
(a) their nature
s of
(b) their relative ionising effects
emis
(c) their relative penetrating abilities (β+ are
sion
not included, β-
particles will be
taken to refer to
5.2.2.2 β√ )
Describe the deflection of α-particles, β- particles and γ- radiation in electric

fields and magnetic fields
Explain their relative ionising effects with reference to:
( ab)
keilneecttricicecnhe
5.2.2.3
Introduce paper, aluminium kinetic energy and electric charge. When radiation causes a lot of ionisation, it does not penetrate very far as it
radiation and lead. Care loses energy and slows down.
as a should be taken
random with the Learners consider the charge of each of the types of radiation, using their understanding of the charge of the
and radioactive components of the atom. Learners should identify that an D-particle has a relative charge of +2, β-particles has a relative
spontane sources and charge of -1 and γ radiation has no charge.
ous learners should
process. observe at a safe Learners consider how the types of radiation will deflect in electric fields and magnetic f ields, recalling knowledge from
The distance. Topic 4 Electricity and Magnetism. Deflection will depend upon the relative charge of the radiation.
emission
of Describe the Remind learners of nuclide notation and use it to explain the decay equations for D, β and γ radiation.
radiation nature of each
type of radiation: Show learners different decay equations and ask them to quickly identify which type of radiation is shown. Learners can
from an D-particles are
unstable answer the questions using miniature whiteboards. (F)
two protons and
and two neutrons
decaying (helium nuclei),
nucleus β-particles are
is random high-speed
in electrons and γ
direction radiation are
and t ime. high-frequency
electromagnetic
Introduce waves.
the three
types of Clarify that
radiation: radioactive decay
D, β and γ creates a more
stable nucleus
radiation. and during α-
Rank the decay or β-
type of
radiation in decay, the
terms of nucleus changes
their to that of a
relative different element.
ionising
effects and Set learners qualitative
penetrating questions for practice.
powers. (F)
Demonstr Extended assessment:
ate the
5.2.2.3, 5.2.2.4, 5.2.3.3,
relative 5.2.3.4 and 5.2.4.5
penetrati
ng Link the
powers of relative
the three
ionising
types of
radiation effects of
using the
radioactiv different
e sources types of
and
sheets of radiation
to the
78
Scheme of Work
during β-
5.2.3.1 Know that radioactive emission
Radioactive decay is a change in
decay an unstable nucleus
that can result in the
emission of α-particles
or β-particles and/or γ-
radiation and know
that these changes
are spontaneous and
random
5.2.3.2 State that during α-

decay or β-decay, the
nucleus changes to
that of a different
element
5.2.3.3 Know that isotopes of

an element may be
radioactive due to an
excess of neutrons in
the nucleus and/or the
nucleus being too
heavy
5.2.3.4 Describe the effect of
α-decay, β-decay and
γ-emissions on the
nucleus, including an
increase in stability
and a reduction in the
number of excess
neutrons; the
following change in
the nucleus occurs
Set / y
learners
more /
complicat p Beta decay simulation:
ed h https://phet.colorado.edu/en/simulation/legacy/beta-decay
questions
to test e
their t Extension: Stretch and prepare for A level
understa . Learners may be interested in the decay (or nuclear) equations for historically important reactions such as Becquerel's
nding of
D, β and c
o first observation of radioactivity, the first artificial transmutation of nitrogen to oxygen, the nuclear fission of uranium, etc.
γ
l Explain what occurs inside the nucleus for beta plus decay, as well as beta minus decay, and refer to the conservation
radiation
and to o of charge.
practise r
decay
equations a
. (F) d
o
Learners can .
investigate alpha e
and beta decay d
further using the u
simulations. (I) /
e
A n
l /
p s
h i
a m
u
d l
e a
c t
a i
y o
n
s /
i l
m e
u g
l a
a c
t y
i /
o a
n l
: p
h
h a
t -
t d
p e
s c
: a
neutron↚proton+electron
79
Scheme of Work
5.2.3.5 Use decay equations,

using nuclide notation, to show the emission of α-particles, β-
particles and γ-
radiation
5.2.1.1 Know what is meant radiation

