G485 Fields, Particles and Frontiers of Physics Plymstock Physics Department Scheme of Learning (written October 09 RAB) This Unit is 50% of the A2 (25% of the final A Level mark) and teaching takes part from December in the 2nd year to April. For examination in June. There are 5 Modules in this Unit: Electric and Magnetic Fields: Lessons G485.1 1-20 Capacitors and exponential decay: Lessons G485.2 21-32 Nuclear Physics: Lessons G485.3 33-43 Medical Imaging: Lessons G485.4 44-51 Modelling the Universe: Lessons G485.5 52-58 Practical skills will be taught through theory lessons and therefore if necessary, extra lessons may have to be taken to go over these separately. During this term, time must be set aside to assess the Quantitative and Evaluative Task 2 and the Qualitative Task 1 after the content has been taught. If there is more than one group, teachers must liase to ensure that these are done at the same time as near as possible. Each lesson (or series of lessons) has a folder containing the resources necessary to teach the suggested activities that have all been hyper linked to from the SoL. The lessons have the syllabus Objectives that are broken down into student friendly Outcomes which should be shown to Students either from the booklets or displayed at the beginning of lesson from the PowerPoints. The lessons also are differentiated for SEN and G&T and Each Module has a note and HW sheet assessment booklet that accompanies it which links to www.science-spark.co.uk. G&T students can also be challenged throughout the course with th extension problems and by further reading. Students should log their marks for these topics to highlight any weaknesses. As a separate assessment, students should also use the mind maps from the textbooks as a start and create one of their own (http://www.mindtools.com/pages/article/newISS_01.htm) as they go through the course. These can be marked periodically using the 2 stars and a wish strategy (AfL) with a final mark given at the end of each module to aid teachers and students in target setting. Students should review their SWOT analysis from y12 early in y13 and they need to do another one in light of their AS grade. G485.1.1 Electric Fields Differentiation … all students Student book links Specification links Link to GCSE specification Time allowed: 2 Hours Learning Outcomes 2.1.1–3 5.1.1 (a)–(h) GCSE Forces and motion: forces Energy, electricity and radiations: energy, electrostatics AS 2.2.2 E.m.f. and p.d. Learning Objectives Most students Some students Be able to state that electric fields are created by electric charges; Be able to define electric field strength as force per unit positive charge; Be able to describe how electric field lines represent an electric field; Be able to recall the equation E=F/Q Students should be able to: (a) state that electric fields are created by electric charges; (b) define electric field strength as force per unit positive charge; (c) describe how electric field lines represent an electric field; Key words How science works Force Coulomb’s law Potential difference Potential gradient Gravitational field Electric fields Charge Electric field strength Uniform electric field Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) Kinaesthetic Starter Interpersonal ICT activities Auditory Main Visual Starter, Main, Plenary Use www.science-spark.co.uk Absorb Physics on laptops Suggested starter activity Equipment Teacher notes Silent reading (student notes) PowerPoint Introduce electric fields - static demo – balloon and Demonstrate the nature of forces between charged insulator rods hanging from a vertical nylon thread. Balloons hanging from ceiling cloths of different materials. Polythene rods, thread, dusters Revision from GCSE Suggested main activities Equipment Teacher notes http://www.youtube.com/watch?v=egm1yafUNYE&NR=1 Practical 17 Questions from page 90-91 text book. Suggested plenary activities lesson 1 - electric fields\practical 17 tech sheet.doc 1. Play/demo an electric field hockey applet. Homework suggestions Start Mind map. Update glossary of keywords. Cross-curriculum links lesson 1 - electric fields\practical 17 teacher sheet.doc Equipment Teacher notes PC and projector Interactive activity: Electric field hockey SEN Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson Assessment / AFL Self and peer assessment in starters and plenaries. Listening and responding to ideas during discussions Extension ideas / Gifted & Talented Extension mind map extension problems and by further reading Potential misconceptions When dealing with parallel plates it is common to assume the electric field strength is greater the nearer the charge moves towards the plate – use the appropriate electric field diagrams, clearly differentiating between electric field strength and electric potential. Some students get confused by the direction of the electric fields – stress the field line shows the direction a charge of 1 C would move. Notes G485.1.2, 3 Coulomb’s Law Differentiation … all students Student book links Specification links Link to GCSE specification Time allowed: 2 Hours Learning Outcomes 2.1.1–3 5.1.1 (a)–(h) GCSE Forces and motion: forces Energy, electricity and radiations: energy, electrostatics AS 2.2.2 E.m.f. and p.d. Learning Objectives Students should be able to: (d) select and use Coulomb’s law in the form F = Qq 4πo r2 (e) select and apply E =Q 4πo r2 for the electric field strength of a point charge; Key words Some students Be able to select and use Coulomb’s law in the form F = Qq 4πo r2 Be able to select and apply E =Q 4πo r2 for the electric field strength of a point charge; Be able to rearrange and apply The 2 equations. How science works Charge Force Coulomb’s law Potential gradient Uniform electric field Electric field strength Gravitational field Potential difference Electric fields Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) Kinaesthetic Main Most students Interpersonal Main HSW 5 Develop how to record, analyse and evaluate primary data. Main activity ICT activities Auditory Starter Visual Starter, Plenary Use www.science-spark.co.uk Absorb Physics on laptops Suggested starter activity Equipment Teacher notes Silent reading (student notes) PowerPoint 1 Demo Van De Graaf and gold leaf electroscope 2 Demonstrate the nature of forces between charged insulator rods by bringing a charged rod towards another charged rod on a polystyrene block which is on a digital balance. Polythene rods, duster, polystyrene block, digital balance Record observations – include how the values on the balance change. This leads to the inverse square law. Suggested main activities Equipment Tech sheet prac 18 Teacher notes Suggested plenary activities Equipment Teacher notes 1. How would the field look if you made one up? For the class eg. Force varying with IQ? 2. Describe or provide a simple summary sheet on Millikan’s oil drop experiment. PC and projector Get students to discuss the historical significance – include the idea of quantisation of charge. They could produce an article on its importance for homework. Interactive activity and animation: Millikan’s oil drop experiment. 1 Practical activity 18: Measuring the constant in Coulomb’s law 2 Class questions Homework suggestions Lesson 2 HW qs Lesson 3 HW qs answers Start Mind map. Cross-curriculum links Teacher sheet prac 18 SEN Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson Assessment / AFL Self and peer assessment in starters and plenaries. Listening and responding to ideas during discussions Extension ideas / Gifted & Talented Extension mind map extension problems and by further reading further reading of Millikan’s experiment: Interactive activity and animation: Potential misconceptions When dealing with parallel plates it is common to assume the electric field strength is greater the nearer the charge moves towards the plate – use the appropriate electric field diagrams, clearly differentiating between electric field strength and electric potential. Some students get confused by the direction of the electric fields – stress the field line shows the direction a charge of 1 C would move. Notes G485.1.4 Electric Potential (uniform field) Differentiation … all students Student book links Specification links Link to GCSE specification Time allowed: 1 Hour Learning Outcomes 2.1.1–3 5.1.1 (a)–(h) GCSE Forces and motion: forces Energy, electricity and radiations: energy, electrostatics AS 2.2.2 E.m.f. and p.d. Learning Objectives Most students Some students Be able to select and use E =V d for the magnitude of the uniform electric field strength between charged parallel plates; Students should be able to: (f) select and use E =V d for the magnitude of the uniform electric field strength between charged parallel plates; Key words How science works Charge Force Coulomb’s law Potential gradient Uniform electric field Electric field strength Gravitational field Potential difference Electric fields Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) Kinaesthetic Main Interpersonal Main ICT activities Auditory Visual Starter, Plenary Use www.science-spark.co.uk Absorb Physics on laptops Suggested starter activity Equipment Teacher notes Silent reading PowerPoint Demonstrate the flame probe between parallel plates As flame probe between parallel plates Take some results and Show how this leads to E=V/d Suggested main activities Equipment Teacher notes Equipment Teacher notes Questions Suggested plenary activities Hotseat on all so far OR have a look at this simulation on electric fields: http://phet.colorado.edu/simulations/sims.php?sim=Charges_and_Fields Homework suggestions Start Mind map. Cross-curriculum links SEN Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson Assessment / AFL Self and peer assessment in starters and plenaries. Listening and responding to ideas during discussions Extension ideas / Gifted & Talented Extension mind map extension problems and by further reading Potential misconceptions When dealing with parallel plates it is common to assume the electric field strength is greater the nearer the charge moves towards the plate – use the appropriate electric field diagrams, clearly differentiating between electric field strength and electric potential. Some students get confused by the direction of the electric fields – stress the field line shows the direction a charge of 1 C would move. Notes G485.1.5 Projectile comparisons Differentiation … all students Student book links Specification links Link to GCSE specification Time allowed: 1 Hour Learning Outcomes 2.1.1–3 5.1.1 (a)–(h) GCSE Forces and motion: forces Energy, electricity and radiations: energy, electrostatics AS 2.2.2 E.m.f. and p.d. Learning Objectives Students should be able to: (g) explain the effect of a uniform electric field on the motion of charged particles; (h) describe the similarities and differences between the gravitational fields of point masses and the electric fields of point charges. Key words Some students Be able to explain the effect of a uniform electric field on the motion of charged particles; Be able to describe the similarities and differences between the gravitational fields of point masses and the electric fields of point charges. How science works Charge Force Coulomb’s law Potential gradient Uniform electric field Electric field strength Gravitational field Potential difference Electric fields Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) Kinaesthetic Main Most students Interpersonal Main ICT activities Auditory Suggested starter activity Visual Starter, Plenary Equipment Teacher notes Silent reading. PowerPoint Discuss and compare Coulomb’s law with Newton’s law of gravitation. Throw a ball Extend with a summary table of the similarities and differences. Suggested main activities Equipment Demonstration of the deflection of charged particles by electric fields Electron deflection by E-fields tube Suggested plenary activities Equipment Teacher notes Teacher notes Electric fields quiz Homework suggestions Start Mind map. Cross-curriculum links Use www.science-spark.co.uk Absorb Physics on laptops Need to create/find answers (CD for School physics on shared area) SEN Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson Assessment / AFL Self and peer assessment in starters and plenaries. Listening and responding to ideas during discussions Extension ideas / Gifted & Talented Extension mind map extension problems and by further reading Potential misconceptions Notes G485.1.6 Magnetic Fields Differentiation … all students Most students Student book links Specification links Link to GCSE specification Time allowed: 1 Hour Learning Outcomes 2.1.4–6 5.1.2 (a)–(d) GCSE Forces and motion: forces Energy, electricity and radiations: kinetic energy, current Some students Be able to describe the magnetic field patterns of a long straight currentcarrying conductor and a long solenoid. AS 1.2.1 Force 2.1.1 Electric current 2.2.2 E.m.f. and p.d. Learning Objectives Students should be able to: (a) describe the magnetic field patterns of a long straight current-carrying conductor and a long solenoid; Key words How science works Magnetic field Magnetic flux density Force Tesla Electric current Fleming’s left-hand rule Solenoid Electromagnets Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) Kinaesthetic Main Interpersonal Main HSW 5 Develop how to record, analyse and evaluate primary data (see Main Activity below). HSW 6 Uses of electromagnetism including Maglev Trains ICT activities Auditory Visual Starter, Plenary Use www.science-spark.co.uk Absorb Physics on laptops Suggested starter activity Equipment Teacher notes Silent reading (student notes) Demo the magnaprobe with different strength magnets. Demonstrate magnetic field patterns around two permanent magnets on the OHP. Draw them on the board. Magnaprobe, different strength magnets, transformer coils. Plotting compasses. Demo equipment to be displayed on OHT. Suggested main activities Equipment laptops Develop the idea by talking about what a magnetic field is. It describes a region of space where other magnets will experience a force. The field strength is represented by the line spacing, (explain new word flux) arrows show the direction. Can we have one pole by its self? No – remind of domains. Teacher notes Practical: student sheet http://phet.colorado.edu/simulations/sims.php?sim=Magnets_and_Electromagnets Suggested plenary activities Describe Right hand grip rule Around coil and corkscrew rule around wire. Homework suggestions Start Mind map. Update glossary of keywords. Cross-curriculum links Equipment Teacher notes SEN Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson Assessment / AFL Self and peer assessment in starters and plenaries. Listening and responding to ideas during discussions Extension ideas / Gifted & Talented Extension mind map extension problems and by further reading Potential misconceptions Notes G485.1.7-8(and 8a) F=BIl and Flemings Left Hand Rule Differentiation … all students Student book links Specification links Link to GCSE specification Time allowed: 2-3 Hours Learning Outcomes 2.1.4–6 5.1.2 (a)–(d) GCSE Forces and motion: forces Energy, electricity and radiations: kinetic energy, current AS 1.2.1 Force 2.1.1 Electric current 2.2.2 E.m.f. and p.d. Learning Objectives Students should be able to: (b) state and use Fleming’s left-hand rule to determine the force on current conductor placed at right angles to a magnetic field; (c) select and use the equations F = BIL and F = BILsinθ; (d) define magnetic flux density and the tesla; Key words Magnetic field Magnetic flux density Force Tesla Interpersonal Main state Fleming’s left-hand rule to determine the force on current conductor placed at right angles to a magnetic field; select and use the equations F = BIL Be able to define magnetic flux density. use state Fleming’s left-hand rule to determine the force on current conductor placed at right angles to a magnetic field; select and use the equations F = BILsinθ; How science works ICT activities Auditory Visual Starter, Plenary Use www.science-spark.co.uk Absorb Physics on laptops Suggested starter activity Equipment Teacher notes Silent reading (student notes) PowerPoint Demos TAP 412-1 – force on a piece of foil (changing amount of current, direction of current, direction of field) and forces between two current carrying wires 412-2 magnetic trapeze. Look at direction of force and how this varies with direction of field and current. Remind of Flemings Left Hand Rule. As sheet 412-1 As sheet 412-2 See sheets. 