Scheme of work
Cambridge IGCSE®
Physical Science
0652
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Cambridge IGCSE Physical Science (0652)
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Scheme of work – Cambridge IGCSE® Physical Science (0652)
Contents
Overview (Chemistry) ................................................................................................................................................................................................................................ 3
Unit 1: Experimental techniques .............................................................................................................................................................................................................. 9
Unit 2: Particles, atomic structure, ionic bonding and the Periodic Table ........................................................................................................................................ 12
Unit 3: Air and water ................................................................................................................................................................................................................................ 22
Unit 4: Acids, bases and salts ................................................................................................................................................................................................................ 28
Unit 5: Production of energy, energetics, speed of reaction and redox ............................................................................................................................................ 34
Unit 6: Metals and the reactivity series ................................................................................................................................................................................................. 40
Unit 7: Covalent bonding ........................................................................................................................................................................................................................ 47
Unit 8: Organic ......................................................................................................................................................................................................................................... 50
Unit 9: Amount of substance .................................................................................................................................................................................................................. 57
Overview (Physics) .................................................................................................................................................................................................................................. 59
Unit 1: Mechanics 1 ................................................................................................................................................................................................................................. 64
Unit 2: Electricity 1 .................................................................................................................................................................................................................................. 68
Unit 3: Light .............................................................................................................................................................................................................................................. 72
Unit 4: Mechanics 2 ................................................................................................................................................................................................................................. 74
Unit 5: Thermal physics .......................................................................................................................................................................................................................... 78
Unit 6: Electricity 2 .................................................................................................................................................................................................................................. 82
Unit 7: Waves ........................................................................................................................................................................................................................................... 85
Unit 8: Electromagnetism ....................................................................................................................................................................................................................... 89
Unit 9: Atomic physics ............................................................................................................................................................................................................................ 94
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Scheme of work – Cambridge IGCSE® Physical Science (Chemistry) (0652)
Overview (Chemistry)
This scheme of work provides ideas about how to construct and deliver a course. The syllabus for 0652 has been broken down into two sets of nine teaching units,
to cover the chemistry and the physics contents of the syllabus, with suggested teaching activities and learning resources to use in the classroom. The aim of this
scheme of work is to set out a progression through the syllabus content, and to give ideas for activities, together with references to relevant resources.
The chemistry syllabus has been sub-divided into nine units, each covering a theme. The order in which topics are covered has been set to give a coherent flow to
the course. It is suggested that teachers start practical work, covered in Unit 1, very early in the course and continue practical activities throughout the course.
Theoretic teaching should start with Unit 2. This unit covers the fundamental aspects of chemistry related to the structure of atoms, bonding and periodicity. Without
a sound understanding of these basic ideas, learners may struggle with later topics. This unit should, therefore, not be rushed, and the emphasis should be on
learners gaining understanding, not on rote learning.
The scheme of work is intended to give ideas to teachers upon which they can build. It is certainly not intended that teachers undertake all of the activities shown in
the various units but rather to offer choices which could depend on local conditions. The activities in the scheme of work are only suggestions and there are many
other useful activities to be found in the materials referred to in the learning resource list.
Opportunities for differentiation are indicated, sections labelled Extension being more appropriate for use with higher ability learners. There is the potential for
differentiation by resource, length of task, 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 judgment of the teacher, according to the level of the learners and size of the class. The length of time allocated to a task is
another possible area for differentiation.
The progression through these themes has been designed to build on learners’ own experiences, and to ensure that learners have sufficient basic knowledge and
understanding to tackle the more challenging issues.
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Outline
The units within this scheme of work are:
Unit
Unit 1: Experimental techniques
Unit content



Measurement
Criteria for purity (+C2.3)
Methods of purification
Cross-referenced to assessment objectives AO1 (bullet points 2–4), AO2 (bullet points 1-7), AO3 (bullet points
1–4)
Unit 2: Particles, atomic structure, ionic bonding
and the Periodic Table







The particulate nature of matter
Atomic Structure and the Periodic Table
Bonding: the structure of matter
Ions and ionic bonds
The Periodic Table
Periodic trends
Group properties
Cross-referenced to assessment objectives AO1 (bullet points 1–5), AO2 (bullet points 1–6), AO3 (bullet points
1–4)
Unit 3: Air and water



Water
Air
Noble gases
Cross-referenced to assessment objectives AO1 (bullet points 1–5), AO2 (bullet points 1–4), AO3 (bullet points
1–3) and Unit 2
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Unit
Unit 4: Acids, bases and salts
Unit content






The characteristic properties of acids and bases
Lime and limestone
Types of oxides
Preparation of salts
Identification of ions
identification of gases
Cross-referenced to assessment objectives AO1 (bullet points 1–5), AO2 (bullet points 1–5), AO3 (bullet points
1–4) and Units 1 and 2
Unit 5: Production of energy, energetics, speed
of reaction and redox




Production of energy
Energetics of a reaction
Speed of a reaction
Redox
Cross-referenced to assessment objectives AO1 (bullet points 1–5), AO2 (bullet points 1–7), AO3 (bullet points
1–4), Units 1 and 2
Unit 6: Metals and the reactivity series






Properties of metals
Metallic bonding
Reactivity series
Extraction of metals
Uses of metals
Transition metals
Cross-referenced to assessment objectives AO1 (bullet points 1–5), AO2 (bullet points 1–6), AO3 (bullet points
1–4), Units 2, 3 and 4


Molecules and covalent bonds
Macromolecules
Unit 7: Covalent bonding
Cross-referenced to assessment objectives AO1 (bullet points 1–4), AO2 (bullet points 1–3), AO3 (bullet points
1–3) and Unit 2
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Unit
Unit 8: Organic
Unit content






Names of compounds
Fuels
Homologous Series
Alkanes
Alkenes
Alcohols
Cross-referenced to assessment objectives AO1 (bullet points 1–5), AO2 (bullet points 1–5), AO3 (bullet points
1–3), Units 2 and 7

Unit 9: Amount of substance
Stoichiometry
Cross-referenced to assessment objectives AO1 (bullet points 1–5), AO2 (bullet points 1–3, 7), AO3 (bullet
points 1–3), Units 2 and 4
Teacher support
Teacher Support is a secure online resource bank and community forum for Cambridge teachers. Go to http://teachers.cie.org.uk for access to specimen papers and
other support materials. We also offer online and face-to-face training; details of forthcoming training opportunities are posted on the website.
An editable version of this scheme of work is available on Teacher Support. The scheme of work is in Word doc format and will open in most word processors in
most operating systems. If your word processor or operating system cannot open it, you can download Open Office for free at www.openoffice.org
Resources
The up-to-date resource list for this syllabus can be found at www.cie.org.uk.
Past paper questions:
Past paper questions from Cambridge IGCSE Chemistry (syllabus 0620) have been included in the learning resources column when relevant.
Textbooks:
Chemistry for IGCSE, R. Norris and R. Stanbridge, Nelson Thornes, 2009 ISBN 9781408500187
Chemistry Experiments, J. A. Hunt, A. Geoffrey Sykes, J. P. Mason, Longman 1996 ISBN 9780582332089
Websites:
This scheme of work includes website links providing direct access to internet resources. Cambridge International Examinations 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).
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The particular website pages in the learning resource column were selected when the scheme of work was produced. Other aspects of the sites were not checked
and only the particular resources are recommended.
Cambridge IGCSE Chemistry webpage:
www.cie.org.uk/qualifications/academic/middlesec/igcse/subject?assdef_id=878
Royal Society of Chemistry Electronic Databook:
www.rsc.org/education/teachers/resources/databook/
Variety of resources for Cambridge IGCSE Chemistry:
www.chalkbored.com/lessons/chemistry-11.htm
www.periodicvideos.com/extravideos.htm
An excellent source of background notes for teaching Cambridge IGCSE Chemistry:
www.chemguide.co.uk/
Video clips:
Video clips on the various methods of extraction:
www.rsc.org/Education/Teachers/Resources/Alchemy/index2.htm
Excellent suite of video clips on various elements of the Periodic Table:
http://periodicvideos.com/
Video clips on various molecules from Nottingham University:
www.periodicvideos.com/molecularvideos.htm
Animation and video clips on particles, separating techniques and states of matter:
Royal Society of Chemistry Particles in Motion, CD-ROM, 2006
Worksheets:
Excellent worksheets for teaching Cambridge IGCSE Chemistry:
Chemistry Experiments, J. A. Hunt, A. Geoffrey Sykes, J. P. Mason, Longman 1996, ISBN 0582332087
Some very useful experimental worksheets:
http://schools.longman.co.uk/gcsechemistry/worksheets/index.html
Useful revision websites:
www.bbc.co.uk/bitesize/standard/chemistry/
www.bbc.co.uk/schools/gcsebitesize/science/ocr_gateway_pre_2011/
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www.bbc.co.uk/schools/gcsebitesize/science/aqa_pre_2011/
www.bbc.co.uk/schools/gcsebitesize/science/ocr_gateway_pre_2011/
www.bbc.co.uk/schools/gcsebitesize/science/
www.docbrown.info/
www.gcsescience.com/gcse-chemistry-revision.htm
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Scheme of work – Cambridge IGCSE® Physical Science (Chemistry) (0652)
Unit 1: Experimental techniques
Recommended prior knowledge
Basic knowledge on particle theory.
Context
The concepts and practical skills introduced in this unit will be revisited in future topics.
Outline
This unit contains a considerable amount of practical work and introduces a variety of practical techniques that future units will build on. The unit starts by focusing
on the variety of purification techniques available to chemists. This unit is cross-referenced to assessment objectives AO1 (bullet points 2–4), AO2 (bullet points 1–
7), AO3 (bullet points 1–4).
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
Past question papers available at:
http://teachers.cie.org.uk
C2 1
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Name appropriate apparatus for
the measurement of time,
temperature, mass and volume,
including burettes, pipettes and
measuring cylinders
This could be introduced by measuring the temperature, mass, and
volumes of different coloured liquids [water / food dye].
This will be reinforced when all experimental work is conducted.
Cambridge IGCSE Physical Science (0652)
Cambridge IGCSE Chemistry,
S.Goodman & C. Sunley, Collins, 2006.
CD-ROM video clips 1–6
9
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
C2 2
Describe paper chromatography
(including the use of locating
agents) and interpret simple
chromatograms
Experimental work can involve simple inks, sweets, leaves, dyes and
food colourings. Non-permanent felt-tipped pens work well.
Cambridge IGCSE Chemistry,
S.Goodman & C. Sunley, Collins,
2006.CD-ROM video clip 7
Identify/compare the spots by different compounds by their relative
heights.
To establish the reliability of this technique perhaps, with advanced
learners, introduce the notion of Rf values.
Chromatography of sweets:
www.practicalchemistry.org/experiments/
chromatography-ofsweets%2C194%2CEX.html
Outline how chromatography techniques can be applied to colourless
substances by exposing chromatograms to substances called locating
agents (knowledge of specific locating agents is not required).
Chromatography of leaves:
www.practicalchemistry.org/experiments/
chromatography-of-leaves,199,EX.html
Experimental work can be extended to include separating a mixture of
amino acids (using ninhydrin as a locating agent) and simple sugars.
Paper chromatography experiment:
www.scienceprojectlab.com/paperchromatography-experiment.html
An excellent collection of animations and
video clips:
Royal Society of Chemistry Particles in
Motion CD-ROM, 2006.
Paper chromatography:
www.chemguide.co.uk/analysis/chromato
graphy/paper.html
Chromatography of amino acids:
www.biotopics.co.uk/as/amino_acid_chro
matography.html
C2 3
Recognise that mixtures melt and
boil over a range of temperatures
This can be demonstrated by comparing:


the boiling points of different concentrations of aqueous
sodium chloride or other salts
the melting point of the alloy, solder, with those of lead, tin
and different lead-tin mixtures.
Solid mixtures – a tin and lead solder:
www.nuffieldfoundation.org/practicalchemistry/solid-mixtures-tin-and-leadsolder
The use of salt on roads to melt ice could be mentioned in this context.
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Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
C2 4
Describe methods of purification
by the use of a suitable solvent,
filtration, crystallisation, distillation
(including use of fractionating
column)
Typical solvents to use are water (salt / sand) or ethanol (salt / sugar).
Filtration is used in one of the salt preparation methods to remove the
excess solid.
Crystallisation is used in most salt preparations to obtain the final
product.
Cambridge IGCSE Chemistry,
S.Goodman & C. Sunley, Collins, 2006.
CD-ROM video clips 8–11.
Refer to the fractional distillation
of crude oil (petroleum) and
fermented liquor
Experimental work can involve:
 purification of an impure solid
 demonstration of the extraction of iodine from seaweed
 distillation of coca-cola or coloured water
 demonstration of the (partial) separation of ethanol from water by
distillation
 demonstration of the separation of ‘petroleum fractions’ from
mixtures of hydrocarbons using ‘artificial’ crude oil.
Extension – the separation of oxygen and nitrogen from liquid air by
fractional distillation.
Extension – ask learners to suggest suitable purification techniques,
given information about the substances involved. This could be based
on the differing solubilities of the components in a mixture; or, possibly,
on differing magnetic properties.
An excellent collection of animations and
video clips:
Royal Society of Chemistry Particles in
Motion CD-ROM, 2006.
Separating sand and salt:
www.nuffieldfoundation.org/practicalchemistry/separating-sand-and-salt
Purification of an impure solid:
www.nuffieldfoundation.org/practicalchemistry/purification-impure-solid
Extracting iodine from seaweed:
www.nuffieldfoundation.org/practicalchemistry/extracting-iodine-seaweed
Various methods of purification 1.6.1–
1.6.3 & 1.7.1–1.7.3:
Chemistry for IGCSE R. Norris and R.
Stanbridge, Nelson Thornes, 2009, ISBN
9781408500187, p12–15.
Past paper questions attached to this
scheme of work include:
Unit 1: Question Core 1
Unit 1: Question Alternative to Practical 1
Unit 1: Question Extension 1 Questions
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Scheme of work – Cambridge IGCSE® Physical Science (Chemistry) (0652)
Unit 2: Particles, atomic structure, ionic bonding and the Periodic Table
Recommended prior knowledge
Basic knowledge of particle theory and the layout of the Periodic Table.
Context
This unit can be taught as a whole or split into two parts: (i) particles, state of matter and atomic structure and (ii) ionic bonding, Periodic Table and Groups I and VII.
Outline
This unit begins by looking at the particle model of matter and leads onto the structure of the atom. These are fundamental topics, which will be revisited in later
units. This is then extended to include ions, leading onto ionic bonding (to link up with Groups I and VII). The layout of the Periodic Table can be introduced
(opportunity for learners, in groups, to research trends within groups or across periods) and the chemistry and properties of the Group I and Group VII elements.
This unit is cross-referenced to assessment objectives AO1 (bullet points 1–5), AO2 (bullet points 1–6), AO3 (bullet points 1–4).
(Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only).
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
Past question papers available at:
http:teachers.cie.org.uk
C1 1
Describe the states of matter and
explain their interconversion in
terms of the kinetic particle theory
Relate the conversions to the motion and arrangement
of particles.
Use ‘particles in boxes’ diagrams to represent the
three states of matter. Emphasise the change in the
arrangement and movement of the particles when a
substance changes state.
An excellent collection of animations and video
clips:
Royal Society of Chemistry Particles in Motion, CDROM, 2006.
Relate this to the energy input / output at phase change
and to the strength of attraction between particles.
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Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
Learners could use the theory to explain properties
such as behaviour of gases under pressure and liquid
flow (opportunity for a ‘circus of experiments’ here).
C1 2
Describe diffusion and Brownian
motion in terms of kinetic theory
Simple examples of diffusion include:
 air freshener, perfume, ether, camphor smells in
the lab
 movement of nitrogen dioxide gas or bromine
vapour in air
 coloured inks / CuSO4 / KMnO4 in water and
Pb(NO3)2 in KI.
A more elaborate demonstration involves the use of a
long wide-bore glass tube. Cotton wool / Rocksil /
mineral wool soaked in concentrated hydrochloric acid
is placed in one end and a stopper inserted. Similarly,
concentrated ammonia, soaked in one of the above, is
placed at the other end and this end is stoppered. A
white solid (ammonium chloride) slowly forms – closer
to the hydrochloric acid end of the tube.
Use above CD-ROM.
Chemistry Experiments, J. A. Hunt, A. Geoffrey
Sykes, J. P. Mason, Longman 1996, Experiments
A12–A14.
www.practicalchemistry.org/experiments/diffusionin-liquids,185,EX.html
www.practicalchemistry.org/experiments/particlesin-motion,187,EX.html
www.practicalchemistry.org/experiments/diffusionof-gases-ammonia-and-hydrogenchloride,184,EX.html
The experiment clearly demonstrates diffusion but also
allows a link between the rate of diffusion and the
mass/average speed of the gas particles to be
established with more advanced learners.
Extension – what would influence diffusion rate, for
example temperature using tea bags held by a glass
rod in beakers of hot and cold water.
Learners should be able to link their observations to
the kinetic theory model.
Brownian motion to be described simply in terms of, for
example, the random movement of smoke particles
shown in a light beam. An explanation in terms of
kinetic theory should focus on the random/unequal
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Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
nature of the collisions of air molecules with different
sides of a smoke particle.
C3 3.1.1
State the relative charges and
approximate relative masses of
protons, neutrons and electrons
C3 3.1.2
Define proton number and
nucleon number
C3 3.1.3
Use proton number and the
simple structure of atoms to
explain the basis of the Periodic
Table (Sections 7.1 to 7.4), with
special reference to the elements
of proton number 1 to 20
C3 3.1.4
Use the notation b X for an atom
C 3.1.5
Describe the build-up of electrons
in ‘shells’ and understand the
significance of the noble gas
electronic structures and of
valency electrons
(The ideas of the distribution of
electrons in s and p orbitals and
in d block elements are not
required.)
(Note: a copy of the Periodic
Table will be available in Papers
1, 2 and 3)
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Opportunity for group work, learners can research and
present their ideas on the development of the structure
of the atom from the Greeks onwards. They can also
discuss the limitations of each model using ICT /
textbooks.
Summary of atomic structure:
www.chemguide.co.uk/atoms/properties/gcse.html
Good lesson plan of the history of the atomic
structure:
www.learnnc.org/lp/pages/2892
Proton number is also the atomic number. Nucleon
number is also the mass number – the total number of
protons + neutrons.
a
Use circles to show the shells up to atomic number 20.
Learners can use mini-whiteboards to draw electron
diagrams as a class activity.
Extension – to use spectroscopes to illustrate different
energy shells. This could provide support for the basic
theory and also introduce the concept of electrons in
different shells possessing discrete, but different,
amounts of energy.
Cambridge IGCSE Physical Science (0652)
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Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
C3 3.1.6
Define isotopes
Information on the two types of isotopes:
http://web.sahra.arizona.edu/programs/isotopes/typ
es/stable.html
C5 5.1.3
Describe radioactive isotopes,
such as 235U, as a source of
energy
Illustrate isotopes – by comparing ice cubes in water –
D2O (‘heavy water’) (sinks) and H2O (floats). It should
be emphasised that while the physical (and
radioactive) properties of isotopes of individual
elements may vary, their chemical properties are
identical – as chemical properties depend on the
electron arrangement.
Explain that of the two types of isotopes (radioactive
and non-radioactive), radioactive isotopes, such as
235U, provide a source of energy. (See Section C5
5.1.3, Unit 5).
Possible issues for discussion with more advanced
learners include:
 the long term nature of nuclear energy
(sustainable long after coal and oil run out);
 environmental considerations such as the disposal
of radioactive waste.
C3 3.2.1
Describe the differences between
elements, mixtures and
compounds, and between metals
and non-metals
The reaction between iron and sulfur to form iron(II)
sulfide can be carried out by learners to illustrate the
varying properties of the elements, mixtures and
compounds.
http://web.sahra.arizona.edu/programs/isotopes/typ
es/stable.html
http://web.sahra.arizona.edu/programs/isotopes/typ
es/radioactive.html
http://en.wikipedia.org/wiki/Isotope
http://www.dummies.com/how-to/content/isotopesdifferent-types-of-atoms.html
www.world-nuclear.org/education/uran.htm and this
one.
Video animation of Fe & S:
www.bbc.co.uk/schools/ks3bitesize/science/chemic
al_material_behaviour/compounds_mixtures/activity
.shtml
The separation of a salt / sand mixture to illustrate the
properties of mixtures.
C3 3.2.2
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Describe alloys, such as brass,
as a mixture of a metal with other
elements
Awareness of the importance of alloys to meet
industrial specifications for metals.
Links to Section C2 9.3, Unit 1 and Section C8
8.3(b).1, Unit 6.
Cambridge IGCSE Physical Science (0652)
www.practicalchemistry.org/experiments/intermedia
te/metals/making-an-alloy-solder,131,EX.html
15
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
C3 3.2.3 (S)
Explain how alloying affects the
properties of metals (see Section
3.2(d))
Use diagrams to represent the structures of metals
and alloys.
www.practicalchemistry.org/experiments/intermedia
te/metals/modelling-alloys-withplasticine,135,EX.html
Construct models of an alloy using plasticine.
Link to malleability in metals [Section C3 3.2(d).1 (S),
Unit 6].
Link to uses of steel alloys [Section C8 8.3(b).1, Unit
6].
C3 3.2(a).1
Describe the formation of ions by
electron loss or gain and describe
the formation of ionic bonds
between alkali metals and the
halogens
Emphasise formation of a full shell / noble gas
configuration by electron loss / gain.
www.chemguide.co.uk/atoms/bonding/ionic.html
Explain that ionic bonding is the attraction between the
positive and negative ions in an ionic compound.
Extension – use examples such as NaCl, MgO and
Al2O3 to link melting point and solubility to the strength
of the ionic bonding present.
Learners should be shown dot and cross diagrams for
simple ionic substances e.g. NaCl, KF.
Learners can use mini-whiteboards to draw electron
diagrams as a class activity. This can also be done
using cut out electrons and shells so learners can
move electrons into place.
Learners can explore the properties of ionic
compounds experimentally and link them to the model
of ionic bonding – solubility in water, a comparison of
conductivity in the solid, in solution and when molten
(do as a demonstration with PbBr2) and melting point.
[Link with Section C3 3.2(b).3, Unit 7].
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Syllabus ref
Learning objectives
Suggested teaching activities
C3 3.2(a).2
(S)
Describe the formation of ionic
bonds between metallic and
non-metallic elements
Learners should be shown dot and cross diagrams for
simple ionic substances e.g. MgO, ZnS. Then
challenged to draw diagrams for more complicated
examples like Na2O, CaCl2, MgBr2, AlF3 and, Al2O3.
Extension – learners could be introduced to the lattice
structure of simple ionic compound such as sodium
chloride to show the alternating pattern of positive and
negative ions. This should reinforce the nature of ionic
bonding.
Learning resources
Good website to illustrate this:
www.chm.bris.ac.uk/pt/harvey/gcse/ionic.html
Extension – learners could be introduced to writing
ionic formulae [see Section C4 4.5, Unit 4].
C5 5.2.1
Describe the meaning of
exothermic and endothermic
reactions
This can be seen as a rise or fall in temperature of
many chemical reactions used in the syllabus.
This concept can be taught across the syllabus, rather
than as a discrete lesson. It is probably better to
introduce this concept at an early stage and to
reinforce it in appropriate practical lessons as they
arise. See Unit 5 for a more detailed coverage.
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Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
C7 1
Describe the Periodic Table as a
method of classifying elements
and its use to predict properties
of elements
Elements to be classified as metals and non-metals.
Their states should be mentioned.
Excellent suite of video clips on various elements of
the Periodic Table:
www.periodicvideos.com/
Properties limited to qualitative idea of melting / boiling
point.
Suggested activities:
 Learners draw conclusions from photocopied
version of the Periodic Table and lists of physical
properties.
 A database of properties and states for element of
periods 1, 2 and 3 could be set up.
 Learners, in groups, could be asked to design a
flowchart of physical properties to find the metals,
non metal, solids and liquids and enter the results
on a blank copy of the Periodic Table.
C7 7.1.1
Describe the change from
metallic to non-metallic character
across a period
Emphasise the metal / non metal boundary.
C7 7.1.2 (S)
Describe the relationship
between Group number, number
of outer electrons
Emphasise number of valency electrons = Group
number.
Interactive Periodic Tables:
www.webelements.com/
www.rsc.org/chemsoc/visualelements/index.htm
www.ptable.com/
www.chemicool.com/ Copy and paste again
Emphasise that, to achieve a full outer shell, metals
lose electrons while non-metals gain electrons.
C4 1
Use the symbols of the elements
and write the formulae of simple
compounds
Learners can calculate the formula by using the
‘valencies’ or ‘combining powers’ of the elements.
Learners can use mini-whiteboards to write formulae
or a bingo activity
(http://en.wikipedia.org/wiki/Bingo_(UK)) for working
out the total number of atoms in a formula.
v1 3Y06
Cambridge IGCSE Physical Science (0652)
R. Norris & R. Stanbridge. Chemistry for IGCSE,
Nelson Thornes, 2009, ISBN 9781408500187,
p44–45.
18
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
C4 2 (S)
Determine the formula of an ionic
compound from the charges on
the ions present
Learners can be given a list of ions encountered in
IGCSE and rules for writing chemical formula. They
can construct correct chemical formulae from ions.
A very useful learner resource:
www.bbc.co.uk/schools/ks3bitesize/science/chemic
al_material_behaviour/compounds_mixtures/revise
4.shtml
The charges on ions should be linked with the group
number of the element in the Periodic Table.
Learners can be introduced to the idea of using
brackets when more than one of a complex ion is
present.
C4 3
C7 7.2.1
Deduce the formula of a simple
compound from the relative
numbers of atoms present
As in C4 1 above.
Describe lithium, sodium and
potassium in Group I as a
collection of relatively soft metals
showing a trend in melting point,
density and reaction with water
Group I metals are called the alkali metals.
This should be linked with organic molecules and with
inorganic substances such as P4O10.
Demonstration with very small amounts of the metals
behind a safety screen or video only of reactions with
water due to highly exothermic nature.
Focus on the observations here and link to theory and
relative reactivity:
 metal floats, so less dense than water
 fizzing indicates a gas is given off;
 molten ball (not Li) indicates highly exothermic
reaction;
 lilac flame (K) indicates very exothermic reaction
because the hydrogen gas given off ignites.
v1 3Y06
Cambridge IGCSE Physical Science (0652)
Excellent video of the reaction of all the alkali
metals with water:
www.open2.net/sciencetechnologynature/worldarou
ndus/akalimetals.html
www.practicalchemistry.org/experiments/alkalimetals,155,EX.html
19
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
C7 7.2.2
Predict the properties of other
elements in the group, given
data, where appropriate
Include reactions of Rb and Cs and physical properties
such as melting and boiling points. Trends can be
obtained from suitable databases. Sometimes you
could refer to elements by their symbols.
Useful background data on Rb, Cs and Fr:
www.chemtopics.com/elements/alkali/alkali.htm
You can demonstrate the low melting point of caesium
by holding a sealed glass vial in your hand. The metal
quickly melts inside the vial.
C7 7.2.3
Describe chlorine, bromine and
iodine in Group VII as a collection
of diatomic non-metals showing a
trend in colour, and state their
reaction with other halide ions
Demonstration of preparation of chlorine (from
concentrated hydrochloric acid and potassium
manganate(VII)) and the physical state and colour of
bromine / iodine carried out in fume cupboard.
Useful industrial background on the properties and
uses of chlorine:
www.americanchemistry.com/chlorine/
Learners can predict the trend in reactivity and
oxidising nature (giving reasons) and, as a result,
predict the effect of adding aqueous halogen to a
halide salt. They can test their predictions by carrying
out test-tube scale displacement reactions.
R. Norris & R. Stanbridge. Chemistry for IGCSE,
Nelson Thornes, 2009, ISBN 9781408500187,p151,
Fig 12.3.2
An opportunity to introduce the writing of
half-equations (ion-electron equations).
A useful teacher’s guide to demonstrating the
iron-chlorine reaction:
www.practicalchemistry.org/experiments/halogenreactions-with-iron%2C44%2CEX.html
Possible extension could be to demonstrate the
reaction of iron with the halogens.
C7 7.2.4
Predict the properties of other
elements in the group given data,
where appropriate
This extends the list of halogens to include fluorine and
astatine in theory only.
In groups, learners could predict the reactivity, colour /
physical state, melting / boiling point of fluorine and
astatine.
v1 3Y06
Cambridge IGCSE Physical Science (0652)
20
Syllabus ref
Learning objectives
Suggested teaching activities
C7 7.2.5 (S)
Identify trends in other Groups,
given information about the
elements concerned
Information could include melting and boiling points,
density and chemical reactivity.
Learning resources
Learners could do a group activity and present their
findings to other members of the class.
Include examples from any group in the Periodic
Table.
Past paper questions attached to this scheme of
work include:
Unit 2: Question Extension 1
Unit 2: Question Extension 2
v1 3Y06
Cambridge IGCSE Physical Science (0652)
21
Scheme of work – Cambridge IGCSE® Physical Science (Chemistry) (0652)
Unit 3: Air and water
Recommended prior knowledge
Knowledge of atomic structure and the basic layout of the Periodic Table is preferable.
Context
This unit builds on ideas from Units 1 and 2. The concepts of this unit will be revisited in later units.
Outline
This unit begins by looking at ways in which we can test for water and how it can be purified for human consumption. Learners could compare methods of water
treatment in their country to those in other countries such as the UK. Discussion could cover why some governments recommend boiling tap water or to drink bottle
water, together with the health/environmental consequences of drinking treated or untreated water. The composition of the air and the common pollutants is
covered. Learners can research how this are being monitored and managed in their own country.
This unit is cross-referenced to assessment objectives AO1 (bullet points 1–5), AO2 (bullet points 1–5), AO3 (bullet points 1–3) and Units 1 and 2.
(Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only)
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
Past question papers available at
http://teachers.cie.org.uk
C9 1
Describe a chemical test for water
Use either anhydrous cobalt(II) chloride (blue cobalt chloride paper) or
anhydrous copper(II) sulfate (solid).
Extension – practical / demonstration of burning a fuel (candle) and
illustrating that water is one of the combustion products, and that carbon
dioxide is another. (Links to Section C5 5.1.1, Unit 5; Section C6 6.5.1,
Unit 4 and Section C11 11.4.1, Unit 8).
v1 3Y06
Cambridge IGCSE Physical Science (0652)
Chemistry Experiments, J. A. Hunt, A.
Geoffrey Sykes, J. P. Mason, Longman
1996, Experiment B5.
22
Syllabus ref
Learning objectives
Suggested teaching activities
C9 2
Show understanding that
hydration may be reversible (e.g.
by heating hydrated copper(II)
sulfate or hydrated cobalt(II)
chloride)
Some reactions can be classified as reversible and learners should be
Learning resources
introduced to the reversible sign ⇌.
Limited to the effects of heat on hydrated salts, including hydrated
copper(II) sulfate and hydrated cobalt(II) chloride).
Experimental work can involve learners heating hydrated copper(II)
sulfate and adding water to anhydrous copper(II) sulfate as an
illustration.
Worksheet for determining the mass of
H2O lost when copper(II) sulfate is
heated:
www.chalkbored.com/lessons/chemistry
-11/hydrate-lab.pdf
Extension – learners to determine the amount of water removed on
heating and calculate the formula of hydrated copper(II) sulfate.
While the concept of equilibrium is not required in this syllabus, more
advanced learners may arrive at this concept by applying their
understanding of the effect of concentration on the relative speeds of the
forward and backward reactions (see Section C5 5.3.1, Unit 5).
C9 3
Describe, in outline, the treatment
of the water supply in terms of
filtration and chlorination
Emphasis on filtration (link to Unit 1) and chlorination stages.
Opportunity to introduce the properties of chlorine / Group VII elements
as poisonous, safe only in very dilute solution.
Notes on water purification:
www.docbrown.info/page01/AqueousC
hem/AqueousChem.htm
Can discuss role of chlorine in eradicating waterborne diseases in many
countries. Possible school visit to a water treatment plant.
C9 4
Name some of the uses of water
in industry and in the home
Water is used as a solvent and a coolant in industry, as well as used for
drinking and washing in the home.
Possible activities include writing a 24-hour ‘water use’ diary and
presenting data as bar or pie charts, perhaps using a spread sheet.
C9 5
v1 3Y06
Describe the composition of clean
air as being approximately 78%
nitrogen, 21% oxygen and the
remainder as being a mixture of
noble gases, water vapour and
Experiment to derive the % oxygen in the air using the oxidation of
heated copper metal.
Alternatives could be:
 iron wool with air
 phosphorus with air (demonstration only using a fume cupboard).
Cambridge IGCSE Physical Science (0652)
Video clip on gases from the air:
www.rsc.org/Education/Teachers/Reso
urces/Alchemy/index2.htm
Chemistry for IGCSE, R. Norris and R.
23
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
carbon dioxide
Extension – the apparatus used above (in C9 1) could be used –
without the candle – to show that the % of CO2 in air is quite low and
that the % of water vapour varies with the weather (with the humidity).
Stanbridge Nelson Thornes, 2009,
ISBN 9781408500187, p182.
Class practical/demonstration sheet
using iron wool:
www.nuffieldfoundation.org/practicalchemistry/combustion-iron-wool
www.youtube.com/watch?v=5MDH92V
xPEQ
C9 6
Name the common pollutants in
the air as being carbon monoxide,
sulfur dioxide, oxides of nitrogen
and lead compounds
Emphasise that CO is a poisonous gas and both sulfur dioxide and
oxides of nitrogen can lead to breathing difficulties and to the formation
of acid rain.
Extension – learners can produce a flowchart to show how acid rain is
formed.
Opportunity for group work
– data analysis of tables of air quality data.
Overview on air pollution and update
readings for nitrogen oxides in London:
www.londonair.org.uk/london/asp/infor
mation.asp
Fact sheet on SO2 pollution:
www.tropical-rainforestanimals.com/air-pollution-causes.html
Sulfur dioxide pollution:
www.wunderground.com/resources/hea
lth/so2.asp
C9 7
State the source of each of these
pollutants:
– carbon monoxide from the
incomplete combustion of
carbon-containing substances
– sulfur dioxide from the
combustion of fossil fuels
which contain sulfur
compounds – (leading to ‘acid
rain’)
– oxides of nitrogen and lead
compounds from car exhausts
v1 3Y06
Emphasise the source of the gas:
 CO from incomplete combustion of a carbon-based fuel
 SO2 from the combustion of fossil fuels containing sulfur
 nitrogen oxides from the reaction of nitrogen and oxygen inside a
car engine at high temperature or by their reaction during a lightning
strike.
Air pollution causes:
www.tropical-rainforestanimals.com/air-pollution-causes.html
Possible issues for discussion include:
 reliance on fossil fuels (petrol, power stations) as a major
contributory factor to air pollution
 use of lead compounds in petrol and their gradual reduction in use
over the last decade.
Cambridge IGCSE Physical Science (0652)
24
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
C9 8 (S)
Explain the removal of oxides of
nitrogen from car exhausts
Emphasis the purpose of a catalytic converter to change the poisonous
gases, carbon monoxide and oxides of nitrogen, into non-toxic nitrogen
and carbon dioxide.
How catalytic converters work:
http://auto.howstuffworks.com/catalyticconverter1.htm
The use of a transition element catalysts (e.g. Pt) and word / chemical
equations.
Reinforcement of catalytic chemistry [see Section C5 5.3.1, Unit 5] and
transition metal use (see Section C7 7.3.1, Unit 6).
C9 9
State the adverse effect of
common pollutants on buildings
and on health
Emphasis on limestone erosion, rusting of iron and tarnishing of copper.
This provides an opportunity for learners to carry out group research,
perhaps presenting their findings to the rest of the class using overhead
projection foils or posters.
Pollution’s effects on us:
www.windows2universe.org/milagro/eff
ects/pollution_effects_overview.html
Each group can research the effects of a different pollutant gas in terms
of how it is produced, its adverse effects and methods for solving the
problem. Issues include:
 effects of acid rain on vegetation, aquatic life, limestone buildings
 oxides of nitrogen and sulfur dioxide as respiratory irritants
 dangers of CO poisoning from cars and poorly maintained domestic
heaters
 reasons for high concentration of pollutants in cities and subsequent
effects on health.
The role of chemistry in a ‘search for solutions’ can also be discussed,
for example:
 attempts to control the effects of sulfur emissions (scrubbers)
 liming of lakes and soil to neutralise some of the effects of acid rain
 development of alternative fuels, catalysts to lower energy use in
industry and catalytic converters for cars.
C9 10
v1 3Y06
Describe the separation of
oxygen and nitrogen from liquid
air by fractional distillation
Link to Unit 1–Experimental techniques.
Link this to boiling points and the fractional distillation of petroleum and
ethanol (fermented liquor) (see Sections C11 11.2.3 and C11 11.6, Unit
Cambridge IGCSE Physical Science (0652)
Good summary of the process –
fractional distillation of liquid air:
www.bbc.co.uk/schools/gcsebitesize/sci
ence/edexcel/oneearth/usefulproductsr
25
Syllabus ref
Learning objectives
C9 11
Name the uses of oxygen in
oxygen tents in hospitals, and
with acetylene (a hydrocarbon) in
welding
C9 12
Describe methods of rust
prevention:
– paint and other coatings to
exclude oxygen
– galvanising.
C9 13 (S)
Explain galvanising in terms of
the reactivity of zinc and iron
Suggested teaching activities
Learning resources
8).
ev2.shtml
A video showing oxyacetylene welding:
www.youtube.com/watch?NR=1&v=ynf
F2bt50Oo&feature=endscreen
Experiment involving the investigation of rusting of iron nails using these
methods.
A simple investigation or experiment to demonstrate methods of
prevention can be:
 apply coating to a nail- colourless nail varnish, liquid removal
(Tippex), cling film, grease or oil, oil-based paint
 galvanised nails (roofing nails)
 sacrificial protection – wrap a small piece of Mg ribbon around a nail;
more effective in the laboratory than using zinc foil.
Opportunity to reinforce reactivity series (see Section C8 8.2.1, Unit 6)
This could be emphasised in the above experiment, where two or three
metals of different reactivity could be investigated – Mg, Sn, Cu.
Chemistry for IGCSE, R. Norris and R.
Stanbridge. Nelson Thornes, 2009,
ISBN 9781408500187, p192 Fig 15.7.1.
Rust prevention demonstration:
www.practicalchemistry.org/experiment
s/preventingrusting%2C251%2CEX.html
Extension–mechanism of sacrificial
protection:
www.dynamicscience.com.au/tester/sol
utions/chemistry/corrosion/rustpreventio
nsacanode.htm
C9 14
describe the need for nitrogen-,
phosphorous- and potassiumcontaining fertilisers
Possible discussion points:
 the need to increase food production in many parts of the world
 dangers of overuse of fertilisers
 ‘organically grown’ crops.
http://en.wikipedia.org/wiki/Fertilizer
C9 15
Describe the formation of carbon
dioxide:
Opportunity for demonstration or learners to perform a variety of
experiments to prepare carbon dioxide.
– as a product of complete
combustion of
carbon-containing substances
Chemistry Experiments, J. A. Hunt, A.
Geoffrey Sykes, J. P. Mason, Longman
1996, Experiments B6 and D5.
Comparison of oxygen and carbon dioxide content in air before and after
respiration and combustion.
– as a product of respiration
– as a product of the reaction
v1 3Y06
Learners can be introduced to some of the uses of limestone and lime,
in anticipation of Sections C6 1, and C10 1, Unit 4, and Section C8
Cambridge IGCSE Physical Science (0652)
26
Syllabus ref
Learning objectives
between an acid and a
carbonate.
Suggested teaching activities
Learning resources
8.3(a).2 (S), Unit 6.
Extension – possible issues to raise include the role of carbon dioxide
from combustion of fossil fuels in contributing to global warming. Note
that the present concentration of CO2 in the atmosphere is 0.038%.
C5 5.1.1
Describe the production of heat
energy by burning fuels
Emphasise combustion is an exothermic process.
Relevant examples should include Bunsen burner, fuels for heating the
home and fossil fuel burning power stations. (Links to Units 5 and 8)
Learners can research / do an investigation into what makes a good fuel.
Opportunities for experiments to compare energy evolved on heating
fuels using spirit burner and metal can containing water.
Awareness of the importance of energy output of hydrocarbon fossil
fuels to transport and manufacturing industry.
What makes a good fuel?:
Chemistry Experiments, J. A. Hunt, A.
Geoffrey Sykes, J. P. Mason, Longman
1996, Experiment K4.
Chemistry for IGCSE, R. Norris and R.
Stanbridge Nelson Thornes, 2009,
ISBN 9781408500187, p 88 Fig 7.2.1.
Worksheet on comparing different fuels:
http://matse1.matse.illinois.edu/energy/
e.html
C7 7.4.1
Describe the noble gases as
being unreactive
Opportunity to reinforce ideas of full outer shells leading to lack of
reactivity (link to Unit 2).
Good video clip about the noble gases:
www.open2.net/sciencetechnologynatur
e/worldaroundus/noblegases.html
C7 7.4.2
Describe the uses of the noble
gases in providing an inert
atmosphere, i.e. argon in lamps,
helium for filling balloons
Individually, or in groups, learners can produce posters, or make a short
presentation, illustrating the uses of the different noble gases.
Noble gases:
www.drbateman.net/gcse2003/gcsesu
ms/chemsums/noblegases/noblegases.
htm
Past paper questions attached to
this scheme of work include:
Unit 3: Questions Core 1
Unit 3: Questions Core 2
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Cambridge IGCSE Physical Science (0652)
