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Teacher Resource Bank
GCE Physics B (Physics in Context)
Other Guidance:
• PHYB2 – Physics Keeps us Going
Copyright © 2008 AQA and its licensors. All rights reserved.
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Teacher Resource Bank / GCE Physics B / Other Guidance: Physics Keeps us Going / version 1.0
This document shows how the content for this unit could be taught. It indicates
how topics can be clustered together with an approximate teaching duration (in
weeks). Details of some possible actives to support teaching and learning are
provided in the right hand column.
Teachers will need to select appropriate activities for their teaching approaches
and facilities available in the centre as there are far more activities quoted than
can possibly be completed in the time available.
If you have additional activities that you would like to share with teaching
colleagues please contact the subject team who will update this document
periodically.
klm
Copyright © 2008 AQA and its licensors. All rights reserved.
1
2
C(2)
A/B(1)
Use of a spring balance (or calibrated )spring to measure force on object
on inclined plane
Resolution of vectors into two components at right angles to
each other
Copyright © 2008 AQA and its licensors. All rights reserved.
klm
Analysis of motion of falling object (ticker tape or more sophisticated
apparatus)
Context: Describing motion Examples from Swimming and Track
athletics; Driving; stopping and starting distances.
Force board or two Newton meters balancing a loaded hanger showing
the equilibrium of 3 forces at a point Longman advanced practical guide
B.5
http://www.walter-fendt.de/ph14e/equilibrium.htm
Advanced Physics Lab animation - Forces
http://www.walter-fendt.de/ph14e/forceresol.htm
http://www.walter-fendt.de/ph14e/inclplane.htm
or Modellus (IOP)
Context: Balanced forces on a rock climber
http://www.walter-fendt.de/ph14e/resultant.htm
Addition of two vectors by scale drawing and calculation
Calculation limited to two vectors at right angles
Examples should relate to force and velocity vectors in
particular
The forces perpendicular and at right angles to a body on an
inclined plane due to its weight.
Context: Direction - Examples from sporting activities, such as
sailing, rowing and running angles to enable interception, and
transport examples such as flight paths.
Vectors and scalars – Examples to include speed, velocity,
mass and force/weight
MODULE 1 Moving People, People Moving
This module considers how knowledge and understanding of forces underpins everyday activities such as transport, where reliability is important,
and activities such as record breaking in sport.
Weeks Specification
Context and activities
Teacher Resource Bank / GCE Physics B / Other Guidance: Physics Keeps us Going / version 1.0
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D(1)
http://www.walter-fendt.de/ph14e/projectile.htm
3
http://www.practicalphysics.org/go/Collection_59.html?topic_id=3&collecti
on_id=59
http://www.practicalphysics.org/go/Collection_51.html?topic_id=3&collecti
on_id=51
Accelerated motion expts with trolleys/gliders e.g linear air track glider
attached to falling body.
Data capture using digital cameras and camcorders
Monkey and Hunter experiment
Pulsed water droplets with stroboscope
Range of projectile – marble into sand pit (IOP)
Advanced Physics Lab animation – Shoot
Use of fan carts
Context; What makes motion change Examples from diving;
skiing/ski jumping and throwing/ball sports
Copyright © 2008 AQA and its licensors. All rights reserved.
Appreciation that a body is in equilibrium when at rest or when
moving with constant velocity
Use of scale drawing or resolved forces to solve problems
Conditions for equilibrium of two or three forces
Advanced Physics Lab animation – Skater
Advanced Physics Lab animation - Newton’s
http://www.practicalphysics.org/go/Collection_49.html?topic_id=3&collecti
on_id=49
Trolley experiments with motion sensors/light gates and timers opportunity to us datalogger
Opportunity to analyse the motion of projectiles, vehicles and people
using camera images
Multimedia motion cd rom.
Teacher Resource Bank / GCE Physics B / Other Guidance: Physics Keeps us Going / version 1.0
4
E(1)
D(2)
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Context; Vehicles towing; Running shoes
Temperature rise produced by falling objects *lead shot in tube’
Rubber band energy stored transferred to glider on air track for different
extensions of band
Nuffield metal staple fired vertically with rubber band (estimate height
reaches) – health and safety issues
Work done against friction by dragging a slider along a bench or inclined
runway.
Context; Looking at energy changes Examples from archery or
throwing sports; bungee jumping; jumping and weight lifting.
Impact craters (IOP)
Investigating bounce height of balls –Trolley on ramp to compare
gravitational potential energy with kinetic energy.
Record flight of different types of ball using digital camera/control
variables
Projectile flight in controlled lab experiment(use compression spring in
trolleys to fix initial speed or use rubber bands).
Copyright © 2008 AQA and its licensors. All rights reserved.