412-1 412-2 Suggested main activities Equipment Teacher notes 1 Practical activity 20: The force on a wire carrying a current in a magnetic field 2 questions 3 Practical 21 1 See technician worksheet. 1 See teacher worksheet. 1 Also 412-3 3 tech worksheet 3 teacher worksheet Suggested plenary activities Equipment Teacher notes 1Electromagnetism Qwiz 2 answers Homework suggestions Start Mind map. Some students Electric current Fleming’s left-hand rule Solenoid Electromagnets Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) Kinaesthetic Main Most students Can link to qwizdom SEN Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson Cross-curriculum links Assessment / AFL Self and peer assessment in starters and plenaries. Listening and responding to ideas during discussions Extension ideas / Gifted & Talented Extension mind map extension problems and by further reading lecture 13 Potential misconceptions Notes G485.1.9, 10, 11 Moving charge in a magnetic field Differentiation … all students Student book links Specification links Link to GCSE specification Time allowed: 1 Hour Learning Outcomes 2.1.4–6 5.1.2 (a)–(h) GCSE Forces and motion: forces Energy, electricity and radiations: kinetic energy, current AS 1.2.1 Force 2.1.1 Electric current 2.2.2 E.m.f. and p.d. Learning Objectives Students should be able to: (e) select and use the equation F = BQv for the force on a charged particle travelling at right angles to a uniform magnetic field; (f) analyse the circular orbits of charged particles moving in a plane perpendicular to a uniform magnetic field by relating the magnetic force to the centripetal acceleration it causes; (g) analyse the motion of charged particles in both electric and magnetic fields; (h) explain the use of deflection of charged particles in the magnetic and electric fields of a mass spectrometer (HSW 6a). Key words Magnetic field Force Electric current Fleming’s left-hand rule (FLHR) Centripetal force Centripetal acceleration Electric field Mass spectrometer Uniform magnetic field Magnetic flux density Circular motion Tesla Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) Kinaesthetic Main Interpersonal Main Some students Be able to select and use the equation F = BQv for the force on a charged particle travelling at right angles to a uniform magnetic field. Be able to analyse the circular orbits of charged particles moving in a plane perpendicular to a uniform magnetic field by relating the magnetic force to the centripetal acceleration it causes. Be able to analyse the motion of charged particles in both electric and magnetic fields; Be able to explain the use of deflection of charged particles in the magnetic and electric fields of a mass spectrometer (HSW 6a). Be able to derive the equation F = BQv from the definition of current and magnetic flux density. How science works Use of mass spectrometer (HSW 6a) ICT activities Auditory Suggested starter activity Most students Visual Starter, Plenary Equipment Use www.science-spark.co.uk Absorb Physics on laptops Main activity 2. Teacher notes Prompts can be given – Q = It, s = d/t, etc. Show the derivation on the board and explain that one is used for currents in wires while the other is for particles moving in B-fields. Stress the importance of the motion being at right angles to the field. 1 Give students five minutes to derive F = BQv from F = BIL. Go through derivation notes PowerPoint 2 powerpoint Suggested main activities Equipment Teacher notes 1 Demonstrate Maltese cross and deflect with permanent magnets and electron beams using cathode ray tubes and Helmholtz coils. Discuss charged particles in B-fields and review work on circular motion, orbits of charged particles and the use of fine beam tube. 2 Get students to write a users guide for a mass spectrometers in a presentation (p104-105) – including samples of obtained data using the link. 3. Demo Teltron tube and find charge/mass ratio 1 Fine beam tube 1 Discuss the effect of the B-field and link back to circular motion equations. Interactive activity: Charged particle in a uniformed magnetic field 2 Laptops/ICT suite (trip to UNI?) 3 Teltron demo 2 An interactive mass spectrometer can be found on the http://hyperphysics.phy-astr.gsu.edu/Hbase/magnetic/maspec.html and http://www.chemguide.co.uk/analysis/masspec/howitworks.html Suggested plenary activities Equipment Teacher notes 1 Discuss how the Earth’s magnetic field protects us from the solar wind. 2 Hotseat 3 wordsplat Homework suggestions SEN 1 Images of Van Allen belt and northern lights 1 Include a simple discussion on the northern lights. Start Mind map. Hw questions answers Cross-curriculum links Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson Assessment / AFL Self and peer assessment in starters and plenaries. Listening and responding to ideas during discussions Extension ideas / Gifted & Talented Extension mind map extension problems and by further reading Research particle accelerators and produce a report using PowerPoint – this can include the search for the Higgs Boson; a simple explanation of how LINACs and/or cyclotrons and/or synchrotrons work. Potential misconceptions When using FLHR some students mix up the direction of electron flow with current – stress FLHR is force–field–current and the current is + to – (the use of the term conventional current is also helpful). This is particularly challenging when dealing with electron streams in fine beam tubes and particle accelerators. A good strategy is to ensure students always add an arrow showing the direction of conventional current before attempting problems. Notes G485.1.12, 13 Electromagnetic Induction Differentiation … all students Student book links Specification links Link to GCSE specification Time allowed: 1 Hour Learning Outcomes 2.1.9–11 5.1.3 (a)–(h) GCSE Energy, electricity and radiations: potential difference AS 2.1.1 Electric current 2.2.2 E.m.f. and p.d. Most students Some students Be able to define magnetic flux; Be able to define the weber. Be able to select and use the equation for magnetic flux φ=BAcosθ; Learning Objectives Be able to rearrange and use the equation for magnetic flux φ=BAcosθ Students should be able to: (a) define magnetic flux; (b) define the weber. (c) select and use the equation for magnetic flux φ=BAcosθ; (d) define magnetic flux linkage; Key words Be able to define magnetic flux linkage; Magnetic flux Lenz’s law Weber e.m.f. How science works Magnetic flux density Tesla Electromagnetic induction a.c. Magnetic flux linkage Faraday’s law a.c. generator Fleming’s right-hand rule (FRHR) Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) Kinaesthetic Main Interpersonal Main ICT activities Auditory Visual Starter, Plenary Use www.science-spark.co.uk Absorb Physics on laptops Suggested starter activity Equipment Silent reading Have a very long copper wire and connect it to a microvoltmeter. Get the class to take positions along the wire in a circle. As they perform the hokey-cokey an emf should be induced due to the movement of the conductor in the Earth’s field. 1 very long copper wire and connect it to a microvoltmeter Suggested main activities Equipment 1 Demo dynamo, wire through mag field, coil and magnet all hooked up to voltmeters. 1 Demo dynamo, wire through mag field, coil and magnet all hooked up to voltmeters. 2 Phet simulation to enquiry based prac. Sheet Suggested plenary activities Teacher notes 2 laptops Equipment Teacher notes 2 Demo the simulations on the white board first but don’t explain too much – try to get students to work it out for themselves. Teacher notes 1 PowerPoint review 2 Discuss findings of the prac. Homework suggestions Start Mind map. Update glossary of keywords. Cross-curriculum links SEN Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson Assessment / AFL Self and peer assessment in starters and plenaries. Listening and responding to ideas during discussions Extension ideas / Gifted & Talented Extension mind map extension problems and by further reading Potential misconceptions Some students think a changing magnetic field will produce a current; this is not always the case – stress that a voltage is induced and this may produce a current. Flux linkage can be a difficult concept – treat it as a purely mathematical idea, defining it from the equation rather than attempting any explanations or long-winded definitions. Notes G485.1.14, 15 Faraday and Lenz Differentiation … all students Student book links Specification links Link to GCSE specification Time allowed: 2 Hour Learning Outcomes 2.1.9–11 5.1.3 (a)–(h) GCSE Energy, electricity and radiations: potential difference AS 2.1.1 Electric current 2.2.2 E.m.f. and p.d. Learning Objectives Students should be able to: (e) state and use Faraday’s law of electromagnetic induction; (f) state and use Lenz’s law; (g) select and use the equation: induced e.m.f. = –rate of change of magnetic flux linkage; Key words Magnetic flux Lenz’s law Most students Some students Be able to describe the dynamo effect. Be able to state Faraday’s law of electromagnetic induction. Be able to state Lenz’s law. Be able to use Lenz’s law. Be able to select and use the equation: induced e.m.f. = –rate of change of magnetic flux linkage; Be able to derive the equation: induced e.m.f. = –rate of change of magnetic flux linkage; How science works Weber e.m.f. Magnetic flux density Tesla Electromagnetic induction a.c. Magnetic flux linkage Faraday’s law a.c. generator Fleming’s right-hand rule (FRHR) Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) Kinaesthetic Main Interpersonal Main, Starter ICT activities Auditory Starter Suggested starter activity Visual Starter, Plenary Equipment 1 Practical 22 2 Extend students by Deriving equation from definitions of electric current, pd and magnetic flux. questions Use www.science-spark.co.uk Absorb Physics on laptops Teacher notes 1 Construct a class list – this leads to Main Activity below. 1 Discuss the dynamo effect Students discuss the factors that might affect the size of the induced e.m.f. 2 Silent reading (student notes) demo magnets dropping through tubes (discuss back emf) Suggested main activities Using and analysing information from data loggers. Main 1. HSW 7 Faraday’s work and early treatment by Davy. Plenary 1 2 explain how current is induced by looking at the forces on an electron in a moving wire in a magnetic field (FRHR) and how this ties up with FLHR. Teacher notes Equipment Tech sheet Teacher sheet Suggested plenary activities Equipment Teacher notes 1 Show pupils Faraday’s picture on an old £20 note. 2 Do calculations, using Faraday’s law, to find the induced e.m.f. across aircraft wings in flight. Faraday on a £20 note 1 Explain the significance of Faraday and his work – include a historical perspective (i.e. his background and religious beliefs). Notes: Michael Faraday 2 Use the Earth’s magnetic field and the area covered by the wing as it moves at 200 ms–1. Homework suggestions Start Mind map. Cross-curriculum links SEN Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson Assessment / AFL Self and peer assessment in starters and plenaries. Listening and responding to ideas during discussions Extension ideas / Gifted & Talented Extension mind map extension problems and by further reading . More quantitative work on Faraday’s law, including calculus Potential misconceptions Notes G485.1.16 A.C. Generators Differentiation … all students Most students Student book links Specification links Link to GCSE specification Time allowed: 1 Hour + HW Learning Outcomes 2.1.9–11 5.1.3 (a)–(h) GCSE Energy, electricity and radiations: potential difference Some students Be able to describe how a a.c. generator works. AS 2.1.1 Electric current 2.2.2 E.m.f. and p.d. Learning Objectives Students should be able to: (h) describe the function of a simple ac generator; Key words Magnetic flux Lenz’s law How science works Weber e.m.f. Magnetic flux density Tesla Electromagnetic induction a.c. Magnetic flux linkage Faraday’s law a.c. generator Fleming’s right-hand rule (FRHR) Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) Kinaesthetic Main Interpersonal Main ICT activities Auditory Visual Starter, Plenary Use www.science-spark.co.uk Absorb Physics on laptops simulations Suggested starter activity Equipment Teacher notes Silent reading Demo dynamo attached to oscilloscope. Demo dynamo. CRO. Suggested main activities http://phet.colorado.edu/simulations/sims.php?sim=Faradays_Electromagnetic_Lab Equipment laptops Revise what a CRO is and what it is showing. (could discuss electric