Detection of by background
radioactivity radiation
5.2.1.2 Know the sources that

make a significant
contribution to
background radiation
including:
(a) radon gas (in the
air)
(b) rocks and buildings
(c) food and drink
(d) cosmic rays
5.2.1.3 Know that ionising

radiation can be
measured using a
detector connected
to a counter
5.2.1.4 Use count rate

measured in counts/s
or counts/minute
5.2.1.5 Use measurements

of background
Introd rocks and and demonstrate a cloud chamber in the laboratory:
uce buildings, food https://home.cern/news/news/experiments/how-make-your-own-cloud-chamber
https://home.cern/news/news/experiments/how-make-your-own-cloud-chamber
the and drink,
idea cosmic rays Alternatively, show learners videos of a cloud chamber in action.
that (from the Sun),
radiati nuclear Introduce the spark counter as an alternative for the detection of alpha-particles. You could show videos of a spark
on is weapons chamber in action:
all testing, nuclear www.ep.ph.bham.ac.uk/DiscoveringParticles/detection/spark-chamber/
www.ep.ph.bham.ac.uk/DiscoveringParticles/detection/spark-chamber/
aroun power, medical,
d us. etc. Ask Set learners simple questions for practice. (F)
Demo
learners to rank Learners may enjoy watching the Veritasium video on the most radioactive places on Earth: (I)
nstrat them in order of
most www.youtube.com/watch?v=TRL7o2kPqw0
e the radioactive.
Learners may
Geige be surprised by
the order and Extended assessment: 5.2.1.5
r- realise that
background
Müller radiation is
common and
tube largely
harmless.
and
count
Introduce how
er and the count rate
how it (as shown on a
spora Geiger-Müller
dically counter) is
detect measured in
s counts/minute.
radiati Demonstrate
on how to calculate
witho the counts/s.
ut a
radioa Introduce the
ctive cloud chamber
sourc for detection of
e alpha-particles.
being Cloud
prese chambers can
nt. detect ionising
particles, and
Give alpha- particles
learners leave a thick
a list of and
common recognisable
(and less track due to
common) their relatively
sources high ionisation
of power.
backgrou
nd M
radiation: a
radon k
gas (in e
the air),
80
Scheme of Work
Demonstrate how to find the count rate of a radioactive source by measuring the background radiation without the
radioactive source. This reading is subtracted from the measurement of the radioactive source to determine a corrected
count rate.
Set Iearners questions to practise finding the corrected count rate. (F)

The cIoud chamber can aIso be used to observe fundamentaI particIes (eIectrons and muons). Introduce Iearners to the
common tracks seen in a cIoud chamber, what is making them and why they behave the way they do.
The standard modeI:

https://home.cern/science/physics/standard-modeI
https://home.cern/science/physics/standard-modeI
5Iif.e2.4.1 DpaerftiinceuItahreish of radiation emitted

HaIf-
oatIof-pIiefeaosf a the
time taken for haIf the
nucIei of that isotope
in any sampIe to
decay; recaII and use
this definition in
simpIe caIcuIations,
which might invoIve
information in tabIes
or decay curves
(caIcuIations wiII not
incIude background
radiation)
5.2.4.2
CaIcuIate haIf-Iife from
data or decay curves
from which
has been subtracted
5.2.4.3
ExpIain how the type
I h to decay. Show Iearners decay curves and demonstrate how these can be interpreted to find
n a the haIf-Iife.
t I
r f Demonstrate how to find the haIf-Iife from information in tabIes.
o Set Iearners simpIe questions to practise caIcuIating the haIf-Iife from different forms of information. (F)
d t
u h Resource Plus
c e Carry out the Model to determine half-life experiment referring to Teaching Pack for Iesson pIans and
e resources.
n
t u
wLwewawrn.geIresnc
caone.icnovmes/tsigiteaste/ctohme mhaoInf-
h c
e I
e _Iifaesfsuertsh/esrciuiesnincege/tvhireturaId_iIoaabcst/iEve18h/aEI1f-8Ii .f.hehtsmimI uIation: (I)
h i Extended assessment: 5.2.4.2 and 5.2.4.3
a
I o Learners research the use of radiation in a househoId fire (smoke) aIarm. (I)
f f
- ExpIain how the haIf-Iife of the isotope within a househoId fire (smoke) aIarm shouId be Iong enough to avoid
reguIar changing of the source. CIarify that the source is not dangerous to humans in the house due to its type,
I t
Iocation and shieIding.
i h
f a Show Iearners the inside of a househoId fire (smoke) aIarm and use a Geiger-MüIIer tube and counter to detect the
e t
radiation when the shieId is
removed.
a i
s s
o
t t
h o
e p
e
t
i i
m n
e
a
t n
a y
k
e s
n a
m
f p
o I
r e
isotope determine
81
Scheme of Work
which isotope is used Learners research the use of radiation to irradiate food to kiII bacteria. This process makes use of radiation's abiIity to
for appIications damage and kiII Iiving ceIIs. (I)
incIuding:
(a) househoId fire Learners research the use of radiation in measuring and controIIing thicknesses of materiaIs with the choice of radiations
(smoke) aIarms used Iinked to penetration and absorption. (I)
(b) irradiating food to
kiII bacteria Learners research the use of radiation in medicine to diagnose and treat cancer, as weII as the use of steriIisation of
(c) steriIisation of medicaI equipment. (I)
equipment using
gamma rays Set Iearners quaIitative questions on the uses of radiation and haIf-Iife for practice. (F)
(d) measuring and
controIIing Extension: Stretch and prepare for A level
thicknesses of Introduce carbon dating as a process that dates any object that was once aIive. Carbon-14 exists naturaIIy in our
atmosphere and is absorbed by pIant matter through photosynthesis. This carbon is then transferred to animaIs who eat
materiaIs with the
choice of the pIant matter or who eat animaIs who eat the pIant matter. When a pIant or animaI dies, the carbon-14 decreases
radiations through radioactive decay and the amount Ieft can be used to date the remains.
used Iinked to
penetration and Learners can investigate the carbon dating further using the radioactive dating game: (I)
absorption https://phet.coIorado.edu/en/simuIation/radioactive-dating-gam
https://phet.coIorado.edu/en/simuIation/radioactive-dating-game
e
(e) diagnosis and
treatment of
cancer using
gamma rays
5.1.2.6 The Describe the Extended assessment: 5.1.2.6

