CCEA Exemplar Scheme of Work: GCSE Double Award Physics
REVISED GCSE
Scheme of Work
Science
Double Award
Physics
This is an exemplar scheme of work which
supports the teaching and learning of the
Double Award Physics specification
Amended June 2012
(Amendments to P46 and 47)
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
GCSE Double Award Physics
Contents
Page
Introduction
1
Unit 1: Force and Motion, Energy, Moments and Radioactivity
5
Unit 2: Waves, Sound and Light, Electricity and the Earth and Universe
33
Formula Sheet
66
Resources
67
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Introduction
CCEA has developed new GCSE Science specifications for first teaching from September 2011. This
scheme of work has been designed to support you in introducing the new specification.
The scheme of work provides suggestions for organizing and supporting students’ learning activities. It is
intended to assist you in developing your own scheme of work and should not be considered as being
prescriptive or exhaustive.
Please remember that assessment is based on the specification which details the knowledge, understanding
and skills that students need to acquire during the course. The scheme of work should therefore be used in
conjunction with the specification.
Published resources and web references included in the scheme of work have been checked and were correct
at the time of writing. You should check with publishers and websites for the latest versions and updates.
CCEA accepts no responsibility for the content of third party publications or websites referred to within this
scheme of work.
A Microsoft Word version of this scheme of work is available on the subject micro site on the CCEA website
(www.ccea.org.uk/microsites). You will be able to use it as a foundation for developing your own scheme of
work which will be matched to your teaching and learning environment and the needs of your students.
I hope you find this support useful in your teaching.
Best wishes
Kevin Henderson
Subject Officer
Physics
E-mail
Telephone
khenderson@ccea.org.uk
028 9026 1200 (ext 2270)
1
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
2
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
CCEA Exemplar Scheme of Work:
GCSE Double Award Physics
3
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
4
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Unit 1: Force & Motion, Energy, Moments
and Radioactivity
5
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Specification: GCSE Double Award Physics
Unit 1: Force and Motion, Energy, Moments and Radioactivity
Specification
Content
Motion
1.1
1.1.1
Learning Outcomes
Teaching and Learning Activities
Resources
Teacher exposition:
Pupils use textbooks and/or internet to find
a definition of average speed as total
distance / time taken
Pupils measure the average speed of a trolley
moving between fixed points on an inclined
plane using a stopwatch and a meter stick
(or using light gates, a control box,
computer and data-logging software).
Inclined planes,
stopwatches, meter
sticks
OR
Light-gates, control
box, computer and
card-carrying trolleys
moving on an
inclined plane or a
linear air-track.
Pupils use a spreadsheet or other software
to analyze numerical data.
Textbooks
C2K Computers
Pupils plot numerical distance-time data on
graph paper and find average speed from
linear distance–time graphs, including
examples where the object is at rest for part
of the time.
Pupil worksheet
In the context of how science
works, students should be able to:
Investigate experimentally the
quantitative relationships between
average speed, distance and time,
including the calculation of average
speed from linear distance–time
graphs and use ICT resources to
process measurements and analyse
data;
6
Safety/Risk
Assessment
Normal safety
precautions required
when using mainspowered equipment
Normal safety
precautions required
when using mainspowered equipment
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Specification
Content
1.1.1 (cont.)
1.1.2
Learning Outcomes
Teaching and Learning Activities
In the context of how science
works, students should be able to:
Distinguish between distance and
displacement, speed and velocity;
Pupils practice solving numerical problems
relating to average speed.
Textbooks and/or
Pupil worksheets
Teacher exposition.
Pupils use textbooks and/or internet to
discover the nature of a vector and hence
the distinction between distance and
displacement, speed and velocity.
Textbooks
C2K computers
The distinctions between distance and
displacement, speed and velocity are
reinforced using numerical examples from a
pupil worksheet.
Textbooks
C2K computers
Acceleration
1.1.3
Resources
Calculate rate of change of speed
(acceleration), as change of speed
divided by time taken;
Pupils are taught how to obtain the gradient
of a linear graph of speed against time and
practice their technique on data taken from
textbooks or supplied in a pupil worksheet.
7
Safety/Risk
Assessment
Normal safety
precautions required
when using mainspowered equipment.
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Specification
Content
Displacement,
Velocity and
Acceleration
1.1.4
Learning Outcomes
Teaching and Learning Activities
Resources
In the context of how science
works, students should be able to:
Recall and use the quantitative
relationships between
displacement, time and average
velocity; initial velocity, final
velocity, acceleration
(retardation) and time.
(problems will only be set on
motion in one direction);
Safety/Risk
Assessment
Teacher exposition.
From definitions of average velocity and
acceleration, the pupils are led to discover
the relationships:
S = average velocity x time
and
v = u + at (or equivalent)
Pupils measure the acceleration of a trolley
on a friction compensated runway.
(i) using light gates, control box and
computer OR
(ii) By finding the average velocity of an
object starting from rest using stopwatches
and metre sticks.
Pupil worksheets.
8
Friction
compensated
runways, trolleys,
light gates, control
box and computers
OR stopwatches
and metre sticks.
Normal safety
precautions required
when using mainspowered equipment.
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Specification
Content
Displacement–Time
Graphs and
Velocity–Time
Graphs
1.1.5
Learning Outcomes
Teaching and Learning Activities
Resources
In the context of how science
works, students should be able to:
Use graphical methods to
determine velocity, acceleration
and displacement, applying
knowledge that:
• the slope of a displacement–
time graph is the velocity;
• the slope of a velocity–time
graph is the acceleration;
• the area under a velocity–time
graph is the displacement.
Computer simulation such as Crocodile
Physics, Chapter 1 – Motion or Learning
NI – Motion
Teacher exposition.
Pupils solve graphical problems taken from
textbooks and/or worksheets.
Pupils prepare a PowerPoint presentation
and deliver it to their peers.
9
Textbooks
C2K Computers
Safety/Risk
Assessment
Normal safety
precautions required
when using mainspowered equipment
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Specification
Content
Newton’s Laws
Learning Outcomes
Teaching and Learning Activities
Resources
In the context of how science
works, students should be able to:
1.1.6
Recall and understand that forces
arise between objects and that the
forces on these objects are equal
and opposite and that friction is a
force that always opposes motion;
Teacher exposition.
Computer simulation, such as Crocodile
Physics, Chapter 1 – Motion & Forces OR
LearningNI – Motion & Forces.
1.1.7
Investigate experimentally
Newton’s first and second Laws,
for example using an air track and
data logger, or a computer
simulation, to study the effect of
balanced and unbalanced forces on
an object and through
mathematical modelling derive the
relationship between resultant
force, mass and acceleration.
Pupils carry out experimental investigations
on Newton’s 1st and 2nd Laws using a linear
air track and data logger OR trolleys on
friction-compensated runways and light
gates / ticker-timers OR computer
simulations (LearnPremiumNI>> KS4
Physics>> Relating force mass
acceleration)
Laws of Motion videos (Science in Action).
1.1.8
Calculate the resultant of two onedimensional forces; and
1.1.9
Recall and use the equation
resultant force = mass x
acceleration;
Pupils practise finding resultant of two
collinear forces from examples in textbooks
and/or worksheets.
Teacher exposition.
Pupils practise the application of F=ma
from examples in textbooks and/or
worksheets.
10
Safety/Risk
Assessment
Normal safety
precautions required
when using mainspowered equipment.
Light-gates, control
box, C2K
computers and
card-carrying
trolleys OR carts on
a linear air track OR
trolleys, frictioncompensated
runways and tickertimers.
Textbooks
C2K computers
Normal safety
precautions required
when using mainspowered equipment.
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Specification
Content
Mass, Density and
Weight
1.1.10
Learning Outcomes
Teaching and Learning Activities
Resources
In the context of how science
works, students should be able to:
Distinguish between the weight
and mass of an object, knowing
that an object of mass 1 kg has a
weight of 10 N, and be able to
calculate the weight of an object
when given the mass in kilograms
using W = mg;
Pupils carry out book or web-based
research on the differences between mass
and weight and the strength of the
gravitational field on different planets.
Teacher exposition leading to:
W = mg
Pupils practise the application of W = mg
from example worksheets.
11
Textbooks
C2K Computers
Safety/Risk
Assessment
Normal safety
precautions required
when using mainspowered equipment.
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Specification
Content
1.1.11
Learning Outcomes
Teaching and Learning Activities
Resources
Safety/Risk
Assessment
Investigate experimentally the
relationship between the mass and
volume of liquids, regular solids
and irregular solids and use ICT
to process the data.
Pupils investigate the relationship between
mass and volume for
(i) Liquids, such as water, ethanol and brine
and (ii) regularly shaped blocks (cuboids) of
various metals such as aluminium, copper
and lead.
Pupils measure the volume of different
irregular solids of the same material and of
known mass by displacement of water.
For experiments
involving liquids:
Burettes, beakers
and top-pan
balances.
For regular solids
experiments:
Rulers and top-pan
balances.
For irregular solids:
Eureka cans and/or
measuring cylinders.
The usual precautions
need to be taken to
avoid the breakage of
glassware and pupils
need to be advised of
the local procedures to
avoid harm from
broken glass.
Protective glasses
need to be worn when
using liquids.
1.1.12
Analyse and interpret the data
gathered in 1.1.11 to derive the
relationship between mass and
volume.
In each experimental exercise in 1.1.12,
pupils plot and interpret graphs of mass
against volume.
1.1.13
Recall and use the equation
density = mass/volume to solve
simple problems;
Pupil research and/or teacher exposition
leading to:
density = mass/volume
The experiments in
1.1.12 lend
themselves to
application of datalogging software
and/or the use of a
spreadsheet or
graph-plotting
package to analyse
the data.