fields and motion of charged particle etc) Describe motion verses voltage. Teacher notes Suggested plenary activities Equipment This lab sheet goes transformers which are the subject of the next two lessons but the whole thing is a valuable exercise which could easily be finished at home. Teacher notes Discuss answers Homework suggestions Start Mind map. Finish sheet. Cross-curriculum links SEN Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson Assessment / AFL Self and peer assessment in starters and plenaries. Listening and responding to ideas during discussions Extension ideas / Gifted & Talented Extension mind map extension problems and by further reading Potential misconceptions Notes G485.1.17, 18, 19 Transformers Differentiation … all students Student book links Specification links Link to GCSE specification Time allowed: 3 Hours Learning Outcomes 2.1.12–13 5.1.3 (i)–(k) GCSE Energy, electricity and radiations: current, potential difference AS 1.3.3 Power 2.1.1 Electric current 2.2.2 E.m.f. and p.d. Learning Objectives Students should be able to: (i) describe the function of a simple transformer; (j) select and use the turns-ratio equation for a transformer; (k) describe the function of step-up and step-down transformers. Key words Faraday’s law Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) Interpersonal Some students Be able to make a transformer. Be able to describe how a transformer works. Be able to use the turns-ratio equation for a transformer; Be able to describe the function of step-up and step-down transformers. Be able to describe how transformers are used in the national Grid and link to electrical power formula. How science works Transformer (step-up/step-down) Turns–ratio Magnetic flux linkage e.m.f. Electromagnetic induction a.c. Efficiency Power Kinaesthetic Activity S3 Activities M1–3 Activity P3 Most students HSW 6a & 7c How transformers are used in power stations HSW 3 The turns–ratio equation (see Activity M3) ICT activities Auditory Activity P1–2 Visual Activity S2 Activity P3 Use www.science-spark.co.uk Absorb Physics on laptops See Activities S2, M1, P1 and P2 below. Suggested starter activity Equipment Teacher notes 1. Get students to work out and compare the power lost when electricity is transmitted at different currents. 2. Demonstrate mutual inductance using an iron rod. 3. Get students to sequence the stages of a transformer. 2 Iron rod, two coils of insulated wire, LV a.c. supply, voltmeter 3 Strips giving stages and describing how transformer works 1 Expanded in the student textbook. Alternative values could be used to reinforce the point. 2 Ask students to explain what is going on in terms of induction. Notes: Mutual inductance. 3 Make into a simple Word table, then cut via a guillotine – e.g. (i): An alternating current passes through the primary coil; (ii) This creates a changing magnetic field in the soft iron core; (iii) etc. Suggested main activities Equipment Teacher notes 1. Get students to build their own transformers and investigate turns–ratio relationship. 2. Practical activity 23: Investigating electromagnetic induction using changing fields 3. Practical activity 24: Investigating the action of a transformer 1. C Cores, insulated wire, AC PSU, DMMs, leads, croc clips 2 See technician worksheet. 3 See technician worksheet. 1 Interactive activity: Transformer Suggested plenary activities Equipment Teacher notes 1. Debate: ‘The war of currents’. 2. Explain Faraday’s transformer and its importance. 3. Transformer puzzles (or loop game) 2 Model of Faraday’s doughnut 3 A selection of input voltages and coils on cards 1 Divide students into sides and either organise a mock debate or get them to write opposing articles/letters to a newspaper. Notes: War of Currents Notes: Current history 2 Describe how it worked and how many scientists at the time were trying to perfect this technique. Put this discovery into context by brainstorming what we would not have today had Faraday not conducted his experiment – basically anything mains-powered! Notes: Faraday’s transformer 3 Students must make a specific output voltage by selecting an input voltage, input coils and secondary coils – all on different cards. They can each make five sets of cards that work and then shuffle them and swap with a partner – they then race each other to reassemble the transformers. 2 See teacher worksheet. A revision of fields around wires (see Practical activity 19) may be useful here. 3 See teacher worksheet. A mains transformer can be used to melt a wire or boil water as a demonstration here. Homework suggestions Start Mind map. Print out and read “the war of Currents”. Update glossary of keywords. Cross-curriculum links SEN Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson Assessment / AFL Self and peer assessment in starters and plenaries. Listening and responding to ideas during discussions Extension ideas / Gifted & Talented Extension mind map extension problems and by further reading Potential misconceptions Notes G485.1.20 Electric and magnetic fields test Differentiation … all students Student book links Specification links Link to GCSE specification Time allowed: 1 Hour Learning Outcomes 2.1.1–13 5.1.1 (a)–(g) 5.1.2 (a)–(h) 5.1.3 (a)–(h) GCSE Energy, electricity and radiations: energy, electric circuits, potential difference, series and parallel circuits Most students Some students AS 2.1.1 Electric current 2.2.2 E.m.f. and p.d. Learning Objectives Students should be able to: Review topics so far Key words How science works All so far Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) Kinaesthetic Main Interpersonal Main ICT activities Auditory Suggested starter activity Visual Starter, Plenary Use www.science-spark.co.uk Absorb Physics on laptops Equipment Teacher notes Suggested main activities Equipment Teacher notes Suggested plenary activities Equipment Teacher notes test Peer mark Homework suggestions Mind map. Cross-curriculum links SEN Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson Assessment / AFL Self and peer assessment in starters and plenaries. Listening and responding to ideas during discussions Extension ideas / Gifted & Talented Extension mind map extension problems and by further reading Potential misconceptions Notes G485.2.21 Capacitors Differentiation … all students Student book links Specification links Link to GCSE specification Time allowed: 1 Hour Learning Outcomes 2.2.1–2 5.2.1 (a)–(g) GCSE Energy, electricity and radiations: energy, electric circuits, potential difference, series and parallel circuits Most students Some students Be able to define capacitance and the farad; Be able to select and use the equation Q=VC for various situations. AS 2.1.1 Electric current 2.2.2 E.m.f. and p.d. 2.3.1 Series and parallel circuits Learning Objectives Students should be able to: (a) define capacitance and the farad; (b) select and use the equation Q = VC; Key words Capacitance Series circuit How science works Farad Parallel circuit Potential difference Charge Capacitor Kirchhoff’s first law Kirchhoff’s second law Work done Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) Kinaesthetic Main Interpersonal Main ICT activities Auditory Suggested starter activity Visual Starter, Plenary Use www.science-spark.co.uk Absorb Physics on laptops Equipment Silent reading (student notes) PowerPoint What is a capacitor? http://www.tutorvista.com/content/physics/physics-iv/electrostatic-potentialcapacitance/capacitors-animation.php Suggested main activities Teacher notes Demo Super Capacitorlesson 21 capacitors\charging capacitors questions.doc: two sheets of aluminium foil, approximately 50 cm 150 cm, a slightly larger sheet of heavy-gauge polythene (damp-course material works well or even a good bin liner), educational use EHT power supply, 0–5 kV, dc used with internal 50 M resistor, four leads, with no side screws. two crocodile clips, insulated ones are best. Selection of capacitors Equipment Questions (and answers) Animation shows what is happening in a capacitor Hand around some capacitors to look at Teacher notes Practise of using the equation Suggested plenary activities Equipment Teacher notes Butt Head Model of a capacitor Butt head game Get students to make a circle. 2 students are the capacitor plates, 1 can be battery, 1 a resistor etc. Ask them to come up with a model of what is going on. (film it!!) Homework suggestions Start Mind map. Update glossary of keywords. Cross-curriculum links SEN Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson Assessment / AFL Self and peer assessment in starters and plenaries. Listening and responding to ideas during discussions Extension ideas / Gifted & Talented Extension mind map extension problems and by further reading Potential misconceptions Notes G485.2.22, 23 Capacitors in series and parallel Differentiation … all students Student book links Specification links Link to GCSE specification Time allowed: 2 Hours Learning Outcomes 2.2.1–2 5.2.1 (a)–(g) GCSE Energy, electricity and radiations: energy, electric circuits, potential difference, series and parallel circuits AS 2.1.1 Electric current 2.2.2 E.m.f. and p.d. 2.3.1 Series and parallel circuits Learning Objectives Students should be able to: (c) state and use the equation for the total capacitance of two or more capacitors in series; (d) state and use the equation for the total capacitance of two or more capacitors in parallel; (e) solve circuit problems with capacitors involving series and parallel circuits; Key words Capacitance Series circuit Farad Parallel circuit Some students Be able to state and use the equation for the total capacitance of two or more capacitors in series; Be able to state and use the equation for the total capacitance of two or more capacitors in parallel; Be able to solve circuit problems with capacitors involving series and parallel circuits; Be able to derive the equations for capacitors in series and parallel. How science works Potential difference Charge Capacitor Kirchhoff’s first law Kirchhoff’s second law Work done Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) Kinaesthetic Main Most students Interpersonal Main ICT activities Auditory Suggested starter activity Visual Starter, Plenary Use www.science-spark.co.uk Absorb Physics on laptops www.Ikes.freeserve.co.uk Equipment Teacher notes Equipment 1 Tech sheet Teacher notes Suggested plenary activities Equipment Teacher notes 1 discuss practical 2 Capacitor network questions 2 Five sample capacitors per group (or alternatively cards with capacitance written on them) 2 Give students three capacitors/cards – they have five minutes to combine them in as many ways as possible to make different capacitances. 1 Silent reading PowerPoint – go through derivation of equations 2 sheet to remind how to derive equations Suggested main activities 1 Practical 26 2 Practise questions 1 Homework suggestions Mind map. IKES website for online HWs. Hw questions answers 1 Teachers notes SEN Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson Cross-curriculum links Assessment / AFL Electronics – capacitors and capacitor combinations Self and peer assessment in starters and plenaries. Listening and responding to ideas during discussions Extension ideas / Gifted & Talented Extension mind map extension problems and by further reading Potential misconceptions Students may confuse the charge on each plate and the total charge, e.g. if there is 12 mC on the positive plate and –12 mC on the negative, students may assume there is 0 C stored or 24 mC – discuss these issues when initially explaining how capacitors function. Notes G485.2.24 Stored Energy Differentiation … all students Student book links Specification links Link to GCSE specification Time allowed: 1 Hour Learning Outcomes 2.2.1–2 5.2.1 (a)–(g) GCSE Energy, electricity and radiations: energy, electric circuits, potential difference, series and parallel circuits AS 2.1.1 Electric current 2.2.2 E.m.f. and p.d. 2.3.1 Series and parallel circuits Most students Some students Be able to describe that the area under a potential difference against charge graph is equal to energy stored by a capacitor; Be able to select and use the equations W = ½ QV and W = ½ CV 2 for a charged capacitor; Be able to explain that the area under a potential difference against charge graph is equal to energy stored by a capacitor; Learning Objectives Students should be able to: (f) explain that the area under a potential difference against charge graph is equal to energy stored by a capacitor; (g) select and use the equations W = ½ QV and W = ½ CV 2 for a charged capacitor; Key words Capacitance Series circuit How science works Farad Parallel circuit Potential difference Charge Capacitor Kirchhoff’s first law Kirchhoff’s second law Work done Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) Kinaesthetic Main Interpersonal Main ICT activities Auditory Suggested starter activity Visual Starter, Plenary Equipment Use www.science-spark.co.uk Absorb Physics on laptops www.Ikes.freeserve.co.uk Teacher notes Start with Spring – capacitor analogy Stretch a mass on a spring. How do we find the energy? PowerPoint notes Suggested main activities Equipment Teacher notes Practical activity 27: Energy transfer using a capacitor See technician worksheet See teacher worksheet. Extend by calculating the energy changes when a charged capacitor is connected across an un-charged one. Suggested plenary activities Equipment Teacher notes Demonstration of capacitor breakdown HT supply, aluminium foil, cling film Make a simple capacitor using two pieces of aluminium foil and cling film. Increase the p.d. until the cling film breaks down. Homework suggestions Mind map. Lesson questions answers SEN Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson Cross-curriculum links Assessment / AFL Electronics - capacitors Self and peer assessment in starters and plenaries. Listening and responding to ideas during discussions Extension ideas / Gifted & Talented Extension mind map extension problems and by further reading Use of integration to derive the W = ½ QV equation Potential misconceptions Notes G485.2.25,26,27, 28 Capacitor Discharge Differentiation … all students Student book links Specification links Link to GCSE specification Time allowed: 4 Hour Learning Outcomes 2.2.3–5 5.2.1 (h)–(m) GCSE Energy, electricity and radiations: current, potential difference, resistance, simple circuits AS 2.1.1 Electric current 2.2.2 E.m.f. and p.d. 2.3.1 Series and parallel circuits Learning Objectives Students should be able to: (h) sketch graphs that show the variation with time of potential difference, charge and current for a capacitor discharging through a resistor; (i) define the time constant of a circuit; (j) select and use time constant = CR; (k) analyse the discharge of capacitor using equations of the form x= xo e –t / RC (l) explain exponential decays as having a constant-ratio property; Key words Capacitance Series circuit Farad Parallel circuit Potential difference Charge Capacitor Kirchhoff’s first law Kirchhoff’s second law Work done Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) Kinaesthetic Main Interpersonal Main Auditory Most students Some students Be able to sketch graphs that show the variation with time of potential difference, charge and current for a capacitor discharging through a resistor; Be able to describe that this is an exponential relationship. Be able to define the time constant of a circuit; Be able to select and use time constant = CR; Be able to show that RC has the units of time. Be able to analyse the discharge of capacitor using equations of the form x= xo e –t / RC Be able to find t, R and C from equations of the form x= xo e –t / RC Be able to explain exponential decays as having a constant-ratio property; How science works HSW 3 Investigate the discharge of a capacitor and fit results to a best curve. HSW 1 The exponential model (including other examples) ICT activities Visual Starter, Plenary Use www.science-spark.co.uk Absorb Physics on laptops. Use of Excel www.ikes.freeserve.co.uk Suggested starter activity Equipment Teacher notes 1 Silent reading 2. Discuss what happens to the electrons when a capacitor discharges – demonstrate a simple capacitor discharge through a circuit (including ammeter). Demo using phet simulation 3. Refer back to capacitor use in timing circuits and introduce the time constant. 