Elastic potential energy;
Energy stored = area under force-extension graph
1
Energy stored = FΔL when F ∝ L
2
Work done = force x distance moved in the direction of the
force = energy transferred
W = Fs cosθ
Work, energy and power
Qualitative and quantitative application of energy conservation
in a uniform gravitational field
1
ΔE p = mgΔh and ΔE k = mv 2
2
Use of equations of motion for movement at constant velocity
1 2 2
⎛u +v⎞
and acceleration; v = u + at; s = ⎜
⎟ t ; s = ut + at ; v =
2
⎝ 2 ⎠
u2 + 2as
http://www.practicalphysics.org/go/Collection_81.html?topic_id=3&collecti
on_id=81
NASA info and video (from NASA)
Video clip on parachutes
Multimedia motion of space shuttle
ball bearing falling through engine oil in large measuring cylinder
Water rockets (kit)
Weight falling through water connected to trolley/glider
Pasco propeller trolley on inclined plane or with angled barrier
Modellus (IOP) or other applets
Understanding of rates of change with respect to time
Δs
Δv
and a =
v=
Δt
Δt
Significance and calculation of gradient and area under s-t and
v-t graphs for uniform and non-uniform motion
Context; What if acceleration changes? Rocket take off; Skydiver;
Parachutes Gliders, planes, parascending; Vehicles going faster
Shapes of s-t, v-t and a-t graphs for uniformly accelerated
motion
Teacher Resource Bank / GCE Physics B / Other Guidance: Physics Keeps us Going / version 1.0
klm
Copyright © 2008 AQA and its licensors. All rights reserved.
For experiments go to http://www.practicalphysics.org/ : details of equipment and objectives
Lots of other useful java applets on the web e.g. the collection on http://www.lon-capa.org/~mmp/applist/applets.htm
Advanced Physics Practical Guide – Longman 0582 273226 9
Physics Through investigation – Gren Ireson Hodder and Stoughton 0 340 72040 9
5
http://www.practicalphysics.org/go/Collection_69.html?topic_id=39&collec
tion_id=69
Case study: Safety features in road vehicles
Power of student when e.g. running upstairs
lifting a (1 – 2 kg) mass through a given height over a set time
Press ups or pull ups if energetic!
Advanced Physics Lab animation –work
Advanced Physics Lab animations- John Murray http://www.physicslab.co.uk - The program is free to use.
Energy conservation between energy source kinetic energy
and gravitational potential energy, elastic potential energy,
energy to deform and internal energy of surroundings.
Explanation of the reduced force when momentum is
dissipated over a longer time or energy over a longer distance
Power = rate of doing work = rate of energy transfer
ΔW
P=
= Fv
Δt
Stiffness k=F/ ΔL
Transfer to kinetic energy or gravitational potential energy
Teacher Resource Bank / GCE Physics B / Other Guidance: Physics Keeps us Going / version 1.0
6
Weeks
A(½)
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Worksheet on steam engine Sankey + questions of Sankey for human
body
http://www.iop.org/Our_Activities/Schools_and_Colleges/Teaching_Res
ources/Teaching%20Advanced%20Physics/Energy/Thermal%20physics
/file_5203.doc
Questions and good teaching notes / student materials from Unit G of
RevNuff
Free software for drawing the diagrams from an Excel spreadsheet
http://www.doka.ch/sankey1.htm
Copyright © 2008 AQA and its licensors. All rights reserved.
Use and interpretation of Sankey diagrams representing
energy changes
Demo of energy conversion: steam engine; solar cell; heat toy http://scitoys.com/scitoys/scitoys/thermo/thermo.html
Many data sources of data on energy usage linked to:
http://www.open.ac.uk/T206/index.html
Knowledge of the energy used at an individual, national and
international level
Carbon footprint: discussion and personal estimates:
http://www.bp.com/extendedsectiongenericarticle.do?categoryId=90082
04&contentId=7015209&BPLinkTrace=1604280000
http://www.carbonfootprint.com/calculator.html
discussion http://www.carbonfootprint.com/warming.html
Book resource: Energy: University of Bath 16-19 project (data needs
updating)
Context and activities
Context: Where does our energy come from and where does it go?
This section should be taught in the context of solar,
carbon-based and nuclear resources. Work is made quantitative
through the use of the Sankey diagram.
Up-to-date data for use in this section can be readily obtained from the
Internet.
Knowledge of the relative amounts of energy currently
generated by different sources (UK only)
Appreciation that solar energy may be used directly or from
secondary sources such as wind and tides.
Knowledge of the relative amounts of energy available from
non renewable sources at a national and international level
Specification
MODULE 2 Energy and the Environment
This module is about the sources of energy, how we utilise the energy and the consequences of increasing energy demand. The unit focuses on
the value of electrical energy as a particularly convenient form.