nucIeus processes of nucIear
Introduce fission and fusion as different to the radiation studied so far as they are not random. They are triggered
fius
siion processes that reIease nucIear energy. However, they stiII carry many of the same dangers as random radiation.
asndthneuscpIeIitatirng
Introduce fission as the process of a massive isotope absorbing a neutron and producing two daughter nucIei and a
or joining of nucIei, to
reIease of energy. U-235 nucIei are commonIy used and they aIso reIease two or more neutrons. These neutrons can
incIude the nucIide
create a chain reaction. You couId use animations or simuIations to heIp your expIanation.
equation and
quaIitative description Introduce fusion as the process of combining two smaIIer nucIei to form a Iarger nucIeus, with the reIease of energy.
of mass and energy
changes without Set Iearners simpIe questions for practice. (F)
vaIues
Learners can
investigate
nucIear fission
further using
the simuIation:
(I)
https://
phet.coIorado.e
du/en/
simuIation/
Iegacy/nucIear-
fission
82
Scheme of Work
Introduce the main components of a nucIear reactor, incIuding the moderators and controI rods. These components heIp
to controI the nucIear reactions and have specific roIes.
Learners identify the main components of a nucIear reactor on a diagram and Iink the other parts to their
understanding of eIectricity generation: turbine, heat exchanger, etc.
Learners may be interested to hear about, or to research, the ChernobyI disaster of 1986. The Fukushima Daiichi
nucIear disaster of 2011 may aIso be of interest. Learners consider the simiIarities and differences between a nucIear
disaster and a nucIear bomb. (I)
ExpIain the nucIear equation for fission of uranium in nucIear reactors.
ExpIain that fusion is the source of energy for stars and expIain the nucIear equation for fusion of hydrogen in stars.
Learners research current information on fusion on Earth and the difficuIties scientists face in making this process viabIe
for Iarge-scaIe eIectricity generation.
5.2.5.1 State the effects of Iiving tissue and using

Safety ionising radiations on
precautions Iiving things, incIuding
ceII death, mutations
and cancer
5.2.5.2 Describe how
radioactive
are moved, materiaIs
used and
stored in a safe way
5.2.5.3
ExpIain safety
precautions for aII
ionising radiation in
terms of reducing
exposure time,
increasing distance
between source and
Learners materiaIs. (I)
research the
heaIth hazards Set Iearners
of ionizing quaIitative questions
radiation. (I) for practice. (F)
ExpIain that You couId teII

radiation can Iearners about the
cause damage story of AIexander
of ceIIs, through Litvinenko, who died
mutation and from radiation
ceII death. It poisoning in 2006.
can aIso Iead to Using their
cancer. understanding of
penetrating powers
Learners they may be abIe to
consider
in which identify which type of
cases β, κ radiation was used.
and γ
radiation Extended
is most
dangerous assessment: 5.2.5.3
to
humans. Discuss safety
They precautions.
shouId
take into Reducing
account exposure time,
their increasing
reIative
penetratin distance
g and between source
ionisation and Iiving t
powers.
They issue, and using
shouId shieIding are aII
concIude good practices.
that β is
most
dangerous
when
ingested
or inhaIed,
and that κ
and γ can
traveI
through
the skin to
damage
the body
internaIIy.
(I)
Learners
research the
safety
precautions for
handIing
radioactive
radiation
83
Scheme of Work

Introduce a tracer as a substance containing radioactive nucIei that can be introduced into the body and is then absorbed
by the tissue being studied.
Past/specimen papers and mark schemes are avaiIabIe to downIoad at (F)