In the context of how science
works, students should be able to:
12
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Specification
Content
1.1.13(cont.)
Learning Outcomes
Teaching and Learning Activities
Resources
In the context of how science
works, students should be able to:
Recall and use the units of density, Pupils practise the application of
g/cm3 and kg/m3;
density = mass / volume
and use of units from examples in
worksheets and/or textbooks.
Safety/Risk
Assessment
Textbooks and/or
worksheets.
Kinetic Theory
1.1.14
Use the Kinetic Theory to explain
qualitatively the changes of state
that occur between solids, liquids
and gases and relate these to the
difference between the densities of
solids, liquids and gases.
Teacher exposition.
Computer simulations e.g.
LearningNI >> KS3 Science >> Solids,
Liquids Gases for animations showing the
qualitative differences between solids,
liquids and gases and the differences in their
densities.
Pupils prepare posters to illustrate the
Textbooks
differences in the three states of matter.
C2K computers
13
Normal safety
precautions required
when using mainspowered equipment.
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Specification
Content
Circular Motion
Learning Outcomes
Teaching and Learning Activities
Resources
In the context of how science
works, students should be able to:
1.1.15
Describe some examples of
circular motion explaining how the
force acting on an object causes
this type of motion.
Teacher exposition.
Pupils engage in a brainstorming session to
identify as many examples of circular
motion as possible and report back to their
peers. Pupils invoke Newton’s first law to
recognise that a centripetal force is involved
in circular motion.
1.1.16
Investigate qualitatively the factors
affecting the centripetal force for
an object moving in a circle.
Pupils whirl different rubber bungs at the
end of a string in a horizontal circle and
observe that the lifting force on the weights
attached to the other end of the string
increases with speed of rotation and mass
of the bung, and decreases with the radius
of the circle.
1.1.17
Recall that:
• the direction of the centripetal
force is towards the centre of
the circle;
• it increases with the mass and
the speed of the object and
decreases as the radius of the
circle increases; and
• if the force is removed, the
object will move away at a
tangent to the circle;
Teacher exposition.
Pupils carry out book- or web-based
research on centripetal forces. e.g.
LearningNI >> KS4 >> Physics >>
Centripetal
Pupils led to conclude that the object
moves away at a tangent when the
centripetal force is removed, so the
presence of the centripetal force is the
cause of circular motion. See also 1.7.2
14
String, rubber
bungs, plastic
cylinders (such as
are used in
inexpensive ballpoint pens) slotted
masses, mass
carriers, stopwatches, crocodile
clips.
Safety/Risk
Assessment
Pupils need to ensure
the bung is tied tightly
to the string (so that it
does not fly off) and
that they whirl the
bung at a moderate
speed.
Safety glasses must be
worn.
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Specification
Content
Momentum
1.1.18
Learning Outcomes
Teaching and Learning Activities
Resources
In the context of how science
works, students should be able to:
Recall and use the equation:
momentum = mass × velocity.
Teacher exposition.
Pupils carry out problems based on the
definition from textbooks and/or
worksheets.
1.2.1
Investigate, in terms of the
Principle of Conservation of
Energy, energy transfers involving
the following forms of energy:
chemical, heat, electrical, sound,
light, magnetic, kinetic and
potential (gravitational and strain);
Teacher exposition.
Pupils use web-based resources to identify
and illustrate energy transfers showing
application of the Principle of Conservation
of Energy. Pupils illustrate their findings
and make a presentation to their peers.
1.2.2
Draw and interpret energy transfer
diagrams for the investigations
carried out in 1.9.1 and appreciate
their limitations;
Pupils practise drawing and interpreting
Paper and drawing
energy transfer diagrams and appreciate that materials.
few such diagrams show all energy transfers
taking place or the amount of energy
involved.
Describe a range of renewable
energy resources, use primary and
secondary sources to investigate
the effect on the environment of
the use of renewable and nonrenewable energy resources and
recall their findings.
Teacher exposition.
Textbooks
Pupils use textbooks and/or web-based
C2K computers.
resources to research a range of renewable
energy resources such as solar,
hydroelectric, biomass, geothermal energy,
wind, waves and tides and use primary and
secondary sources to investigate the effects
on the environment of the use of renewable
Forms of Energy
Textbooks and/or
Worksheets
Energy Resources
1.2.3
15
Safety/Risk
Assessment
Normal safety
precautions required
when using mainspowered equipment.
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Specification
Content
1.2.3(cont.)
Learning Outcomes
Teaching and Learning Activities
Resources
In the context of how science
works, students should be able to:
Safety/Risk
Assessment
and non- renewable energy resources, (such
as fossil fuels, nuclear energy).
Pupils present their findings to their peers.
Efficiency
1.2.4
Recall, understand and use the
equation
efficiency = useful output energy
total input energy;
Teacher exposition.
Textbooks
Pupils practice applying the energy equation C2K computers.
using examples taken from textbooks
and/or worksheets.
1.2.5
Describe and explain various ways
of making better use of energy;
Pupils prepare a PowerPoint presentation
and deliver it to their peers.
1.2.6
Review primary and secondary
sources relating to the efficiency of
domestic appliances;
Pupils engage in individual research or
group work using web-based resources to
explore the range of efficiency rating labels
currently in use (e.g. EU label, SEDBUK
label, BRFC label etc). Pupils use the web
to download and compare manufacturers’
data for various domestic appliances,
interpret the information provided in terms
of efficiency and tabulate it.
School library
resources.
C2K computers
Pupils use textbooks and/or web-based
resources to investigate the changes needed
in their homes to reduce their energy
consumption.
Textbooks
C2K computers.
16
Normal safety
precautions required
when using mainspowered equipment.
Textbooks
C2K computers.
Normal safety
precautions required
when using mainspowered equipment.
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Specification
Content
Work
1.2.7
Learning Outcomes
Teaching and Learning Activities
In the context of how science
works, students should be able to:
Recall and use the equation
work = force × distance
and that the work done equals the
amount of energy transferred;
Teacher exposition.
Pupils gain practice applying the equation
for work using examples taken from
worksheets.
Power
1.2.8
Recall and use the equations
power = energy transferred
time taken
Teacher exposition.
Pupils gain practice applying the equation
for power using examples taken from
worksheets.
and
power = work done
time taken
to calculate power, work done,
time taken or energy transferred;
17
Resources
Safety/Risk
Assessment
Normal safety
precautions required
when using mainspowered equipment.
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Specification
Content
1.2.9
Learning Outcomes
Teaching and Learning Activities
Resources
In the context of how science
works, students should be able to:
Plan and carry out experiments to
measure personal power and the
output power of an electric motor
and evaluate the validity and
reliability of their data;
Experimental investigations to find the
output power if a small electric motor
raising the load and the output power of a
pupil running up a flight of stairs.
Safety/Risk
Assessment
Small 12 V electric
motors, low-voltage
power supply units,
string, slotted
masses,
stopwatches,
bathroom scales,
access to a staircase.
Normal safety
precautions required
when using mainspowered equipment.
If efficiency
investigation is
carried out,
additional resources
are required:
ammeters and
voltmeters ( or
joule-meters)
Normal safety
precautions required
when using mainspowered equipment.
Pupils reflect on how repetition and
averaging enhances the reliability of data
and carefully considered experimental
design enhances data validity.
The first investigation lends itself to a
practice controlled assessment task to
determine how the efficiency of a small
electric motor changes with the load.
18
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Specification
Content
Kinetic & Potential
Energy
Learning Outcomes
In the context of how science
works, students should be able to:
1.2.10
Recall and use the equations
kinetic energy = ½ mass ×
velocity2)(½ mv2)
potential energy = mass ×
gravitational field strength ×
height. (mgh)
Teaching and Learning Activities
Resources
Safety/Risk
Assessment
Teacher exposition.
Pupils engage in group work or individual
research using text-books and/or webbased resources.
Pupils practice applying the equations for
work using examples taken from
worksheets.
Textbooks
C2K computers.
Normal safety
precautions required
when using mainspowered equipment.
Teacher exposition.
Pupils use textbooks and/or web-based
resources to find and learn a formal
definition of centre of gravity. Pupils locate
the position of the centre of gravity of
different objects by suspension methods
e.g. uniform metre rule, snooker cue, retort
stand, irregular paper lamina.
Pupils explore why it is that for maximum
stability the centre of gravity should be as
low as possible and the base area as large as
possible.
Metre rules, snooker
cue, retort stands,
boss heads, clamps,
paper, scissors,
string, pendulum
bobs, drawing
boards, drawing
pins.
Normal safety
precautions need to be
taken when using
sharp objects such as
scissors and drawing
pins.
Centre of Gravity
1.3.1
Recall the meaning of centre of
gravity and explain how its
position affects the stability of an
object.
19
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Specification
Content
Moment of a Force
1.3.2
Learning Outcomes
Teaching and Learning Activities
Resources
In the context of how science
works, students should be able to:
Recall and use the equation
Moment = force x perpendicular
distance from the pivot
and understand the implications of
this;
Teacher Exposition.
Pupils develop the idea of a moment by
considering the action of different classes
of lever e.g. crowbars, wheelbarrows and
fishing rods.
Textbooks
C2K computers.
Pupils establish the idea that a lever can be
a force multiplier or a distance multiplier.
Pupils practise applying the equation for
Textbooks
moment, using examples taken from
C2K computers.
textbooks and/or worksheets, to reinforce
the concept of the moment of a force about
a pivot.