27
Scheme of work – Cambridge IGCSE® Physical Science (Chemistry) (0652)
Unit 4: Acids, bases and salts
Recommended prior knowledge
Learners should be familiar with the laboratory techniques in Unit 1 and have some knowledge of particle theory, atomic structure and ionic bonding (Unit 2).
Context
This unit builds on ideas from earlier units. The concepts of this unit will be revisited in Units 6 and 9.
Outline
This unit starts with an introduction to writing and balancing equations (this might have been introduced in earlier units – depending on ability of the learners).
Equations can then be written for the reactions of acids and bases. There is a considerable range of practical work that can be carried out. Opportunity for learners
to research the common products used in the home that are acidic/alkaline in nature and apply this knowledge to some everyday examples of neutralisation
reactions- indigestion tablets, insect bites or stings. In addition, learners can make and test their predictions in respects to salt preparation.
This unit is cross-referenced to assessment objectives AO1 (bullet points 1–5), AO2 (bullet points 1–4), AO3 (bullet points 1–4), Units 1 and 2.
(Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only)
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
Past question papers available at:
http://teachers.cie.org.uk
v1 3Y06
Cambridge IGCSE Physical Science (0652)
28
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
C4 5
Construct word equations and
simple balanced chemical
equations
Various test tube reactions can be done – NaOH + HCl; NaOH + H2SO4;
FeCl3 + NaOH; CuSO4 + NaOH.
Law of conservation of mass
calculations:
www.docbrown.info/page04/4_73calcs0
3com.htm
Stress equations are balanced by inserting a number in front of the
formulae of reactants or products but that these formulae must NOT be
changed.
Learners can then work in groups with simple formulae cards to
construct balanced equations from word equations.
C6 6.1.1
Describe the characteristic
properties of acids as reactions
with metals, bases, carbonates
and effect on litmus
Opportunity for experiments to show exothermic nature of neutralisation.
Learners could prepare hydrogen and carbon dioxide gas and perform
the distinctive tests (see later in this unit).
Chemistry for IGCSE, R. Norris and R.
Stanbridge. Nelson Thornes, 2009,
ISBN 9781408500187, p122 Fig 10.2.1.
Links to Unit 1 (titration) and to Unit 6.
C6 6.1.2 (S)
Define acids and bases in terms
of proton transfer, limited to
aqueous solutions
Acids and bases explained in terms of the Arrhenius definition.
Acids release H+ ions; these are captured by the OH– ion in bases. In a
neutralisation reaction, H+ + OH– react together to form H2O. So,
effectively, the acid transfers a proton to the base.
Acids, bases and metals – introduction:
www.bbc.co.uk/schools/ks3bitesize/scie
nce/chemical_material_behaviour/acids
_bases_metals/revise1.shtml
Extension: neutral water has a pH of 7 because it contains a certain
concentration of H+ ions. It is neutral because it contains the same
concentration of OH– ions.
A low pH indicates a high concentration of H+ ions and a low
concentration of OH– ions. A high pH indicates a high concentration of
OH– ions and a low concentration of H+ ions.
The greater the excess of the concentration of one ion (H+ / OH–) over
the other in a solution, the greater the pH of that solution diverges from
7.
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Cambridge IGCSE Physical Science (0652)
29
Syllabus ref
Learning objectives
Suggested teaching activities
C6 6.1.3
Describe neutrality, relative
acidity and alkalinity in terms of
pH (whole numbers only)
measured using Universal
Indicator paper
Learners can arrange solutions of different pH in terms of increasing
acidity / basicity e.g. milk, vinegar, ammonia solution, ‘bench’ and
‘household’ chemicals.
Learning resources
The pH scale runs from 0–14 and it is used to show the acidity or
alkalinity of a solution.
Universal Indicator can be used to find the pH of a solution. Compare
with litmus (yes / no decision) for determining acidity / basicity.
C6 6.1.4 (S)
Use these ideas to explain
specified reactions as acid / base
Emphasise that in aqueous solution acids possess an excess of H + ions
and bases an excess of OH– ions.
http://en.wikipedia.org/wiki/Acid%E2%8
0%93base_reaction
The equation for the reaction between NaOH and HCl, for example, can
be written as:
HCl + NaOH  NaCl +H2O
or, ionically as:
H+ + Cl – + Na+ + OH–  Na+ + Cl – + H2O
www.bbc.co.uk/schools/ks3bitesize/scie
nce/chemical_material_behaviour/acids
_bases_metals/revise1.shtml
Removing spectator ions leaves the neutralisation equation:
H+ + OH–  H2O
A range of acid / base neutralisation reactions should be subjected to this
treatment to firmly establish this concept.
Illustrate by reference to examples of neutralisation e.g. indigestion
tablets, treatment of bee and wasp stings, addition of sodium hydroxide
to (acidic detergent in) shower gel / washing up liquid / bubble bath
(learners could be asked to look at the labels of ingredients).
Extension – learners could look at safety issues associated with mixing
an acid cleaner to an alkaline bleach.
C6 6.1.5
v1 3Y06
Describe and explain the
importance of the use of lime in
controlling acidity in soil
R. Norris & R. Stanbridge. Chemistry
for IGCSE, Nelson Thornes, 2009,
ISBN 9781408500187, p125 Fig 10.3.1.
Teach with Section 10 below.
Cambridge IGCSE Physical Science (0652)
30
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
C10 1
Describe the manufacture of
calcium oxide (lime) from calcium
carbonate (limestone) in terms of
the chemical reactions involved
Learners can investigate the manufacture of lime by heating a few
limestone chips very strongly for 20 minutes, to form calcium oxide on
the surface, and then allowing the solid to cool.
R. Norris & R. Stanbridge. Chemistry
for IGCSE, Nelson Thornes, 2009,
ISBN 9781408500187, p204 Fig 16.5.1.
A more effective decomposition is achieved by using a blowpipe to blow
air through the Bunsen flame onto the limestone chips for several
minutes.
Notes on limestone cycle:
www.docbrown.info/page01/ExIndChe
m/ExIndChem.htm
Observe reaction of calcium oxide when drops of water are added to
make slaked lime (example of exothermic reaction – steam and solid
crumbling). Then add excess water to form limewater and test the pH.
C10 2
C6 6.2.1
Name some uses of lime and
slaked lime as in treating acidic
soil and neutralising acidic
industrial waste products
Possible issues to discuss include:
 the importance using lime or slaked lime for treating excess acidity
in soils, thus making unfertile land fertile. Also in neutralising acidic
waste products from industry
 the environmental effects of large scale limestone quarrying to meet
the huge demand
 the importance of limestone / lime in the extraction of iron from
haematite (link to Unit 6 – Metals C8 8.3(a).2 (S))
 the use of calcium carbonate to remove sulfur dioxide from the
flue-gas emissions of power stations.
www.allotment.org.uk/fertilizer/gardenlime.php
Classify oxides as either acidic or
basic, related to metallic and
non-metallic character of the
element forming the oxide
Demonstration of the reaction of the elements with oxygen.
Useful worksheet on burning elements
in oxygen:
http://www2.ucdsb.on.ca/tiss/stretton/ch
em3/lab_4_Oxides_Metals_Non_Metals
.html
Linked to Units 2 and 3, oxides of sodium, magnesium, carbon, sulfur
and phosphorus are all good examples to use.
www.en.wikipedia.org/wiki/Fluegas_desulfurization
Examples of acidic oxides are P2O5, SO2, SO3 and NO2.
Examples of basic oxides are Na2O, CaO and BaO.
C6 6.2.2 (S)
Classify other oxides as neutral or
amphoteric
Examples of amphoteric oxides are Al2O3 and ZnO.
Examples of neutral oxides are nitrogen(I) oxide (N2O), nitrogen(II)
oxide [NO] and carbon monoxide (CO).
v1 3Y06
Cambridge IGCSE Physical Science (0652)
http://en.wikipedia.org/wiki/Amphoteris
m
www.ehow.com/list_6831222_differenttypes-oxides_.html
31
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
C6 6.3.1
Describe the preparation,
separation and purification of
salts.
Experiments should include the preparation of salts such as copper(II)
sulfate, magnesium sulfate (filtration method) and sodium or potassium
salts (titration method) (link to Unit 1 – Experimental Techniques).
www.docbrown.info/page03/AcidsBase
sSalts06.htm
Chemistry Experiments, J. A. Hunt, A.
Geoffrey Sykes, J. P. Mason, Longman
1996, Experiments G6, G7 and G9.
C6 6.3.2 (S)
Suggest a method of making a
given salt from suitable starting
material, given appropriate
information, including
precipitation
Extend the salt preparation to include lead(II) chloride, lead(II) iodide
and barium sulfate.
(Note: Pb and Ba compounds are poisonous).
Introduce solubility rules and ask learners to suggest a suitable method
for preparing a particular salt.
Lesson plan for preparing an insoluble
salt:
www.practicalchemistry.org/experiment
s/preparing-an-insolublesalt,174,EX.html
Learners can then put their theory into practice.
C6 6.4.1
Describe the following tests to
identify:
This allows a great range of simple test tube reactions to be conducted.
– aqueous cations:
ammonium, copper(II),
iron(II), iron(III) and zinc
(using aqueous sodium
hydroxide and aqueous
ammonia as appropriate)
(Formulae of complex ions
are not required.)
First, known samples can be used in experiments so that the learners
become familiar with the observations that indicate a positive test.
Then the experiments can be made more challenging by using unknown
samples of an ionic compound (or even a mixture) to enable learners to
develop analytical skills.
– anions:
carbonate (by reaction with
dilute acid and then
limewater),
chloride (by reaction under
acidic conditions with
aqueous silver nitrate), nitrate
(by reduction with aluminium
to ammonia) and sulfate (by
v1 3Y06
Cambridge IGCSE Chemistry,
S.Goodman & C. Sunley, Collins, 2006.
CD-ROM video clips 12–17.
Chemistry for IGCSE, R. Norris & R.
Stanbridge, Nelson Thornes, 2009:
Testing for aqueous cations, Fig
11.5.1–11.5.2, p140–1.
Testing for aqueous anions, Fig 11.6.1,
p142–143.
Identifying a gas, Fig 11.4.1–11.4.3,
p138–139.
Summary sheet for most of these
reactions:
www.creative-
Cambridge IGCSE Physical Science (0652)
32
Syllabus ref
Learning objectives
Suggested teaching activities
reaction under acidic
conditions with aqueous
barium ions)
Learning resources
chemistry.org.uk/gcse/documents/Modu
le22/N-m22-02.pdf
www.docbrown.info/page13/ChemicalT
ests/ChemicalTestsc.htm#KEYWORDS
C6 6.5.1
Describe the following tests to
identify:
– ammonia (using damp red
litmus paper)
– carbon dioxide (using
limewater)
– chlorine (using damp litmus
paper)
– hydrogen (using lighted
splint)
– oxygen (using a glowing
splint)
Demonstration or experimental work to prepare / test for some of these
gases.
NH3 and Cl2 both have distinctive smells which give some indication of
the test to use.
www.bbc.co.uk/schools/gcsebitesize/sci
ence/edexcel_pre_2011/chemicalreacti
ons/preparinggasesrev4.shtml
www.youtube.com/watch?v=LiAvDpl5a
JA
CO2, H2 and O2 are all colourless and odourless, so it is less easy to
decide which test to use. As H2 diffuses away most rapidly, it should be
tested for first (‘pop’ with a lighted splint). If negative, blow out splint,
then test for O2 (splint relights / glows brighter). If glowing splint
extinguished, probably CO2 – confirm with limewater.
Past paper questions attached to
this scheme of work include:
Unit 4: Questions Alternative to
Practical 1
Unit 4: Questions Extension 1
Unit 4: Questions Extension 2
v1 3Y06
Cambridge IGCSE Physical Science (0652)
33
Scheme of work – Cambridge IGCSE® Physical Science (Chemistry) (0652)
Unit 5: Production of energy, energetics, speed of reaction and redox
Recommended prior knowledge
Learners should have an understanding of particle theory (Unit 2) and be familiar with taking accurate measurements (Unit 1).
Context
This unit builds on ideas from Units 1 and 2. The concepts of this unit will be reinforced in later units.
Outline
This unit starts by reminding learners about the exothermic nature of the combustion of fuels and describes the use of a number of different fuels, including the use
of radioactive isotopes. Energetics, speed of reaction and redox issues are also covered. For more advanced learners, energy level diagrams and the collision
theory may be introduced.
There is a considerable range of practical work that can be carried out, which can be used to develop or assess practical skills. Links with enzymes as a biological
catalyst and role of light in photosynthesis can be made with Cambridge IGCSE Biology.
This unit is cross-referenced to assessment objectives AO1 (bullet points 1–5), AO2 (bullet points 1–7), AO3 (bullet points 1–4), Units 1 and 2.
(Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only).
Syllabus
ref
Learning objectives
Suggested teaching activities
Learning resources
Past question papers are available
at: http://teachers.cie.org.uk
C5.1.1
Describe the production of heat
energy by burning fuels
Examples to include coal, natural gas and petroleum.
A more detailed coverage of this topic is given in Unit 3 (Air and water)
and in Unit 8 (Organic).
v1 3Y06
Cambridge IGCSE Physical Science (0652)
Worksheet on comparing different
fuels
http://matse1.matse.illinois.edu/ene
rgy/e.html
34
Syllabus
ref
Learning objectives
Suggested teaching activities
Learning resources
C5.1.2
Describe hydrogen as a fuel
Possible demonstrations include burning hydrogen balloons.
www.alternative-energynews.info/technology/hydrogenfuel/
A less ‘explosive’ but equally enjoyable demonstration can be achieved
by bubbling hydrogen gas through a solution of Tepol / washing-up
liquid. The ascending hydrogen bubbles are ‘chased’ with a lighted
splint. This is a less noisy, but more messy, experiment than the one
above.
http://auto.howstuffworks.com/fuelefficiency/alternativefuels/alternative-fuel-roundup.htm
Possible group work for learners to present the pros and cons of using
hydrogen as a fuel source.
Possible issues for discussion include:
 the high cost of hydrogen due to the high energy demand / use of
large amounts of electrical energy to breaking down water
(electrolysis)
 that producing this amount of electricity consumes large amounts
of non-renewable fossil
 the production of hydrogen by reaction of steam with coke (Bosch
process) inevitably leaves some CO (toxic) in the mixture
 that hydrogen is difficult to store for fuel use in cars, due to
explosion risk and need for heavy pressurised cylinders
 that hydrogen is non-polluting when burnt, the only product being
water.
C5.1.3
v1 3Y06
Describe radioactive isotopes, such
as 235U, as a source of energy
Possible issues for discussion include:
 the long term nature of nuclear energy (sustainable long after coal
and oil run out)
 environmental considerations such as the disposal of radioactive
waste.
Cambridge IGCSE Physical Science (0652)
www.worldnuclear.org/education/uran.htm and
this one.
35
Syllabus
ref
Learning objectives
Suggested teaching activities
C5.2.1
Describe the meaning of
exothermic and endothermic
reactions
This can be seen as a rise or fall in temperature of many chemical
reactions used in the syllabus.
Learning resources
This concept can be taught across the syllabus, rather than as a
discrete lesson. It is probably better to introduce this concept at an
early stage (perhaps in Unit 2) and to reinforce it in appropriate
practical lessons as they arise.
Suggested experiments:
 neutralisation reactions of acids and alkalis (see Unit 4)
 metal displacement reactions (see Unit 6)
 dissolving salts, including ammonium salts (see Unit 4)
 combustion of an alcohol using a spirit burner to heat water [see
Section C11.6.1, Unit 8]
 if data loggers are available, temperature probes could be used.
C5.2.2
Describe bond breaking as
endothermic and bond forming as
exothermic
Use mnemonic – ‘Mexo Bendo’:
 Mexo is making is exothermic
 Bendo is breaking is endothermic.
Extension – learners can be introduced to energy level diagrams to
show the difference in energy of reactants and products in chemical
reactions.
This can be linked to the concept of activation energy [see Section
C5.3.2 (S)].
v1 3Y06
Cambridge IGCSE Physical Science (0652)
http://www.gcsescience.com/rc24energy-level-diagram.htm
http://misterguch.brinkster.net/ener
gydiagram.htm
l
36
Syllabus
ref
Learning objectives
Suggested teaching activities
Learning resources
C5.3.1
Describe the effect of
concentration, particle size,
catalysts (including enzymes) and
temperature on the rate (speed) of
reactions
Choose a straightforward reaction such as that between marble
chippings and hydrochloric acid. Devise, or get the learners to devise,
a simple series of test-tube experiments in which just one variable, out
of concentration, particle size and temperature, is changed each time.
Video clip introduction to speed of
reaction (rates):
www.bbc.co.uk/schools/gcsebitesiz
e/science/add_ocr/chemical_synthe
sis/rates.shtml
Such a suite of experiments gives an easily understood visual
impression of the factors affecting the speed of a reaction.
Extension – reactions can involve metals and dilute acids or
carbonates and dilute acids. Gas syringes (or measurement of
displacement of water by gas in upturned measuring cylinder) can be
used to measure the volume of gas produced.
Use the fermentation of glucose to produce alcohol as an example of
an enzyme increasing the speed of a reaction.
A more detailed coverage of the fermentation process is given in
Section C11.6.2 (S), Unit 8.
Extension – using learners’ understanding of the kinetic theory (see
Unit 2), introduce the concept that a collision between two particles
(with sufficient energy) is necessary for a reaction to occur (a
successful collision). Not all collisions between particles are successful.
C5.3.2 (S)
Show awareness that light can
provide the energy needed for a
chemical reaction to occur
Various practicals Fig 8.1.1–8.1.3:
Chemistry for IGCSE, R. Norris &
R. Stanbridge, Nelson Thornes,
2009, ISBN 9781408500187, p 96–
97.
www.richardanderson.me.uk/keysta
ge4/GCSEChemistry/m3ratesofrea
ction.php
Extension – most collisions fail because the energy needed for a
chemical reaction to occur (activation energy) is not present at
collision. Link to energy level diagrams C5 5.2.2 and to C5 5.3.2 (S).
Video clip that uses animations of
atoms to explain collision theory:
www.bbc.co.uk/learningzone/clips/c
ollision-theory-and-rates-ofreaction/10668.html
Experiments on how light affects photosynthesis and the darkening of
slow photographic film in various light intensities.
How light affects photosynthesis
and a photo-sensitive reaction
R. Norris & R. Stanbridge.
Chemistry for IGCSE, Nelson
Thornes, 2009, ISBN
9781408500187, p106–107 [Fig
8.6.1 & 8.6.2].
Emphasise the need of light for photosynthesis and link to Cambridge
IGCSE Biology.
v1 3Y06
Various practical experiments to
illustrate speed of reaction:
www.practicalchemistry.org/experi
ments/intermediate/rates-ofreaction/topic-index.html
Cambridge IGCSE Physical Science (0652)
37
Syllabus
ref
Learning objectives
Suggested teaching activities
C5.3.3
State that organic compounds that
catalyse organic reactions are
called enzymes
Link to fermentation above.
C5.3.4 (S)
State that photosynthesis leads to
the production of glucose from
carbon dioxide and water in the
presence of chlorophyll and
sunlight (energy)
Photosynthesis is an endothermic process.
C5.3.5
Describe the application of the
above factors to the danger of
explosive combustion with fine
powders (e.g. flour mills) and gases
(e.g. mines)
Custard powder explosion experiment in tin with tight fitting lid may be
demonstrated.
Explosive milk Fig 8.3.3:
Chemistry for IGCSE, R. Norris &
R. Stanbridge, Nelson Thornes,
2009, ISBN 9781408500187, p101.
http://www.rsc.org/Education/Teach
ers/Resources/PracticalChemistry/Videos/surface-area-onreaction-rate.asp
C5.3.6 (S)
Describe the use of silver salts in
photography (i.e. reduction of silver
ions to silver)
Experiments on how light affects photosynthesis and darkening of slow
photographic film in various light intensities.
How light affects photosynthesis
and a photo-sensitive reaction:
R. Norris & R. Stanbridge.
Chemistry for IGCSE, Nelson
Thornes, 2009, ISBN
9781408500187,p106–107[, Fig
8.6.1 & 8.6.2].
In addition to the production of glucose, oxygen is produced.
Possible issues for discussion include:
 that the combustion of glucose (respiration in the body) is the
reverse of photosynthesis and so is exothermic
 the maintenance of the oxygen balance in the atmosphere and
factors that may affect this.
A simple experiment can be to make silver chloride, bromide and
iodide by precipitation (link to Unit 4 – Acids, Bases and Salts) and
watch them change colour under strong light.
Learning resources
How light affects photosynthesis
and a photo-sensitive reaction
R. Norris & R. Stanbridge.
Chemistry for IGCSE, Nelson
Thornes, 2009, ISBN
9781408500187, p106–107.
Role of silver salts in photography:
http://www.instructables.com/id/De
monstrating-SimplePhotochemistry-with-Silver-Ch/
v1 3Y06
Cambridge IGCSE Physical Science (0652)
38
Syllabus
ref
Learning objectives
Suggested teaching activities
Learning resources
C5.4
Define oxidation and reduction in
terms of oxygen loss / gain
Stress that oxidation and reduction reactions always occur together in
a redox reaction.
www.chemguide.co.uk/inorganic/re
dox/definitions.html
Redox changes can often be observed as significant changes e.g.
rusting / corrosion of iron or the ‘Thermite reaction’ used to weld
together railway lines,
iron(III) oxide + aluminium  iron + aluminium oxide.
www.practicalchemistry.org/experi
ments/the-thermitereaction,172,EX.html
Link to ideas of the role of redox reactions in the production of energy
from fuels and the extraction of metals. The reactions in car catalytic
converters can also be studied here (link to Unit 3).
Possible experiments include the reaction of metals / non-metals with
oxygen and the reaction of metal oxides with carbon or hydrogen.
Video clips of Thermite reaction:
http://www.davidavery.co.uk/thermit
e/
http://www.youtube.com/watch?v=a
8XSmSdvEK4
http://www.youtube.com/watch?v=
wHrC_icKra0
R. Norris & R. Stanbridge.
Chemistry for IGCSE, Nelson
Thornes, 2009, ISBN
9781408500187, p114 [Fig 9.3.1],
p117 [Fig 9.4.1]
v1 3Y06
Cambridge IGCSE Physical Science (0652)
39
Scheme of work – Cambridge IGCSE® Physical Science (Chemistry) (0652)
Unit 6: Metals and the reactivity series
Recommended prior knowledge
Knowledge on particle theory and atomic structure and the reaction of metals with oxygen and acids is preferable.
Context
This unit builds on ideas from Units 2, 3 and 4.
Outline
This unit begins by looking at the general properties of metals and the benefits of forming alloys. The reactivity series is introduced and there is a considerable
range of practicals that can be used to illustrate the reactivity of different elements. This is related to the method of extraction of different metals. There is an
opportunity for discussion about the economic and environmental factors involved in relation to the location of a manufacturing plant and the benefits of recycling.
This unit is cross-referenced to assessment objectives AO1 (bullet points 1–5), AO2 (bullet points 1–6), AO3 (bullet points 1–4), Units 2. 3 and 4.
(Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only).
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
Past question papers available at:
http://teachers.cie.org.uk
C8 8.1.1
Compare the general physical and
chemical properties of metals with
those of non-metals
Physical properties could include appearance, melting / boiling point,
conduction of heat and electricity, malleability and ductility.
Metals and acids:
www.nuffieldfoundation.org/practicalchemistry/metals-and-acids
Chemical properties: could include reactions with water, steam and
dilute mineral acids, acidic / basic oxides (link with Unit 4).
C3 3.2(d).1
(S)
v1 3Y06
Describe metallic bonding as a
lattice of positive ions in a ‘sea of
electrons’ and use this to describe
the electrical conductivity and
Modelling a metallic structure using a shallow dish of water with
detergent.
Notes on metallic bonding:
www.docbrown.info/page04/4_72bond5
.htm
Emphasise that the delocalised (free) electrons can move randomly
Cambridge IGCSE Physical Science (0652)
40
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
malleability of metals
throughout the metallic structure. Discourage vague statements such
as ‘delocalised electrons move in the metal’ as all electrons move – not
just delocalised ones.
Explain conductivity in terms of a flow of delocalised electrons in a
given direction (e.g. along a wire).
Chemistry for IGCSE, R. Norris and R.
Stanbridge, Nelson Thornes, 2009,
ISBN 9781408500187, p40 Fig 3.6.2.
Explain malleability in terms of layers sliding over each other. Metallic
bonding (attraction between the positive metal lattice and the
delocalised electrons) is maintained, so the metal lattice still holds
together but in a different shape.
Extension – compare this with the brittleness of an ionic lattice. The
sliding of layers under impact places like charges adjacent to each
other which repel and break the lattice.
C8 8.2.1
Place in order of reactivity: calcium,
copper, (hydrogen), iron,
magnesium, potassium, sodium
and zinc, by reference to the
reactions, if any, of the metals with:
–
water or steam
–
dilute hydrochloric acid
(equations not required)
–
the aqueous ions of other
metals
Experiments could include:
 potassium, sodium with water (as demonstration only) – (link to
Unit 2)
 calcium, magnesium with water
 magnesium, zinc with steam
 magnesium, zinc, iron with dilute hydrochloric acid.
Introduce the concept of a displacement reaction by getting learners to
add samples of metals to aqueous solutions containing the ions of
different metals. Use their results to ‘fine-tune’ their reactivity series
list.
The position of iron in the reactivity
series:
www.practicalchemistry.org/experiment
s/the-position-of-iron-in-the-reactivityseries%2C173%2CEX.html
Displacement reactions of metals:
www.creativechemistry.org.uk/gcse/documents/Modu
le5/N-m05-03.pdf
Explain such reactions as redox reactions (link to Section C5 5.4, Unit
5).
For advanced learners this could be extended to (aluminium), lead,
nickel, tin and silver to provide a longer list of reactivity.
(Note: that aluminium is less reactive than expected in test- tube
experiments).
C8 8.2.2 (S)
v1 3Y06
Account for the apparent
unreactivity of aluminium in terms
Do not confuse with rusting of iron.
Chemistry for IGCSE, R. Norris and R.
Cambridge IGCSE Physical Science (0652)
41
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
of the oxide layer which adheres to
the metal
Emphasise that the Al2O3 layer is impervious to air / water and so
protects the surface from attack. When scratched (e.g. in cleaning with
an abrasive) the layer is re-established by reaction with the air.
Dipping aluminium foil in a solution of HgCl2 removes this layer. When
dropped into water, the foil then reacts rapidly evolving hydrogen gas.
Stanbridge Nelson Thornes, 2009,
ISBN 9781408500187, p114 [Fig 9.3.1],
p117 [Fig 9.4.1]
Extension – the Thermite reaction between aluminium and iron(III)
oxide as a demonstration of the reactivity of aluminium. (Link to
Section C5 5.4, Unit 5)
C8 8.2.3
Deduce an order of reactivity from
a given set of experimental results
The Thermite reaction:
www.practicalchemistry.org/experiment
s/the-thermite-reaction,172,EX.html
Video clips of Thermite reaction:
www.davidavery.co.uk/thermite/
www.youtube.com/watch?v=a8XSmSdv
EK4
www.youtube.com/watch?v=wHrC_icKr
a0
Reactions of metals with water, steam and dilute hydrochloric / sulfuric
acid or with other aqueous metal ions).
Learners, in groups, can be given three / four elements on cards and
asked to put them in order of reactivity and to present their reasoning
to the class.
C8 8.3(a).1
Describe the ease in obtaining
metals from their ores by relating
the elements to the reactivity series
Carbon + metal oxide (reduction using carbon).
Demonstration of the reduction of lead(IV) oxide and charcoal blocks
with a blowpipe.
Emphasise that metals above carbon in the reactivity series are
extracted by other methods as carbon is insufficiently reactive. Metals
below carbon are usually extracted by heating their corresponding
metal oxide with carbon.
‘Native’ metals are metals of very low reactivity that are found in the
earth’s crust in their elemental form. They are mined, and extracted
from the resulting rock, but do not need to be reduced.
Relate these three methods to the position of the metal in the reactivity
v1 3Y06
Cambridge IGCSE Physical Science (0652)
Video clips on the various methods of
extraction:
www.rsc.org/Education/Teachers/Reso
urces/Alchemy/
Notes of extraction of metals:
www.chemguide.co.uk/inorganic/extract
ionmenu.html
www.bbc.co.uk/schools/gcsebitesize/sci
ence/aqa_pre_2011/rocks/metalsrev1.s
html
www.docbrown.info/page04/Mextractd.
htm
42
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
series.
Possible issues for discussion include:
 the economic and environmental cost of the high energy required
in metal extraction processes
 the large input of non-renewable fossil fuel resources into
(electrolysis and) carbon reduction
 the importance of recycling metals.
Extension – with more advanced learners it may be reasonable to give
them an idea of which ‘other methods’ might be used. For example,
metal displacement – where a more reactive metal displaces the
required metal – should be readily understood but raises the issue of
the origin of this more reactive metal. A reference to the use of
electricity to replace the missing electrons on a metal ion (electrolysis)
might be mentioned but not developed.
C8 8.3(a).2
(S)
Describe the essential reactions in
the extraction of iron from hematite
Emphasise the use of a blast furnace and the raw materials: hematite
(iron ore), coke and hot air.
Stress limestone is added to remove acidic impurities like SiO2 in the
ore and forms a useful by-product called calcium silicate (slag).
Iron from the blast furnace is 95% pure and is very brittle, called ‘pig
iron’, but sometimes called ‘cast iron’. This should not be confused with
genuine cast iron which is a relatively brittle high carbon steel used
where rigidity is required.
Iron and steel manufacture:
www.chemguide.co.uk/inorganic/extract
ion/iron.html
Video clips on the various methods of
extraction:
www.rsc.org/Education/Teachers/Reso
urces/Alchemy/
Possible issues for discussion include:
 local environmental effect of large scale mining of haematite
 the economic and environmental cost of the high energy demand
of blast furnace
 the large input of non-renewable fossil fuel resources into carbon
reduction
 the need to collect waste toxic carbon monoxide, which can be
used as a fuel to reduce energy cost of plant
 the need to recycle iron.
v1 3Y06
Cambridge IGCSE Physical Science (0652)
43
Syllabus ref
Learning objectives
Suggested teaching activities
C8.3(a).3
Name metals that occur ‘native’,
including copper and gold
Link to reactivity series (see Section C8 8.3(a).1 above).
C8.3(a).4
Name the main ores of aluminium,
copper and iron
C8 8.3(b).1
Describe the idea of changing the
properties of iron by the controlled
use of additives to form steel alloys
Use of other elements (often transition elements) and changing carbon
content to alter properties such as strength and hardness.
Relate to improvement in corrosion resistance and mechanical
properties such as strength. Illustrate the above structure changes
using a particle model / diagram. Emphasise that the different sized
atoms stop layers sliding over one another easily.
Opportunity for data analysis activities to link steel specifications to
use.
Learners, in groups, can research different alloys and their uses.
There results could be presented in class or on a poster.
Learning resources
Chemistry for IGCSE, R. Norris and R.
Stanbridge Nelson Thornes, 2009,
ISBN 9781408500187, p176 Fig 14.4.1.
Background information on some
common alloys:
www.bbc.co.uk/schools/gcsebitesize/sci
ence/ocr_gateway_pre_2011/rocks_me
tals/4_metals_alloys1.shtml
http://chemistry.about.com/cs/demonstr
ations/a/aa022204a.htm
http://chemistry.about.com/od/metalsall
oys/Metals_Alloys.htm
C8 8.3(b).2
(S)
Name the uses, related to their
properties, of copper (electrical
wiring and in cooking utensils) and
of aluminium (aircraft parts and
food containers)
Copper – properties such as:
www.gcsescience.com/ex26.htm