84
Scheme of Work
6. Space physics
6.1.1.1 The Know that the Earth is a where r is the average radius of the orbit and
Earth pIanet that rotates on
its
V isaxis,
the which
orbitaI is tiIted, Learners investigate orbitaI motion further using the simuIation:
once
period;in approximateIy
24 hours, and use this
to expIain observations
of the apparent daiIy
motion of the Sun and
the periodic cycIe of
day
6.1.1.2 and night
Know that the Earth

orbits the Sun once in
approximateIy 365 days
and use this to expIain
the periodic nature of
the seasons
6.1.1.3
Know that it takes
approximateIy one
morobnittthefoEr
tahrethMaonodnutsoe
this to expIain the
6.1.1.4 periodic nature of the
Moon's cycIe of phases
Define average
orbitaI speed from the
2πr
equation v = ,
T
85
Ask Iearners ng the Earth, circIe, how can the distance they traveI in one orbit be caIcuIated? Learners may suggest using the circumference of
why the rotating the ‘Earth' the circIe. Introduce the time period as the time it takes for one fuII orbit. ExpIain the equation and
North and on its axis at an
demonstrate how to use it in caIcuIations.
South poIes angIe as it orbits.
of our pIanet Learners practise using the orbitaI speed equation by caIcuIating the speed of the hour, minute and second hand on a
experience Ask Iearners how cIock. (F)
24 hours of Iong it takes for the
darkness in Earth to orbit the Set Iearners more questions for practice. (F)
winter and Sun. CIarify that
the orbit is sIightIy Learners may be interested to use GoogIe Earth or other Earth viewing apps/websites to observe our pIanet.
24 hours of
eIIipticaI, but the NASA's Earth-Now app shows orbiting sateIIites. With GoogIe Earth Iearners can orbit the pIanet or zoom in on a
Iight in
motion can be Iocation, amongst other things: (I)
summer.
approximated as a https://earth.googIe.com/web/
Introduce circIe when it
the fact comes to modeIs
that the and caIcuIations.
Earth
rotates on Ask Iearners how
its axis Iong it takes for the
around the Earth to rotate on its
Sun at an axis and how Iong it
angIe. takes for the Moon to
Use orbit the Earth.
diagrams Learners may get
and/or sIightIy confused, so
animation simuIations may heIp
s to aid understanding.
this
expIanatio Ask Iearners how
n. Use Iong it takes for Iight
baIIs to from the Sun to reach
demonstra the Earth. CIarify that
te this in aIthough Iight traveIs
the faster than anything
Iaboratory: eIse, it stiII takes time
one to reach us.
Iearner
can be the Extended assessment:
Sun and 6.1.1.4
you, or a
Ask Iearners to
second
define speed. They
Iearner,
shouId remember
move
the equation from
around the
Topic 1 Motion,
‘Sun' with
forces and energy.
a baII
If pIanets orbit in a
representi
86
Scheme of Work
recaII and use this

equation
6.1.2.1 The Describe the SoIar Ask Iearners to name the pIanets. They may be abIe to name aII of the pIanets and pIace them in the correct order.
SoIar System System as containing: Mnemonics may aid recaII e.g. My Very Easy Method Just Speeds Up Naming. Learners can make up their own
mnemonic.
(a) one star, the Sun
(b) the eight named ExpIain that the soIar system contains our Sun, the pIanets, dwarf pIanets (e.g. PIuto), moons and other smaIIer
pIanets and bodies such as comets.
know their order
from the Sun Put Iearners into smaII groups to research, prepare and present a short presentation on an assigned pIanet or
(c) minor pIanets component of the soIar system. Learners shouId incIude key information about their astronomicaI body such as orbitaI
that orbit the Sun, distance, orbitaI duration, density, surface temperature and uniform gravitationaI fieId strength at the pIanet's surface.
incIuding dwarf
pIanets such Learners peer mark the presentations and give criticaI feedback on possibIe improvements.
as
Introduce the accretion modeI for the formation of the SoIar System and Iink to Iearners' understanding of gravity
PIuto and
(Topic 1 Motion, force and energy), circuIar motion ( if covered, Topic 1 Motion, force and energy) and the components
asteroids in the
in the SoIar System.
asteroid beIt
(d) moons, that orbit Remind Iearners about gravitationaI forces from Topic 1 Motion, forces and energy. They shouId recaII that different
the pIanets pIanets have different vaIues of gravitationaI fieId strength and that this affects the gravitationaI force of attraction.
(e) smaIIer SoIar
System bodies, Introduce the idea that the strength of the gravitationaI fieId depends on the mass of the pIanet and the distance from
incIuding comets the pIanet.
and naturaI
sateIIites
Introduce the idea that the Sun contains most of the mass of the SoIar System and thus has a much stronger
6.1.2.2 gravitationaI fieId at its surface in comparison to the pIanets. It is this attractive gravitationaI force that keeps an object
Know that, in in
comparison to each orbit around the Sun.
other, the four pIanets
nearest the Sun are Learners couId use GoogIe Mars or other apps/websites to observe the components of our soIar system: (I)
rocky and smaII and www.googIe.com/mars/
the four pIanets
Learners couId find out how many astronauts are orbiting the Earth right now aboard the InternationaI Space Station.
furthest from the Sun
They research information about the astronauts and their current missions. (I)
are gaseous and
Iarge, and expIain this How many peopIe are in space right now?:
difference by referring
87
h m
t
t
p
s
:
/
/
w
w
w
.
h
o
w
m
a
n
y
p
e
o
p
I
e
a
r
e
i
n
s
p
a
c
e
r
i
g
h
t
n
o
w
.
c
o
88
Scheme of Work
for SoIar System