4. Quick practice using x = xo e–t/CR – possibly rearranging to make CR or t the subject of the equation. 1 Suitable capacitor, ammeter, resistor (or bulb), stop watch 1 Extend to include how the p.d. across the capacitor changes and how this affects the current. Get students to sketch a graph of charge remaining against time. http://phet.colorado.edu/simulations/sims.php?sim=Circuit_Construction_Kit_ACDC 2 Discuss the factors affecting the rate of discharge, leading to time constant – sample circuits could be set up to show the effect of changing the resistance or the capacitance. 4. Can also use as a simple plenary activity once the equations have been introduced. Suggested main activities Equipment Teacher notes 1. Practical activity 28: The charging and discharging a capacitor through a resistor 2. Burette discharge. How does the rate of discharge depend on the height of water? 3. Determine the capacitance from a discharge curve – via time constant. 4. Use the discharge equations to plot graphs and practise how to use these equations. 1 See technician worksheet. 2 Burette, rubber tubing, clamp, beaker, measuring cylinder. 3 Capacitance discharge data – ideally real data collected from this activity 1 Teacher notes Interactive activity: Demonstration of exponential decay 3 Depending on the curve, the area under it or the gradients could be used to determine other factors. Excel can be used to generate a different set of data for each student (see Activity M3 below). 4 Students use Excel to generate data for each other – then graphs can be plotted and factors (e.g. initial charge stored, capacitance etc.) determined. Suggested plenary activities Equipment Teacher notes 1. Discuss other exponential processes. (see lesson 40) 2. Ask students to produce a glossary of all the terms used during the capacitance topic. 3. Discuss whether a capacitor ever completely discharges, using the exponential decay model. 4 what do I know about capacitors? Name 3 things, talk to partner to get up to 5. Can the group as a whole get up to 10? 1 PowerPoint 2 Terms or definitions on cards 1 For example: X-ray intensity; radioactive decay; mass of water remaining in a bottle with a hole in the bottom; etc. Keep it simple here as both X-ray intensity and radioactive decay will be covered later. 2 Include all the key words from this Weekly plan as well as those from Weekly plan 18. Alternatively, students match up the key word to the correct definition on pieces of card. 3 Use of 5CR is not required but could be used as a rough guide. Use Excel to produce data. Homework suggestions SEN Mind map. Homework questions answers Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson Cross-curriculum links Assessment / AFL Self and peer assessment in starters and plenaries. Listening and responding to ideas during discussions Extension ideas / Gifted & Talented Extension mind map extension problems and by further reading V-t graphs to find CR Use of capacitors in timing circuits, LCR circuits and smoothing Potential misconceptions When finding the time constant from a Q against t graph, some students will calculate Qo/e and write this figure down as the time constant. They should use the value for Qo/e and then read off the time value from the graph at this instant – this is the time constant. To help avoid this, students should be given specific examples and made to practise using the equation in conjunction with the graph. It is also important that the students are reminded of the definition of the time constant. Notes G485.2.29, 30, 31 Uses of Capacitors Differentiation … all students Student book links Specification links Link to GCSE specification Time allowed: 1 Hour Learning Outcomes 2.2.3–5 5.2.1 (h)–(m) GCSE Energy, electricity and radiations: current, potential difference, resistance, simple circuits AS 2.1.1 Electric current 2.2.2 E.m.f. and p.d. 2.3.1 Series and parallel circuits Most students Some students Be able to describe uses of capacitors. Be able to put together a circuit for a use of a capacitor. Eg. Car alarm circuit. And explain how it works. Learning Objectives Students should be able to: (m) describe the uses of capacitors for the storage of energy in applications such as flash photography, lasers used in nuclear fusion and as back-up power supplies for computers (HSW 6a). Key words Capacitance Series circuit Farad Parallel circuit Potential difference Charge Capacitor Kirchhoff’s first law Kirchhoff’s second law Work done Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) Kinaesthetic Main How science works Interpersonal Main ICT activities Auditory Suggested starter activity Visual Starter, Plenary Use www.science-spark.co.uk Absorb Physics on laptops Equipment Teacher notes Equipment Use protoboards and equipment from SC06 as necessary. Teacher notes Equipment Teacher notes 1 Read through pages 134 and 135. discuss answers to questions. Suggested main activities 1 2 3 Set up a project to make a circuit that uses a capacitor. Students could work through IKES booklet with support. The idea is that students will be applying and consolidating their knowledge on capacitors and to see how they are useful. Suggested plenary activities 3 Demonstrate circuits Homework suggestions Mind map. Revise for test. SEN Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson Cross-curriculum links Assessment / AFL Electronics Self and peer assessment in starters and plenaries. Listening and responding to ideas during discussions Extension ideas / Gifted & Talented Extension mind map extension problems and by further reading Potential misconceptions Notes G485.2.32 Capacitors Test Differentiation … all students Student book links Specification links Link to GCSE specification Time allowed: 1 Hour Learning Outcomes 2.2.1–2 5.2.1 (a)–(g) GCSE Energy, electricity and radiations: energy, electric circuits, potential difference, series and parallel circuits Most students Some students AS 2.1.1 Electric current 2.2.2 E.m.f. and p.d. 2.3.1 Series and parallel circuits Learning Objectives Students should be able to: Key words Capacitance Series circuit How science works Farad Parallel circuit Potential difference Charge Capacitor Kirchhoff’s first law Kirchhoff’s second law Work done Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) Kinaesthetic Interpersonal ICT activities Auditory Suggested starter activity Visual Use www.science-spark.co.uk Absorb Physics on laptops Equipment Teacher notes Suggested main activities Equipment Teacher notes Suggested plenary activities Equipment Teacher notes Test mark scheme Homework suggestions SEN Start Mind map. Cross-curriculum links Extension ideas / Gifted & Talented Potential misconceptions Notes Assessment / AFL G485.3.33 The nuclear atom Differentiation … all students Student book links Specification links Link to GCSE specification Time allowed: 1 Hour Learning Outcomes 2.3.1–4 5.3.1 (a)–(j) GCSE Forces and motion: forces Energy, electricity and radiations: atoms AS 1.2.1 Forces Learning Objectives Students should be able to: (a) describe qualitatively the alpha-particle scattering experiment and the evidence this provides for the existence, charge and small size of the nucleus (HSW 1, 4c); (b) describe the basic atomic structure of the atom and the relative sizes of the atom and the nucleus; Key words Most students Some students Be able to describe what makes up an atom and recall the relative sizes of the atom and the nucleus. Be able to describe qualitatively the alpha-particle scattering experiment. Be able to describe the observations made from this experiment. Be able to explain how these observations are evidence for the existence, charge and small. How science works Atom Alpha scattering Alpha particle Proton Nucleus Coulomb’s law Newton’s law of gravitation Element Strong nuclear force Nucleon Conservation of energy Nuclide Neutron Electron Nuclear decay Density Proton number Nucleon number A, Z notation Isotope Conservation of mass Conservation of charge HSW 1 & 4 How the alpha particle scattering experiment provides evidence for the existence, charge and small size of the nucleus Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) ICT activities Kinaesthetic Main Interpersonal Main Auditory Visual Starter, Plenary Use www.science-spark.co.uk Absorb Physics on laptops Focus on Fields software. Phet simulation. http://particleadventure.org/decay_intro.html excellent website about fundamental particles and radioactive decay Suggested starter activity Equipment Teacher notes Silent reading. Students make a timeline of the History of the atom using website or PowerPoint (can be finished for hw). Demonstrate the atom using juggling. Juggling balls x 5 Notes: The history of the development of atomic theory Suggested main activities Equipment Marble and hill demo. Ball bearings etc. Teacher notes Suggested plenary activities Equipment Teacher notes Discuss: ‘If the nucleus were the size of a penny, how big would the atom be?’ 1 p piece Get the students to guess first, then they do a quick calculation. Go through PowerPoint – watch film (in powerpoint) Demonstrate Rutherford scattering experiment with Hill and marble demo and Focus software. Or http://phet.colorado.edu/simulations/sims.php?sim=Rutherford_Scattering Use http://www-outreach.phy.cam.ac.uk/camphy/nucleus/nucleus_index.htm on laptops to write up how the nucleus was discovered by Rutherford Homework suggestions Start Mind map. Atomic history timeline. HW questions. Answers Update glossary of keywords. Pick out the activities that suit the students best. SEN Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson Cross-curriculum links Assessment / AFL Chemistry – atoms, isotopes and the nucleus Self and peer assessment in starters and plenaries. Listening and responding to ideas during discussions Extension ideas / Gifted & Talented Extension mind map extension problems and by further reading . Quantitative questions on alpha scattering Potential misconceptions Notes G485.3.34 Nuclear Forces Differentiation … all students Student book links Specification links Link to GCSE specification Time allowed: 1 Hour Learning Outcomes 2.3.1–4 5.3.1 (a)–(j) GCSE Forces and motion: forces Energy, electricity and radiations: atoms AS 1.2.1 Forces Learning Objectives Students should be able to: (c) select and use Coulomb’s law to determine the force of repulsion, and Newton’s law of gravitation to determine the force of attraction, between two protons at nuclear separations and hence the need for a short range, attractive force between nucleons (HSW 1, 2, 4); (d) describe how the strong nuclear force between nucleons is attractive and very short-ranged; Key words Most students Some students Be able to describe why there is a need for the short range attractive force between nucleons. Be able to use Coulomb’s Law and Newton’s Law of gravitation to be able to calculate forces within nuclei to explain why there is a need for the short range attractive force between nucleons. Be able to describe the properties of th strong nuclear force. Be able to interpret graphical representations of the strong nuclear force. How science works Atom Alpha scattering Alpha particle Proton Nucleus Coulomb’s law Newton’s law of gravitation Element Strong nuclear force Nucleon Conservation of energy Nuclide Neutron Electron Nuclear decay Density Proton number Nucleon number A, Z notation Isotope Conservation of mass Conservation of charge Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) Kinaesthetic Main Interpersonal Main ICT activities Auditory Suggested starter activity Visual Starter, Plenary Use www.science-spark.co.uk Absorb Physics on laptops. http://particleadventure.org/decay_intro.html excellent website about fundamental particles and radioactive decay Equipment Teacher notes Suggested main activities Equipment Teacher notes Discuss the diameter of a nucleus and of a proton and the use of Coulomb’s and Newton’s laws. (page 146 – forces on nuclear particles) Take notes from spread p146-147 and do questions on page 147. Text books Introduce the idea of the strong nuclear force. Get students to carry out calculations of the relative sizes of the forces. Suggested plenary activities Equipment Teacher notes Silent reading Powerpoint http://www.teachers.tv/video/23903 Draw Force – distance graphs of variation of strong nuclear force (on powerpoint) Homework suggestions Start Mind map. Lesson 34 questions answers Cross-curriculum links Identify attractive/repulsive areas. Describe where the maximum attractive force is. Describe at what separation the strong force is zero, and calculate what the electrostatic repulsion would be then between 2 protons. SEN Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson Assessment / AFL Self and peer assessment in starters and plenaries. Listening and responding to ideas during discussions Extension ideas / Gifted & Talented Extension mind map extension problems and by further reading Potential misconceptions Notes G485.3.35 Nuclear Properties Differentiation … all students Student book links Specification links Link to GCSE specification Time allowed: 1 Hour Learning Outcomes 2.3.1–4 5.3.1 (a)–(j) GCSE Forces and motion: forces Energy, electricity and radiations: atoms AS 1.2.1 Forces Learning Objectives Students should be able to: (e) estimate the density of nuclear matter; (f) define proton and nucleon number; (g) state and use the notation A Z X for the representation of nuclides; (h) define and use the term isotopes; Key words Most students Some students Be able to define proton and nucleon number. Be able to define and use the term isotope. Be able to state and use the notation A Z X for the representation of nuclides. Be able to estimate the density of nuclear matter. How science works Atom Alpha scattering Alpha particle Proton Nucleus Coulomb’s law Newton’s law of gravitation Element Strong nuclear force Nucleon Conservation of energy Nuclide Neutron Electron Nuclear decay Density Proton number Nucleon number A, Z notation Isotope Conservation of mass Conservation of charge HSW 4 Use of the Internet to search for examples of isotopes – including their masses Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) ICT activities Kinaesthetic Starter Interpersonal Main Auditory Plenary Suggested starter activity Visual Starter, Plenary Equipment Use www.science-spark.co.uk Absorb Physics on laptops. http://particleadventure.org/decay_intro.html excellent website about fundamental particles and radioactive decay Teacher notes Silent reading (student notes) PowerPoint pupil model basic atoms and isotopes use electron, proton, neutron sheets Pupil model hydrogen and isotopes to give students a reminder of basic definitions Suggested main activities Lesson 35 worksheet search for examples of isotopes on internet – including their masses. Make a presentation on what an isotope is and uses we have for some. Give out marking criteria Suggested plenary activities Equipment Graph paper / (could do it on excel) Teacher notes Students work though worksheet to find nuclear density. Laptops (wireless/ICT suite) Equipment Teacher notes Students give their presentations. Peer assessment based on marking criteria. Homework suggestions Start Mind map. Lesson 35 questions SEN Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson Cross-curriculum links Assessment / AFL Chemistry – atoms, isotopes and the nucleus Self and peer assessment in starters and plenaries. Listening and responding to ideas during discussions Extension ideas / Gifted & Talented Extension mind map extension problems and by further reading Potential misconceptions Students often have misconceptions about the relative size of the atom and nucleus, often due to simple diagrams – the results from the alpha scattering experiment should serve to give an idea of scale as well as discussions that attempt to make the atom’s scale accessible, such as the pea on the centre spot of Wembley Stadium or if the nucleus was 1 mm across, etc. Notes G485.3.36 Nuclear Reactions Differentiation … all students Student book links Specification links Link to GCSE specification Time allowed: 1 Hour Learning Outcomes 2.3.1–4 5.3.1 (a)–(j) GCSE Forces and motion: forces Energy, electricity and radiations: atoms AS 1.2.1 Forces Learning Objectives Students should be able to: (i) use nuclear decay equations to represent simple nuclear reactions; (j) state the quantities conserved in a nuclear decay. Most students Some students Be able to describe that heaver elements are more radioactive. Be able to use nuclear decay equations to represent simple nuclear reactions. Be able to state the quantities conserved in a nuclear decay. Be able to explain why heaver elements are more radioactive. Key words How science works Atom Alpha scattering Alpha particle Proton Nucleus Coulomb’s law Newton’s law of gravitation Element Strong nuclear force Nucleon Conservation of energy Nuclide Neutron Electron Nuclear decay Density Proton number Nucleon number A, Z notation Isotope Conservation of mass Conservation of charge HSW: 7 Scientific knowledge in its social context in starter. Discussion of history of radioactivity. Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) ICT activities Kinaesthetic Main Interpersonal Main Auditory Suggested starter activity Visual Starter, Plenary Use www.science-spark.co.uk Absorb Physics on laptops. http://particleadventure.org/decay_intro.html excellent website about fundamental particles and radioactive decay Equipment Teacher notes Equipment Teacher notes Equipment Teacher notes Silent reading PowerPoint Suggested main activities Questions Suggested plenary activities Go through answers Homework suggestions Start Mind map. Cross-curriculum links SEN Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson Assessment / AFL Self and peer assessment in starters and plenaries. Listening and responding to ideas during discussions Extension ideas / Gifted & Talented Extension mind map extension problems and by further reading Potential misconceptions Notes G485.3.37 Quarks Differentiation … all students Most students Student book links Specification links Link to GCSE specification Time allowed: 2 Hours Learning Outcomes 2.3.5–6 5.3.2 (a)–(j) GCSE Energy, electricity and radiations: atom Learning Objectives Students should be able to: Candidates should be able to: (a) explain that since protons and neutrons contain charged constituents called quarks they are, therefore, not fundamental particles; (b) describe a simple quark model of hadrons in terms of up, down and strange quarks and their respective antiquarks, taking into account their charge, baryon number and strangeness; (c) describe how the quark model may be extended to include the properties of charm, topness and bottomness; (d) describe the properties of neutrons and protons in terms of a simple quark model; Key words Some students Be able to explain that since protons and neutrons contain charged constituents called quarks they are, therefore, not fundamental particles; Be able to describe a simple quark model of hadrons in terms of up, down and strange quarks and their respective antiquarks, taking into account their charge, baryon number and strangeness; Be able to describe the properties of neutrons and protons in terms of a simple quark model; Be able to describe how the quark model may be extended to include the properties of charm, topness and bottomness; How science works Atom Nucleus Quark Antimatter Baryon Hadron Meson Baryon number Strangeness Beta decay Neutrino Weak nuclear force Nucleon Proton Neutron Electron Proton number Nucleon number Nuclide Isotope Positron Leptons Fundamental particle Spin HSW 3 and 7; research task: http://particleadventure.org/decay_intro.html excellent website about fundamental particles and radioactive decay Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) ICT activities Kinaesthetic: Main, Plenary Interpersonal: Starter Auditory: Starter, Plenary Visual: Starter, Plenary Use www.science-spark.co.uk Absorb Physics on laptops Suggested starter activity Equipment Teacher notes sIlent reading PowerPoint 1 http://www.youtube.com/watch?v=j50ZssEojtM&feature=related (4.49) http://www.youtube.com/watch?v=3l_h8t_uAnE&feature=related (3.02) http://www.youtube.com/watch?v=yPWeJFs5xjc&feature=related (3.06) 2 Brainstorm to review prior knowledge. 2 demos: What’s in an atom, and how do we know? Probing arrangements demo Simple demonstration and discussion of deep inelastic scattering (Murray Gell-Mann’s discovery of quarks using high-energy electrons fired at protons) using a ball and baking tray. 2 As sheet probing arrangements Football, Ping Pong ball, tin baking tray, tin cup cake tray 1 The first youtube vid is a bit of fun. The other two are gentle intros. 2 Teacher notes Background notes The probe must be set up and ready and a few different arrangements of magnets to show the difficulties encountered Bounce the football (representing an electron) off the baking tray (representing a proton). Repeat only this time replacing the baking tray with the cake tray – show there is no difference. However, when a smaller ball is used it scatters off the cake indentations (representing quarks). Relate to the deep inelastic scattering experiment. Suggested main activities Equipment 1 Quark triangles (1 set per three students) – printed in colour, chopped and laminated 3 Particle zoo cardsort hadrons and leptons print different pages on different colours Equipment Teacher notes 1 Quark triangles 2 Practice questions Practise questions answers 3 Particle zoo cardsort Suggested plenary activities 1 http://www.youtube.com/watch?v=TGrDj5vFefQ (3.59) A good round up. 2 Wordsplat on PowerPoint – questions Homework suggestions Start Mind map. Research task research task answers lesson 37 questions lesson 37 answers Cross-curriculum links 1 Triangle instructions 3 Particle zoo cardsort Teacher notes Extra notes here: http://pdg.lbl.gov/2009/tables/contents_tables.html http://hyperphysics.phy-astr.gsu.edu/hbase/Particles/quark.html#c1 SEN Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson Assessment / AFL Self and peer assessment in starters and plenaries. Listening and responding to ideas during discussions Extension ideas / Gifted & Talented Extension mind map extension problems and by further reading Extra notes here: http://pdg.lbl.gov/2009/tables/contents_tables.html http://hyperphysics.phy-astr.gsu.edu/hbase/Particles/quark.html#c1 Research into the standard model and other top-end particle physics – Higgs boson, Babar project, etc. Potential misconceptions Notes G485.3.38 Beta Decay Differentiation … all students Student book links Specification links Link to GCSE specification Time allowed: 1 Hour Learning Outcomes 2.3.5–6 5.3.2 (a)–(j) GCSE Energy, electricity and radiations: atom Most students Some students Learning Objectives Be able to describe how there is a weak interaction between quarks and that this is responsible for β decay; Be able to state that there are two types of β decay; Students should be able to: (e) describe how there is a weak interaction between quarks and that this is responsible for β decay; (f) state that there are two types of β decay; Be able to describe the two types of β decay in terms of a simple quark model; Be able to state that (electron) neutrinos and (electron) antineutrinos are produced during β+ and β- decays, respectively; (g) describe the two types of β decay in terms of a simple quark model; (h) state that (electron) neutrinos and (electron) antineutrinos are produced during β+ and β- decays, respectively; (i) state that a β- particle is an electron and a β+ particle is a positron; (j) state that electrons and neutrinos are members of a group of particles known as leptons. Key words Be able to state that a β- particle is an electron and a β+ particle is a positron; Be able to state that electrons and neutrinos are members of a group of particles known as leptons. Be able to link ideas about Momentum into forces between particles. How science works Atom Nucleus Quark Antimatter Baryon Hadron Meson Baryon number Strangeness Beta decay Neutrino Weak nuclear force Nucleon Proton Neutron Electron Proton number Nucleon number Nuclide Isotope Positron Leptons Fundamental particle Spin Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) Kinaesthetic Main Interpersonal Main ICT activities Auditory Suggested starter activity Visual Starter, Plenary Equipment Use www.science-spark.co.uk Absorb Physics on laptops http://particleadventure.org/decay_intro.html excellent website about fundamental particles and radioactive decay Teacher notes 1 Ask students what must be happening in terms of quarks? This can only be done after students are aware of the composition of protons and neutrons in terms of quarks. Extension below (10.00) Silent reading PowerPoint 1 Revise beta decay from students’ knowledge. http://www.youtube.com/watch?v=1ouoGX6-zX4&feature=related (2.25) Suggested main activities Explore website: http://particleadventure.org/decay_intro.html and prepare a speech about Quarks and beta decay and the Weak interaction. Suggested plenary activities Equipment Laptops Teacher notes Equipment Teacher notes Listen to speeches. Homework suggestions Start Mind map. Lesson 38 questions answers Cross-curriculum links SEN Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson Assessment / AFL Self and peer assessment in starters and plenaries. Listening and responding to ideas during discussions Extension ideas / Gifted & Talented Extension mind map extension problems and by further reading http://www.youtube.com/profile?user=Best0fScience&annotation_id=annotation_898955&feature=iv#p/c/4A8C50311C9F7369/1/p5QXZ0__8VU Research into the standard model and other top-end particle physics – Higgs boson, Babar project, etc. Potential misconceptions Notes G485.3.39 Radioactive Properties Differentiation … all students Student book links Specification links Link to GCSE specification Time allowed: 1 Hour o Learning Outcomes 2.3.7–9 5.3.3 (a)–(e) GCSE Energy, electricity and Radiations: radioactivity AS 2.4.2 Electromagnetic waves 2.5.1 Energy of a photon o Learning Objectives Most students Some students Be able to describe the spontaneous and random nature of radioactive decay of unstable nuclei; Be able to describe the nature, penetration and range of α-particles, β-particles and γ-rays; Students should be able to: (a) describe the spontaneous and random nature of radioactive decay of unstable nuclei; (b) describe the nature, penetration and range of α-particles, β-particles and γ-rays; Key words How science works Atom Nucleus Nuclide Isotope Proton number Nucleon number Alpha particle Beta particle Gamma ray Activity Becquerel Decay constant Exponential decay Background radiation Radioactive decay Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) Kinaesthetic Plenary Interpersonal Main ICT activities Auditory Main, Plenary Visual Starter, Plenary Use www.science-spark.co.uk Absorb Physics on laptops Research: http://www.bnfl.com/ Suggested starter activity Equipment Teacher notes Silent reading PowerPoint Popcorn demonstration – to show spontaneous and random nature of radioactive decay Suggested main activities Popcorn kernels. Frying