20
Safety/Risk
Assessment
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Specification
Content
Principle of
Moments
1.3.3
Learning Outcomes
Teaching and Learning Activities
Resources
In the context of how science
works, students should be able to:
Plan and carry out experiments to
verify the Principle of Moments
and use it to calculate the size of a
force or its distance from the
pivot, when an object is balanced
under the turning effects of no
more than two forces, one of
which could be the object’s weight.
Pupils suspend a metre rule horizontally
and then attach weights at each side of the
point of suspension. They change the
position of the weights so that the rule
returns to the horizontal position. They
repeat the exercise for different weights and
tabulate their results to show that the
ACWM is equal to the CWM when there is
equilibrium.
Pupils learn a formal statement of the
Principle of Moments.
Metre rules, string,
retort stands, boss
heads, clamps,
slotted masses.
Pupils suspend a metre rule its centre of
mass, attach a known weight and at one
side and balance it with an unknown weight
at the other. Pupils then apply the Principle
of Moments to find the unknown weight of
the metre rule.
Metre rules, string,
retort stands, boss
heads, clamps,
slotted masses.
Pupils suspend a metre rule at a point other
than its centre of mass. They then suspend
a known weight and change its position to
restore equilibrium. Finally they apply the
Principle of Moments to find the unknown
weight of the metre rule.
Metre rules, string,
retort stands, boss
heads, clamps,
slotted masses,
object of unknown
weight.
21
Safety/Risk
Assessment
Normal safety
precautions need to be
taken when using
suspended (and
potentially heavy)
masses against injuries
due to falling weights.
masses against injuries
due to falling weights.
Normal safety
precautions need to be
taken when using
suspended (and
potentially heavy)
masses against injuries
due to falling weights.
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Specification
Content
1.3.3(cont.)
Learning Outcomes
Teaching and Learning Activities
Resources
In the context of how science
works, students should be able to:
Safety/Risk
Assessment
Teacher exposition.
Pupils practice applying the Principle of
Moments using examples taken from
worksheets.
Structure of the atom
1.4.1
Research the historical
development of the model of
atomic structure from the ‘plum
pudding’ model to the present
Rutherford-Bohr model;
Teacher exposition.
Pupils engage in group work or individual
research using text-books and/or webbased resources to see the reason why J.J.
Thomson proposed his plum pudding
model and the contribution made by the
Irish physicist G. J. Stoney.
Pupils prepare and deliver a PowerPoint
presentation to their peers.
22
Textbooks
C2K computers.
Normal safety
precautions required
when using mainspowered equipment.
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Specification
Content
1.4.2
1.4.3
Learning Outcomes
Teaching and Learning Activities
Resources
In the context of how science
works, students should be able to:
Describe the structure of atoms in
terms of protons, neutrons and
electrons;
Teacher exposition.
Pupils engage in group work or individual
research using text-books and/or webbased resources.
e.g. LearningNI >> Library >> Post 16
>> Nuclear Physics >> Thompson’s
Atomic Model/and Rutherford’s Atomic
model.
Recall the relative charge and
relative mass of protons, neutrons
and electrons;
Teacher exposition.
Pupils view teachers-delivered PowerPoint
presentation from Footprints-Science‘Physical Process’: OR edited PowerPoint
slides from
LearningNI>>Library>>KS4>>Physics>
>Radioactivity. Pupils make notes on this
material.
23
Safety/Risk
Assessment
Normal safety
precautions required
when using mainspowered equipment.
Textbooks
C2K computers.
Normal safety
precautions required
when using mainspowered equipment.
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Specification
Content
Structure of the
Nucleus
Learning Outcomes
Teaching and Learning Activities
Resources
In the context of how science
works, students should be able to:
1.4.4
Describe a nucleus in terms of
atomic number Z and mass
number A, using the notation AZX;
Teacher exposition.
Pupils view teacher-delivered PowerPoint
presentation from Footprints-science‘Physical Process’: OR edited PowerPoint
slide from LearningNI>>
Library>>KS4>>Physics>>Radioactivity
Pupils then make notes on this material.
1.4.5
Explain what an isotope is;
Teacher exposition.
Textbooks
Pupils view teacher-delivered PowerPoint
C2K computers
presentation from Footprints-science‘Physical Process’: OR edited PowerPoint
slide from LearningNI>>
Library>>KS4>>Physics>>Atomic
Structure and the Periodic Table. And make
notes on this material.
Pupils find a definition of an isotope from
the above presentation and make notes on
this material.
Pupils solve problems on the definition of
isotopes from textbooks and/or
worksheets.
24
Safety/Risk
Assessment
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Specification
Content
Radioactivity
Learning Outcomes
Teaching and Learning Activities
Resources
In the context of how science
works, students should be able to:
1.4.6
Recall that some nuclei are
unstable and disintegrate emitting
alpha, beta or gamma radiation
randomly and spontaneously, and
that such nuclei are described as
radioactive;
Teacher exposition.
Pupils view teacher-delivered PowerPoint
presentation from Footprints-science‘Physical Process’: OR edited PowerPoint
slide from LearningNI>>
Library>>KS4>>Physics>>Radioactivity
Pupils then make notes on this material.
Textbooks
C2K computers
1.4.7
Recall that alpha particles are
helium nuclei consisting of two
protons and two neutrons, beta
particles are fast electrons and
gamma radiation is an
electromagnetic wave of high
energy;
Teacher exposition.
This above presentation also covers the
material for 1.4.9.
Pupils make notes on the nature of
radioactivity, the properties and nature of
the emissions.
Pupils prepare a poster for display on the
nature of radioactive emissions.
Textbooks
C2K computers
1.4.8
Describe nuclear disintegrations
in terms of equations involving
mass numbers and atomic
numbers;
Pupils view teacher-delivered PowerPoint
presentation from Footprints-Science 'Physical Processes' OR edited PowerPoint
slides from LearningNI >> Library >>
KS4 >> Physics >> Radioactivity
Pupils then make notes on this material.
Pupils practise solving problems involving
equations representing nuclear decay taken
from worksheets.
Textbooks
C2K computers
25
Safety/Risk
Assessment
Normal safety
precautions required
when using mainspowered equipment
Normal safety
precautions required
when using mainspowered equipment.
There is wide-ranging
guidance found in the
COSHH regulations.
Teachers may also get
help and advice from
CLEAPSS and from
the Institute of
Physics.
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Specification
Content
1.4.9
Learning Outcomes
Teaching and Learning Activities
Resources
Safety/Risk
Assessment
The teacher demonstrates the properties of
the radiations using a GM-tube, scaler (or
ratemeter) and radioactive sources.
OR
Pupils investigate the properties of
radioactive emissions using the web-based
resource LearningNI >> Library >> KS4
>> Physics >> Radioactivity and selecting
the relevant sub-unit.
GM-tube, source
holder, meter stick,
scaler (or ratemeter)
and radioactive
sources (such as are
found in the
PANAX kits)
Pupils prepare a table showing the nature
and properties of α β and γ radiations
Textbooks
C2K computers
A particularly useful
and comprehensive
document is:
“Managing
Ionising Radiations
and Radioactive
Substances
in Schools, etc L93
(September 2008)”
Available free on-line
from CLEAPSS.
Teachers may also get
advice from the
Radiation Protection
Officer at their ELB.
In the context of how science
works, students should be able to:
Recall, through demonstrations or
computer simulations, the range of
alpha, beta and gamma radiations,
that alpha radiation is stopped by a
few centimetres of air or a thin
sheet of paper, that beta radiation
is stopped by several metres of air
or a thin sheet of aluminium and
that gamma radiation easily passes
through all of these but can be
blocked by lead;
26
OR
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Specification
Content
1.4.10
1.4.11
Learning Outcomes
Teaching and Learning Activities
Resources
In the context of how science
works, students should be able to:
Safety/Risk
Assessment
Know what background activity is,
its source and how it is taken into
account when measurements of
activity are taken;
Teacher exposition.
Pupils view the excellent introduction to
background radiation is found at:
LearningNI >> Library >> KS4 >>
Physics >> Radioactivity (higher)
Pupils then measure the background count
using a GM-tube and scaler (or ratemeter)
and make notes on the experiment.
This experiment does not involve the use of
any radioactive sources.
GM-tube, co-axial
lead, scaler and
stopwatch (or
ratemeter).
Normal safety
precautions required
when using mainspowered equipment.
See also 1.4.11.
Know what ionisation is and recall
that radioactive emissions cause
dangerous ionisations and the steps
taken to minimise the risk to those
who use ionising radiations;
Teacher exposition.
Pupils engage in group work or individual
research using text-books and/or webbased resources, investigating the nature
and causes of ionization and the steps taken
in medical, industrial and educational
establishments to minimize the risks to
users. Pupils present their findings to their
peers.
Textbooks
C2K computers
Normal safety
precautions required
when using mainspowered equipment.
27
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Specification
Content
1.4.12
Learning Outcomes
Teaching and Learning Activities
Resources
In the context of how science
works, students should be able to:
Through mathematical modelling,
based on demonstrations or
computer simulations, explain the
meanings of the term half-life,
carry out simple calculations
involving half-life and be able to
determine half-life from
appropriate graphs;
Safety/Risk
Assessment
An excellent simulation of radioactive decay Textbooks
and half–life is available from: LearningNI
C2K computers
>> Library >> KS4 >> Physics >>
Radioactive Decay (whiteboard).
Pupils view and then make notes on this
material.
Normal safety
precautions required
when using mains
powered equipment
Teacher exposition.
Using the definition of half-life, pupils
enhance their problem-solving skills on
mathematical and graphical problems with
applications taken from examples in
textbooks and/or worksheets.