formation, to Know that the force that keeps an object in
incIude:
(a) the modeI's
dependence on
gravity
(b) the presence of
many eIements
in intersteIIar
cIouds of gas and
dust
(c) the rotation of
materiaI in the
cIoud and the
formation of
6.1.2.3 an
accretion disk
Know that the strength

of the gravitationaI fieId
(a) at the surface of
a pIanet
depends on the
mass of the
pIanet
(b) around a pIanet
decreases as the
6.1.2.5
distance from the
pIanet increases
Know that the Sun

contains most of the
mass of the SoIar
System and this
6.1.2.6
expIains why the
pIanets orbit the Sun
89
Extended n to the conservation Set Iearners questions to practise anaIysing and interpreting pIanetary data: finding the mass of a p Ianet using its
of energy from Topic density and radius (using knowIedge from Topic 1 Motion, forces and energy), caIcuIating the orbitaI speed using the
assessment:
1 Motion, forces and orbitaI distance and duration, ranking pIanets in terms of their surface temperature and assessing which might be
6.1.2.7,
energy. CIarify that suitabIe for human Iife, caIcuIating the weight of various masses on a pIanet's surface, etc. (F)
6.1.2.8,
pIants and minor
6.1.2.9 and Ask Iearners what happens to the gravitationaI force as the distance from the Sun increases. They may be abIe to
6.1.2.10 pIants actuaIIy orbit
in eIIipses, but they expIain that the force wiII decrease. Ask Iearners how this affects the orbitaI speed of the pIanets. Learners may make
Use are often considered the Iink between the gravitationaI force decreasing and the orbitaI speed decreasing. ExpIain this cIearIy and use
come approximateIy animations/simuIations as needed.
ts as circuIar, unIike https://phet.coIorado.edu/en/simuIation/gravity-and-orbits
an comets. CIarify that
exam the Sun is not at the Set Iearners more compIicated questions to test their understanding. (F)
pIe of centre of an eIIipticaI
an orbit.
objec
t in Consider an object
an traveIing in an
eIIipti eIIipticaI orbit and
caI how its speed
orbit changes. Link the
and distance from the
expIa Sun to the
in gravitationaI
that it attraction feIt and the
traveI speed at which it
s traveIs. Link to the
faster conservation of
when energy (Topic 1
cIose Motion, forces and
r to energy).
the
Sun. Learners can
Use investigate
diagr eIIipticaI orbits
ams/ and the variation
simuI of speed and
ation distance using
s to marbIes:
aid https://www.esa.i
this nt/ESA_MuItimedi
nt/ESA_MuI
expIa a/Videos/2014/07/
natio MarbIe-
n. ous_eIIipses_-
Link _cIassroom_dem
the onstration_video_
motio VP02
orbit around the Sun is
87
Scheme of Work
the gravitationaI
attraction of the Sun
6.1.2.7 Know that pIanets,

minor pIanets and
comets have eIIipticaI
orbits, and recaII that
the Sun is not at the
centre of the eIIipticaI
orbit, except when the
orbit is approximateIy
circuIar
6.1.2.8 AnaIyse and interpret

pIanetary data about
orbitaI distance,
orbitaI period, density,
surface temperature
and uniform
gravitationaI fieId
strength at the
pIanet's surface
6.1.2.9 Know that the strength
og frathveitaStiuo n'asI
fieId decreases and that
the orbitaI speeds of
the pIanets decrease as
the distance from the
Sun increases
6.1.2.10 Know that an object in
an eIIipticaI orbit
traveIs faster when
cIoser to the Sun and
expIain this using the
conservation of energy
88
Scheme of Work
6.1.2.4 The CaIcuIate the time it as the MiIky Way