www.buzzle.com/articles/copper-usesof-copper.html





v1 3Y06
in wiring, electrical conductivity, melting point, malleability and
general low chemical reactivity
in cooking utensils, heat conductivity / good distribution of heat,
melting point, malleability and general low chemical reactivity
uses can be expanded to include coinage
Aluminium – properties such as:
in aircraft parts, low density, resistance to corrosion malleability,
ease of shaping by extrusion and strength when alloyed (e.g.
Duralumin)
in food containers because of its resistance to corrosion and
malleability.
Cambridge IGCSE Physical Science (0652)
hwww.eurocopper.org/copper/coppereducation.html
Extraction of metals:
www.gcsescience.com/ex16.htm
Aluminium:
http://sam.davyson.com/as/physics/alu
minium/site/uses.html
44
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
Issues of the need to, and the economic difficulties associated with,
recycling of metals could be discussed here.
http://en.wikipedia.org/wiki/Aluminium_
alloy
www.aluminyumsanayi.com/aluwebsayf
am2a.html
C8 8.3(b).3
Name the uses of mild steel (car
bodies and machinery) and
stainless steel (chemical plant and
cutlery)
Mild steel – relate to cost, ease of shaping / pressing (to make car body
panels), reasonable strength when shaped, tendency to rust – hence
the need to paint / protect surface.
Mid steel properties:
www.buzzle.com/articles/mild-steelproperties.html
Stainless steel – relate to greater resistance to chemical attack, so no
need to paint / protect surface.
Types of steel:
http://resources.schoolscience.co.uk/co
rus/14-16/steel/msch3pg1.html
Properties and uses of stainless steel:
www.ehow.com/list_6641067_propertie
s-uses-stainless-steel.html
C8 8.3(b).4
Name the uses of zinc for
galvanizing and for making brass
Can be expanded to include coinage and musical instruments.
Zinc and its uses:
www.azom.com/article.aspx?ArticleID=
749
Brief history if brass:
www.copperinfo.co.uk/alloys/brass/dow
nloads/117/117-section-8-brief-historyof-brass.pdf
http://en.wikipedia.org/wiki/Brass_instru
ment
Copper recycling and sustainability:
http://resources.schoolscience.co.uk/C
DA/16plus/sustainability/copper9.html
C7 7.3.1
v1 3Y06
Describe the transition elements as
a collection of metals having high
densities, high melting points and
forming coloured compounds, and
Relevant elements for colours include:
 iron(II) and iron(III) (these are most stable as the ammonium iron
sulfate salts) – show the effect of dissolving the solids in water)
 manganese (in potassium manganate(VII))
Cambridge IGCSE Physical Science (0652)
The transition metals:
www.bbc.co.uk/schools/gcsebitesize/sci
ence/edexcel/patterns/transitionmetalsr
ev1.shtml
45
Syllabus ref
Learning objectives
Suggested teaching activities
which, as elements and
compounds, often act as catalysts


chromium (in potassium dichromate(VI))
and copper(II) (in anhydrous and hydrated copper(II) sulfate when
solid and when dissolved in water).
Learners can be introduced to different coloured ions and asked to
predict the colours of some compounds.
Catalysts to include:
 nickel for hydrogenation of alkenes (see Section C11 11.5.1, Unit
8)
 platinum in removing NO and CO from car exhausts (see Section
C9 9.8, Unit 3). (Link to catalysts in Section C5 5.3.1, Unit 5).
v1 3Y06
Cambridge IGCSE Physical Science (0652)
Learning resources
Polymers and ethanol from oil:
www.bbc.co.uk/schools/gcsebitesize/sci
ence/aqa_pre_2011/oils/polymersrev2.
shtml
How catalytic converters work:
http://auto.howstuffworks.com/catalyticconverter2.htm
46
Scheme of work – Cambridge IGCSE® Physical Science (Chemistry) (0652)
Unit 7: Covalent bonding
Recommended prior knowledge
Basic knowledge of atomic structure, ionic bonding and the layout of the Periodic Table.
Context
This unit builds on Unit 2. The concepts of this unit will be revisited in Unit 8.
Outline
This unit starts by looking at covalent bonding in simple molecules and comparing their properties to those of ionic compounds. Giant covalent structures are
introduced and their key features explored. Opportunity for learners in groups to make models of these giant structures.
This unit is cross-referenced to assessment objectives AO1 (bullet points 1–4), AO2 (bullet points 1–3), AO3 (bullet points 1–3) and Unit 2.
(Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only)
Syllabus
ref
Learning objectives
Suggested teaching activities
Learning resources
Past papers available at:
http:teachers.cie.org.uk
C3 3.2(b).1
Describe the formation of single
covalent bonds in H2, Cl2 , H2O,
CH4 and HCl as the sharing of pairs
of electrons leading to the noble
gas configuration
The covalent bond defined as a ‘shared pair of electrons’.
Use dot-and-cross diagrams with overlapping circles to show where the
bonding electrons are. Learners should distinguish the origin of the
electrons by appropriate use of dots and crosses. To show the noble gas
configuration of each atom, non-bonding electrons should be included.
Good animated introduction to covalent
bond formation:
www.bbc.co.uk/schools/gcsebitesize/sci
ence/add_aqa_pre_2011/atomic/covale
ntbond.shtml
Learners can use mini-whiteboards to draw electron diagrams as a class
activity.
v1 3Y06
Cambridge IGCSE Physical Science (0652)
47
Syllabus
ref
Learning objectives
Suggested teaching activities
Learning resources
C3 3.2(b).2
(S)
Describe the electron arrangement
in more complex covalent
molecules such as N2, C2H4,
CH3OH and CO2
As above using these specified examples.
Covalent bonding activity:
www.bbc.co.uk/schools/gcsebitesize/sci
ence/add_aqa_pre_2011/atomic/covale
ntbond.shtml
Describe the differences in
volatility, solubility and electrical
conductivity between ionic and
covalent compounds
Learners can be given samples of salt, powdered wax and silver sand as
three examples of white solids. They can carry out experiments to
identify the bonding in each.
C3 3.2(b).3
Extension – some more complicated examples like AsCl3, SO3, PCl5
and BF3 as examples.
For advanced learners, sugar can be given as an additional example to
show that some simple covalent compounds are soluble in water.
Different substances and their
properties:
www.bbc.co.uk/schools/gcsebitesize/sci
ence/add_aqa_pre_2011/atomic/differe
ntsubrev1.shtml
A database could be set up for a range of compounds of all bonding
types with fields for each property.
More advanced learners could be asked to design questions based on
the properties which would produce lists of compounds with a particular
bonding type.
(Link with Section C3 3.2(a).1, Unit 2).
C3 3.2(c).1
Describe the structures of graphite
and diamond
Ball and spoke models will be useful here.
Emphasise key features in their structures:
 Graphite:

each carbon atom attached to three other carbon atoms

hexagonal rings, layered lattice structure

delocalised electrons within each layer

weak intermolecular forces between the layers.
 Diamond:

each carbon atom forms four covalent bonds with other
carbon atoms

each carbon atom has a tetrahedral arrangement

all outer shell electrons are localised in single covalent
bonds.
Good interactive site on giant covalent
bonding:
www.avogadro.co.uk/structure/chemstr
uc/network/g-molecular.htm
www.avogadro.co.uk/structure/chemstr
uc/structure.htm
Structures such as these to be described as macromolecular or giant
v1 3Y06
Cambridge IGCSE Physical Science (0652)
48
Syllabus
ref
Learning objectives
Suggested teaching activities
Learning resources
covalent.
C3 3.2(c).2
(S)
Relate their structures to melting
point, conductivity and hardness
The high melting points of these two macromolecules explained in terms
of the need to break a massive number of strong covalent bonds.
Chemical structure:
www.avogadro.co.uk/structure/chemstr
uc/structure.htm
Conductivity explained in terms of the presence / absence of delocalised
electrons.
The hardness of diamond, and the softness of graphite, explained in
terms of bonds breaking and layers sliding respectively.
Past paper questions attached to
this scheme of work include:
Unit 7: Questions Core 1
Unit 7: Questions Extension 1
v1 3Y06
Cambridge IGCSE Physical Science (0652)
49
Scheme of work – Cambridge IGCSE® Physical Science (Chemistry) (0652)
Unit 8: Organic
Recommended prior knowledge
Learners should have completed Unit 3, and Unit 7 prior to teaching this unit.
Context
This unit builds on Unit 3 and Unit 7.
Outline
This unit starts by introducing some different types of organic molecules (alkanes, alkenes, alcohols and carboxylic acids) and that their chemical properties are
determined by the functional group(s) present. The process of fractional distillation of crude oil is discussed with its importance as the main source of organic
molecules. Opportunity for learners to research and explore the vast variety of everyday products that originates from crude oil. In addition, learners have the
chance to debate non-renewable versus renewable fuel.
This unit is cross-referenced to assessment objectives AO1 (bullet points 1–5), AO2 (bullet points 1–5), AO3 (bullet points 1–3), Units 2 and 7.
(Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only).
Syllabus
ref
Learning objectives
Suggested teaching activities
Learning resources
Past question papers available at:
http:teachers.cie.org.uk
C11 11.1.1
v1 3Y06
Name and draw the structures of
methane, ethane, ethene, ethanol,
ethanoic acid and the products of
the reactions stated in syllabus
references 11.4–11.6
Learners need to be able to draw full structural formulae (showing all
atoms and all bonds). Stress the importance of correct bond
attachments.
Excellent model kits can be purchased:
www.molymod.com
Establish rules for the number of covalent bonds formed by carbon,
hydrogen and oxygen atoms. Links to valency, group number and
electronic configuration (see Unit 7).
Freeware drawing packages and other
freeware software are listed at:
www.acdlabs.com/resources/freeware/
Cambridge IGCSE Physical Science (0652)
50
Syllabus
ref
C11 11.1.2
C11 11.2.1
Learning objectives
Suggested teaching activities
Learning resources
Learners, in pairs or groups, could be given molecules to build using
model kits or name / draw structures using mini white boards.
www.bbc.co.uk/bitesize/standard/chemi
stry/materialsfromoil/hydrocarbons/revis
ion/1/
State the type of compound
present, given a chemical name
ending in -ane, -ene, -ol,
or -oic acid, or a molecular
structure
Cards with names or structures could be used as an activity.
Useful interactive website for
hydrocarbons:
www.bbc.co.uk/bitesize/standard/chemi
stry/materialsfromoil/hydrocarbons/revis
ion/1/
Name the fuels coal, natural gas
and petroleum
Awareness of the finite nature of fossil fuel supply and the role of
chemistry in the ‘search for solutions’ for alternative fuels and alternative
industrial feedstock.
Learners could be introduced to the term ‘functional group’ to aid the
identification of these organic compounds, for example alkene C=C,
alcohol –OH, carboxylic acids –CO2H.
Making crude oil useful:
www.bbc.co.uk/schools/gcsebitesize/sci
ence/ocr_gateway_pre_2011/carbon_c
hem/4_crude_oil1.shtml
Awareness of the competing demand for hydrocarbons as fuels and as
raw materials for the petrochemical industry.
C11 11.2.2
Name methane as the main
constituent of natural gas
Relate to use in the home and in Bunsen burners.
C11 11.2.3
Describe petroleum as a mixture of
hydrocarbons and its separation
into useful fractions by fractional
distillation
Define hydrocarbons as molecules that contain carbon and hydrogen
atoms only.
Reinforce learners’ understanding of the effect of increased molecular
mass down the series on boiling point (see suggested ICT activity,
above in C11 11.3.1).
Generate an awareness that:
 the use of the fractions as fuels is rapidly depleting easily available
crude oil resources
 crude oil is the essential raw material for many plastics and other
petrochemicals
 there is a problem with some fractions (e.g. petroleum) as demand
exceeds the supply
 there is a over-production of other, higher boiling, fractions
 the composition of crude oil differs depending on its source.
Introduce the idea of heavy crude and light crude (oils) obtained
v1 3Y06
Cambridge IGCSE Physical Science (0652)
Video clip on fractional distillation:
www.rsc.org/Education/Teachers/Reso
urces/Alchemy/
Fuels from crude oil:
www.bbc.co.uk/schools/gcsebitesize/sci
ence/aqa_pre_2011/rocks/fuelsrev1.sht
ml
51
Syllabus
ref
Learning objectives
Suggested teaching activities
Learning resources
from different oilfields.
Extension – discuss the supply and demand problem for some fractions
– link to cracking in this unit (see Section C11 11.5.2 (S) below).
C11 11.2.4
C11 11.3.1
Making crude oil useful:
www.bbc.co.uk/schools/gcsebitesize/sci
ence/ocr_gateway_pre_2011/carbon_c
hem/4_crude_oil1.shtml
Name the uses of the fractions as:
– petrol fraction as fuel in cars
– paraffin fraction for oil stoves
and aircraft fuel
– diesel fraction for fuel in diesel
engines
– lubricating fraction for lubricants
and making waxes and polishes
– bitumen for making roads.
Opportunity for display work. Learners can find magazine pictures and
advertisements to illustrate the uses of these fractions.
Describe the concept of
homologous series as a ‘family’ of
similar compounds with similar
properties due to the presence of
the same functional group
Emphasise the difference of CH2 between successive members of a
homologous series.
Database of chemical compound data:
http://webbook.nist.gov/chemistry/
Learners could make models from C11 11.1.1 to show the structural
formulae of successive members. The molecular formulae for individual
members of a series, and general formula of that series, can be worked
out.
Revision guide:
www.creativechemistry.org.uk/gcse/documents/Modu
le21/N-m21-02.pdf
The pictures can be mounted on a large outline of the fractionating
column, showing where fractions emerge, with boiling points and
chemical detail, such as the range of the number of carbon atoms in the
molecules present in each fraction.
Making crude oil useful:
www.bbc.co.uk/schools/gcsebitesize/sci
ence/ocr_gateway_pre_2011/carbon_c
hem/4_crude_oil1.shtml
Stress that the functional group determines chemical reactions, but Mr
and length of molecule affects physical properties e.g. state, boiling
point.
Discuss effect of increased molecular mass / number of electrons in
molecule down the series on boiling point. Link to fractional distillation
(Section C11 11.2.3 below).
Opportunity for ICT:
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Cambridge IGCSE Physical Science (0652)
52
Syllabus
ref
Learning objectives
Suggested teaching activities



Learning resources
learners could develop a spreadsheet with formulae based on
increasing numbers of carbon atoms, for calculating the number of
hydrogen atoms for alkanes, alkenes, alcohols and carboxylic acids
formulae could also be derived to calculate molecular masses
if boiling point and / or enthalpy change of combustion data are
included, learners could produce line graphs to show trends of
mass, boiling points and enthalpies of combustion against number of
carbon atoms down the series.
C11 11.4.1
Describe the properties of alkanes
(exemplified by methane) as being
generally unreactive, except in
terms of burning
Lack of reactivity is partly due to all the bonds (C–C and C–H) being
strong bonds which require much energy to break. So, the activation
energy for reactions involving alkanes is high (link to Unit 5).
C11 11.5.1
Describe the properties of alkenes
in terms of addition reactions with
bromine, hydrogen and steam
Emphasise that alkenes possess one C=C bond which gives the
molecules increased reactivity compared to alkanes.
Describe the terms saturated and unsaturated as the absence / presence
of one C=C bond respectively, or more than one C=C bonds
(polyunsaturated).
The addition of bromine water to an alkene (the product of the above
cracking reaction would be ideal) demonstrates this to be an addition
reaction. Ask the question, Why has the bromine colour disappeared?
Emphasise the difference between addition and substitution reactions.
The use of a nickel catalyst in hydrogenation reactions and concentrated
sulfuric acid / phosphoric acid as catalysts in the addition of steam to
make an alcohol.
Polymers and ethanol form oil:
www.bbc.co.uk/schools/gcsebitesize/sci
ence/aqa_pre_2011/oils/polymersrev3.
shtml
Hydrocarbons:
www.bbc.co.uk/bitesize/standard/chemi
stry/materialsfromoil/hydrocarbons/revis
ion/1/
Plant oils and food additives:
www.bbc.co.uk/schools/gcsebitesize/sci
ence/aqa_pre_2011/oils/plantoilsrev1.s
html
Examples of hydrogen addition include the hydrogenation of
polyunsaturated vegetable oils to make solid margarines.
C11 11.5.2
(S)
v1 3Y06
Describe the manufacture of
alkenes and of hydrogen by
Paraffin on mineral wool can be cracked using hot broken pot or
granules of aluminium oxide as a catalyst. The resultant gas can be
Cambridge IGCSE Physical Science (0652)
Cracking hydrocarbons:
www.nuffieldfoundation.org/practical-
53
Syllabus
ref
Learning objectives
Suggested teaching activities
Learning resources
cracking
collected over water.
chemistry/cracking-hydrocarbons
Awareness of the importance of cracking to the petrochemical industry
to meet demand for smaller molecules e.g. petrol components, from
larger molecules in crude oil for which there is less demand.
Making crude oil useful:
www.bbc.co.uk/schools/gcsebitesize/sci
ence/ocr_gateway_pre_2011/carbon_c
hem/4_crude_oil1.shtml
Emphasise the importance of alkenes as feed stocks in the chemical
industry.
Chemistry for IGCSE, R. Norris and R.
Stanbridge. Nelson Thornes, 2009,
ISBN 9781408500187, p220 Fig 18.2.2
Extension to cracking of ethanol:
Chemistry Experiments, J. A. Hunt, A.
Geoffrey Sykes, J. P. Mason, Longman
1996, Experiment I5
C11 11.5.3
Distinguish between saturated and
unsaturated hydrocarbons from
molecular structures, by simple
chemical tests
Relate this to the modelling at the start of the unit and the reactions of
alkanes and alkenes mentioned above.
Emphasise that a saturated molecule contains only single covalent
bonds and an unsaturated molecule contains one or more C=C double
bonds.
Polymers and ethanol from oil:
www.bbc.co.uk/schools/gcsebitesize/sci
ence/aqa_pre_2011/oils/polymersrev2.
shtml
Use the bromine water test to distinguish between samples of saturated
and unsaturated hydrocarbons.
C11 11.5.4
Describe the formation of
poly(ethene) as an example of
addition polymerisation of monomer
units
Demonstration of the polymerisation of styrene or acrylates shows the
general addition polymerisation reaction.
Video clip on poly(ethene)/ polythene:
www.rsc.org/Education/Teachers/Reso
urces/Alchemy/
Chemistry Experiments, J. A. Hunt, A.
Geoffrey Sykes, J. P. Mason, Longman
1996, Experiments
I7–I8
Sources of plastic:
www.bbc.co.uk/schools/gcsebitesize/de
sign/resistantmaterials/materialsmateria
v1 3Y06
Cambridge IGCSE Physical Science (0652)
54
Syllabus
ref
Learning objectives
Suggested teaching activities
Learning resources
lsrev3.shtml
Alkenes:
www.bbc.co.uk/schools/gcsebitesize/sci
ence/aqa_pre_2011/oils/polymersrev2.
shtml
Making polymers:
www.youtube.com/watch?v=nRsS0rqo
KeQ
C11 11.6.1
Name the uses of ethanol as a
solvent, as a fuel and as a
constituent of wine and beer.
Groups of learners could investigate different ones of the following and
present their findings to the class.
The importance of ethanol as:
1. a solvent in many everyday commodities
2. a renewable fuel, (already used in many countries where sugar cane
grows easily, e.g. Brazil, Italy). Ethanol may become a ‘fuel for the
future’ as fossil fuel supplies run out
3. a product of the fermentation processes in the production of wine
and beer
Uses of alcohols:
www.chemguide.co.uk/organicprops/alc
ohols/uses.html
What are the advantages and
disadvantages of ethanol fuel?:
www.wisegeek.com/what-are-theadvantages-and-disadvantages-ofethanol-fuel.htm
Extension – point 2 above, could be developed into a discussion of the
conflicting interests of growing crops for food and for ethanol production
by fermentation.
Point 3 above, could be extended to cover the fractional distillation
process involved in the production of spirits as a reinforcement of
fractional distillation.
C11 11.6.2
(S)
Describe the formation of ethanol
by fermentation and by the catalytic
addition of steam to ethene
Demonstration of the fermentation of sugar is possible here.
Learners can tabulate the pros and cons of each process.
Chemistry for IGCSE, R. Norris and R.
Stanbridge. Nelson Thornes, 2009,
ISBN 9781408500187, p244 Fig 20.4.1
Polymers and ethanol from oil:
www.bbc.co.uk/schools/gcsebitesize/sci
ence/aqa_pre_2011/oils/polymersrev3.
shtml
v1 3Y06
Cambridge IGCSE Physical Science (0652)
55
Syllabus
ref
Learning objectives
Suggested teaching activities
Learning resources
Past paper questions attached to
this scheme of work include:
Unit 8: Questions Core 1
v1 3Y06
Cambridge IGCSE Physical Science (0652)
56
Scheme of work – Cambridge IGCSE® Physical Science (Chemistry) (0652)
Unit 9: Amount of substance
Recommended prior knowledge
Learners should have a good understanding of the Periodic Table, bonding and structure.
Context
This unit builds on ideas concerning formulae and equations from Units 2 and 4.
Outline
This unit provides opportunities to reinforce the understanding required for writing formulae and balanced chemical equations. All learners will need to be able to
determine Ar and Mr values, but only those following the Extended syllabus may be required to perform reacting mass / reacting volume calculations. These ideas
can be linked with the importance of calculating reacting quantities especially for industrial scale preparations.
This unit is cross-referenced to assessment objectives AO1 (bullet points 1–5), AO2 (bullet points 1–3, 7), AO3 (bullet points 1–3), Units 2 and 4.
(Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only).
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
Past question papers available at:
http://teachers.cie.org.uk
C4 4 (S)
Deduce the balanced equation for
a chemical reaction, given
relevant information
The information could be masses or amounts of material that react
together.
C4 6
Define relative atomic mass, Ar
All average masses of atoms of an element are compared to the mass of
the standard atom, carbon-12, 12C.
v1 3Y06
Cambridge IGCSE Physical Science (0652)
Chemical calculations – both Tiers:
www.bbc.co.uk/schools/gcsebitesize/sci
ence/add_aqa_pre_2011/chemcalc/che
mcalc_bothrev3.shtml
57
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
C4 7
Define relative molecular mass,
Mr, and calculate it as the sum of
the relative atomic masses
(relative formula mass or Mr will
be used for ionic compounds)
Learners can use Ar values to calculate the relative molecular mass or
relative formula mass from the molecular formula of a covalent
compound or the simplest formula (ionic ratio) of an ionic compound.
Various worksheets on calculations:
www.chemsheets.co.uk/
www.avogadro.co.uk/definitions/mr.htm
Use of mini-whiteboards, bingo and crossword activities could be used.
www.ausetute.com.au/mmcalcul.html
http://chemistry.about.com/od/workedch
emistryproblems/a/molecularmass.htm
www.docbrown.info/page04/4_73calcs0
2rfm.htm
C4 8 (S)
Calculate stoichiometric reacting
masses and volumes of gases
and solutions, solution
concentrations expressed in
g / dm3 and mol / dm3
(Calculations based on limiting
reactants may be set. Questions
on the gas laws and the
conversion of gaseous volumes
to different temperatures and
pressures will not be set)
Learners will need plenty of practice.
This can be linked back to the preparation of salts by titration e.g.
preparation of sodium chloride.
Learners should also be competent at handling reacting mass data given
in tonnes for industrial scale reactions e.g. preparation of salts for use as
fertilisers.
Various worksheets etc. on
calculations:
www.chemsheets.co.uk/
www.practicalchemistry.org/experiment
s/titrating-sodium-hydro
www.docbrown.info/page04/4_73calcs0
6rmc.htm
This should be linked with the law of conservation of mass.
It should be emphasised that, at constant temperature and pressure, the
stoichiometric ratio and the volume ratio of gases in a reaction are the
same.
Calculations involving reacting masses / gas volumes in simple
proportions may be set. Calculations will not involve the mole concept.
www.bbc.co.uk/schools/gcsebitesize/sci
ence/
www.bbc.co.uk/schools/gcsebitesize/sci
ence/chemical_synthesis/calculationsre
v1.shtml
www.docbrown.info/page04/4_73calcs1
0rgv.htm
www.bbc.co.uk/bitesize/higher/chemistr
y/calculations_1/mole
www.bbc.co.uk/schools/gcsebitesize/sci
ence/
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Cambridge IGCSE Physical Science (0652)
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Scheme of work – Cambridge IGCSE® Physical Science (Physics) (0652)
Overview (Physics)
This scheme of work provides ideas about how to construct and deliver a course. The syllabus for 0652 has been broken down into two sets of nine units, to cover
the chemistry and the physics contents of the syllabus, with suggested teaching activities and learning resources to use in the classroom. The aim of this scheme of
work is to set out a progression through the syllabus content, and to give ideas for activities, together with references to relevant resources.
The scheme of work suggests teaching approaches, internet sites, references to textbooks and a variety of other ideas. It is not in itself a detailed course description
but a teacher wishing to follow it in that way will discover that the entire syllabus is covered. Likewise, teachers who wish to devise other courses conducted in
different orders will not find their learners disadvantaged provided their courses also cover the syllabus. An attempt has been made to place syllabus items within the
unit structure in an order that is both logical and consistent. Where prior knowledge helps the teaching of a particular topic, the section dealing with the prior
knowledge comes first. This scheme of work deals with the basic parts of each topic first, ensuring that these are understood before returning to revisit what has
already been taught and to go on to teach the more advanced concepts in that topic. This approach where all topics are regularly dealt with and each subject is
taught by repeatedly returning to it each time at a deeper level is commonly called the spiral curriculum approach.
Outline
The units within the scheme of work are:
Unit
Unit content
Unit 1: Mechanics 1




Length and time
Speed, velocity and acceleration
Mass and weight
Density
Unit 2: Electricity 1





Electric charge
Current
Electro-motive force
Potential difference
Resistance
v1 3Y06
Cambridge IGCSE Physical Science (0652)
59
Unit
Unit content
Unit 3: Light



Reflection of light
Refraction of light
Thin converging lenses
Unit 4: Mechanics 2







Effects of forces
Turning effect
Centre of mass
Work
Energy
Sources of energy
Power
Unit 5: Thermal physics







Thermal expansion of solids, liquids and gases
Measurement of temperature
Melting and boiling
Conduction
Convection
Radiation
Consequences of energy transfer





Resistance
V / I characteristic graphs
Electric circuits
Uses of electricity
Safety considerations
Unit 6: Electricity 2
v1 3Y06
Cambridge IGCSE Physical Science (0652)
60
Unit
Unit 7: Waves
Unit 8: Electomagnetism
Unit 9: Atomic physics
Unit content



General wave properties
Electromagnetic spectrum
Sound








Simple phenomena of magnetism
The d.c. motor
Electromagnetic induction
The a.c. generator
Transformer
Cathode Rays
Cathode ray oscilloscope