Teacher Resource Bank / GCE Physics B / Other Guidance: Physics Keeps us Going / version 1.0
klm
B(1)
Density ρ =
Density, ice / water experiments
Knowledge that a floating mass displaces its own mass of liquid
Expt : investigate output of various processes using CO2 sensor with
datalogger
Copyright © 2008 AQA and its licensors. All rights reserved.
m
,
V
Principal of floatation/ Archimedes’ principle (calculations
required)
Rising tide level due to melting ice caps.
Appreciation that melting of ice on land increases sea level
but melting icebergs do not.
Use of graphs of P/Wm2 against T/Kto compare power
losses.
Wiens law λmax T = constant
Balance of emission/absorption – comparison with other
planets
Effects on environment
http://www.environment-agency.gov.uk/?lang=_e
Knowledge of the need for balance between energy inflow
from the Sun and energy re-radiation from the Earth (links to
next Section)
Recognition that ‘global warming’ implies a lack of balance
and that equilibrium may return at a higher temperature
understanding that wavelengths are converted into the near
infrared in the atmosphere
New Scientist magazine contains many references to, and much data
for, global temperature changes (esp. 30/08/06 issue)
This is an ideal topic for internet research by students followed by poster
/ power point session or formal presentation
Context: Impact of energy conversion?
This section is taught in the context of the on-going debate that
centres around global warming and its effects. There is much
scope here for teaching issues in the context of How Science
works.
Understanding of the ‘greenhouse’ effect and that this is
affected by CO2 levels in the atmosphere
Knowledge of the major regions of the electromagnetic
spectrum and their approximate wavelength and frequency
values and where appropriate an appreciation of their
possible effects on humans
Factors that affect the rate at which the temperature of the
Earth rises:
Teacher Resource Bank / GCE Physics B / Other Guidance: Physics Keeps us Going / version 1.0
7
8
C(1)
P
A
4πr 2
P
(links to Unit
Energy conversion using solar cells
Underwater turbine designs
http://www.johnarmstrong1.pwp.blueyonder.co.uk/Turbines.htm
Designs of turbines – output vs wind speed
Expts/demonstrations with various turbine blade designs
http://www.bwea.com/
Danish wind power site worth a look
http://www.windpower.org/en/tour/wres/pow/index.htm
Tidal:
http://www.tidalelectric.com/History.htm
includes some simple algebra of barrage
Opportunity to introduce log-log graphs and graphical treatments in
general
Solar cell/panel efficiency expts
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Lamp experiment for inverse square law (small filament lamp / tube /
LDR mounted on ruler)
Good elementary outline of sources in Avison: The World of Physics
also simple introduction at
http://home.clara.net/darvill/altenerg/index.htm
Excellent opportunities for research, critical appraisal and presentation
opportunity by students.
Context: Sources of renewable energy
This section is taught in the context of the wide range of renewable
energy sources. Throughout this section there is the need to
consider How Science Works in that some of the Internet sources
are written by (possibly prejudiced) pressure groups.
Lot of information at the renewable energy centre
http://www.therenewableenergycentre.co.uk/solar-heating/
Copyright © 2008 AQA and its licensors. All rights reserved.
Estimation of energy conversation in a wave
1
Power available from wind = πr 2 ρv 3
2
PE ↔KE conversions and power considered in relation to
tidal barrages, hydroelectric and pumped storage systems
Role of sun in producing power from wind and tides
Estimation of energy in a wave (links to Unit 2 wave ideas)
2)
Inverse square law for a point source I =
Intensity of power from the Sun I =
Knowledge of at least one advantage and one disadvantage
for each of the following sources; solar power, wind- wave
conversions, tides, HEP, pumped storage, and wind turbine
conversions.
Teacher Resource Bank / GCE Physics B / Other Guidance: Physics Keeps us Going / version 1.0
klm
C(3)
Selection of [AP; ch 4] :
Experiment 'Measuring resistance of good conductors'
Rates of heating of different resistance wires –
Use potato (as AP) or fruit batteries (kiwi fruit best) – 2p and 5p coins
(Cu and Zn) – large internal resistance (∼kΩ)
[AP; ch 2]
Experiment 'Internal resistance of a source of emf'
Context: Energy lost in transmission of electrical energy
Components in a box type experiments
Selection of some of the experiments outlined in AP [chap 2]:
Demonstration 'Current and charge in electron beams'
Demonstration 'Spooning charge'
Demonstration 'Shuttling ball and ions in a flame'
Demonstration 'Conduction by 'coloured' ions'
Experiment 'Conduction by students'
Context: Using the energy
This section is taught in the context of the end use of electrical
energy; motors / heaters / electrical storage cells should be
discussed as converters of electrical energy to heat energy
Copyright © 2008 AQA and its licensors. All rights reserved.