Normal safety
precautions required
when using mainspowered equipment.
28
Textbooks
C2K computers
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Specification
Content
Nuclear Fission &
Fusion
Learning Outcomes
Teaching and Learning Activities
Resources
In the context of how science
works, students should be able to:
Safety/Risk
Assessment
1.4.13
Describe nuclear fission in simple
terms and be aware that it is a form
of energy used in the generation of
electricity (fission equations are not
required);
Teacher exposition.
Pupils use text-books and/or web-based
resources to investigate the meaning of
nuclear fission.
Normal safety
precautions required
when using mainspowered equipment.
1.4.14
Know that for fission to occur the
uranium 235 or plutonium 239
nucleus must first absorb a
neutron and then split into two
smaller nuclei and release two or
three fission neutrons;
Teacher exposition.
Pupils use text-books and/or web-based
resources such as LearningNI >> Library
>> KS4 >> Physics to investigate the
meaning of nuclear fission.
Normal safety
precautions required
when using mainspowered equipment.
1.4.15
Know that the fission neutrons
Teacher exposition.
Dominoes.
may go on to start a chain reaction; Pupils construct a model of a chain reaction
using dominoes.
1.4.16
Discuss and debate some of the
political, social, environmental and
ethical issues relating to the use of
nuclear energy to generate
electricity;
Pupils use text-books and/or web-based
resources to research some of the political,
social, environmental and ethical issues
relating to the use of nuclear energy to
generate electricity and then debate them
with each other.
29
Normal safety
precautions required
when using mainspowered equipment.
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Specification
Content
1.4.17
1.4.18
Learning Outcomes
Teaching and Learning Activities
Resources
In the context of how science
works, students should be able to:
Safety/Risk
Assessment
Describe nuclear fusion in simple
terms and be aware that it is the
source of a star’s energy;
Teacher exposition.
Pupils use text-books and web-based
resources to discover that fusion is the
combination of two or more light nuclei to
form a much heavier nucleus with the
consequent release of a vast quantity of
energy and that this process can only occur
when the particles are moving with such
kinetic energy that the electrostatic
repulsive force can be overcome. Pupils
investigate the source of the Sun’s energy
and discuss their findings with their peers.
Textbooks
C2K computers
Normal safety
precautions required
when using mainspowered equipment.
Describe nuclear fusion in
terms of an equation involving
mass numbers and atomic
numbers ;
Teacher exposition.
Pupils use text-books and web-based
resources to research the stellar hydrogen
fusion cycle and make brief notes on the
nature of the nuclear reactions taking place,
such as:
Textbooks
C2K computers
Normal safety
precautions required
when using mainspowered equipment.
30
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Specification
Content
1.4.19
Learning Outcomes
Teaching and Learning Activities
Resources
In the context of how science
works, students should be able to:
Appreciate the potential of nuclear
fusion to solve the world’s energy
needs provided the technological
difficulties of fusion reactors can
be overcome.
Teacher exposition.
Textbooks
Pupils use text-books and web-based
C2K computers
resources to identify the technological
problems associated with controlled nuclear
fusion (such as temperature and
containment) and discover that fusion
offers tremendous benefits (such as an
almost limitless supply of fuel in sea-water
and little hazardous waste) if those
technological problems can be overcome.
31
Safety/Risk
Assessment
Normal safety
precautions required
when using mainspowered equipment.
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
32
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Unit 2: Waves, Sound and Light,
Electricity, and the Earth and Universe
33
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Specification:
GCSE Double Award Physics
Unit 2: Waves, Sound and Light, Electricity, and the Earth and Universe
Specification
Content
Waves
2.1
2.1.1
Learning Outcomes
Teaching and Learning Activities
Resources
In the context of how science
works, students should be able to;
Recall that waves transfer energy
from one point to another through
vibrations and distinguish between
transverse and longitudinal waves
in terms of the motion of the
particles of the medium, recalling
sound and ultrasound as examples
of longitudinal waves; and water
waves and electromagnetic waves
as examples of transverse waves;
Teacher Exposition
Video from ELBs “Introduction to
Waves”, originally broadcast by ITV –
Video reference “151 Waves (SB)”, lasting
4 minutes. The video distinguishes between
transverse and longitudinal waves in terms
of particle movement and identifies many
different types of wave.
Demonstrations with slinky spring.
Pupils note the difference between
transverse and longitudinal waves in terms
of the motion of the particles of the
medium.
Pupils use web-based resources to find
definitions of transverse and longitudinal
waves, illustrate with diagrams and list
examples.
34
Video from ELBs
“Introduction to
Waves”
Slinky springs
Textbooks
C2K Computers
Safety/Risk
Assessment
Normal safety
precautions required
when using mains
powered equipment.
Safety glasses/goggles
with springs.
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Specification
Content
2.1.2
Learning Outcomes
Teaching and Learning Activities
Resources
In the context of how science
works, students should be able to:
Recall the meaning of frequency,
wavelength and amplitude of a
wave, and recall and use the
quantitative relationship v = fλ
between frequency, wavelength
and speed of a wave;
Video above discusses frequency and
wavelength (but not amplitude or speed).
Safety/Risk
Assessment
Pupil worksheets
Textbooks
C2K Computers
Pupils use textbooks and/or internet to
find meaning of the frequency, wavelength
and amplitude of a wave and illustrate their
findings with diagrams.
35
Normal safety
precautions required
when using mains
powered equipment.
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Specification
Content
2.1.3
Learning Outcomes
Teaching and Learning Activities
In the context of how science
works, students should be able to:
Describe, using simple wavefront
diagrams, how plane waves are
reflected at plane barriers and
refracted at plane boundaries,
based on their observations using
ripple tanks or computer
simulations.
Computer Simulation as on LearningNI
website (Learnpremium) - Library >> Key
Stage 4 >> Physics >> Waves, Sound &
Light.
Teacher exposition to develop the wave
equation. Pupils practise solving numerical
problems relating to v = fλ from Textbook
and/or worksheets.
Teacher exposition.
Experimental demonstrations using a ripple
tank, stroboscope and plane water waves
generated by a straight edge vibrator to
show:
• Reflection of water waves from plane
barriers and
• Refraction of water waves passing over
a plane boundary from deep water to
shallow water and from shallow water
to deep water.
Pupils illustrate the results of these
demonstrations diagrammatically.
2.1.4
Resources
Explore and recall the analogy
between the reflection and
refraction of water waves and the
reflection and refraction of light
(see also 2.1.8, 2.1.10 and 2.1.11);
Teacher exposition.
Students led to see the analogy between
water waves and light waves in terms of
their behaviour in reflection and refraction.
36
Pupil worksheets.
Ripple tank kits (to
include small electric
motors powering
plane wave
generators,
projection lamps
and stroboscopes),
plane barriers (to
illustrate reflection)
and glass blocks (to
provide deep and
shallow water
regions in the ripple
tank).
Safety/Risk
Assessment
Normal safety
precautions required
when using mains
powered equipment.
Normal safety
precautions required
when using mains
powered equipment.
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Specification
Content
2.1.5
Learning Outcomes
Teaching and Learning Activities
Resources
In the context of how science
works, students should be able to:
Describe some applications of
echoes and carry out calculations
on the echo principle, to include
radar and sonar, and describe some
contemporary applications of
ultrasound in industry and
medicine;
Teacher Exposition
With examples taken from textbooks
and/or worksheets pupils practise use of
the echo principle equation.
distance = speed x time
This section on the application of echoes
should be read in conjunction with the
contemporary applications of ultrasound in
industry (such as non-destructive testing of
metals, wood, plastics and ceramics, drying
cereal crops, cleaning jewellery,
identification in high security areas,
industrial welding, SONAR etc) and in
medicine (such as cleaning surgical
instruments, echo-cardiology, medical
imaging, dental hygiene, cataract surgery,
measurement of blood flow etc).
Pupils use textbooks and/or web-based
resources to find and describe as many
contemporary applications as they can of
ultrasound in industry and medicine and
present their findings to their peers.
37
Safety/Risk
Assessment
Textbooks and/or
Pupil worksheets
Textbooks
C2K Computers
Normal safety
precautions required
when using mains
powered equipment.
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Specification
Content
Electro-magnetic
Waves
Learning Outcomes
Teaching and Learning Activities
Resources
In the context of how science
works, students should be able to:
Safety/Risk
Assessment
2.1.6
Distinguish between the different
regions of the electromagnetic
spectrum (radio waves,
microwaves, infra red, visible light,
ultra violet, X-rays and gamma
rays) in terms of their wavelength
and frequency, and be able to
arrange them in order of
wavelength and recall that they all
travel at the same speed in a
vacuum;
Teacher exposition
Pupils use textbooks and/or internet to
find out what is meant by the
electromagnetic spectrum, and the principal
regions within it.
The Learning NI website (Learnpremium)
and lgfl.skoool.co.uk are both useful
resources for teaching KS4 ideas on
electromagnetic spectrum.
Textbooks
C2K Computers
Normal safety
precautions required
when using mains
powered equipment.
2.1.7
Research the uses and dangers of
electromagnetic waves and recall
their findings;
Pupils prepare a poster or give a
PowerPoint presentation showing these
regions in order of wavelength and/or
frequency and the uses, dangers and
fundamental properties common to all
electromagnetic waves.
Textbooks
C2K Computers
Normal safety
precautions required
when using mains
powered equipment.
38
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Specification
Content
Reflection of Light
2.1.8
2.1.9
Learning Outcomes
Teaching and Learning Activities
Resources
In the context of how science
works, students should be able to:
Investigate how light is reflected
by a plane mirror and recall that
the angle of incidence equals the
angle of reflection, and apply this
rule in practical situations.