Detection of radioactivity
Characteristics of the three kinds of emission
Radioactive decay
Half-life
Safety precautions
Nucleus
Isotopes
Teacher support
Teacher Support is a secure online resource bank and community forum for Cambridge teachers. Go to http://teachers.cie.org.uk for access to past papers, mark
schemes and other support materials. We also offer online and face-to-face training; details of forthcoming training opportunities are posted on the website.
An editable version of this scheme of work is available on Teacher Support. The scheme of work is in Word doc format and will open in most word processors in
most operating systems. If your word processor or operating system cannot open it, you can download Open Office for free at www.openoffice.org
Resources
The up-to-date resource list for Cambridge IGCSE Physical Science (syllabus 0652) can be found at www.cie.org.uk.
v1 3Y06
Cambridge IGCSE Physical Science (0652)
61
Past paper questions:
Past paper questions from Cambridge IGCSE Physics (Syllabus 0625) have been included in the learning resources column when relevant.
Websites:
This scheme of work includes website links providing direct access to internet resources. Cambridge International Examinations 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 particular website pages in the learning resource column 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.nasaexplores.com/
www.driveandstayalive.com/info%20section/stopping-distances.htm#stop-dist_table-for-dry-road
www.regentsprep.org/Regents/physics/phys01/terminal/default.htm
www.sciencemadesimple.com/static.html
www.amasci.com/emotor/sticky.html
www.galaxy.net/~k12/electric/index.shtmlwww.engr.uky.edu/~gedney/courses/ee468/expmnt/vdg.html
www.wonderhowto.com/how-to-experiment-with-van-de-graaff-generator-272678/
www.youtube.com/watch?v=RxcOXj9Udjc
www.eskimo.com/~billb/emotor/stmiscon.html
www.eskimo.com/~billb/redgreen.html
www.mos.org/sln/toe/tennisballs.htmlwww.phy.ntnu.edu.tw/ntnujava/index.php?topic=48www.physicsclassroom.com/Class/refrn/U14L5a.html
www.youtube.com/watch?v=Bl56CcLkzzc
www.phys.virginia.edu/Education/outreach
www.lightwave.soton.ac.uk/experiments/periscope/periscope.html
www.matter.org.uk/schools/content/hookeslaw/index.html
www.youtube.com/watch?v=oFiXtcXRpVEwww.hyperphysics.phy-astr.gsu.edu/hbase/work.html
www.youtube.com/watch?v=AX5eVxxQgPc
www.teams.lacoe.edu/documentation/classrooms/gary/heat/activities/mystery/Mystery.html www.pkwy.k12.mo.us/west/teachers/anderson/pack7/boil/boil.html
http://scienceuniverse101.blogspot.co.uk/2012/02/transmission-of-heat-energy.htmlwww.mantleplumes.org/Convection.html http://www.schoolphysics.co.uk/age1114/Heat%20energy/Transfer%20of%20heat%20energy/text/Heat_radiation/index.htmlwww.tap.iop.org/mechanics/work_energy_power/index.html
www.youtube.com/watch?v=Ym1a9_aXEv8
www.bbc.co.uk/learningzone/clips/transverse-and-longitudinal-waves/10674.html
www.hyperphysics.phy-astr.gsu.edu/hbase/wavrel.html
www.gcse.com/waves/vfl.htmwww.schooltube.com/video/6ea0d020a582f8d6b1c1/The-Electromagnetic-Spectrum
www.youtube.com/watch?v=UzI1z0u_700
www.vimeo.com/16996376
www.colorado.edu/physics/2000/index.pl
http://archive.org/details/SF121
www.youtube.com/watch?v=usHtqr0_HXU
www.youtube.com/watch?v=14SmN_7EcGY
v1 3Y06
Cambridge IGCSE Physical Science (0652)
62
www.youtube.com/watch?v=Xi7o8cMPI0E
www.howstuffworks.com/motor.htm
www.practicalphysics.org/go/Experiment_334.html
www.ndt-ed.org/EducationResources/HighSchool/Electricity/electroinduction.htmwww.regentsprep.org/regents/physics/phys03/dinduction/default.htm
www.youtube.com/watch?v=316nJTkhBPs&feature=relatedwww.pbs.org/wgbh/amex/edison/sfeature/acdc_insideacgenerator.html
www.energyquest.ca.gov/how_it_works/transformer.html
www.youtube.com/watch?v=VucsoEhB0NA
www.colorado.edu/physics/2000/index.pl
www.youtube.com/watch?v=fToMbj3Xz2c
www.youtube.com/watch?v=PYn8vFmyGPM
www.youtube.com/watch?v=Tp2M9tndGG0
www.library.thinkquest.org/3471/medical_imaging.html
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Cambridge IGCSE Physical Science (0652)
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Scheme of work – Cambridge IGCSE® Physical Science (Physics) (0652)
Unit 1: Mechanics 1
Recommended prior knowledge
It is highly likely that many learners will have studied some Physics or general science previously and it is almost certain that many of the ideas of this unit will have
been met with in this way by the learners following this course. The measuring cylinder is not that different from a kitchen measuring jug and watches and clocks –
both digital and analogue – along with rules are likely to be very commonly encountered by the learners even out of the classroom.
Learners will need to be familiar with graphs and graph plotting here and although they are not likely to have talked much in terms of the area under a graph or its
gradient, they might well have met some of the ideas in other ways. Learners are bound to have some understanding of distance, speed and time and will almost
certainly be able to conduct simple calculations in miles / hour or kilometres / hour even if they find metres / second trickier and do not see immediately how it all
relates to the equation: v = x / t. They will have encountered the term force but might well use it interchangeably with terms such as energy or pressure. They might
well have encountered the unit newton but may also be measuring forces in other units; this can lead to confusion but some learners will have previously met the
distinction between mass and weight and this can help. Some learners will have learnt about density but few will be aware that it is an intrinsic (intensive) property
of a substance whereas mass is an extrinsic (extensive) property of an object.
Context
The ideas met with in this part of the course are conceptually straightforward and few learners will have any difficulty in understanding them. This then is an area
where learners might be encouraged to perfect other skills such as graph plotting or mathematical calculation. Again the ideas dealt with here will be revisited and
investigated further in subsequent units.
Outline
This unit contains ideas that are very likely to be very familiar to many learners although the accompanying mathematics will in some cases prove to be a challenge.
This is a good topic for introducing new units and for distinguishing between mass and weight.
(Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only)
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
Past question papers available at:
http://teachers.cie.org.uk
P1 1.1.1
v1 3Y06
Use and describe the use of rules
and measuring cylinders to
A circus of simple measuring experiments can work well here.
Cambridge IGCSE Physical Science (0652)
Past paper question attached to this
scheme of work includes:
64
Syllabus ref
Learning objectives
Suggested teaching activities
determine a length or a volume
P1 1.1.3
Use and describe the use of
clocks and devices for measuring
an interval of time
P1 1.1.2 (S)
Use and describe the use of a
mechanical method for the
measurement of a small distance
P1 1.1.4 (S)
P1 1.2.1
P1 1.2.3
Measure and describe how to
measure a short interval of time
(including the period of a
pendulum)
Define speed and calculate speed
from
total distance
total time
Plot and interpret a speed / time
graph
Learning resources
Unit 1: Question Alternative to Practical
1
Simple activities such as wrapping a length of thread 10 times round a
boiling tube, measuring the length of thread and then calculating the
circumference of the tube, working out the thickness of paper by the
thickness of the stack.
Timing 20 swings of a pendulum to find the period.
Work with trolleys using ticker tape or light gates or ultrasound sensors
and data-loggers to produce speed / time graphs for constant speed and
constant acceleration.
Some good work on velocity and
acceleration with animations for learner
use:
Although not specifically part of the syllabus work on thinking distance
and braking distance of cars related to safety is useful and relevant here.
Make your own space shuttle:
www.nasaexplores.com/
P1 1.2.5
Recognise from the shape of a
speed / time graph when a body is
P1 1.2.7
–
at rest
–
moving with constant speed
–
moving with changing speed
Stopping distances can be found from:
www.driveandstayalive.com/info%20se
ction/stopping-distances.htm#stopdist_table-for-dry-road
Past paper questions attached to
this scheme of work include:
Unit 1: Question Core 2
Unit 1: Question Core 3
Calculate the area under a
speed / time graph to work out the
distance travelled for motion with
constant acceleration
P1 1.2.8
Demonstrate some understanding
that acceleration is related to
changing speed
P1 1.2.9
v1 3Y06
Cambridge IGCSE Physical Science (0652)
65
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
Extend the trolley work to analyse the graphs further and calculate the
acceleration.
Some work with simple animations on
terminal velocity:
www.regentsprep.org/Regents/physics/
phys01/terminal/default.htm
State that the acceleration of free
fall for a body near to the Earth is
constant
P1 1.2.2 (S)
Recognise linear motion for which
the acceleration is constant and
calculate the acceleration
P1 1.2.6 (S)
Recognise motion for which the
acceleration is not constant
P1 1.2.10 (S)
Describe qualitatively the motion
of bodies falling in a uniform
gravitational field with and without
air resistance (including reference
to terminal velocity)
P1 1.3.1
Show familiarity with the idea of
the mass of a body
P1 1.3.3
State that weight is a force
Calculate the weight of a body
from its mass
P1 1.3.5
Demonstrate understanding that
weights (and hence masses) may
be compared using a balance
P1 1.3.2 (S)
Demonstrate an understanding
that mass is a property that
‘resists’ change in motion
P1 1.3.6 (S)
Describe, and use the concept of,
weight as the effect of a
gravitational field on a mass
v1 3Y06
Past paper questions attached to
this scheme of work include:
Unit 1: Question Extension 1
Unit 1: Question Extension 2
It is useful to ensure that learners have a feeling for the sizes of forces
(in N) by asking them to estimate (e.g. weight of a laboratory stool, force
required to open a drawer) and then to measure using a spring (newton)
balance. Similarly, estimation and measurement of masses (in g and
kg).
Use some ‘novelty’ demonstrations (e.g. pulling a sheet of paper from
under a mass, without moving the mass) to show the idea of inertia.
Cambridge IGCSE Physical Science (0652)
66
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
P1 1.4.1
Describe an experiment to
determine the density of a liquid
and of a regularly shaped solid
and make the necessary
calculation
Simple experiments measuring mass and volume of a liquid and
calculating density. Using a solid, finding volume from height, width and
depth.
Past paper questions attached to
this scheme of work include:
Unit 1: Question Core 1
Describe the determination of the
density of an irregularly shaped
solid by the method of
displacement and make the
necessary calculation
Extend to the displacement method (e.g. plasticine of different shapes in
a measuring cylinder with water).
P1 1.4.2 (S)
v1 3Y06
Determine the density of cooking oil by putting a measuring cylinder on
an electronic balance. Take the readings as more and more oil is
added. Plot a graph of mass against volume; gradient = density.
Cambridge IGCSE Physical Science (0652)
67
Scheme of work – Cambridge IGCSE® Physical Science (Physics) (0652)
Unit 2: Electricity 1
Recommended prior knowledge
Although Cambridge IGCSE Physical Science itself can be used as an introduction to physics, it is unlikely that many learners will not have studied some science
previously. However, this is very much an introductory unit, which might be used to revise and, perhaps, clarify work done previously. There might well be
misconceptions that need to be addressed early on. The media rarely distinguish between voltage, current and power and the ideas that current diminishes as it
progresses through a circuit is curiously attractive and difficult to eradicate.
Learners are likely to be aware that electricity is an enormously useful mechanism for transferring energy and are also likely to be aware that mains voltage
electricity can be dangerous or even fatal. They might not realise how this relates to the human nervous system which is, itself, essentially electrical. The idea that
electricity is solely industrial and not natural will also be difficult to counter but some learners will have encountered electric eels or be aware of the electrical nature
of lightning. Many learners will have met simple experiments with light bulbs and simple cells and will know that a closed circuit is required before any energy can be
transferred within the circuit. The fundamental effects of electricity – the heating, lighting, motor and chemical effects – might well be within the experience of most
learners. Those who have not previously come across ammeters might at least be familiar with fuses, trip switches and residual current circuit breakers. Similarly,
they will probably have experienced various electrostatic effects. These might include making a balloon stick to the ceiling or hearing the crackling as a comb is
pulled through hair that is dry and clean.
Context
Electricity is both a fundamental and a major component of many physics courses and this is true of the Cambridge IGCSE Physical Science course. It is also one
that learners often find hard to understand. That electricity can be neither seen nor heard nor smelt, renders it somehow less accessible. This, then, is likely to be
the taught once learners have fully settled into the course. Simple practical experiments and the kinaesthetic experience of handling equipment might well assist in
overcoming the difficulties many learners encounter; there are many practical experiments that can be demonstrated or performed in class. The relationship
between current and charge can be used to distinguish between a rate of change and the original quantity that is changing. This is an idea that has more general
application within the course.
Outline
This unit contains ideas that do not immediately and directly relate to the familiar experience of many learners and the concepts learner tend to find somewhat hard
to grasp. The teacher is likely to concentrate here on the basic ideas of the subject but experiments can be used to acquire the skills of graph plotting and
calculations can be used to ensure that learners are adept are rearranging equations. There are likely to be several unfamiliar units encountered properly for the
first time here, and learners can be encouraged to be meticulous in ensuring that the correct units are invariably included with numerical answers.
(Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only)
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Cambridge IGCSE Physical Science (0652)
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Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
Past questions papers available at:
http://teachers.cie.org.uk
P4 4.2.1
Describe simple experiments to
show the production and
detection of electrostatic charges
P4 4.2(a).1
State that there are positive and
negative charges
P4 4.2(a).3
State that unlike charges attract
and that like charges repel
P4 4.2(a).2
(S)
State that charge is measured in
coulombs
P4 4.3.1
State that current is related to the
flow of charge
P4 4.3(a).1
Use and describe the use of an
ammeter
Use simple experiments with strips of insulating material (e.g. Perspex
and cellulose acetate) rubbed with a cloth to show attraction and
repulsion. Balloons or cling film can also be used to give a larger scale
result.
This website has useful introductory
work on static electricity:
www.sciencemadesimple.com/static.ht
ml
Learners are always impressed when a charged rod diverts a stream of
flowing water.
For teachers' interest, look at;
www.amasci.com/emotor/sticky.html
Remember wood can act as a conductor when discharging
electrostatically charged objects. Show this and remind learners not to
use wooden objects when rescuing someone from electrocution.
Past paper question attached to this
scheme of work includes:
Unit 2: Question Core 1
Use simple circuits to measure current.
This website contains a series of useful
pages relating to electricity and
magnetism. These are relevant to most
of this unit:
www.galaxy.net/~k12/electric/index.sht
ml
For some interesting information about
static electricity and how the Van de
Graaf works:
www.engr.uky.edu/~gedney/courses/ee
468/expmnt/vdg.html.
www.wonderhowto.com/how-toexperiment-with-van-de-graaffgenerator-272678/
Any mention of the Van de Graaf
generator and learners are asking
about lightning – try this site also about
the work of Benjamin Franklin:
v1 3Y06
Cambridge IGCSE Physical Science (0652)
69
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
www.youtube.com/watch?v=RxcOXj9U
djc
P4 4.3.2 (S)
Show understanding that a
current is a rate of flow of charge
and recall and use the equation
I = Q/t
A Van de Graaf generator can be used with a microammeter to show
that current is a flow of charge.
This website seeks to deal with some
common misconceptions about static
electricity – good background for the
teacher:
www.eskimo.com/~billb/emotor/stmisco
n.html
For an interesting way to teach about
charge and current using an overhead
projector demonstration see:
www.eskimo.com/~billb/redgreen.html
Past paper question attached to this
scheme of work includes:
Unit 2: Question Extension 1
P4 4.3(b).1
State that the e.m.f. of a source of
electrical energy is measured in
volts
P4 4.3(b).2
(S)
Show understanding that e.m.f. is
defined in terms of energy
supplied by a source in driving
charge round a complete circuit
An analogy with water being pumped round a closed system (e.g.
central heating) can be useful here to enable the learners to have a
mental picture which helps them to distinguish between current (the
water) and e.m.f. (the energy from the water pump).
P4 4.3(c).1
State that the potential difference
across a circuit component is
measured in volts
Continue the circuit work, measuring potential differences with a
voltmeter.
P4 4.3(c).2
Use and describe the use of a
voltmeter
P4 4.3(d).1
Recall and use the equation
V = IR
v1 3Y06
Extend the circuit work using an ammeter and a voltmeter to measure I
and V and so calculate resistance of a resistor.
.
Cambridge IGCSE Physical Science (0652)
A good introductory lesson on current
and e.m.f.:
www.mos.org/sln/toe/tennisballs.html
Why not create a vocabulary quiz at this
stage to test knowledge in a different
way?
70
Syllabus ref
Learning objectives
P4 4.3(d).3
Describe an experiment to
determine resistance using a
voltmeter and an ammeter
v1 3Y06
Suggested teaching activities
Learning resources
Past paper question attached to this
scheme of work includes:
Unit 2: Question Core 2
Cambridge IGCSE Physical Science (0652)
71
Scheme of work – Cambridge IGCSE® Physical Science (Physics) (0652)
Unit 3: Light
Recommended prior knowledge
It is unlikely that many learners will not have studied some Physics or general science previously. Light is something that will, in any case, have been within the
experience of all learners.
Learners are likely to be aware that light travels from a luminous source and is reflected and scattered by an object to the human eye where it is detected on the
retina. Light may also travel from a luminous source directly to the eye. Words such as transparent, opaque and translucent are likely to be familiar to learners
embarking on this course. Learners will probably be aware that light travels in straight lines and that its path is frequently represented by a ray. This rectilinear
propagation is responsible for the formation of shadows and learners might well have encountered these concepts: umbra and penumbra. These ideas can be used
to explain solar and lunar eclipses. Not all learners will be aware that stereoscopic vision relies on the assumption that light travels in straight lines and that during
image formation in a mirror, the eye is tricked into seeing something that isn’t where it seems to be. Learners are likely to have seen rainbows and to have related
this to the passage of light through a triangular prism; it is unlikely, however, that a learner starting the course will understand much of the physics that underlies
these phenomena. Magnifying glasses and simple focusing experiments with lenses are also likely to be within the learners’ experience.
Context
Within the Cambridge IGCSE Physical Science course, Light can be treated as something of an isolated section and taught at any stage within the course. In
particular, it does not need to be preceded by Waves, indeed there are advantages of teaching light before waves. It is immediate and in the direct experience of the
learners. If waves are taught later in the course, then there is the opportunity to revisit the ideas of reflection and refraction and the mystery of ‘what light is’ can be
solved. Mathematically, the work on light is relatively straightforward – although the Snell Law does require knowledge of the sine function. This would suggest that
it is best suited to an early stage in the course.
There are many practicals that can be conducted during this section of the course and learners can be made aware that a careful and meticulous approach,
involving sharpened pencils, straight-edged rulers and general tidiness, can mark the difference between an accurate experiment or drawing and a much less useful
one.
Outline
This unit contains ideas that relate to the familiar experience of many learners and the ideas are not especially challenging. It can be used to introduce skills that will
be needed in the rest of the course in a context that is not in itself a challenge.
(Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only)
v1 3Y06
Cambridge IGCSE Physical Science (0652)
72
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
P3 3.2(a).1
Describe the formation, and give
the characteristics, of an optical
image formed by a plane mirror
Use simple experiments with optical pins to find the position of the image
in a plane mirror. Use ray box experiments to investigate angle of
incidence = angle of reflection.
How to make a simple periscope:
www.lightwave.soton.ac.uk/experiments
/periscope/periscope.html
P3 3.2(a).3
Use the law angle of incidence =
angle of reflection
P3 3.2(a).2
(S)
Perform simple constructions,
measurements and calculations
Extend to draw simple ray diagrams.
P3 3.2(b).2
(S)
Determine and calculate
refractive index using
n = sin i / sin r
Extend the refraction work with the rectangular block to include
quantitative use of sin i / sin r.
Past paper question attached to this
scheme of work includes:
Unit 3: Question Core 2
Past paper question attached to this
scheme of work includes:
Unit 3: Question Extension 2
Encourage deeper thought with able candidates by discussing refractive
index in terms of the speed of light in different materials.
Although optical fibres are not specifically mentioned in the syllabus,
reference to them and their uses will be of interest to most candidates.
simple experiments with fibres can be carried out.
P3 3.2(c).1
Describe the action of a then
converging lens on a beam of
light
P3 3.2(c).3
Use the term focal length
Investigate converging lenses by:
forming an image of a distant object (e.g. a tree or building seen from
the laboratory window), bringing parallel rays from a ray box to a focus
through a cylindrical lens, drawing ray diagrams to scale to show the
formation of a real image.
There is a large amount of information
and teaching on this website:
www.physicsclassroom.com/Class/refrn
/U14L5a.html
or this animation:
www.phy.ntnu.edu.tw/ntnujava/index.ph
p?topic=48
P3 3.2(b).2
(S)
v1 3Y06
Determine and calculate
refractive index using
n = sin i / sin r
Extend the ray diagram work to include the formation of a virtual image
and use a magnifying glass.
Cambridge IGCSE Physical Science (0652)
Past paper question attached to this
scheme of work includes:
Unit 3: Question Extension 1
73
Scheme of work – Cambridge IGCSE® Physical Science (Physics) (0652)
Unit 4: Mechanics 2
Recommended prior knowledge
By the time this stage in the course is reached, most learners will have already studied Mechanics 1 and will have begun to distinguish the terms force, energy, work
and mass. By the end of the unit, these distinctions should be complete and familiar.
Mechanics is a part of physics that learners can easily understand. Most of the concepts are accessible and the ideas are generally straightforward. Learners are
not always aware of the way in which forces act. Many learners are tempted to believe that a stretched spring which exerts a force of 5.0 N at one end and
(inevitably) the same force at the other end is somehow subject to a tension of 10.0 N. Where learners have previously carried out experiments on springs in parallel