pan, tripod, heatproof mat, Bunsen, stop clock, vegetable oil, newspaper Use analogy of snow on a mountain and avalanches Equipment Spark counter, EHT supply, leads, Alpha source. Panax kit, Alpha, Beta, Gamma sources. Geiger counter. Strong horseshoe magnet, stand, boss, clamp Equipment Teacher notes Demonstrate spark counter Demonstrate Alpha, Beta, Gamma penetration through different materials. Demonstrate Deflection of Alpha, Beta, (Gamma) through magnetic field Suggested plenary activities Start Mind map. Lesson 39 questions lesson 39 answers Cross-curriculum links Teacher notes 2 word tango – links to a music file. In the gaps one person says Alpha, Beta, or Gamma and then the next person has to shout out a property of that type of radioactivity. If they hesitate or get it wrong they are out. Carry on until everybody is out. Wordsplat on PowerPoint 2 word tango for radioactive properties Homework suggestions Discuss history of radioactive discoveries during demonstrations SEN Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson Assessment / AFL Self and peer assessment in starters and plenaries. Listening and responding to ideas during discussions Extension ideas / Gifted & Talented Extension mind map extension problems and by further reading research: http://www.bnfl.com/ Potential misconceptions It is often thought alpha is the most ionising because it is the biggest; students can say things such as: “it smashes into atoms, ionising them” – have a detailed discussion about how the ionisation process takes place and the importance of the charge. Notes G485.3.40 Radioactive Decay and Half Life Differentiation … all students Student book links Specification links Link to GCSE specification Time allowed: 2 Hours o Learning Outcomes 2.3.7–9 5.3.3 (a)–(e) GCSE Energy, electricity and Radiations: radioactivity AS 2.4.2 Electromagnetic waves 2.5.1 Energy of a photon o Learning Objectives Students should be able to: (c) define and use the quantities activity and decay constant; (d) select and apply the equation for activity A = λN; (f) define and apply the term half-life; (g) select and use the equation λt1/2 = 0.693; (h) compare and contrast decay of radioactive nuclei and decay of charge on a capacitor in a C–R circuit (HSW 5b); (i) describe the use of radioactive isotopes in smoke alarms (HSW 6a); (j) describe the technique of radioactive dating (ie carbon-dating). Be able to describe the use of radioactive isotopes in smoke alarms (HSW 6a); Be able to describe the technique of radioactive dating (ie carbon-dating). Be able to define and apply the term half-life; Be able to define and use the quantities activity and decay constant; Be able to select and apply the equation for activity A = λN; Be able to select and use the equation λt1/2 = 0.693; Be able to compare and contrast decay of radioactive nuclei and decay of charge on a capacitor in a C–R circuit (HSW 5b); See also lesson 25 Be able to derive and apply the equations N = N0e-λt where N is the number of undecayed nuclei; Key words How science works Atom Nucleus Nuclide Isotope Proton number Nucleon number Alpha particle Beta particle Gamma ray Activity Becquerel Decay constant Exponential decay Background radiation Radioactive decay (HSW 5b) (HSW 6a); Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) ICT activities Interpersonal Main Some students Be able to select and apply the equations A = A0e-λt and N = N0e-λt where A is the activity and N is the number of undecayed nuclei; (e) select and apply the equations A = A0e-λt and N = N0e-λt where A is the activity and N is the number of undecayed nuclei; Kinaesthetic Starter Most students Auditory Plenary Suggested starter activity Visual Starter, Plenary Equipment Teacher notes Excel spreadsheet With the second graph the decay constant can be found. Silent Reading PowerPoint Radioactive half-life dice, Draw graphs. One of dice left (N) against number of throws (t). Another of ln(dice left) (lnN) against number of throws (t) Suggested main activities Use www.science-spark.co.uk Absorb Physics on laptops Equipment Geiger-Muller tube / counter / protactinium 234 / stopwatch as tech sheet Teacher notes 1 Protactinium demo activity 33 student sheet draw graphs as in starter 2 Find the half life for the printed simulation graphs Practice questions Suggested plenary activities Equipment Teacher notes 1 Protactinium demo activity 33 teacher sheet 2 Print out some different graphs –change the shape by changing the variables -λt 1 Go through derivation of N = N0e Go through answers to practice qs 2 Ask students to present their research tasks Homework suggestions Start Mind map. Research task into smoke alarms and carbon dating Cross-curriculum links SEN Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson Assessment / AFL Self and peer assessment in starters and plenaries. Listening and responding to ideas during discussions Extension ideas / Gifted & Talented Extension mind map extension problems and by further reading Derivation of N = N0e–λt from dN/dt = -λt or dN/dt N Potential misconceptions Notes G485.3.41 E=mc2 and binding energy Differentiation … all students Student book links Specification links Link to GCSE specification Time allowed: 2 Hours Learning Outcomes 2.3.12 5.3.4 (a)–(d) GCSE Energy, electricity and radiations: energy, atoms AS 1.3.1 Work and conservation of energy Learning Objectives Most students Some students Be able to select and use Einstein’s mass–energy equation ΔE = Δmc2 ; Be able to define binding energy and binding energy per nucleon; Be able to use and interpret the binding energy per nucleon against nucleon number graph; Be able to determine the binding energy of nuclei using ΔE = Δmc2 and masses of nuclei; Students should be able to: (a) select and use Einstein’s mass–energy equation ΔE = Δmc2 ; (b) define binding energy and binding energy per nucleon; (c) use and interpret the binding energy per nucleon against nucleon number graph; (d) determine the binding energy of nuclei using ΔE = Δmc2 and masses of nuclei; Key words How science works Atom Nucleus Nuclide Isotope Binding energy Binding energy per nucleon Proton number Energy Nucleon number Mass Proton Neutron Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) Kinaesthetic Main Interpersonal Main ICT activities Auditory Suggested starter activity Visual Starter, Plenary Equipment Use www.science-spark.co.uk Absorb Physics on laptops Teacher notes Silent reading PowerPoint Watch the youtube video http://www.youtube.com/watch?v=-YMgacsJyD0&feature=related (9.28) Suggested main activities Binding energy spreadsheet exercise Nucleons database spreadsheet exercise answers Suggested plenary activities Equipment Laptops Teacher notes Equipment Teacher notes Extension questions answers Homework suggestions Start Mind map. Finish off class questions. Cross-curriculum links SEN Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson Assessment / AFL Self and peer assessment in starters and plenaries. Listening and responding to ideas during discussions Extension ideas / Gifted & Talented Extension mind map extension problems and by further reading Discussion on the factors leading to the shape of the curve of binding energy Potential misconceptions If the binding energy per nucleon goes up, the total mass of the nucleons in the nucleus is less. Some students confuse this – when reviewing the curve of binding energy, give explicit examples for different nuclei, e.g. iron, lithium, uranium, etc. The use of missing mass (mass defect) is also important here as it provides students with a quantity they can more readily understand. Notes G485.3.42 Fission and Fusion Differentiation … all students Student book links Specification links Link to GCSE specification Time allowed: 2 Hours Learning Outcomes 2.3.12 5.3.4 (a)–(d) GCSE Energy, electricity and radiations: energy, atoms AS 1.3.1 Work and conservation of energy Learning Objectives Students should be able to: (e) describe the process of induced nuclear fission; (f) describe and explain the process of nuclear chain reaction; (g) describe the basic construction of a fission reactor and explain the role of the fuel rods, control rods and the moderator (HSW 6a and 7c); (h) describe the use of nuclear fission as an energy source (HSW 4 and 7c); (i) describe the peaceful and destructive uses of nuclear fission (HSW 4 and 7c); (j) describe the environmental effects of nuclear waste (HSW 4, 6a and b, 7c); (k) describe the process of nuclear fusion; (l) describe the conditions in the core of stars Key words Some students Be able to describe the process of induced nuclear fission; Be able to describe and explain the process of nuclear chain reaction; Be able to describe the basic construction of a fission reactor and explain the role of the fuel rods, control rods and the moderator (HSW 6a and 7c); Be able to describe the use of nuclear fission as an energy source (HSW 4 and 7c); Be able to describe the peaceful and destructive uses of nuclear fission (HSW 4 and 7c); Be able to describe the environmental effects of nuclear waste (HSW 4, 6a and b, 7c); Be able to describe the process of nuclear fusion; Be able to describe the conditions in the core of stars How science works Atom Nucleus Nuclide Isotope Binding energy Binding energy per nucleon Proton number Energy Nucleon number Mass Proton Neutron Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) Kinaesthetic Plenary Most students Interpersonal Main ICT activities Auditory Plenary Suggested starter activity Visual Starter, Plenary Equipment Teacher notes http://www.youtube.com/watch?v=jk6Hm1QoDYY (8.29) Silent reading Power Point Watch you tube vid. Suggested main activities Equipment Teacher notes http://www.youtube.com/watch?v=fjgdgAhOzXQ (3.08) Work through questions from pages 168-173 of text book. In groups (challenge) Questions: fission, fusion Fission reactors how they work vid Suggested plenary activities Equipment Teacher notes Go through answers Stand up – sit down game on PowerPoint They might be Giants – why does the sun shine youtube video Homework suggestions Start Mind map. Practice questions answers REVISE FOR TEST Cross-curriculum links Use www.science-spark.co.uk Absorb Physics on laptops. http://www.youtube.com/watch?v=cds3sIzSf_I&feature=related (3.03) SEN Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson Assessment / AFL Self and peer assessment in starters and plenaries. Listening and responding to ideas during discussions Extension ideas / Gifted & Talented Extension mind map extension problems and by further reading Potential misconceptions Notes G485.3.43 Nuclear Physics Test Differentiation … all students Student book links Specification links Link to GCSE specification Time allowed: 1 Hours Learning Outcomes 2.3.12 5.3.4 (a)–(d) GCSE Energy, electricity and radiations: energy, atoms Most students Some students AS 1.3.1 Work and conservation of energy Learning Objectives Students should be able to: All of Nuclear Physics Key words How science works Atom Nucleus Nuclide Isotope Binding energy Binding energy per nucleon Proton number Energy Nucleon number Mass Proton Neutron Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) Kinaesthetic Interpersonal ICT activities Auditory Suggested starter activity Visual Use www.science-spark.co.uk Absorb Physics on laptops to revise Equipment Teacher notes Suggested main activities Equipment Teacher notes Suggested plenary activities Equipment Teacher notes TEST Start to go through answers if time Homework suggestions SEN Extra time/scribe etc if necessary. Cross-curriculum links Extension ideas / Gifted & Talented Extension mind map extension problems and by further reading Potential misconceptions Notes Assessment / AFL G485.4.44 X-Ray Production Differentiation … all students Student book links Specification links Link to GCSE specification Time allowed: 1 Hour GCSE Energy, electricity and Radiations: waves, electromagnetic spectrum AS 2.4.1 Wave motion 2.4.2 Electromagnetic waves 2.5.1 Energy of a photon 2.5.2 The photoelectric effect Learning Outcomes 2.4.1–5 5.4.1 (a)–(i) Most students Some students Be able to describe the what X-Rays are and their typical wavelengths/frequencies/energy Be able to describe how X-Rays were discovered Be able to describe how X-Rays are produced Be able to use equations to describe the energy needed in production of X-Rays. Learning Objectives Students should be able to: (a) describe the nature of X-rays; (b) describe in simple terms how X-rays are produced; Key words How science works X-ray Energy Attenuation coefficient HSW 3, 4c & 6 The use of X-rays in imaging internal body structures including the use of image intensifiers and of contrast media Photon Barium meal Photoelectric effect Compton effect Pair production Intensity Contrast media Collimation Computerised axial tomography Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) Kinaesthetic Main Interpersonal Main ICT activities Auditory Plenary Visual Starter, Plenary Use www.science-spark.co.uk Absorb Physics on laptops Suggested starter activity Equipment Teacher notes Silent Reading PowerPoint youtube vid intro(8.06) Discuss the discovery of X-rays and show some X-ray images. Explain the production of X-Rays. Selection of X-ray images The first x-ray image of a human being http://www.youtube.com/watch?v=RueXmL-Dz3w&feature=related Describe apparatus and then how movement of electrons in energy levels creates X-Rays. Suggested main activities Remind students of eV conversions and formula E=hf. Given a range of wavelengths of X-Rays use the equation to some calculations (powerpoint) Equipment Teacher notes Suggested plenary activities Equipment Teacher notes Youtube vid xrays from sellotape! (8.06) Hotseat questions Homework suggestions Start Mind map. Lesson 44 questions Cross-curriculum links http://www.disclose.tv/action/viewvideo/10588/X_Rays_from_Sellotape/ SEN Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson Assessment / AFL Self and peer assessment in starters and plenaries. Listening and responding to ideas during discussions Extension ideas / Gifted & Talented Extension mind map extension problems and by further reading Potential misconceptions Notes G485.4.45 X-Ray Interaction Differentiation … all students Most students Student book links Specification links Link to GCSE specification Time allowed: 2 Hours GCSE Energy, electricity and Radiations: waves, electromagnetic spectrum AS 2.4.1 Wave motion 2.4.2 Electromagnetic waves 2.5.1 Energy of a photon 2.5.2 The photoelectric effect Learning Outcomes 2.4.1–5 5.4.1 (a)–(i) Learning Objectives Students should be able to: (c) describe how X-rays interact with matter (limited to photoelectric effect, Compton Effect and pair production); (d) define intensity as the power per unit cross-sectional area; Some students Be able to describe the wave nature of X-Rays Be able to describe the particle nature of X-Rays Be able to describe 3 predominant reasons for attenuation Be able to carry out an experiment that models how the intensity of X-Rays attenuates through materials. Be able to select and use the equation I = I0 e−μx to show how the intensity I of a collimated X-ray beam varies with thickness x of medium (e) select and use the equation I = I0 e−μx to show how the intensity I of a collimated X-ray beam varies with thickness x of medium; Key words X-ray Energy Attenuation coefficient How science works Photon Barium meal Photoelectric effect Compton effect Pair production Intensity Contrast media Collimation Computerised axial tomography Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) Kinaesthetic Main Interpersonal Main, Plenary HSW starter and main using models to describe concepts. HSW 3, 4c & 6 The use of X-rays in imaging internal body structures including the use of image intensifiers and of contrast media ICT activities Auditory Plenary Visual Starter Use www.science-spark.co.uk Absorb Physics on laptops Suggested starter activity Equipment Teacher notes Silent Reading PowerPoint 1. Remind students of the em spectrum and properties of X-Rays 2. Remind students of definition of intensity and how a point source and a collimated source would be different. 