Investigate through ray tracing the
properties of the image seen in a
plane mirror and use the properties
to solve simple problems.
Safety/Risk
Assessment
Teacher exposition
Pupils carry out the traditional experiment
using low voltage ray boxes, mirrors and a
protractor to confirm the law of reflection.
Low voltage ray
boxes, mirrors and
rulers.
Ray boxes can
become very hot.
Pupils need to be
warned to take the
usual precautions.
With examples taken from worksheets
pupils practice use of the Law of Reflection
of Light to solve simple problems.
Pupils use internet to investigate practical
applications of reflection (e.g. to image
formation in a mirror)
Ray boxes, plane
mirrors, blue-tack,
white paper, pencils
and protractors.
Broken glassware is
hazardous and pupils
need to be warned of
the appropriate safety
procedures.
Teacher exposition
Pupils carry out the traditional experiment
using low voltage ray boxes, mirrors and
rulers to determine the properties of the
image seen in a plane mirror:
• same distance behind mirror as object is
in front of it
• laterally inverted
• same size as object
• virtual
Ray boxes, plane
mirrors, blue-tack,
white paper, pencils
and protractors
Normal safety
precautions required
when using mains
powered equipment.
39
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Specification
Content
Refraction of Light
2.1.10
2.1.11
Learning Outcomes
Teaching and Learning Activities
Resources
In the context of how science
works, students should be able to:
Observe the refraction of light as it
passes from air into glass and air
into water and vice-versa, and use
ray tracing to measure the angles
of incidence and refraction.
Recall and understand that when
light slows it bends towards the
normal and the converse (a
knowledge of Snell’s Law is not
expected);
Teacher exposition
With a protractor, pupils carry out
traditional experiments using low voltage
ray boxes, glass or perspex blocks, water
contained in thin, rectangular perspex
containers to confirm the behaviour of light
refracting at air/glass, glass/air, air/water
and water/air boundaries.
Pupils draw diagrams to show the
refraction of light at air/glass, glass/air,
air/water, and water/air boundaries.
40
Low voltage ray
boxes, 12 V power
supply units,
rectangular glass or
perspex blocks,
water contained in
thin, rectangular
perspex containers,
blue-tack, white
paper, pencils,
protractors.
Safety/Risk
Assessment
Ray boxes can
become very hot.
Pupils need to be
warned to take the
usual precautions.
Broken glassware is
hazardous and pupils
need to be warned of
the appropriate safety
procedures.
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Specification
Content
Dispersion of Light
2.1.12
Learning Outcomes
Teaching and Learning Activities
Resources
In the context of how science
works, students should be able to:
Investigate how light is dispersed
by prisms and recall that a
spectrum can be produced because
different colours of light travel at
different speeds in the glass and
the greater the amount of
refraction the greater the change of
speed;
Teacher exposition
Pupils carry out the classical experiment to
produce a spectrum of visible light using a
ray box, triangular glass prism and white
paper screen.
Pupils infer from experimental and
computer simulations that light is faster in
air than in glass and that red light is faster
in glass than violet light because it bends
least.
41
Low voltage ray
boxes, 12 V power
supply units,
triangular glass or
perspex blocks,
blue-tack, white
paper, pencils,
protractors.
Textbooks
C2K Computers
Safety/Risk
Assessment
Normal safety
precautions required
when using mains
powered equipment.
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Specification
Content
Static Charge
Learning Outcomes
Teaching and Learning Activities
Resources
In the context of how science
works, students should be able to:
Safety/Risk
Assessment
2.2.1
Recall that insulating materials can
be charged by friction and explain
this in terms of transfer of
electrons, and understand that
positively charged objects have a
deficiency of electrons and
negatively charged objects have a
surplus of electrons;
The topic can be introduced experimentally
by rubbing insulating materials (polythene,
cellulose acetate, etc) and metals (copper,
iron etc) with a duster and observing that
only the insulators cause an attractive force
on small pieces of paper.
Pupils use textbook and/or web-based
resources to explain charging as an electron
transfer process.
Rods of polythene,
cellulose acetate,
copper, iron and
glass, small pieces of
paper.
Normal safety
precautions required
when using mains
powered equipment.
2.2.2
Investigate the forces between
charged objects and recall that
objects carrying the same type of
charge repel each other, while
objects carrying different types of
charge attract each other, and that
a charged object can exert an
attractive force on an uncharged
object and explain the
Attraction experiments involve (i)
the rubbing of an inflated balloon on a
woollen duster and then allowing it to stick
to a wall; (ii) shaking a clear plastic bag of
lentils and observing that many adhere to
the bag’s side bag; (iii) causing a metre stick
on an inverted evaporating basin to rotate
when a charged rod is brought near.
Repulsion is demonstrated by (i) hanging
charged balloons from threads and bringing
them close together; (ii) running hair
straighteners through long hair; (iii) the
hair-raising experiment using a Van de
Graaff generator.
Balloons, string,
woollen dusters,
plastic bags
containing lentils,
metre sticks,
evaporating basins.
Normal safety
precautions required
when using mains
powered and EHT
equipment such as a
Van de Graaff
generator.
phenomenon;
42
Wooden stands,
balloons, silk thread,
hair-straighteners,
Van de Graaff
generator,
polystyrene box (for
use with Van de
Graaff generator).
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Specification
Content
2.2.2 (cont.)
Learning Outcomes
Teaching and Learning Activities
Resources
In the context of how science
works, students should be able to:
Safety/Risk
Assessment
Teacher exposition.
Pupils need to discover empirically that like
charges repel and unlike charges attract.
However, the explanation as to why a
charged object can exert an attractive force
on an uncharged object relies on knowledge
of polarisation and that is probably best
taught by teacher exposition.
2.2.3
Research the uses and the dangers
of electrostatic charge generated in
everyday contexts and the
precautions that can be taken to
ensure that electrostatic charge is
discharged safely, and be able to
describe their findings.
Teacher exposition.
Teachers demonstrate the high voltages
generated in electrostatics with a (hand
wound) Van de Graaf generator, the
precautions needed when in use and how it
is safely discharged.
Pupils use web-based resources to
investigate other situations where
electrostatic accumulations are potentially
dangerous (in holds of oil-tankers, in flour
mills, in refuelling aircraft) and the steps
taken to reduce the risk of electrostatic
discharge (e.g. by earthing or the use of
radioactive sources).
Pupils report their findings to their peers.
43
Van de Graaf
generator,
discharging tongs.
Textbooks
C2K Computers
Normal safety
precautions required
when using mains
powered and EHT
equipment such as a
Van de Graaff
generator.
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Specification
Content
Charge Flow
Learning Outcomes
Teaching and Learning Activities
Resources
In the context of how science
works, students should be able to:
2.2.4
Understand the difference between
conductors and insulators in terms
of free electrons, that an electric
current in a metal is a flow of
electrons, and that the electrons
move in the opposite direction to
that of a conventional current;
Teacher exposition.
Pupils use textbooks and/or web-based
resources to discover that metallic electrical
conductors have free electrons, while
insulators do not. They go on to find out
that an electric current is caused by a drift
of these free electrons from the negative
terminal of a battery to the positive
terminal, which is in the opposite direction
to that of a conventional current.
2.2.5
Recall and use the quantitative
relationship between current,
charge and time:
current =charge/ time
and recall that charge is measured
in coulombs.
Teacher exposition.
Pupils need to learn the units for current
and charge and be able to apply the
equation I = Q/t in all its forms.
They should be given the opportunity to
gain practice doing questions from
worksheets.
44
Textbooks
C2K Computers
Safety/Risk
Assessment
Normal safety
precautions required
when using mains
powered equipment.
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Specification
Content
Electric Circuits
Learning Outcomes
Teaching and Learning Activities
Resources
In the context of how science
works, students should be able to:
2.2.6
Understand the role of conductors, Teacher exposition
insulators and switches in simple
Computer Simulation, such as provided on
series and parallel circuits;
the Learning NI website, gives information
on conductors, insulators and switches in
simple series and parallel circuits.
2.2.7
Interpret and draw circuit diagrams Teacher exposition
Commercially
using the standard symbols
Pupils might learn to distinguish the various produced
illustrated below
symbols using ‘Circuit Symbol Dominoes’
CDs such as
Electricity Explained
The dominoes can be printed, laminated,
published by
cut as cards and used in the normal way to
Furry Elephant are
teach the meaning of symbols, or as a
excellent.
circuit construction game.
For a free sample
visit:
www.furryelephant.c
om
2.2.8
Recall the meaning of cell polarity
and relate it to the symbol for a
cell;
Teacher exposition
Pupils may recall this material from KS3.
45
Textbooks
C2K Computers
Information about
Circuit Symbol
Dominoes can be
obtained from
CLEAPSS. Visit
http://www.cleapss.
org.uk
Safety/Risk
Assessment
Normal safety
precautions required
when using mains
powered equipment.
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Specification
Content
Resistance, Voltage
& Current
Learning Outcomes
Teaching and Learning Activities
Resources
In the context of how science
works, students should be able to:
2.2.9
Understand that the voltage
provided by cells connected in
series is the sum of the voltages of
each cell, having regard to their
polarity;
Pupils connect dry cells in series on a circuit
board, measure the PD across different
combinations using a voltmeter and
tabulate their results.
Dry cells,
connecting wires
with 4 mm plugs,
circuit boards,
voltmeters.