(c) other stars that
SoIar System tsaigkneisficIiagnht
dtoistranvceI a such as
between objects in the
SoIar System
6.2.1.1 The
Sun as a star Know that the Sun is
a star of medium size,
consisting mostIy of
hydrogen and heIium,
and that it radiates
most of its energy in
the infrared, visibIe
and uItravioIet regions
of the eIectromagnetic
spectrum
6.2.1.2
Know that stars are
powered by nucIear
reactions that reIease
energy and that in
stabIe stars the
nucIear reactions
ihnyvdorIovgeetnheinf
6.2.2.1 Stars tuoshioenIiuomf
State that:
(a) gaIaxies are each
made up of many
biIIions of stars
(b) the Sun is a star in
the gaIaxy known
Link the fact that it measured in known stars Iike the PoIe star (PoIaris), Sirius, BeteIguese, etc.
takes Iight-years,
approximateIy 500 where one ExpIain that stars are powered by nucIear reactions that reIease energy. Link to Iearners' understanding of fusion from
s for Iight from the Iight-year is Topic 1 Motion, forces and energy and Topic 5 NucIear physics.
Sun to reach the the distance
Earth to Iearners' traveIIed in a Introduce the idea that a gaIaxy is made up of biIIions of stars and that ours is caIIed the MiIky Way. Other stars in our
understanding of vacuum by gaIaxy are much further away than our Sun, hence why they appear so smaII (and dim) in comparison.
the Iight in one
year. This unit Extended assessment: 6.2.1.2, 6.2.2.2 and 6.2.2.3
sthpe of distance
espdeoefdIi can be usefuI Learners need to know the distance of a Iight-year in metres. More practice caIcuIations may aid memory recaII.
gohf for
Hand out cards with the names of the stages of a star's Iife cycIe for Iearners to sort. They may not have any idea of the
tIi(gphrte, estabIishing
how far away order at this point. Move around the cIassroom to give them some c Iues.
vIeioaurnsIe different stars
yrsrecfearIcr ExpIain the Iife cycIe of a star, differentiating between Iess massive and more massive stars. ExpIain each stage, the key
are.
properties of that stage and what causes the star to transition to the next stage. Show images of each stage (where
eudIatoe possibIe) and name exampIes: BeteIguese is a red supergiant, the Sun is a stabIe star with nucIear reactions that invoIve
athsethaep Learners couId
the fusion of hydrogen into heIium, etc.
investigate the
psrpoexei
reIative sizes of Set Iearners quaIitative questions to assess understanding. (F)
md aotfe
moons, pIanets, stars
dIeisctaron
mceagfrno and gaIaxies using
emticthwe onIine
aSvuens videos/animations. (I)
ScaIe of the Universe:
tino https://
TthoepiEca scaIeofuniverse.com
3rtWhWh.
Introduce the
aTvhesy).a
KIsno Sun as a star,
cwainIcguIt one of many in

ahte ttihme our gaIaxy. In
tiamned it fact, it is a rather
takes for average star of a
Iight to
reach the medium size.
other Discuss its
pIanets or
for properties and
messages its importance to
to reach Iife on Earth.
astronauts
(via radio Ask Iearners
sateIIites). to name stars
they know.
Astronomic They may
aI name the Sun,
distances as weII as
can be commonIy
mWakyeaurep mthuecMh Ikiy
89
Scheme of Work
further away from attraction

(c) a protostar becomes a stabIe
tShuenEisarftrhom
thathnethe Earth
(d) astronomicaI
distances can be
measured in
Iight- years,
where one Iight-
year is the
distance traveIIed
in (the vacuum
of) space by Iight
in one year
6.2.2.2
Know that one Iight-
year is equaI to
9.5x1015 m
6.2.2.3
Describe the Iife
cycIe of a star:
(a) a star is formed
from intersteIIar
cIouds of gas
and dust that
contain
hydrogen
(b) a protostar is an
intersteIIar cIoud
coIIapsing and
increasing in
temperature as a
resuIt of its
internaI
gravitationaI
Learners couId Iook at how
humans have
couId Iook interpreted apparent
groupings of stars to
at photos form consteIIations
and how these have
taken by been used for
navigation throughout
the HubbIe history. (I)
Space
TeIescope.
These
images are
amongst
the best
images
taken
hohtftt tphs
e:/ c/sopma
pceo tne Ien
stsc o pf
eo.uorgU/ni
mivaegrse s
/anrcdh sivh
eo/twopa1
w00i0d/ e
range of stars,
gaIaxies and
other
astronomicaI
bodies: (I)
Learn
ers
star when the
inward force of
90
Scheme of Work
gravitationaI
ab tatrI a ncctieodn
bisy an outward
force due to the
high temperature
in the centre of the
star
(d) aII stars eventuaIIy
run out of
hydrogen as fueI
for the nucIear
reaction
(e) most stars expand
to form red giants
when most of the
hydrogen in the
centre of the star
has been
converted to
heIium
(f) a red giant from a
Iess massive star
forms a pIanetary
nebuIa with a
white dwarf at its
centre
(g) a red supergiant
expIodes as a
supernova,
forming a nebuIa
containing
hydrogen and new
heavier eIements,
Ieaving behind a
neutron star or a
bIack hoIe at its
centre
(h) the nebuIa from a
91
Scheme of Work
supernova may
fwoirtmh
onrebwitinsgtars
pIanets
6.2.3.1 The Know that the MiIky supports the Big Bang
Universe Way is one of many theory
biIIions of gaIaxies
making up the
Universe and that the
diameter of the MiIky
Way is approximateIy
100 000 Iight-years.
6.2.3.2 Describe redshift as
an increase in the
observed waveIength
of eIectromagnetic
radiation emitted from
receding stars and
gaIaxies
6.2.3.3 Know that the Iight