2. use ray boxes and lenses to demonstrate inverse square law and parallel rays and variation of intensity model. 1. use the PowerPoint to help explain photoelectric effect, pair production and Compton effect. Suggested main activities Equipment Teacher notes 1. Students take their own notes from pages 186-187 and try questions in book p187 2. Demonstrate the absorption of X-rays. Use of I =I0e-x including rearranging and graphing Suggested plenary activities 1. Heinemann OCR physics text book 2. Paper, light meter (or LDR and voltmeter, with calibration data) micrometer. 2. Include a review of the exponential process if necessary. Equipment Teacher notes 1. Ask students to explain photoelectric effect, pair production and Compton effect in their own words (possibly in a just a minute style) Go through answers to questions. 2. Questions 1 and 2 on page 189 Homework suggestions Start Mind map. Lesson 45 questions. Research hw into medical uses of X-Rays Cross-curriculum links SEN Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson Assessment / AFL Self and peer assessment in starters and plenaries. Listening and responding to ideas during discussions Extension ideas / Gifted & Talented Extension mind map extension problems and by further reading Potential misconceptions Notes G485.4.46 X-Ray Imaging Differentiation … all students Student book links Specification links Link to GCSE specification Time allowed: 1 Hour GCSE Energy, electricity and Radiations: waves, electromagnetic spectrum AS 2.4.1 Wave motion 2.4.2 Electromagnetic waves 2.5.1 Energy of a photon 2.5.2 The photoelectric effect Learning Outcomes 2.4.1–5 5.4.1 (a)–(i) Learning Objectives Most students Some students Be able to describe how X-Rays can be used in the imaging of internal body structures in 2D and 3D using computerised axial tomography. Be able to describe the advantages of a CAT scan compared with an X-ray image (HSW 4c, 6). Be able to explain how soft tissues like the intestines can be imaged using barium meal; Students should be able to: (f) describe the use of X-rays in imaging internal body structures including the use of image intensifiers and of contrast media (HSW 3, 4c and 6); (g) explain how soft tissues like the intestines can be imaged using barium meal; (h) describe the operation of a computerized axial topography (CAT) scanner; (i) describe the advantages of a CAT scan compared with an X-ray image (HSW 4c, 6). Key words X-ray Energy Attenuation coefficient How science works Photon Barium meal Photoelectric effect Compton effect Pair production Intensity Contrast media Collimation Computerised axial tomography Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) Kinaesthetic Main Interpersonal Starter ICT activities Auditory Suggested starter activity HSW 3, 4c & 6 The use of X-rays in imaging internal body structures including the use of image intensifiers and of contrast media Visual Starter, Plenary Equipment Use www.science-spark.co.uk Absorb Physics on laptops Teacher notes http://www.youtube.com/watch?v=Tx-0emi4m8s&feature=related Silent reading PowerPoint Discuss X-Rays that students have had Suggested main activities Equipment Wireless laptops Teacher notes Explore the website and write notes on a Barium Meal Suggested plenary activities Equipment Teacher notes http://www.goingfora.com/radiology/barium_room.html Show the students the outcomes. They should write a paragraph to show that they have met each one. Teacher picks on people to read them out and prove it. Homework suggestions Start Mind map. Cross-curriculum links SEN Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson Assessment / AFL Self and peer assessment in starters and plenaries. Listening and responding to ideas during discussions Extension ideas / Gifted & Talented Extension mind map extension problems and by further reading Potential misconceptions Notes G485.4.47 Radioactive tracers and the Gamma Camera Differentiation … all students Student book links Specification links Link to GCSE specification Time allowed: 1 Hour Learning Outcomes 2.4.5–8 5.4.2 (a)–(j) GCSE Energy, electricity and radiations: waves AS 2.4.2 Electromagnetic waves Learning Objectives Most students Some students Be able to describe the use of medical tracers like technetium-99m to diagnose the function of organs; Be able to describe the main components of a gamma camera; Be able to describe the principles of positron emission tomography (PET); Students should be able to: (a) describe the use of medical tracers like technetium-99m to diagnose the function of organs; (b) describe the main components of a gamma camera; (c) describe the principles of positron emission tomography (PET); Key words How science works Medical tracer Gamma camera Magnetic resonance imaging Positron emission tomography Positron Spin Precession Magnetic moment Larmor frequency Doppler effect Endoscope Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) Kinaesthetic Starter Interpersonal Plenary ICT activities Auditory Main Suggested starter activity HSW 6a The need for non-invasive techniques in diagnosis Visual Main Use www.science-spark.co.uk Absorb Physics on laptops Equipment Teacher notes Equipment Teacher notes Silent Reading PowerPoint Students come up with main properties of Alpha, Beta, Gamma (to include penetration and ionisation ability) they explain what type of radioactivity to use as a tracer that emits from inside the body-out. (stand up-sit down game) Suggested main activities You Tube video PET Scan (5.44) Students to research and obtain a labelled diagram of the main components of a gamma camera and http://www.youtube.com/watch?v=QZQq7chGoO4 Suggested plenary activities Equipment Teacher notes Discuss: ‘Benefit vs. risk of the use of radioactive tracers and PET’. Images from gamma cameras and PET scans Include key terms: half-life, activity, ionising, etc. Homework suggestions Start Mind map. Write a leaflet to patients explaining the use of radioactive tracers. SEN Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson Cross-curriculum links Assessment / AFL Biology – non-invasive medical techniques Self and peer assessment in starters and plenaries. Listening and responding to ideas during discussions Extension ideas / Gifted & Talented Extension mind map extension problems and by further reading Potential misconceptions Notes G485.4.48 MRI Differentiation … all students Student book links Specification links Link to GCSE specification Time allowed: 2 Hours Learning Outcomes 2.4.5–8 5.4.2 (a)–(j) GCSE Energy, electricity and radiations: waves AS 2.4.2 Electromagnetic waves Learning Objectives Students should be able to: (d) outline the principles of magnetic resonance, with reference to precession of nuclei, Larmor frequency, resonance and relaxation times; (e) describe the main components of an MRI scanner; (f) outline the use of MRI (magnetic resonance imaging) to obtain diagnostic information about internal organs (HSW 3, 4c and 6a); (g) describe the advantages and disadvantages of MRI (HSW 4c & 6a); Key words Some students Be able to describe what MRI scans are used for and the advantages and disadvantages of them. Be able to describe the principles of MRI. Be able to describe the main components of an MRI scanner. How science works Medical tracer Gamma camera Magnetic resonance imaging Positron emission tomography Positron Spin Precession Magnetic moment Larmor frequency Doppler effect Endoscope Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) Kinaesthetic Main Most students Interpersonal Main HSW 3, 4c & 6a The use of MRI to obtain diagnostic information about internal organs HSW 4c & 6a The advantages and disadvantages of MRI HSW 6a The need for non-invasive techniques in diagnosis ICT activities Auditory Visual Starter, Plenary Use www.science-spark.co.uk Absorb Physics on laptops http://www.colorado.edu/physics/2000/xray/index.html http://www.magnet.fsu.edu/education/tutorials/magnetacademy/mri/ Suggested starter activity Equipment Teacher notes Silent reading PowerPoint Demonstrate and revise resonance via a mass spring system. Mass spring system, vibration generator Relate to hydrogen atoms in the body and magnetic resonance. Suggested main activities Equipment Wireless Laptops Notes printed Teacher notes Suggested plenary activities Equipment Teacher notes With their headings to help – students talk for 1 minute about MRI Summary vid (7.18) Vid cameras Film them MRI intro vid (2.08) showing the rf signal (1.08) no sound Use phet simulations to help explain MRI MRI notes – students can use this as a jigsaw activity, using subheadings to try and fill in all the gaps or use the website http://www.magnet.fsu.edu/education/tutorials/magnetacademy/mri/ and students fill in the gaps Homework suggestions Start Mind map. Lesson 48 questions http://www.youtube.com/watch?v=DGZM_y502vc&NR=1 http://www.youtube.com/watch?v=TqDOV50p-_4&feature=related http://phet.colorado.edu/simulations/sims.php?sim=Simplified_MRI have these notes printed out a couple of times and dot around the room SEN Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson Cross-curriculum links Assessment / AFL Biology – non-invasive medical techniques Self and peer assessment in starters and plenaries. Listening and responding to ideas during discussions Extension ideas / Gifted & Talented Extension mind map extension problems and by further reading Potential misconceptions Notes G485.4.49 Non-invasive techniques Differentiation … all students Student book links Specification links Link to GCSE specification Time allowed: 1 Hour Learning Outcomes 2.4.5–8 5.4.2 (a)–(j) GCSE Energy, electricity and radiations: waves AS 2.4.2 Electromagnetic waves Most students Some students Be able to describe the need for non-invasive techniques in diagnosis (HSW 6a); Be able to explain what is meant by the Doppler effect; Learning Objectives Students should be able to: (h) describe the need for non-invasive techniques in diagnosis (HSW 6a); (i) explain what is meant by the Doppler effect; Key words Medical tracer Gamma camera Magnetic resonance imaging How science works Positron emission tomography Positron Spin Doppler effect Precession Magnetic moment Larmor frequency Endoscope Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) Kinaesthetic Interpersonal Main Auditory Suggested starter activity HSW 6a The need for non-invasive techniques in diagnosis ICT activities Visual Starter, Plenary Equipment Use www.science-spark.co.uk Absorb Physics on laptops Teacher notes http://www.gastrointestinalatlas.com/English/Stomach/Gastric_Ulcer/gastric_ulcer.html Silent Reading PowerPoint Video clips of endoscopes Suggested main activities Equipment Teacher notes Explain the Doppler effect – include a demonstration with sound. Doppler ball (available from lab equipment suppliers such as Philip Harris), Formula 1 sound effects of cars passing an observer, lesson 49 - non invasive techniques\sixf1cars.mp3 Suggested plenary activities Equipment Teacher notes Students give reasons why using non-invasive diagnostic techniques are useful Homework suggestions Start Mind map. Make a booklet for the NHS on descriptions of non-invasive diagnostic tools SEN Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson Cross-curriculum links Assessment / AFL Biology – non-invasive medical techniques Self and peer assessment in starters and plenaries. Listening and responding to ideas during discussions Extension ideas / Gifted & Talented Extension mind map extension problems and by further reading Potential misconceptions Notes G485.4.50 Ultrasound Differentiation … all students Student book links Specification links Link to GCSE specification Time allowed: 2 Hours o Learning Outcomes 2.4.8–11 5.4.3 (a)–(i) GCSE Energy, electricity and radiations: waves AS 2.4.1 Wave motion o Learning Objectives Students should be able to: (a) describe the properties of ultrasound; (b) describe the piezoelectric effect; (c) explain how ultrasound transducers emit and receive high-frequency sound; (d) describe the principles of ultrasound scanning; (e) describe the difference between A-scan and B-scan; (f) calculate the acoustic impedance using the equation Z = ρc; (g) calculate the fraction of reflected intensity using the equation I = (Z2-Z1)2 Ir (Z2+Z1)2 Most students Some students Be able to describe the properties of ultrasound; Be able to describe the piezoelectric effect; Be able to explain why a gel is required for effective ultrasound imaging techniques. Be able to explain how ultrasound transducers emit and receive high-frequency sound; Be able to describe the principles of ultrasound scanning; Be able to describe the difference between A-scan and B-scan; Be able to calculate the acoustic impedance using the equation Z = ρc; Be able to describe the importance of impedance matching; Be able to calculate the fraction of reflected intensity using the equation I = (Z2-Z1)2 Ir (Z2+Z1)2 (h) describe