2.2.10
Describe and carry out an
experiment to obtain the currentvoltage characteristic
(I– V graph)for a metal wire at
constant temperature, using
mathematical modelling, derive the
relationship between voltage,
current and resistance; recall that
this is commonly known as Ohm’s
Law, and recall and use the
equation,
voltage = current × resistance
where voltage is measured in volts,
current in amperes and resistance
in ohms;
Pupils carry out the traditional Ohm’s Law
investigation on a length of resistance wire,
measuring the voltage across the wire and
the current through the wire using a
voltmeter and an ammeter respectively.
Pupils plot the graph of current (vertical
axis) against voltage (horizontal axis) and
observe that it is a straight line through the
origin.
Pupils conclude that the current through a
metal wire at a constant temperature is
directly proportional to the voltage across
it.
Power supply Units
(0-12 V), OR fixed
voltage electrical
supplies and
rheostats,
connecting wires
with 4 mm plugs,
crocodile clips,
ammeters,
voltmeters, 32 SWG
nichrome wire cut
into 50 mm lengths.
Pupils use web-based resources to find and
record a formal statement of Ohm’s Law
and the equation V = IR, the mathematical
definition of electrical resistance.
Textbooks
C2K computers
46
Safety/Risk
Assessment
Normal safety
precautions required
when using mains
powered equipment.
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Specification
Content
2.2.11
Learning Outcomes
Teaching and Learning Activities
Resources
Pupils carry out an investigation on a
filament lamp, measuring the voltage across
the lamp and the current through the lamp
using a voltmeter and an ammeter
respectively.
Pupils plot the graph of current (vertical
axis) against voltage (horizontal axis) and
observe that it is a curve of decreasing
gradient through the origin.
Power supply Units
(0-12 V), OR fixed
voltage electrical
supplies and
rheostats,
connecting wires
with 4 mm plugs,
crocodile clips,
millimeters, 3 V
filament lamps
secured in MES
batten holders.
In the context of how science
works, students should be able to:
Describe and carry out an
experiment to obtain the currentvoltage characteristic (I–V) graph
for a filament lamp, recalling that
the resistance of a filament lamp
increases as the current through
the filament increases;
Pupils conclude that the resistance of the
lamp’s filament increases as the current
through the filament increases.
47
Safety/Risk
Assessment
Normal safety
precautions required
when using mains
powered equipment.
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Specification
Content
2.2.12
Learning Outcomes
Resources
Pupils arrange a small electric motor, a
fixed resistor and a filament lamp in series
across a 6 V PSU. With an ammeter they
measure the current in entering and leaving
each component and discover it is the same
in each.
With a voltmeter, pupils measure the PD
across each component and discover that
the sum of these voltages is equal to the
voltage across the PSU.
Power supply Units
(6 V), connecting
wires with 4 mm
plugs, crocodile
clips, ammeters,
voltmeters, 3V
filament lamps
secured in MES
batten holders, fixed
resistors (nominal
10 ohm), small
electric motors.
Normal safety
precautions required
when using mains
powered equipment.
Pupils arrange a small electric motor, a
fixed resistor and a filament lamp in parallel
across a 6 V PSU. With a voltmeter they
measure the PD across each component
and discover it is the same as that across the
PSU.
With an ammeter they measure the current
in each component and discover the total
current taken from the supply is the sum of
the currents through the separate
components.
Power supply Units
(6 V), connecting
wires with 4 mm
plugs, crocodile
clips, ammeters,
voltmeters, 3 V
filament lamps
secured in MES
batten holders, fixed
resistors (nominal
10 ohm), small
electric motors.
Normal safety
precautions required
when using mains
powered equipment.
The experimental work for 2.9.3 and 2.9.4
can also be simulated rapidly using the
software package ‘Crocodile Physics’.
‘Crocodile Physics’
software package.
In the context of how science
works, students should be able to:
Recall that for components
connected in series:
•
•
2.2.13
Teaching and Learning Activities
the current through each
component is the same; and
the voltage of the supply is
equal to the sum of the
voltages across the separate
components;
Recall that for components
connected in parallel:
•
•
the voltage across each
component is the same as that
of the supply; and
the total current taken from
the supply is the sum of the
currents through the separate
components;
48
Safety/Risk
Assessment
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Specification
Content
2.2.14
2.2.15
2.2.16
Learning Outcomes
Teaching and Learning Activities
Resources
In the context of how science
works, students should be able to:
Calculate the total resistance of
resistors in series;
Teacher exposition.
Pupils use textbooks and/or web-based
resources to discover that the total
resistance RT of components with
resistance R1, R2 and R3 etc in series is given
by:
RT(series) = R1+ R2 + R3 + …
Ohmmeter
Calculate the resistance of two
equal resistors in parallel;
Teacher exposition.
Pupils use ohmmeter and/or web-based
resources to discover that the total
resistance RT of two components, each
with the same resistance R, arranged in
parallel is given by:
RT(parallel) = R / 2
Ohmmeter
Calculate the combined
resistance of any number of
resistors in parallel;
Teacher exposition.
Pupils use ohmmeter and/or web-based
resources to discover that the total
resistance RT of components, with
resistance R1, R2 and R3 etc in parallel is
given by:
1/RT = 1/ R1 + 1/ R2 +1/ R3 + ….
Ohmmeter
Pupils should be given the opportunity to
practice using the equations on 2.2.15 –
2.2.17 inclusive using questions from
worksheets.
49
Textbooks
C2K Computers
Textbooks
C2K Computers
Textbooks
C2K Computers
Safety/Risk
Assessment
Normal safety
precautions required
when using mains
powered equipment.
Normal safety
precautions required
when using mains
powered equipment.
Normal safety
precautions required
when using mains
powered equipment.
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Specification
Content
2.2.17
2.2.18
Learning Outcomes
Teaching and Learning Activities
Resources
In the context of how science
works, students should be able to:
Safety/Risk
Assessment
Calculate the combined
resistance of circuits with series
and parallel sections;
Teacher exposition.
Pupils should be given the opportunity to
practice using the equations on 2.9.6- 2.9.8
inclusive on hybrid circuits using questions
from textbooks and/or worksheets.
Pupils can assess their progress by
modelling the problem using the software
package “Crocodile Physics”.
Commercially
produced software.
Normal safety
precautions required
when using mains
powered equipment
Investigate experimentally how the
resistance of a metallic conductor
at constant temperature depends
on length, area of cross section
Pupils use bare different types of resistance
wire (such as constantan, nichrome, copper,
iron) of various SWG to investigate how
the resistance of a conductor depends on
length, cross-section area and material.
Normal safety
precautions required
when using mains
powered equipment
solve simple problems.
length and (ii) 1/CSA and infer that
resistance is directly proportional to length
and inversely proportional to cross section
area.
Resistance wire,
power supply units
(0-12 V), OR fixed
voltage electrical
supplies and
rheostats,
connecting wires
with 4 mm plugs,
crocodile clips,
millimetres,
voltmeters, metre
sticks,
micrometers.
and the material it is made from
(a knowledge of resistivity is not
required) and use the findings to
Pupils plot graphs of resistance against (i)
50
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Specification
Content
Energy and Power
2.2.19
2.2.20
Learning Outcomes
Teaching and Learning Activities
Resources
In the context of how science
works, students should be able to:
Understand why an electrical
current flowing through a metal
wire generates heat in terms of free
electron–atom collisions;
Teacher exposition.
Pupils use web-based resources to discover
that an electrical current flowing in a metal
conductor generates heat as a consequence
of the inelastic collisions between drifting
electrons and lattice atoms.
Pupils view commercially produced
products such as Electricity Explained
(www.furryelephant.com/) published by
Furry Elephant to see a simulation of the
effect.
Recall and use the quantitative
relationships,
energy = power × time
and
power = current × potential
difference
to calculate power, current and
voltage;
Teacher exposition.
Pupils will be familiar with
energy = power × time
from their work in Unit 1 (see 1.2.8) and
might be introduced to
power = current × potential difference
through the definition of the volt.
Pupils gain practice applying these
equations for power using examples taken
from textbooks and worksheets.
51
Commercially
produced software.
C2K Computers
Safety/Risk
Assessment
Normal safety
precautions required
when using mains
powered equipment.
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Specification
Content
Electricity in the
Home
2.2.21
2.2.22
Learning Outcomes
Teaching and Learning Activities
Resources
In the context of how science
works, students should be able to:
Recall that the unit used in the cost
of electricity to the consumer is the
kilowatt-hour, and understand the
meaning of the kilowatt-hour and
use of the power rating of electrical
appliances to calculate their cost;
Teacher exposition.
Pupils use the equation developed in 2.10.2
to find the energy used by a 1kW fire in 1
hour to discover that the joule is too small
for commercial use.
Understand one-way and two-way
switching;
Teacher exposition.
Pupils use textbooks and web-based
resources to learn the wiring diagram for
one-way and two-way switching systems.
Pupils learn and understand the safety
reasons why such switching must be placed
on the live side of the supply. Two way
switching can be investigated using two
DPST switches and the construction of a
truth table, or simulated using the software
package ‘Crocodile Physics’.
Safety/Risk
Assessment
Textbooks
C2K Computers
Normal safety
precautions required
when using mains
powered equipment.
Commercially
produced software.
Normal safety
precautions required
when using mains
powered equipment.
Pupils use textbooks and web-based
resources to discover a definition for the
kWh and the equations:
Energy/kWh = power/kW x time/h
Pupils use the current price of electrical
energy to calculate the cost of using
domestic appliances given their power
rating and the time.
52
Textbooks
C2K Computers
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Specification
Content
2.2.23
Learning Outcomes
Teaching and Learning Activities
Resources
In the context of how science
works, students should be able to:
Recall the wiring inside a fused
three-pin plug and understand the
function of the live, neutral and
earth wires;
Pupils use a textbook and/or teacherprepared PowerPoint slide to see the wiring
inside a fused three-pin plug.