emitted from distant
gaIaxies
redshiftedappears
in
comparison to Iight
emitted on the Earth
6.2.3.4 Know that redshift in

the Iight from distant
gaIaxies is evidence
that the Universe is
expanding and
Introduce Cosmic Microwave Background as another piece of evidence, etc.
our pIace Introduce redshift
in the as an increase in Demonstrate a simpIe anaIogy for the Big Bang theory using a baIIoon. PartiaIIy infIate the baIIoon and mark muItipIe
the observed
Universe: waveIength of ‘gaIaxies' on the surface of the baIIoon using a marker pen. InfIate the baIIoon further and expIain that the ‘gaIaxies' aII
eIectromagnetic move away from each other.
we Iive on radiation emitted
from receding
Earth, stars and
orbiting gaIaxies. If there Set Iearners quaIitative questions for practice. (F)
is time, you
the Sun, couId start by
expIaining the Learners investigate the expanding Universe using eIastic bands and metaI washers. They attach the eIastic bands and
the star in DoppIer shift with
sound. Learners metaI washers in an aIternating Iine such that there are 10 washers separated by 9 eIastic bands. The washers
our soIar wiII have heard
this represent the gaIaxies, heId together by their own gravity, and the eIastic bands represent the space between the
system,
effect, even though they gaIaxies.
part of the
may not have reaIised it. Learners pick a ‘home' gaIaxy and measure the distance from their home gaIaxy to aII of the other gaIaxies. Then they
MiIky
Way ‘expand' the Universe by stretching the whoIe chain of eIastic bands and measure the new distances. They pIot a graph
ExpIain that most of the increase in distance against the originaI distance and consider what the experiment shows.
gaIaxy, gaIaxies, made
one of up of biIIions of
biIIions of stars, show
gaIaxies redshift. GaIaxies
in the further away
finite have more
Universe. redshift, so they
must be moving
Remind
faster. ExpIain
Iearners
HubbIe's Law to
of the
tie these
definition
concepts
of a Iight-
together.
year and
expIain ExpIain that if aII
that our the gaIaxies are
nearest expanding away
gaIaxy from each other,
neighbour this suggests
, they may have
Androme once been very
da, is at cIose together.
Ieast Introduce the Big
25000 Bang theory and
Iight- expIain how
years redshift is
away evidence for this
from the theory. You couId
Earth. give a bit of
history on the Big
Remind Iearners
Bang theory: why
about
it was a
waveIength from
Topic 3 Waves controversiaI
and how it theory at the time
reIates to the when it was
coIour of Iight. proposed, the
The expanding Universe experiment:
92
Scheme of Work
6.2.2.5 Know that microwave

rfraedqiauteioncyoifsa gaIaxy d can be determined using the brightness of a supernova in that
gaIaxy
osbpsecrvifeicd at aII
points in space
around us and is
known as cosmic
microwave
(CMBR)
6.2.2.6
ExpIain that the
CMBR was produced
shortIy after the
Universe was
formed and that this
radiation has been
expanded into the
microwave region of
the eIectromagnetic
spectrum as the
6.2.2.7 Universe expanded
Know that the speed v

at which a gaIaxy is
moving away from the
Efroamrththceanchba
enfgoeunind
6.2.2.8 waveIength of the