and series, such misunderstandings are less likely to arise. Many learners will have encountered simple experiments on making things balance and will have
developed ideas concerning the product mass × distance. It might be necessary to emphasise that this approach relies on the double cancellation of g and that the
important quantity is force × distance. Where the distinction between mass and weight has been encountered previously, this should be easier to teach.
Learners will have no formal knowledge of nuclear structure at this stage of the course, consequently, the extension work in P1 1.6(c) must be left until work on the
structure of the atom and nucleus is covered in Unit 9.
Context
There is little in this unit that is likely to prove especially difficult; mechanics is much more related to a learner’s everyday experience of the world than some other
topics making the unit suitable for teaching in the earlier part of the course. Practical lessons can bring the subject home to learners in a particularly direct fashion.
Outline
This unit contains ideas that are quite familiar to many learners and their understanding is likely to be decent enough. It is a unit where teaching other important
skills such as accuracy, meticulousness, neatness and a systematic approach to problems can be encouraged without the danger of obscuring the topic being
investigated.
(Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only)
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
Past question papers available at:
http://teachers.cie.org.uk
P1 1.5(a).1
v1 3Y06
State that a force may produce a
Use a simple experiment to stretch a steel spring. Further experience
Cambridge IGCSE Physical Science (0652)
74
Syllabus ref
Learning objectives
Suggested teaching activities
change in size and shape of a body
could be gained with a similar experiment to stretch a rubber band.
P1 1.5(a).3
Plot extension / load graphs and
describe the associated
experimental procedure
Compress trapped gases in syringes; change the shape of malleable
objects.
P1 1.5(a).5
Describe the ways in which a force
may change the motion of a body
P1 1.5(a).2
(S)
Take readings from and interpret
extension-load graphs
(Hooke's law, as such, is not
required)
P1 1.5(a).4
(S)
P1 1.5(a).6
(S)
Recognise the significance of the
term 'limit of proportionality' for an
extension-load graph and use
proportionality in simple
calculations
Recall and use the relation
between force, mass and
acceleration (including the
direction)
Use a home-made copper spring or stretch a length of copper wire
between two pencils and feel or measure or show the limit of
proportionality. An air track can be used to show momentum effects
using collisions and ‘explosions’ (magnets attached to the vehicles to
produce repulsion).
This work can be extended to investigate model rockets and Newton’s
cradle.
Circular motion can be shown using a smooth turntable (old record
player) and a marble to illustrate behaviour without centripetal force
and then an object attached to the axis with cotton to provide the
centripetal force.
This website does include Hooke’s
Law, but it might be useful for
reference.
www.matter.org.uk/schools/content/hoo
keslaw/index.html
Centripetal force:
www.youtube.com/watch?v=oFiXtcXRp
VE
Past paper question attached to this
scheme of work includes:
Unit 4: Question Extension 2
Thread a piece of string through a short length of glass tubing and
attach a weight to one end of the string. Set the weight rotating by
holding the glass tube vertical and rotating it in a small circle. The
weight pulls the string up out of the tube. Attach another weight to the
bottom end of the string and this weight can be used to exert a force
on the other weight in a centripetal direction. Equilibrium can be
achieved.
P1 1.5(b).1
Describe the moment of a force as
a measure of its turning effect and
give everyday examples
Talk about everyday examples e.g. see-saws, steelyards, crane jibs,
door handles and their positioning.
P1 1.5(c).1
Calculate the moment of a force
given the necessary information
A variety of shapes of lamina should be used in experiments to find the
centre of mass. Standard shapes (circle, square, etc.) can be used first
v1 3Y06
Learning resources
Cambridge IGCSE Physical Science (0652)
Past paper questions attached to
this scheme of work include:
Unit 4: Question Core 1, 2 and 3
Unit 4: Question Alternative to Practical
75
Syllabus ref
Learning objectives
Suggested teaching activities
P1 1.5(c).2
Perform and describe an
experiment to determine the
position of the centre of mass of a
plane lamina
and then ‘non-standard’ shapes (e.g. the outline of a country) where
the position of the centre of mass is no so obvious. Is the point found
really the centre of the country – what about mountains, islands, lakes
etc?) Extension learners can be challenged with a lamina that has its
centre of mass in space (e.g. hole in the lamina or an L-shape).
P1 1.5(c).3
Describe qualitatively the effect of
the position of the centre of mass
on the stability of simple objects
Find the stability of glasses with stems, thick bases and wide bases on
an inclined plane of variable slope. At what angle does the glass
topple? What happens when the glass is full?
P1 1.5(b).2
(S)
Perform and describe an
experiment (involving vertical
forces) to verify that there
is no net moment on a body in
equilibrium
Simple experiment balancing a beam.
P1 1.6(c).1
Relate, without calculation, work
done to the magnitude of a force
and distance moved
In this and the following sections it may be useful to calculate (although
only required for the extension paper) personal work done and power.
For example, by walking up steps, recording the learner’s weight, the
vertical height climbed and the time taken.
Learning resources
Past paper question attached to this
scheme of work includes:
Unit 4: Question Core 4
When rolling barrels up inclined planes the same work is done as when
lifting the barrel vertically but the distance is greater and so the force is
less.
Humans get tired holding heavy weights at a constant height but no
work is done. Humans make poor shelves.
P1 1.6(c).2
(S)
Recall and use ΔW = F × d = ΔE
P1 1.6(a).1
Give examples of energy in
different forms, its conversion and
conservation, and apply the
principle of energy conservation to
simple examples
P1 1.6(a).3
Show some understanding of
v1 3Y06
Define energy as the ability (or capacity) to do work. Follow this up with
a circus of experiments showing energy changes – discuss the results
ensuring that common fallacies are avoided (e.g. the speed of water
increases as it moves down, a full, pipe from a reservoir to a turbine).
Cambridge IGCSE Physical Science (0652)
76
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
energy of motion and energy of
position (i.e. gravitational and
strain)
P1 1.6(b).1
Describe processes by which
energy is converted from one form
to another, including reference to:
– chemical / fuel energy (a
regrouping of atoms)
– energy from water (hydroelectric
energy, waves, tides)
– geothermal energy
When discussing fuels and energy changes emphasise that the fuel
has energy meaning that useful work can be done when converting
this energy into other forms.
P1 1.6(b).2
(S)
Express a qualitative
understanding of efficiency
Simple idea of efficiency = useful work output / total energy input.
Use this to show that efficiency cannot be greater than 100%.
P1 1.6(d).1
Relate, without calculation, power
to work done and time taken, using
appropriate examples
Learners find rates quite hard at this stage; it is worth considering a
few other examples e.g. the rate of filling a bath and the time taken to
fill it to a certain volume.
www.hyperphysics.phyastr.gsu.edu/hbase/work.html
For the teacher:
www.tap.iop.org/mechanics/work_energ
y_power/index.html
P1 1.6(d).2
(S)
v1 3Y06
Past paper question attached to this
scheme of work includes:
Unit 4: Question Extension 2
Recall and use the equation
P = E / t in simple systems
Cambridge IGCSE Physical Science (0652)
77
Scheme of work – Cambridge IGCSE® Physical Science (Physics) (0652)
Unit 5: Thermal physics
Recommended prior knowledge
The term heat in physics is contentious; although it is better to consider heating as a process rather than to think of heat as a form of energy, candidates will not be
penalised for using the latter. The terms thermal energy and internal energy are used most directly in the syllabus.
Energy is a difficult concept and there is an argument to introduce it in mechanics before introducing it in thermal physics. On a purely logical basis this makes
sense – however, it means that almost the complete first term of the physics part of the physical science work would consist of mechanics, which in itself can be off
putting to many learners. In practice learners tend not to worry too much about using the term energy without having a formal understanding of the concept. Most
learners are comfortable with straightforward simple use of the terms; energy, thermal energy, or internal energy. The idea of temperature is one that learners ought
to have encountered by the time they embark on this course although if they have been in the habit of using the term heat as a form of energy they tend to confuse
the two. Likewise, liquid-in-glass thermometers should be familiar as well as digital thermometers of various sorts.
It is important to use the temperature unit the degree Celsius rather than the degree centigrade. Learners will have encountered the term molecule and will be aware
of the microscopic structure of matter from the chemistry section of the course. Similarly the kinetic molecular theory is met in more detail in the chemistry section, a
knowledge and understanding of this theory is required if learners are to gain a full understanding of boiling and evaporation.
Context
Although the concept of energy is hard to grasp, learners seem much more comfortable with the specific example of thermal energy and heating. Consequently, this
unit or at least most of it can comfortably be taught towards the beginning of the course. This might well be because of the learner’s familiarity with heating. This
acquaintance will have been developed from using domestic heating systems, cooking with oil or water and simple things like adjusting the temperature of the water
in a bath or from a shower. It shows the importance of practical experience in general and the pedagogic importance of practical lessons in this subject.
Outline
This unit contains ideas that are very familiar to many learners but their understanding is unlikely to be thorough. The relationship between macroscopic phenomena
and molecular behaviour will probably be new to many but it is one of the foundations of all physics and the topics from this unit are excellent vehicles for introducing
this relationship.
(Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only)
v1 3Y06
Cambridge IGCSE Physical Science (0652)
78
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
Past question papers available at:
http://teachers.cie.org.uk
P2 2.1(a).1
Describe qualitatively the thermal
expansion of solids, liquids and
gases
Experiments to show expansion of a metal rod and the ‘bar breaker’
demonstration. A large round bottom flask filled with (coloured) water
and fitted with a long glass tube shows expansion of the water when
heated gently.
P2 2.1(a).3
Identify and explain some of the
everyday applications and
consequences of thermal
expansion
The ‘fountain’ experiment shows the expansion of air and brings in good
discussion of the effect of pressure difference to stretch the more able
learners.
P2 2.1(a).2
(S)
Show an appreciation of the
relative order of magnitude of the
expansion of solids, liquids and
gases
Take a flask full of coloured water connected to a tube and immerse in
hot water. The initial decrease in level of the water shows the expansion
of the glass; the subsequent expansion of the liquid is greater and the
water rises up the tube.
P2 2.1(b).1
Appreciate how a physical
property which varies with
temperature may be used for the
measurement of temperature and
state examples of such properties
Different types of thermometer can be used e.g. resistance
thermometer, thermocouple pressure of a copper sphere of gas.
Past paper question attached to this
scheme of work includes:
Unit 5: Question Core 1
Past paper question attached to this
scheme of work includes:
Unit 5: Question Core 2
Calibrate an unmarked thermometer (mark 0 °C and 100 °C with rubber
bands using an ice bath and a steam bath) and use it to measure an
unknown temperature.
P2 2.1(b).4
Recognise the need for and
identify a fixed point
P2 2.1(b).5
Describe the structure and action
of liquid-in-glass thermometers
P2 2.1(b).2
(S)
Apply a given property to the
measurement of temperature
Discuss the properties which might be used and give examples,
calibrate a thermocouple.
P2 2.1(b).3
(S)
Demonstrate understanding of
sensitivity, range and linearity
P2 2.1(b).6
(S)
Describe the structure of a
thermocouple and show
understanding of its use for
Sensitivity for a liquid-in-glass thermometer is measured in mm / °C.
This makes it clear that it does not mean the speed of response or
anything similar. A simple thermocouple can be constructed and used.
State the advantages of a thermocouple thermometer over a liquid-inglass thermometer.
v1 3Y06
The fountain experiment:
www.youtube.com/watch?v=AX5eVxxQ
gPc
Cambridge IGCSE Physical Science (0652)
Past paper question attached to this
scheme of work includes:
Unit 5: Question Extension 1
79
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
Heating and cooling curves can be plotted from experimental readings
(e.g. timed temperature readings when heating ice until the water boils
and during the solidification of stearic acid). Show that ice and water
can only co-exist at the melting point, steam and water only at the boiling
point.
An interesting animated mystery for
learners to solve:
www.teams.lacoe.edu/documentation/cl
assrooms/gary/heat/activities/mystery/
Mystery.html
measuring high temperatures and
those which vary rapidly
P2 2.1(c).1
Describe melting and boiling in
terms of energy input without a
change in temperature
P2 2.1(c).3
State the meaning of melting
point and boiling point
Past paper question attached to this
scheme of work includes:
Unit 5: Alternative to Practical
P2 2.1(c).2
(S)
Distinguish between boiling and
evaporation
Show boiling as an active process taking place at a fixed temperature.
Show liquids other than water boiling at different fixed temperatures.
Discuss boiling in terms of bubbles of vapour forming in the body of the
liquid, evaporation as individual molecules leaving the surface of the
liquid.
A useful website for teachers:
www.pkwy.k12.mo.us/west/teachers/an
derson/pack7/boil/boil.html
P2 2.2(a).1
Describe experiments to
demonstrate the properties of
good and bad conductors of
heat
Many possible experiments such as heating the ends of different metal
rods and either touching the cool ends (with care) or attaching small ball
bearings with wax). Insulating properties of various materials can be
investigated.
How does heat energy travel through
metal:
http://scienceuniverse101.blogspot.co.u
k/2012/02/transmission-of-heatenergy.html
Past paper question attached to this
scheme of work includes:
Unit 5: Question Core 4
P2 2.2(a).2
(S)
Give a simple molecular account
of the heat transfer in solids
Discuss the transfer of energy from molecule to molecule also compare
conduction in metals (by free electrons) and insulating materials such as
plastics.
P2 2.2(b).1
Relate convection in fluids to
density changes and describe
experiments to illustrate
convection
Possible experiments include gently heating water with a crystal of
potassium permanganate, the mineshaft experiment, hot air balloons
made from balsa wood and tissue paper.
v1 3Y06
Cambridge IGCSE Physical Science (0652)
Information for teachers, which could be
simplified for learners to show the
power of physics:
www.mantleplumes.org/Convection.ht
80
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
ml
Past paper question attached to this
scheme of work includes:
Unit 5: Question Core 4
P2 2.2(c).1
Identify infra-red radiation as part
of the electromagnetic spectrum
Discuss radiation as the manner in which energy is transferred from the
Sun to Earth and back this up with simple experiments showing radiation
effects. It is better to formally identify this radiation as part of the
electromagnetic spectrum in Unit 7 Waves.
P2 2.2(c).2
(S)
Describe experiments to show the
properties of good and bad
emitters and good and bad
absorbers of infra-red radiation
Experiments comparing the absorption by and emission of radiation by
light and dark materials such as silvered and blackened thermometer
bulbs and Leslie’s cube respectively.
P2 2.2(d).1
Identify and explain some of the
everyday applications and
consequences of conduction,
convection and radiation
Discussion of major points such as insulating buildings, painting white in
hot countries, the design of a saucepan. A simple investigation of
efficiency of insulating materials is possible here. Solar heating / power
cells.
v1 3Y06
Cambridge IGCSE Physical Science (0652)
Heat radiation:
www.schoolphysics.co.uk/age11-14/
81
Scheme of work – Cambridge IGCSE® Physical Science (Physics) (0652)
Unit 6: Electricity 2
Recommended prior knowledge
This unit follows on from Unit 2, Electricity 1; it could follow directly on, however there are advantages of breaking up the two sections. As said previously, learners
find electricity hard and a single long unit would have the effect of putting off some learners. This section deals, amongst other things with electrical power and
energy calculations and therefore must come after the second mechanics unit, in which energy and power are formally introduced. By returning to the topic of
electricity it gives the opportunity to revisit the ideas met in Unit 2 and deepen learners understanding.
Context
This part of the course completes the pure electricity topics that the Cambridge IGCSE syllabus covers. However, the ideas met in Electricity 1 and Electricity 2, are
required for the units on electromagnetism and modern physics.
Outline
As with the previous electricity unit, it contains ideas that do not immediately and directly relate to the familiar experience of many learners and the concepts learners
tend to find somewhat vague and intangible. The teacher is likely to concentrate here on the experiments that can be used to underline the handling of information
and obtaining the correct numerical answer rather than attempting to instill a philosophical and fundamental understanding of the ideas in the abstract. Calculation
and formula manipulation are likely to emphasised. It is also a topic where the use of units and unit symbols will be important.
(Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only)
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
Past question papers available at:
http://teachers.cie.org.uk
P4 4.3(d).1
Relate (without calculation) the
resistance of a wire to its length
and to its diameter
Revise the circuit work done in Unit 5 Electricity 1 including the equation
V = IR
By using samples of nichrome or constantan wire of different lengths
and diameters suitable resistance comparisons can be made.
v1 3Y06
Cambridge IGCSE Physical Science (0652)
Past paper questions attached to
this scheme of work include:
Unit 6: Question Core 2
Unit 6: Question Alternative to Practical
1
Unit 6: Question Alternative to Practical
2
82
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
P4 4.3(d).2
(S)
Recall and use quantitatively the
proportionality between
resistance and the length, and the
inverse proportionality
between resistance and the
cross-sectional area, of a wire
Extend the experimental resistance work to give quantitative results.
Past paper question attached to this
scheme of work includes:
Unit 6: Question Extension 1
P4 4.3(e).1
Sketch the V / I characteristic
graphs for metallic (ohmic)
conductors
Useful revision of graph drawing, remember that for a complete picture
the p.d. and current must be considered in both directions.
Past paper question attached to this
scheme of work includes:
Unit 6: Question Core 3
P4 4.4.1
Draw and interpret circuit
diagrams containing sources,
switches, resistors (fixed and
variable), ammeters, voltmeters,
magnetising coils, bells, fuses,
relays
Learners can be given experience of these components as parts of
working circuits (perhaps a circus arrangement), setting circuits up from
given diagrams and drawing circuit diagrams of actual circuits.
This website shows the relationship
between voltage, current (unfortunately
called ‘amperage’) and resistance.
Learners can change the resistance
and voltage in a circuit, switch on and
see the effect on the lamp:
www.jersey.uoregon.edu/vlab/Voltage/
P4 4.4.3
Understand that the current at
every point in a series circuit is
the same
Measure the current at different points in a series circuit.
P4 4.4.5
Give the combined resistance of
two or more resistors in series
P4 4.4.6
State that, for a parallel circuit,
the current from the source is
larger than the current in each
branch
P4 4.4.8
State that the combined
resistance of two resistors in
parallel is less than that of
either resistor by itself
P4 4.4.2 (S)
Draw and interpret circuit
diagrams containing diodes as
rectifiers
v1 3Y06
This work can then be extended with more able learners to circuits
containing a diode (perhaps a ‘problem-solving’ exercise) and to a more
detailed approach to series and parallel circuits.
Cambridge IGCSE Physical Science (0652)
83
Syllabus ref
Learning objectives
Suggested teaching activities
P4 4.4.4 (S)
Recall and use the fact that the
sum of the p.d.s across the
components in a series circuit is
equal to the total p.d. across the
supply
Measurements of current in series and parallel circuits (e.g. with cells
and lamps) could form the basis of the work on combinations of
resistors. Demonstrate with ammeters that the current flowing into a
junction equals that flowing out.
P4 4.4.7 (S)
Recall and use the fact that the
current from the source is the
sum of the currents in the
separate branches of a parallel
circuit
P4 4.4.9 (S)
Calculate the effective resistance
of two resistors in parallel
P4 4.5(a).1
Describe the uses of electricity in
heating, lighting (including lamps
in parallel) and motors
Dad electrical hazards in the home:
www.youtube.com/watch?v=Ym1a9_aX
Ev8
P4 4.5(a).2
(S)
Recall and use the equations
P = I V and E = I V t
and their alternative forms
Past paper question attached to this
scheme of work includes:
Unit 6: Question Extension 2
P4 4.5(b).1
State the hazards of:
– damaged insulation
– overheating of cables
– damp conditions
v1 3Y06
Learning resources
The heating effect work can be extended to use a very thin wire (e.g.
strand of iron wool in a circuit powered by two 1.5 V cells). A short piece
of iron wool will ‘burn out’ illustrating the action of a fuse.
Cambridge IGCSE Physical Science (0652)
84
Scheme of work – Cambridge IGCSE® Physical Science (Physics) (0652)
Unit 7: Waves
Recommended prior knowledge
All learners should be aware of waves on the surface of water and have informally experimented with them in puddles or ponds. Many will be aware that sound is
transferred by waves and even that pitch is frequency dependent. In this time of mass communication they will also have familiarity with radio and microwaves.
However, they are unlikely to recognise that waves transfer energy from one place to another, indeed that waves are one of only two methods of transferring energy
(the other being moving particles). Similarly they are unlikely to be aware of the family of radiation known as the electromagnetic spectrum. At this level the term
‘electromagnetic’ in this context is not required, however natural curiosity will prompt many learners to enquire and a simple explanation that it refers to vibrating
electric and magnetic fields travelling through space should suffice, and, perhaps inspire them to research further.
The longitudinal vibration of air particles in a sound wave is unlikely to be understood and needs careful explanation. The difference between the vibrations in a
sound wave and in electromagnetic waves can be used to illustrate the fundamental distinction between types of wave.
Context
In this scheme of work it is recommended that Light is taught relatively early in the course, before Waves and Sound and without mentioning the wave nature of light.
This wave nature can be introduced as the electromagnetic spectrum is discussed, a simple résumé of the rival theories of propagation of light (waves or particles?)
might be deemed appropriate. Similarly infra-red radiation can be linked back to the study of transfer of thermal radiation and provides an opportunity to review some
of that work.