Pupils use 3 core cable, wire strippers and a
screwdriver to wire up a fused three-pin
plug.
Pupils make a coloured, labelled drawing
showing how the wires are connected in a
fused three pin plug.
53
Fused 3-pin plugs,
3-core cable, wire
strippers,
screwdrivers.
Textbooks
C2K Computers
Safety/Risk
Assessment
Normal safety
precautions required
when using mains
powered equipment.
Pupils need to be
warned of the dangers
associated with a
slipping screwdriver
causing a stab wound
and take the usual
precautions.
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Specification
Content
2.2.24
2.2.25
Learning Outcomes
Teaching and Learning Activities
In the context of how science
works, students should be able to:
Recall that appliances with metal
cases are usually earthed and
understand how the earth wire and
fuse together protect the user from
electric shock and the apparatus
from potential damage;
Teacher exposition
Informed by their use of the internet, pupils
research the combined use of earth wires
and fuses in electrical safety and then make
a PowerPoint presentation.
Select the appropriate rating of a
fuse, given details of power and
voltage;
Pupils examine small mains powered
household apparatus to see different forms
of protection and prepare a report on their
findings.
Recall the equation
Pupils are taught to use the power equation
in 2.2.21 to calculate the current normally
flowing in a mains-powered circuit given
the power of the appliance and the applied
PD. Pupils then select the most suitable
fuse rating as the one nearest to, but greater
than, the normal current.
P/V = I
And use this in calculations to
select the appropriate rating of a
fuse.
54
Resources
Safety/Risk
Assessment
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Specification
Content
2.2.26
Learning Outcomes
Teaching and Learning Activities
Resources
In the context of how science
works, students should be able to:
Understand how double insulation
protects the user.
Pupils use textbooks and/or web-based
resources to learn that double insulation is
used where the appliance has a nonconducting frame (and hence no earth wire)
and involves placing all conducting
components which could become live and
therefore dangerous within a nonconducting (plastic) box.
55
Textbooks
C2K Computers
Safety/Risk
Assessment
Normal safety
precautions required
when using mains
powered equipment.
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Specification
Content
Generation &
Transmission of
Electricity
2.2.27
2.2.28
Learning Outcomes
Teaching and Learning Activities
Resources
Describe the difference between
a.c. and d.c. and identify sources
for each, and recognise the
waveforms of a.c. and d.c. supplies
from diagrams of cathode ray
oscilloscope (CRO) traces;
Teacher demonstration.
A CRO is used to demonstrate the
waveform for a DC in one direction and
then in the reverse direction.
The CRO is then used to show the
waveform of an AC of very low frequency.
The frequency of the AC supply is slowly
increased until pupils see the traditional
form. By comparing DC and AC
waveforms pupils infer that the polarity of
the ac supply is changing regularly.
Dry cells of 1.5 V
(such as D-cells by
EverReady), CRO,
signal generator
(such as supplied by
UNILAB and
Griffin) of variable
frequency.
Normal safety
precautions required
when using mains
powered equipment.
Investigate electromagnetic
induction and understand that a
current may be induced in a
conductor by its motion relative to
a magnet or by changing the
current in a neighbouring
conductor, and that these effects
form the basis of a.c. generators
and transformers;
Teacher demonstrations.
Induction is introduced by pulling a copper
rod between the poles of a powerful
magnet so as to cut the field lines at right
angles. The other ends of the rod are
connected to a centre-zero microammeter
(or EDSPOT mirror galvanometer).
Pupils see the needle kick in opposite
directions when the direction of motion is
reversed and that no current is induced
when the rod is at rest or moving in such a
way that field lines are not being cut.
Copper rod,
connecting wire,
crocodile clips, Cshaped magnet
(such as the Eclipse
Major), centre-zero
microammeter (or
EDSPOT mirror
galvanometer).
If using an EDSPOT
mirror galvanometer,
normal safety
precautions for mains
powered equipment
apply.
In the context of how science
works, students should be able to:
56
Safety/Risk
Assessment
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Specification
Content
2.2.29
2.2.30
Learning Outcomes
Teaching and Learning Activities
Resources
In the context of how science
works, students should be able to:
Recall that a.c. generators are used
in the generation of electricity and
in their simplest form consist of a
coil of wire rotated between the
poles of a magnet;
Pupils use textbooks to see diagrams of ac
generators describe briefly and in simple
terms how they work. Pupils view webbased resources to see simulations of ac
generators (see also 2.3.33).
Describe the construction of a
step-up and a step-down
transformer, including the primary
coil, secondary coil and core, and
Teacher exposition.
The topic can be introduced via Faraday’s
Iron Ring Experiment. To do this mount
two UNILAB coils on clipped C-cores,
connect one coil (the primary) to a 3 V
battery and switch and the other to a
centre-zero millimeter. Observe the needle
on the ammeter kick when the switch is
opened or closed.
state and use the turns-ratio
equation
Ns/Np = Vs/Vp;
Normal safety
precautions required
when using mains
powered equipment.
Clipped C-cores,
coils,
3 V batteries,
switches, centrezero millimeter,
connecting wires
terminated with
4mm plugs.
Pupils make notes on the Iron Ring
Experiments.
Now replace the battery and switch with a
low-voltage AC supply of low frequency
(say 10 Hz) and the millimetre with a CRO.
Observe the trace on the CRO shows an
AC trace at 10 Hz. Observe that the output
frequency increases as the frequency of the
input increases. This is a simple
transformer.
57
Safety/Risk
Assessment
Clipped C-core,
coils, switches,
CRO, connecting
wires terminated
with 4mm plugs,
oscillator.
Normal safety
precautions required
when using mains
powered equipment.
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Specification
Content
2.2.30 (cont.)
Learning Outcomes
Teaching and Learning Activities
In the context of how science
works, students should be able to:
Finally change the coils on the cores so as
to obtain different turns-ratios, attach AC
voltmeters across the coils and demonstrate
the turns-ratio is the same as the respective
voltage ratio.
Pupils practise the use of the turns ratio
equation to solve problems taken from
textbooks and/or worksheets.
Pupils make notes on the construction of a
transformer and how it works.
Teacher Demonstration
Using two transformers the transmission of
electrical power from power station to
consumer can be demonstrated. Details of
the experimental demonstration can be
found in Fields Waves & Atoms by Tom
Duncan Chapter 16 - Electromagnetic
Induction.
Pupils use web-based resources to view a
simulation of a transformer such as found
at:
http://learningni.net/Library/Curriculum.a
spx
Select KS4 >> Physics and search for AC
generator. Then select Power Stations
and/or Electromagnetic Induction.
Pupils practise the use of the turns ratio
equation to solve problems taken from
textbooks and/or worksheets.
58
Resources
Clipped C-cores,
coils with different
numbers of turns,
switches, CRO,
connecting wires
terminated with
4mm plugs,
oscillator.
Step-up and stepdown transformers,
bell wire, MES
lamps
suitably mounted,
3 V AC supply,
connecting wires,
crocodile clips.
Safety/Risk
Assessment
Normal safety
precautions required
when using mains
powered equipment.
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Specification
Content
2.2.31
Learning Outcomes
Teaching and Learning Activities
Resources
In the context of how science
works, students should be able to:
Describe and explain the role of
step-up and step-down
transformers in the transmission of
electricity.
Pupils use textbooks and/or web-based
resources to investigate the role of a stepup transformers at the power station - to
raise the voltage so that a given quantity of
power can be delivered through
transmission lines at a lower current and
hence with less heat loss in the cables.
Pupils also investigate the role of a stepdown transformer near the consumer to
make the supply safer.
Pupils use web-based resources to view a
transmission system such as can be found
at:
http://learningni.net/Library/Curriculum.a
spx (Interactive Whiteboard Package)
59
Textbooks
C2K Computers
Safety/Risk
Assessment
Normal safety
precautions required
when using mains
powered equipment.
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Specification
Content
Solar System
Learning Outcomes
Teaching and Learning Activities
Resources
In the context of how science
works, students should be able to:
2.3.1
Describe and explain the nebular
model for the formation of the
Solar System and recall evidence in
support of the model;
Teacher exposition
Textbooks
Pupils use textbook and/or web-based
C2K Computers
resources to find the principal points
relating to the nebular (gas cloud) model for
the formation of the Solar System and
illustrate their findings with diagrams.
2.3.2
Describe the main features of the
Solar System, including the Sun,
the rocky and gas planets, moons,
asteroids and comets, relating
Teacher exposition to explain what is meant Textbooks
by planets, moons, asteroids and comets
C2K Computers
and describe their origin.
2.3.3
these features to the origin of
the Solar System;
Pupils use internet to relate the principal
features of the Solar System with the
nebular model and explain why the four
inner planets are rocky while the four outer
planets are gas giants.
Recall the order of the eight
planets from the Sun outwards;
Pupils devise a mnemonic to remember the
names of the planets from the Sun
outwards (such as: my very easy method
just states unfamiliar news).
60
Safety/Risk
Assessment
Normal safety
precautions required
when using mains
powered equipment.
Normal safety
precautions required
when using mains
powered equipment.
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Specification
Content
2.3.4
2.3.5
Learning Outcomes
Teaching and Learning Activities
Resources
In the context of how science
works, students should be able to:
Recall that gravity provides the
centripetal force for the orbital
motion of planets, comets, moons
and artificial satellites;
Teacher exposition
Pupils use textbooks and/or web-based
resources to discover that all objects in the
Solar System orbit the sun and that the
gravitational field of the sun provides the
centripetal force.