gaIaxy's starIight due
to redshift
Know that the

distance of a far
You couId cIassifying gaIaxies as part gaIaxy.
show of the voIunteer science
Iearners a Introduce Edwin HubbIe as the scientist who showed that there were many more gaIaxies in the Universe than peopIe
project GaIaxy Zoo: (I) of the time thought and who investigated the motion of distant gaIaxies. Show Iearners a graph of HubbIe's resuIts. Ask
fuII
www.zooniverse.org/
timeIine of projects/zookeeper/gaIaxy- Iearners to make their own concIusion. They may expIain that gaIaxies that are further away move faster, suggesting that
the zoo/about/research everything is moving away from everything eIse, which Ieads to the concIusion that the Universe is expanding.
Universe
to get a Extended assessment: Introduce HubbIe's Iaw and the equation. Learners need to recaII and use the equation and know the current estimate
sense of 6.2.2.5, 6.2.2.6, 6.2.2.7, for HubbIe's constant. They shouId know that combining the equation and the constant aIIows for an estimate for the
scaIe and 6.2.2.8, 6.2.2.9, 6.2.2.10 age of the Universe.
the very and 6.2.2.11
smaII Set Iearners questions for practice. (F)
amount of Introduce the CMBR
time and HubbIe's Iaw as Ask Iearners what eIse can be surmised by HubbIe's evidence of redshift. What happens if we run time backwards? The
humans key evidence for the Universe wouId be a Iot smaIIer, denser and hotter than it is now, untiI eventuaIIy it is aII in a singIe point. This is the
have Big Bang theory.
existed. ExpIain how the
CMBR was
Learn produced, how the
ers signaI has changed
may over time and how it
enjoy can be detected
the today. Link to
Doppl Iearners'
er understanding of the
Shiftin eIectromagnetic
g spectrum from Topic
song 3 Waves. Learners
by may find it
Astro interesting to hear
Capell how the CMBR was
a. The discovered by
song Penzias and WiIson
is whiIst carrying out a
quite separate experiment.
advan
ced in Return to redshift
conte and introduce the
nt, but idea that the speed
memo at which a gaIaxy is
rabIe moving away from
and the Earth can be
detaiI found from the
ed: change in
www.astroca waveIength of the
ppeIIa.com/ gaIaxy's starIight.
doppIer.shtm ExpIain that how far
I away a gaIaxy is can
be found using the
Learners brightness of a
may enjoy supernova in that
basis of the Big Bang theory and HubbIe's Iaw is a key piece of evidence.
93
Scheme of Work
6.2.2.9 Define the HubbIe ExpIain the DoppIer shift of sound, as weII as Iight, and introduce the expression fo = fs v / (v ± vs) f.
0
constant
ratio H speed
of the as theat Attach a buzzer to a piece of string and spin it in a circIe with Iearners standing a safe distance away in a circIe
which the gaIaxy is around the buzzer. They shouId notice the sound appears to change in pitch as it moves away and towards them, but
moving away from can they expIain this themseIves?
the Earth to its
distance from the Video or sound cIips of vehicIes passing a stationary observer cIearIy demonstrate the DoppIer effect for sound
Earth; recaII and use waves. You couId use video cIips or diagrams to heIp Iearners visuaIise the emitted sound waves and how a moving
the equation source
v
H0 > changes the waveIength and frequency.
d
Use a Iong spring (a sIinky or a bed spring works weII) to demonstrate how the waves are being emitted uniformIy by the
6.2.2.10 Know that the current source, but if the observer moves away or towards the source, the frequency of the waves passing them appears to
estimate for H0 is 2.2 x change e.g. if they move away, they increase the time it takes before another wave passes them, because they are
-18
10 per second moving away from the source emitting the waves.
6.2.2.11 Know that the equation Set Iearners questions to practise using the expression fo = fs v / (v ± vs) f. (F)
d 1
> represents an
v
K0
estimate for the age of
the Universe and that
this is evidence for the
idea that aII matter in
the Universe was
present at a singIe
point
Past/specimen papers and mark schemes are avaiIabIe to downIoad at www.cambridgeinternationaI.org/support (F)
94
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Scheme of Work

Cambridge IGCSE™ / Cambridge IGCSE (9–1)

Copyright © UCLES January 2021

Guided learning hours

Topic Suggested teaching time (% of the course)

School Support Hub

Learning objectives help your learners by making

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cuhnedcekrstthaenidr ipnrgo.gress and give them confidence

1. Motion, forces and energy

Syllabus ref.Learning objectivesSuggested teaching activities

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Vector addition simulation:

Extension: Stretch and prepare for A level

Resolving vectors in components:

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motion with constant

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concept Extension: Stretch and prepare for A level

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1.5.1.3 Determine the rest

1.5.1.4 Know that an object

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Extended assessment: 1.5.1.11

Introduce the equation A = ma

Set learners simple questions for practice. (F)

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Set learners qualitative questions to test understanding. (F)

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Extension: Stretch and prepare for A level

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Set learners qualitative questions to test understanding. (F)

those with more than

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Extension: Stretch and prepare for A level

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1.6.4 Animation of traffic collision reconstruction:

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swoauvneds and other

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Set learners questions for practice. (F)

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Set learners more questions for practice. (F)

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agebnoeilreart,otruwrb Dcuisrrceunstsatdhveacnucreres,ntevciahbnilqituyeosf, naudcvlaenatrafguesisoannadsdtrhaewfbuatucrkeso. Lf

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1.7.3.5 Know that energy

1.7.3.6 Know that research is

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1P.r8e.s Dfoercfienepepr pInintroadnudcae 1th0e0gcomnacessp.t Tofhperyepslsaucre therodurgahwainsgimpipnleinethxpeecreimnternetoafllthl

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