Electromotive force and internal resistance and their
measurement
E
ε=
Q
ε = IR + Ir
ρL
1
Resistivity and electrical conductivity R =
;σ=
A
ρ
Resistances in series and parallel (links to Unit 2),
calculations of the total resistance of circuits with series
and/or parallel components
1
1
1
RT = R1 + R2 ;
=
+
RT R1 R2
Definition of the volt as 1 joule per coulomb
V2
Power dissipation P=IV ; P= I 2 R ; P =
R
Definition of resistance; the ohm
Potential difference defined as the work done per coulomb of
charge transferred between two points.
ΔQ
Electric current as rate of flow of charge I =
Δt
Charge, current and potential difference
Teacher Resource Bank / GCE Physics B / Other Guidance: Physics Keeps us Going / version 1.0
9
10
klm
Plot output voltage against position or angle for linear and logarithmic
electrical potentiometers
Vary output of a LS using a potentiometer and investigate volume vs
potentiometer setting.
Experiments with meters in series and parallel circuits
Designing simple temperature sensor
Copyright © 2008 AQA and its licensors. All rights reserved.
Electrical variations produced by potential; divider systems
and on-off switches.
Use of potential divider to control voltage, comparison with
the use of a variable resistor. Link with use in
microphone/loudspeaker circuit to act as a volume and
balance control;.
Total pd = sum of pd across series resistor
Current conserved at a junction (Kirchoffs law)
A simple microscopic explanation of resistance , how thermal
energy is generated when charge flows, and how resistance
changes with temperature for metals and ntc thermistors
Thermistor as a device for controlling temperature
The behaviour of ohmic and non-ohmic conductors including
a practical investigation of a filament lamp and ntc thermistor
Examining components in a box
Model transmission line. [Duncan. Exploring Physics and elsewhere]
Energy distribution; the desirability of transmitting electrical
energy using low resistance cable at a high potential
difference and low current. Appreciation of the role of ac
transformers.
Energy = Pt; kWh and an appreciation of current cost
http://micro.magnet.fsu.edu/micro/gallery/superconductor/super.html
http://superconductors.org/
Superconductivity
Experiment 'Measuring the resistance of two insulators'
Experiment 'How the dimensions of a conductor affect resistance'
Experiment 'Introduction to resistivity using conducting paper'
Experiment 'Measuring electrical resistivity' of wires and liquids(CuSO4)
Questions 'Electrical properties'
Questions 'Resistivity and conductivity calculations'
Teacher Resource Bank / GCE Physics B / Other Guidance: Physics Keeps us Going / version 1.0
Temperature gradient, conductivity of materials, cross
sectional area.
U-values; Range of U-values of common building materials;
Rate of energy transfer = UAΔθ
Use to calculate total heat loss for parallel surfaces only.
Factors affecting thermal energy transfer by conduction and
radiation; (temperature gradient, conductivity of material,
cross-sectional area)
Energy lost by natural and forced convection:
Newton’s laws of cooling under forced conversion; concept
of half-cooling time (qualitative links to GCSE knowledge of
radioactive decay model)
Efficiency of energy conversion in the electrical generators,
lamps and motors.
Comparison of energy distribution and efficiency for a
filament lamp and an energy-efficient lamp.
Use of rechargeable cells
Efficiency including the calculation of overall efficiency of a
multistage process.
RevNuff Unit G has a section devoted to thermal conductivity and the
analogy with electrical conductivity.
Updated Lee’s disc experiments with data logging to facilitate data
collection
Efficiency of motor (link to Where does the energy go?)
Building survey using digital camera with infra red sensor
Mechanical equivalent/lead shot demo –
Case study relating to hybrid cars
Types / examples of lagging
Lagging experiments – datalogging opportunities
Efficiency of heating with lagging
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Copyright © 2008 AQA and its licensors. All rights reserved.
11
Efficiency of rechargeable cells
Comparison of efficiency of energy efficient light bulbs with conventional
lamps
Context: Storing energy and Energy Efficiency
This section is taught in the context of energy conservation in the
home; it includes the storage of energy, home insulation and
double glazing, and comparisons between conventional filament
lamps and modern energy-efficient fluorescent types.
Abbreviations used:
RevNuff
Revised Nuffield Physics (full bib ref to come)
AP
Advancing Physics materials
Possible practical’s at http://www.practicalphysics.org/go/Topic_8.html?topic_id=8
E(1½)
Teacher Resource Bank / GCE Physics B / Other Guidance: Physics Keeps us Going / version 1.0