Recall, evaluate and discuss the
historical evidence for the
heliocentric Solar System as
opposed to the geocentric, and be
aware how acceptance or rejection
of each of the two ideas depended
on the social and historical context
in which it was developed and
proposed;
Teacher exposition
Textbooks
Pupils use textbooks and/or web-based
C2K computers
resources to explore what is meant by the
Ptolemaic (geocentric) model of the Solar
System. They understand why that model
was generally accepted until the 16th century
and how the development of the telescope
and Scientific Method provided inexplicable
observations. They research how the work
of Brahe, Galileo and Newton finally
displaced the geocentric theory and
established the heliocentric model. They
look at the agents resisting change,
particularly that of the Roman Catholic
church.
Pupils reinact an imaginary conversation
between,
• Ptolemy and Copernicus and
• Galileo and Pope Urban VIII
In relation to heliocentric versus geocentric
controversy.
61
See also Circular
Motion in Unit P1.
Safety/Risk
Assessment
Normal safety
precautions required
when using mains
powered equipment.
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Specification
Content
2.3.6
Learning Outcomes
Teaching and Learning Activities
Resources
In the context of how science
works, students should be able to:
Safety/Risk
Assessment
Recall the use of artificial satellites,
limited to observation of the
Earth, weather monitoring,
astronomy and communications;
Teacher exposition.
Textbooks
Pupils use textbooks and/or web-based
C2K Computers
resources to find out the differences
between artificial and natural satellites. They
explore the difference between polar and
equatorial orbits and tabulate the
applications of both.
Normal safety
precautions required
when using mains
powered equipment.
2.3.7
Know that studies of the light
from stars, including our Sun,
show that they are composed
mainly of hydrogen and helium
and that their energy is supplied by
the fusion of hydrogen into
helium, and describe how stars are
formed (knowledge of the lifecycle
of stars is not required); and
Teacher exposition.
Pupils use textbooks and/or web-based
resources to explore star processes. Pupils
view the website:
http://learningni.net/Library/Curriculum.a
spx
enter the topic “Stars” and select from the
menu to observe interactive whiteboard (or
computer terminal) simulations of nuclear
fusion, red shift and star formation.
Normal safety
precautions required
when using mains
powered equipment.
2.3.8
Recall and understand that the
stability of stars depends on the
balance between gravitational
force and gas/radiation
pressure;
Teacher exposition.
Pupil’s use textbooks and/or use web-based
resources to find out what is meant by
radiation pressure. Pupils appeal to the idea
that the size of the solar disc in the sky has
remained the same because of the balance
between the outward radiation pressure and
the inward gravitational force.
Pupils sketch a diagram and write a
paragraph to illustrate these ideas.
Stars
62
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Specification
Content
The Universe
2.3.9
Learning Outcomes
Teaching and Learning Activities
Resources
In the context of how science
works, students should be able to:
Recall that the Universe began as a
Big Bang which, according to
current measurements, occurred
12–15 billion years ago;
Teacher exposition.
Pupils use textbooks and/or web-based
resources to explore how the universe
began. Pupils view the website:
http://learningni.net/Library/Curriculum.a
spx
Enter the topic “Stars” and select from the
menu to observe interactive whiteboard (or
computer terminal) simulations of the Big
Bang.
An outline of the model and the evidence
for it can be found from LearningNI.net.
For an outline students might use textbooks
or web-based resources or visit the Home
Page of LearningNI.net on C2K computers.
Select Library>KS4>Physics>Stars and
download the PowerPoint package for
Textbooks
presentation to pupils on an Interactive
C2K Computers
Whiteboard.
63
Safety/Risk
Assessment
Normal safety
precautions required
when using mains
powered equipment.
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Specification
Content
2.3.10
Learning Outcomes
Teaching and Learning Activities
Resources
Teacher exposition.
After a brief introduction, students might
view the recording ‘Big Bang’ first
broadcast by Channel 4 in October 1999 in
the Science in Focus series.
This video lasts about 20 minutes, covers
most of the material required for 2.3.12 and
consolidates earlier work.
Channel 4 Video
broadcast in
October 1999 in the
Science in Focus
series.
Normal safety
precautions required
when using mains
powered equipment.
Channel 4 also broadcast in October 1999
another programme ‘Big Bang – the
universe’ lasting about 10 minutes and
featuring the Astronomer Royal and going
into the detail of Penzias and Wilson’s
discovery of the cosmic microwave
background radiation.
Both videos were available at one time from
ELBs.
After viewing these programmes in small
chunks, students should be capable of
making summary notes at the level required
by the specification.
Channel 4 Video
broadcast in
October 1999 in the
Science in Focus
series.
Normal safety
precautions required
when using mains
powered equipment.
In the context of how science
works, students should be able to:
Recall that evidence for the Big
Bang includes that light from other
galaxies is shifted to the red end of
the spectrum, and that this can be
explained by space expanding;
64
Safety/Risk
Assessment
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Specification
Content
Structure of the
Earth
Learning Outcomes
Teaching and Learning Activities
In the context of how science
works, students should be able to:
2.3.11
Recall that the Earth is divided into Teacher exposition.
layers based on mechanical
Pupils research using textbooks and/or
properties and composition;
web-based resources the structure of the
Earth.
2.3.12
Recall that the topmost layer is the
lithosphere, which is comprised of
the crust and the solid portion of
the upper mantle;
Pupils view the website:
http://learningni.net/Library/Curriculum.a
spx
Enter the topic ‘Structure of Earth’. They
select from the menu to observe the
“onion” model with crust and mantle
(lithosphere), outer core and inner core.
Pupils sketch and label a diagram to show
the structure.
2.3.13
Explain the cause of earthquakes
and volcanoes
Pupils use textbooks and/or web-based
resources to explore the Wegener model of
plate tectonics and the evidence for
movement of continental and oceanic plates
from earthquakes, volcanoes, subduction
and magnetic anomalies at mid-ocean
ridges.
Pupils learn that earthquakes are caused
mainly by the relative movement of tectonic
plates. Magma sometimes rises under
enormous earths towards the crust. A
volcano erupts when magma reaches the
earth’s surface it is called lava. Pupils
represent these phenomena in a series of
labelled, illustrated diagrams.
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Resources
Safety/Risk
Assessment
Normal safety
precautions required
when using mains
powered equipment.
Normal safety
precautions required
when using mains
powered equipment.
CCEA Exemplar Scheme of Work: GCSE Double Award Physics
Double Award Science (Physics)
Candidates are not given a formula sheet in the examinations for this subject. However, listed below are
formulae which centres might find useful to give to pupils. The list is not exhaustive, but it does seek to
bring together the main formulae which candidates are likely to use during the course.
Formula Sheet
Average speed = total distance / total time
s = d/t
Avg. speed (uniform acceleration) = ½ (initial speed + final speed)
av speed = ½(v+u)
Average velocity = total displacement / total time
v = d/t
Acceleration = change in velocity/time
a = (v-u)/t
Force = mass x acceleration
F = ma
Weight = mass x acceleration due to gravity
W = mg
Density = mass / volume
D = M/V
momentum = mass x velocity
p = mv
Work = force x distance
W.D = Fd
Efficiency = useful energy out / total energy in
Eff = UEO/TEI
Power = work done/time taken
P = W/t
Power = energy transferred / time taken
P = E/t
Kinetic Energy
K.E = ½ mv2
Gravitational Potential Energy
G.P.E = mgh
Moment = force x perpendicular distance
Moment = fd
Principle of Moments
ACWM = CWM
wave speed = frequency x wavelength
v = fλ
current = charge / time
I = Q/t
voltage = current x resistance
V = IR
Resistors in series
Rseries = R1 + R2 + R3 + …
Resistors in parallel
1/Rparallel = 1/R1 + 1/R2 + 1/R3 +
Power = current x potential difference
P = VI
Transformer turns ratio equation
Ns/Np = Vs/Vp
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CCEA Exemplar Scheme of Work: GCSE Double Award Physics
GCSE Double Award Science (Physics)
Resources
Textbooks:
GCSE Physics for CCEA by McCauley & White published by Hodder
GCSE Physics for CCEA Revision Book by White published by Hodder
AQA GCSE Science published by Longman
Twenty First Century Science: GCSE Physics Textbook published by Oxford
GCSE Physics Revision Guide by Richard Parsons published by CGP
Software:
Learning N.I. (part of C2K implementation). To reach the HOME page visit:
http://learningni.net/Home/Home.aspx
Crocodile Physics (part of C2K implementation and published by Crocodile Clips.com) For further
information visit:
http://www.crocodile-clips.com
Furry Elephant Software
For simulation software relating to electricity (Electricity Explained) and radioactivity (Radioactivity
Explained) visit:
http://www.furryelephant.com/
Boardworks
For information on Interactive Whiteboard (and other) presentations visit:
http://www.boardworks.co.uk/gcse-additional-science_80/
Revision:
Revision and consolidation materials can be downloaded free from:
http://www.bbc.co.uk/schools/gcsebitesize/science/
http://www.s-cool.co.uk/gcse/physics.html
Miscellaneous:
Miscellaneous resources (some free to download, some for purchase) on various topics and in various media
are available from
Nuclear Decommissioning Authority, Sellafield. and
Free Teaching Resources which provides a portal to BP Educational Service, E.ON etc
Up-to-date safety information and other resources can be obtained from CLEAPPS.
For more information visit:
http://www.succeedingwithscience.com/resources/downloadsecondary.php
http://www.free-teaching-resources.co.uk/bpes.shtml
http://www.cleapss.org.uk
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