Some learners will struggle with the idea of frequency and there will be those who find it difficult to rearrange the equation, v = fλ to obtain a correct answer.
Waves are often represented in diagrammatic forms and this unit can be used to emphasise the importance of clear and appropriate diagrams in explaining the
subject both generally and in answering examination questions.
Outline
This unit contains ideas that relate to the common experiences of many learners and it can be used to show that everyday phenomena can be more thoroughly
understood when a scientific explanation is offered.
(Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only)
v1 3Y06
Cambridge IGCSE Physical Science (0652)
85
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
Past question papers available at
http://teachers.cie.org.uk
P3 3.1.1
Describe what is meant by wave
motion as illustrated by vibration
in ropes, springs and by
experiments using water waves
Begin with waves on ropes and a ‘slinky’ spring to illustrate transverse
and longitudinal waves. A ripple tank can then be used to show
reflection and refraction of water waves. These can then be related to
light as in Unit 3.
P3 3.1.2
Use the term wavefront
Use 3 cm (micro) wave equipment to illustrate reflection, and refraction
(beeswax blocks or Perspex cubes filled with paraffin.
P3 3.1.3
Give the meaning of speed,
frequency, wavelength and
amplitude
P3 3.1.5
Describe the use of water waves
to show
– reflection at a plane surface
– refraction due to a change of
speed
P3 3.1.4 (S)
Recall and use the equation
c=fλ
Find the wavelengths and frequencies for local radio stations and
calculate c.
Interpret reflection, refraction and
diffraction using wave theory
Use a set of ripple tank projection slides to reinforce the ripple tank work
and focus on more detailed discussion.
v1 3Y06
Cambridge IGCSE Physical Science (0652)
This website has clear demonstrations
of transverse and longitudinal waves:
www.bbc.co.uk/learningzone/clips/trans
verse-and-longitudinalwaves/10674.html
Past paper questions attached to
this scheme of work include:
Unit 7: Question Core 1 and 3
Unit 7: Question Extension 2
Travelling wave relationship:
www.hyperphysics.phyastr.gsu.edu/hbase/wavrel.html
www.gcse.com/waves/vfl.htm
86
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
P3 3.2(d).1
Describe the main features of the
electromagnetic spectrum and
state that all e.m. waves travel
with the same high speed in
vacuo
Include plenty of examples to show learners that they already have
much general knowledge regarding the uses of electromagnetic waves.
The electromagnetic spectrum:
www.schooltube.com/video/6ea0d020a
582f8d6b1c1/The-ElectromagneticSpectrum
Quote frequency and wavelength values and show that as f increases, 
decreases.
Identify the radio wave, microwave, infra-red and X-ray regions of the
e.m. spectrum. Explain that the first three can be encoded with digital or
analogue signals to transmit messages remotely.
Explain that X-rays can be used both diagnostically and therapeutically
in medicine and discuss the risks of using and of not using X-rays in
medicine.
www.youtube.com/watch?v=UzI1z0u_7
00
www.vimeo.com/16996376
Past paper question attached to this
scheme of work includes:
Unit 7: Question Core 2
Discuss the likely dangers of using mobile phones and problems that
arise when microwaves escape from faulty microwave ovens.
Identify ‘heat radiation’ as infra-red radiation (See Unit 5)
P3 3.2(d).2
(S)
P3 3.2(d).3
(S)
v1 3Y06
State the approximate value of
the speed of electromagnetic
waves
Use the term monochromatic
Give the value 3.0 × 108 m / s to 2 sig. figs.
Calculate how long it takes for an intercontinental phone call to travel to
a satellite (height ~35 000 km) and back and then for the reply to make
the same journey.
Cambridge IGCSE Physical Science (0652)
Good presentation of electromagnetic
waves showing the link between
wavelength and uses:
www.colorado.edu/physics/2000/index.
pl
click on Science Trek
click on Electromagnetic Waves
87
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
P3 3.3.1
Describe the production of sound
by vibrating sources
P3 3.3.2
State the approximate range of
audible frequencies
Use a variety of musical instruments / vibrating rulers / pieces of card in
the spokes of a bicycle wheel etc. to introduce this section. A signal
generator and loudspeaker can be used to investigate the range of
audible frequencies. (The usual range is considered to be ~20 Hz to ~ 20
kHz.) Few teachers will hear frequencies as high as most of their
learners and the upper limit is reduced as one get older.
Tan old favourite, the Tacoma Narrows
Bridge disaster, 1940’s style
commentary sets this version in time!
http://archive.org/details/SF121
P3 3.3.3
Show an understanding that a
medium is required in order to
transmit sound waves
A bell in a bell jar that can be evacuated can be used to show that a
medium is required for the transmission of sound (at the same time
showing that light travels through a vacuum). Sound can still pass
through the structure holding the bell in place.
This website about sound waves is
informative and includes audio:
www.youtube.com/watch?v=usHtqr0_H
XU
IGCSE Physics Coursebook CD-ROM
Activity Sheet 12.1, 12.2
Use of a cathode ray oscilloscope (c.r.o.) and microphone gives a visual
picture of amplitude and frequency. Extension candidates can analyse
the c.r.o. traces in more detail.
Although the measurement of the speed of sound is not specifically
mentioned in the syllabus it is fun to do a direct estimation of this speed.
(It also revises work on speed from Unit 1). Use a large outdoor space
ask one child to move about 50–100 metres from the rest of the group
and clap his / her hands (or two blocks of wood). The observing group
will see a clear delay between seeing and hearing the clap – attempt to
time the gap and estimate the speed of sound.
v1 3Y06
Cambridge IGCSE Physical Science (0652)
88
Scheme of work – Cambridge IGCSE® Physical Science (Physics) (0652)
Unit 8: Electromagnetism
Recommended prior knowledge
The linking of magnetic fields and electrical circuits is a part of the course that learners find one of the most challenging. It is probable that learners will have
encountered magnets and magnetism at a fairly young age and the basic rules of like poles repelling and so on will have been known for many years when the
Cambridge IGCSE Physical Science course is begun. It is surprising, however, that learners are so commonly uncertain about which materials are ferromagnetic.
Learners at this stage very often believe that aluminium and copper – and sometimes all metals – are ferromagnetic. The plotting of magnetic fields with iron filings,
plotting compasses and other devices will probably have been dealt with earlier although what is actually shown by the patterns is not always properly understood.
That repulsion is the only true test for a magnet, is also likely to have been met. Electromagnets will have been made and learners will be familiar with many
standard examples of temporary, permanent and electro-magnets. Learners will need to have studied the Electricity 1 unit before embarking on this unit; they need
to be familiar with current and voltage (and the distinction between them) before dealing with electromagnetism. Surprisingly, learners who might otherwise never
confuse the terms motor and generator are sometimes tempted to do so when the motor effect and the dynamo effect are encountered within a short space of time.
It is wise to separate them and to emphasise the distinction between what they do.
Context
Since learners find electromagnetism so challenging, it is probably best left to the end of the course; this ensures that they have the maximum possible
understanding of most other topics and the proximity of the examination is likely to concentrate their determination and enthusiasm. Many learners are not
especially clear about electromagnetic effects and wherever possible, they should be demonstrated by the teacher or performed by the learners themselves. The
progression from inserting a magnet into a solenoid, to repeating the experiment with an electromagnet, to switching the electromagnet off instead of removing it
from the solenoid and then switching it back on, and finally to using the electromagnet with an a.c. supply is a clear and helpful way of introducing the transformer.
(Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only)
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
Past question papers available at:
http://teachers.cie.org.uk
P4 4.1.1
v1 3Y06
State the properties of magnets
Simple experiments with magnets to show attraction and repulsion,
leading to investigation of the field patterns round bar magnets
(individually and between attracting poles and between repelling poles).
Cambridge IGCSE Physical Science (0652)
This website called ‘Gallery of
Electromagnetic Personalities’ contains
brief histories of 43 scientists who have
made major contributions, from Ampere
to Westinghouse:
89
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
P4 4.1.2
Give an account of induced
magnetism
Extend to show the direction of the field lines using a plotting compass.
www.ee.umd.edu/~taylor/frame1.htm
P4 4.1.3
Distinguish between ferrous and
non-ferrous materials
Use a simple circus to show that most materials (even most metals) do
not show (ferro-) magnetic properties.
P4 4.1.4
Describe an experiment to
identify the pattern of field lines
round a bar magnet
Place a sheet of paper over a copper wire, sprinkle iron filings on the
paper and pass a current through the wire. The filings will tend to line up
across the wire – showing that a current has a magnetic effect.
P4 4.1.5
Distinguish between the magnetic
properties of iron and steel
Make and use a simple electromagnet.
P4 4.1.6
Distinguish between the design
and use of permanent magnets
and electromagnets
P4 4.6(c).1
P4 4.6(c).3
State that a current-carrying coil
in a magnetic field experiences a
turning effect and that the effect is
increased by increasing the
number of turns on the coil
Relate this turning effect to the
action of an electric motor
Past paper questions attached to this
scheme of work include:
Unit 8: Question Core 3
Unit 8: Question Core 1
Unit 8: Question Alternative to Practical
Unit 8: Question Core 2
Experiments to investigate the magnetisation and demagnetisation of
samples of iron / steel by mechanical and electrical means.
Iron is considered to be magnetically soft whilst steel is magnetically hard.
Use a strip of aluminium foil running between the jaws of a strong
horseshoe magnet to demonstrate the force on a current in a magnetic
field.
Force on current carrying conductor:
www.youtube.com/watch?v=14SmN_7Ec
GY
Use two parallel strips of aluminium foil mounted a few mm apart
vertically. Pass a current through them in the same direction and in
opposite directions and watch them attract or repel; like currents attract
and unlike currents repel.
Past paper questions attached to this
scheme of work include:
Unit 8: Question Core 4
Unit 8: Question Core 5
Make a model motor and investigate the effect of changing the number of
turns.
Direct current electric motor:
www.youtube.com/watch?v=Xi7o8cMPI0
E
As with the generator, make a large and visible model with cereal packets
and so on which does not work but is very clear to see.
Make sure that learners do not confuse split-ring (commutator) with slip
rings.
Explanation of how the motor works, with
helpful illustrations:
www.howstuffworks.com/motor.htm
Model motor kits:
www.practicalphysics.org/go/Experiment
_334.html
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Syllabus ref
Learning objectives
Suggested teaching activities
P4 4.6(c).2
(S)
Describe the effect of increasing
the current
Increase the current in the motor that has been made and watch it speed
up.
P4 4.6(a).1
(S)
Describe an experiment which
shows that a changing magnetic
field can induce an
e.m.f. in a circuit
Experiment moving a permanent magnet in and out of a coil, connected to
a very sensitive meter. This can be extended to show the same effect
using an electromagnet moved in and out of the coil and then by simply
switching the electromagnet on and off.
P4 4.6(a).2
(S)
State the factors affecting the
magnitude of the induced e.m.f.
Extend the experiments above to show the effects of the strength of the
field (use a stronger permanent magnet or increase the current in the
electromagnet), the speed of movement and the number of turns per
metre in the coil.
P4 4.6(a).3
(S)
Show understanding that the
direction of an induced e.m.f.
opposes the change
causing it
Do a ‘thought experiment’ showing that work must be done to generate an
electric current otherwise the Law of conservation of energy is broken
(move magnet towards coil - current induced – if current attracts magnet
then magnet moves faster – larger current induced – therefore more force
etc.) Back this up by getting the learners to pull a thick (1 cm) copper
plate through the jaws of a strong magnet – or similar experiment.
Learning resources
Electromagnetic induction:
www.ndt-ed.org/EducationResources/
or
www.regentsprep.org/regents/physics/ph
ys03/dinduction/default.htm
This is an outstanding clip showing
magnetic levitation, you need to explain
to learners that the spinning disc consists
of a series of small strong magnets round
the bottom of the spinning disc as in the
illustration, which induce currents in the
copper plate:
N
S
S
N
N
S
N
S
www.youtube.com/watch?v=316nJTkhB
Ps&feature=related
P4 4.6(b).1
(S)
Describe a rotating-coil generator
and the use of slip rings
Make a working model generator – use a commercial science kit
generator.
P4 4.6(b).2
Sketch a graph of voltage output
against time for a simple a.c.
generator
Use a cathode ray oscilloscope (c.r.o.) to show the voltage output.
This website describes the working of an
a.c. generator:
www.pbs.org/wgbh/amex/edison/sfeature
/acdc_insideacgenerator.html
Make a large “generator” with cereal packets as magnets, a soup tin as
the armature and mains wiring wrapped into a coil that connects to slip
rings – it does not work but is much bigger and so easier for learners to
Past paper question attached to this
scheme of work includes:
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Learning objectives
P4 4.6(d).1
(S)
Describe the construction of a
basic iron-cored transformer as
used for voltage transformations
P4 4.6(d).2
(S)
Show an understanding of the
principle of operation of a
transformer
Suggested teaching activities
Learning resources
see.
Unit 8: Question Extension 1
Start by moving an electromagnet near a second coil connected to a
voltmeter or c.r.o. to revise induction. Now switch off the current in the
first coil and see the effect, switch it back on, successively switch it on and
off. Finally with the second coil connected to a c.r.o. connect the first coil
to an a.c. supply.
How transformers work:
www.energyquest.ca.gov/how_it_works/tr
ansformer.html
or
www.youtube.com/watch?v=VucsoEhB0
NA
Make a working model transformer (two ‘C-cores’ with suitable wire
windings) to introduce the ideas and follow with a demonstration
(demountable) transformer.
P4 4.6(d).3
(S)
Use the equation
(Vp / Vs) = (Np / Ns)
P4 4.6(d).4
(S)
Recall and use the equation
Vp Ip = Vs Is
(for 100% efficiency)
P4 4.6(d).5
(S)
Show understanding of energy
loss in cables (calculation not
required)
Use a model transmission line and show that more energy gets through at
a higher voltage; do not have high voltage wires uninsulated in the
laboratory.
P4 4.6(d).6
(S)
Describe the use of the
transformer in high-voltage
transmission of electricity
A simple worked example using specific values is often a clear way of
showing the significance of high voltage transmission.
P4 4.6(d).7
(S)
Advantages of high-voltage
transmission
P4 4.7(a).1
Describe the production and
detection of cathode rays
P4 4.7(a).2
Describe their deflection in
electric fields and magnetic fields
P4 4.7(a).4
Deduce that the particles emitted
in thermionic emission are
negatively charged
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Learners try out the past paper question which is attached to this scheme
of work for Unit 8.
Cambridge IGCSE Physical Science (0652)
Past paper question attached to this
scheme of work includes:
Unit 8: Question Extension 2
Past paper question attached to this
scheme of work includes:
Unit 8: Question Extra Core
92
Syllabus ref
Learning objectives
P4 4.7(a).5
State that the particles emitted in
thermionic emission are electrons
P4 4.7(a).2
(S)
Distinguish between the direction
of electron current and
conventional current
P4 4.7(b).1
Describe in outline the basic
structure and action of a cathode
ray oscilloscope (detailed circuits
are not required)
P4 4.7(b).3
Use and describe the use of a
cathode ray oscilloscope to
display waveforms
P4 4.7(b).2
(S)
Use and describe the use of a
cathode ray oscilloscope to
measure p.d.s and
short intervals of time (detailed
circuits are not required)
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Suggested teaching activities
Learning resources
See website in the learning resources column.
This website enables learners to control
a wave on an oscilloscope screen:
www.phy.ntnu.edu.tw/~hwang/oscillosco
pe/oscilloscope.html
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Scheme of work – Cambridge IGCSE® Physical Science (Physics) (0652)
Unit 9: Atomic physics
Recommended prior knowledge
This unit is composed of two major sections: radioactivity and atomic and nuclear structure. It is likely that learners will be aware of the existence of radioactivity but
beyond the common misapprehension that it is bad and dangerous they are unlikely to be well informed, although a few may be aware of its use in some medical
procedures. Some will know that background radiation has been an omnipresent and unavoidable factor throughout history whilst others will believe that
radioactivity is invariably man-made and a recently invented danger. It is important that the use of nuclear resources is taught in a balanced manner, emphasising
both the positives and the dangers.
The concept of half-life is difficult and needs to be introduced with care and patience. Many learners firmly believe that after two-half-lives have passed, the
radioactive sample has disappeared entirely.
Learners will have a much clearer view of the other part of this unit. Most will, in some way, have encountered the particle model of matter and will have met the
fundamental atomic structure in the chemistry part of the course. We take this a stage further by investigating the changes in the nucleus when radioactive decay
occurs.
Context
Although the particulate nature of atoms is fundamental to the study of physics, an understanding of the precise nature of those particles is not vital before other
parts of the course are dealt with. When pressure or temperature are explained in terms of the particles within a substance, it doesn’t immediately matter if those
particles are molecules or atoms, indeed we tend to treat the particles as unbreakable spheres. However, the chemistry part of the course will have developed
learners’ awareness of the difference between molecules and atoms.
Individual practical work is unlikely to be possible in this unit, nevertheless, learners can be involved in taking readings during a teacher led demonstrations of, for
example, radioactive decay.
Outline
This unit contains ideas that are important in understanding the fundamental nature of matter and when studied it can make vague and hazy ideas much clearer.
This unit really explores the fundamental nature of matter and there are genuine opportunities to really excite learners and bring the subject to life. For example, the
tracks seen in the cloud chamber are made by particles which come not just from the inside of individual atoms, but from inside the very nucleus of that atom, which
is tiny even on the atomic scale.
(Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only)
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Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
Past question papers available at:
http://teachers.cie.org.uk
P5 5.1(a).1
Show awareness of the existence
of background radioactivity
Use a Geiger tube to detect background radiation and
α, β and γ radiations. Emphasise that these radiations
are emitted from the nucleus.
This website has an interesting history of Marie
Curie:
www.aip.org/history/curie/contents.htm
P5 5.1(a).1
Describe the detection of alphaparticles, beta-particles and
gamma-rays
P5 5.1(b).1
State that radioactive emissions
occur randomly over space and
time
Show the presence of background radiation using a
detector and explain that it varies from location to
location. Show that it varies randomly over time.
Past paper question attached to this scheme of
work includes:
Unit 9: Question Extension 1, 2 and 3
P5 5.1(b).2
State, for radioactive emissions:
– their nature
– their relative ionising effects
– their relative penetrating
abilities
Use a radiation detector with suitable absorbers to
show penetrating abilities.
P5 5.1(b).3
Describe their deflection in
electric fields and magnetic fields
Emphasise the links between the properties
(penetration, ionisation, deflection by magnetic or
electric fields) and the nature (charge, relative size,
particles / e-m radiation). Beware of unrealistic
diagrams showing deflection of both alpha and beta
radiation by the same field.
P5 5.1(c).1
State the meaning of radioactive
decay, using word equations to
represent changes in the
composition of the nucleus when
particles are emitted
Emphasise that a radioactive material decays nucleus
by nucleus over time and not all at once.
IGCSE Physics Coursebook CD-ROM Activity
Sheet 23.3
P5 5.1(d).1
Use the term half-life in simple
calculations which might involve
information in tables or decay
curves
Extend to work from data involving long half-lives.
Use a radioactive decay simulation exercise and if
possible an experiment with a Geiger counter and
short half-life isotope to plot decay curves.
This website has a good presentation to explain the
meaning of the term ‘half-life’:
www.colorado.edu/physics/2000/index.pl
On the left-hand side click on Table of Contents.
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Use a diffusion type cloud chamber to show particle
tracks and lead to discussion of ionising effects. A
spark counter could also be used.
Cambridge IGCSE Physical Science (0652)
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Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
Scroll down to the bottom of the page and click on
‘Meaning of half-life’.
There is also a useful half-life simulation – a graph
is plotted as an isotope decays (a variety of
isotopes can be chosen).
Click on Half-life.
Or:
www.youtube.com/watch?v=fToMbj3Xz2c
www.youtube.com/watch?v=PYn8vFmyGPM
www.youtube.com/watch?v=Tp2M9tndGG0
Past paper question attached to this scheme of
work includes:
Unit 9: Question Core 3
P5 5.1(e).1
Describe how radioactive
materials are handled, used and
stored in a safe way
This should arise naturally from the teacher
demonstrations where these are permitted, and is best
integrated within the unit as a whole extending
discussion to cover industrial and medical issues.
P5 5.2(a).1
Describe the structure of the atom, with electrons in
orbitals around a nucleus which contains virtually all
the mass of the atom.
P5 5.2(a).2
Describe the composition of the
nucleus in terms of protons and
neutrons
Use the term proton number, Z
P5 5.2(a).3
Use the term nucleon number, A
P5 5.2(a).4
Use the term nuclide and nuclide
notation
A
Z
Nuclear reactions and decay series could be discussed
to provide a focus for this section.
X
P5 5.2(a).5
Use the nuclide notation in
equations to show alpha and beta
decay
P5 5.2(b).1
Use the term isotopes
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Past paper question attached to this scheme of
work includes:
Unit 9: Question Core 1
Explain that the proton number determines the number
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Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
of electrons in the neutral atom and that this
determines the chemical properties of the atom.
Hence the proton number determines the chemical
properties and so all atoms with the same proton
number have the same chemical properties and so are
atoms of the same chemical element.
P5 5.2(b).2
(S)
Give and explain examples of
practical application of isotopes
Use many examples, concentrating on those that
learners will know something about, e.g. medical
treatment and diagnosis, smoke alarms etc.
Also include a few industrial examples e.g. checking
whether juice cartons are sufficiently full, checking for
faulty welding joints in pipelines.
This website has useful information on medical
imaging, radioactive dating and detection of
radioactivity:
www.library.thinkquest.org/3471/medical_imaging.h
tml
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