the importance of impedance matching; (i) explain why a gel is required for effective ultrasound imaging techniques. Key words How science works Ultrasound Piezoelectric effect Transducer B-scan Acoustic impedance Impedance matching A-scan Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) Kinaesthetic Starter Interpersonal Main ICT activities Auditory Starter Suggested starter activity Visual Starter, Plenary Use www.science-spark.co.uk Absorb Physics on laptops Equipment Teacher notes ® In a dark room and in pairs, students crush Polo® mints between their teeth – their partners should be able to see blue flashes. Silent reading PowerPoint Demonstrate triboluminescence using Polo® mints – relate to piezoelectric effect. Students use a signal generator and a loudspeaker to demonstrate that we can not hear ultrasound; however, it can be detected using a datalogger or microphone attached to an oscilloscope Polo mints Suggested main activities Equipment Teacher notes Discuss and explain acoustic impedance and impedance matching. Sample values for air, bone, soft tissue, etc. Include the use of Z = ρc and Ir/I0 = (Z2-Z1)2/(Z2+Z1)2 . Sample values can be found in the student textbook. Suggested plenary activities Equipment Teacher notes Signal generator, speaker, oscilloscope, microphone Watch vid (5.32) Homework suggestions Start Mind map. Revise Lesson 50 questions http://www.youtube.com/watch?v=wDP95-wgUzU SEN Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson Cross-curriculum links Assessment / AFL Biology – non-invasive medical techniques Self and peer assessment in starters and plenaries. Listening and responding to ideas during discussions Extension ideas / Gifted & Talented Extension mind map extension problems and by further reading Potential misconceptions Notes G485.4.51 Medical Imaging test Differentiation … all students Student book links Specification links Link to GCSE specification Time allowed: 1 Hour o Learning Outcomes 2.4.8–11 5.4.3 (a)–(i) GCSE Energy, electricity and radiations: waves AS 2.4.1 Wave motion o Most students Some students Learning Objectives Students should be able to: All medical imaging Key words All medical How science works imaging Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) Kinaesthetic Interpersonal ICT activities Auditory Suggested starter activity Visual Use www.science-spark.co.uk Absorb Physics on laptops Equipment Teacher notes Suggested main activities Equipment Teacher notes Suggested plenary activities Equipment Teacher notes test Homework suggestions Cross-curriculum links Biology – non-invasive medical techniques Extension ideas / Gifted & Talented Extension mind map extension problems and by further reading Potential misconceptions Notes SEN Assessment / AFL G485.5.55 The Structure of the Universe Differentiation … all students Student book links Specification links Link to GCSE specification Time allowed: 1 Hour Learning Outcomes 2.5.1–4 5.5.1 (a)–(i) GCSE Environment, Earth and universe: stars, gravity, universe AS 1.2.1 Force Learning Objectives Most students Some students Be able to describe the principal contents of the universe, including stars, galaxies and radiation; Be able to describe the solar system in terms of the Sun, planets, planetary satellites and comets; Students should be able to: (a) describe the principal contents of the universe, including stars, galaxies and radiation; (b) describe the solar system in terms of the Sun, planets, planetary satellites and comets; Key words Universe Star Galaxy Main sequence star Parsec Light-year How science works Sun Planet Super red giant Olbers’ paradox Moon Nebulae Comet Neutron star Black hole Binary star Quasar Red giant Supernova Radiation White dwarf Astronomical unit Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) Kinaesthetic Interpersonal Main ICT activities Auditory Starter Suggested starter activity Visual Starter, Plenary Equipment Teacher notes 1 animaniacs vid 2 monty python 3 pluto not a planet 4 the relative sizes of stuff Suggested main activities Define all keywords Create a presentation that describes the principal contents of the universe, including stars, galaxies and radiation and describes the solar system in terms of the Sun, planets, planetary satellites and comets. HW to finish it. Suggested plenary activities Equipment Laptops or computer room Equipment Start Mind map. Finish presentation CRITERIA introductory questions Cross-curriculum links 1 http://www.youtube.com/watch?v=f_J5rBxeTIk&feature=related (1.59) 2 http://www.youtube.com/watch?v=JWVshkVF0SY&NR=1&feature=fvwp (2.45) 3 http://www.youtube.com/watch?v=FqX2YdnwtRc&feature=related (3.31) 4 http://www.youtube.com/watch?v=JEKXCfB9fds&feature=related (1.16) Teacher notes Students to research on computers and create a powerpoint or short film using movie maker Teacher notes Watch any youtube vids not seen from starter. Go through the definitions of the keywords Homework suggestions Use www.science-spark.co.uk Absorb Physics on laptops Could use define: keyword on google/wikipedia etc SEN Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson Assessment / AFL Self and peer assessment in starters and plenaries. Listening and responding to ideas during discussions Extension ideas / Gifted & Talented Extension mind map extension problems and by further reading research how our ideas about the universe have changed over time and what major discoveries have led to our new ideas. introductory questions Potential misconceptions Notes G485.5.56 Stars Differentiation … all students Student book links Specification links Link to GCSE specification Time allowed: 1 Hour Learning Outcomes 2.5.1–4 5.5.1 (a)–(i) GCSE Environment, Earth and universe: stars, gravity, universe AS 1.2.1 Force Learning Objectives Students should be able to: (c) describe the formation of a star, such as our Sun, from interstellar dust and gas; (d) describe the Sun’s probable evolution into a red giant and white dwarf; (e) describe how a star much more massive than our Sun will evolve into a super red giant and then either a neutron star or black hole; Key words Universe Star Galaxy Main sequence star Parsec Light-year Sun Planet Super red giant Olbers’ paradox Moon Nebulae Comet Neutron star Black hole Binary star Quasar Red giant Supernova Radiation Interpersonal Plenary Be able to describe the formation of a star, such as our Sun, from interstellar dust and gas; Be able to describe the Sun’s probable evolution into a red giant and white dwarf; Be able to describe how a star much more massive than our Sun will evolve into a super red giant and then either a neutron star or black hole; How science works ICT activities Auditory Plenary Suggested starter activity Some students White dwarf Astronomical unit Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) Kinaesthetic Most students Visual Starter, Main Equipment Use www.science-spark.co.uk Absorb Physics on laptops Teacher notes Powerpoint has some youtube videos Watch some presentations made for HW. PowerPoint look at Orion and discuss nebulae, blue supergiants and red supergiants. Suggested main activities Equipment Laptops - internet Teacher notes Suggested plenary activities Equipment Teacher notes Discuss the discovery of neutron stars (LGM) and listen to some real examples. Internet access http://www.jb.man.ac.uk/~pulsar/Education/Sounds/sounds.html Create a poster for the lifecycle of a star. Make sure appropriate keywords are defined. Homework suggestions Start Mind map. Lesson 56 questions answers examiners report Cross-curriculum links SEN Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson Assessment / AFL Self and peer assessment in starters and plenaries. Listening and responding to ideas during discussions Extension ideas / Gifted & Talented Extension mind map extension problems and by further reading More detail on the life cycle of stars – include fusion shells in a red supergiant, neutron star formation, etc. Potential misconceptions Notes G485.5.57 Astronomical Distances Differentiation … all students Student book links Specification links Link to GCSE specification Time allowed: 1 Hour Learning Outcomes 2.5.1–4 5.5.1 (a)–(i) GCSE Environment, Earth and universe: stars, gravity, universe AS 1.2.1 Force Learning Objectives Students should be able to: (f) define distances measured in astronomical units (AU), parsecs (pc) and light-years (ly); (g) state the approximate magnitudes in metres, of the parsec and light-year; Key words Universe Star Galaxy Main sequence star Parsec Light-year Sun Planet Super red giant Olbers’ paradox Moon Nebulae Comet Neutron star Black hole Binary star Quasar Interpersonal Main Some students Be able to define distances measured in astronomical units (AU), parsecs (pc) and light-years (ly); Be able to state the approximate magnitudes in metres, of the parsec and lightyear; Be able to convert distances from metres to parsecs to light-years. How science works Red giant Supernova Radiation White dwarf Astronomical unit Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) Kinaesthetic Main Most students ICT activities Auditory Visual Starter, Plenary Use www.science-spark.co.uk Absorb Physics on laptops Suggested starter activity Equipment Teacher notes Go out to the field and do an exercise in the scale of the solar system. Models of planets (and Moon) to scale. (could ask art dept to help make?) Suggested main activities Equipment Planetary data – give them a maximum distance for Pluto (Dwarf Planet!! – so could do Neptune) Students calculate distances and then see it by student model. Teacher notes Equipment Teacher notes Discuss the need for astronomical units (AU), parsecs (pc) and light-years (ly), define and try some problems Suggested plenary activities Go through answers to problems Homework suggestions Start Mind map. Questions answers Cross-curriculum links SEN Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson Assessment / AFL Self and peer assessment in starters and plenaries. Listening and responding to ideas during discussions Extension ideas / Gifted & Talented Extension mind map extension problems and by further reading Potential misconceptions Notes G485.5.58 to do Differentiation … all students Student book links Specification links Link to GCSE specification Time allowed: 1 Hour Learning Outcomes 2.2.1–2 5.2.1 (a)–(g) GCSE Energy, electricity and radiations: energy, electric circuits, potential difference, series and parallel circuits Most students Some students Be able to define capacitance and the farad; Be able to select and use the equation Q=VC for various situations. AS 2.1.1 Electric current 2.2.2 E.m.f. and p.d. 2.3.1 Series and parallel circuits Learning Objectives Students should be able to: (a) define capacitance and the farad; (b) select and use the equation Q = VC; Key words Capacitance Series circuit How science works Farad Parallel circuit Potential difference Charge Capacitor Kirchhoff’s first law Kirchhoff’s second law Work done Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) Kinaesthetic Main Interpersonal Main ICT activities Auditory Suggested starter activity Silent reading (student notes) PowerPoint What is a capacitor? http://www.tutorvista.com/content/physics/physics-iv/electrostatic-potentialcapacitance/capacitors-animation.php Suggested main activities Visual Starter, Plenary Use www.science-spark.co.uk Absorb Physics on laptops Equipment Teacher notes Demo Super Capacitor: two sheets of aluminium foil, approximately 50 cm 150 cm, a slightly larger sheet of heavy-gauge polythene (damp-course material works well or even a good bin liner), educational use EHT power supply, 0–5 kV, dc used with internal 50 M resistor, four leads, with no side screws. two crocodile clips, insulated ones are best Hand around some capacitors to look at Animation shows what is happening in a capacitor Equipment Teacher notes Questions (and answers) Practise of using the equation Suggested plenary activities Equipment Teacher notes Butt Head Model of a capacitor Butt head game Get students to make a circle. 2 students are the capacitor plates, 1 can be battery, 1 a resistor etc. Ask them to come up with a model of what is going on. (film it!!) Homework suggestions Start Mind map. Cross-curriculum links SEN Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson Assessment / AFL Self and peer assessment in starters and plenaries. Listening and responding to ideas during discussions Extension ideas / Gifted & Talented Extension mind map extension problems and by further reading Potential misconceptions Notes G485.5.59 to do Differentiation … all students Student book links Specification links Link to GCSE specification Time allowed: 1 Hour Learning Outcomes 2.2.1–2 5.2.1 (a)–(g) GCSE Energy, electricity and radiations: energy, electric circuits, potential difference, series and parallel circuits Most students Some students Be able to define capacitance and the farad; Be able to select and use the equation Q=VC for various situations. AS 2.1.1 Electric current 2.2.2 E.m.f. and p.d. 2.3.1 Series and parallel circuits Learning Objectives Students should be able to: (a) define capacitance and the farad; (b) select and use the equation Q = VC; Key words Capacitance Series circuit How science works Farad Parallel circuit Potential difference Charge Capacitor Kirchhoff’s first law Kirchhoff’s second law Work done Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) Kinaesthetic Main Interpersonal Main ICT activities Auditory Suggested starter activity Silent reading (student notes) PowerPoint What is a capacitor? http://www.tutorvista.com/content/physics/physics-iv/electrostatic-potentialcapacitance/capacitors-animation.php Suggested main activities Visual Starter, Plenary Use www.science-spark.co.uk Absorb Physics on laptops Equipment Teacher notes Demo Super Capacitor: two sheets of aluminium foil, approximately 50 cm 150 cm, a slightly larger sheet of heavy-gauge polythene (damp-course material works well or even a good bin liner), educational use EHT power supply, 0–5 kV, dc used with internal 50 M resistor, four leads, with no side screws. two crocodile clips, insulated ones are best Hand around some capacitors to look at Animation shows what is happening in a capacitor Equipment Teacher notes Questions (and answers) Practise of using the equation Suggested plenary activities Equipment Teacher notes Butt Head Model of a capacitor Butt head game Get students to make a circle. 2 students are the capacitor plates, 1 can be battery, 1 a resistor etc. Ask them to come up with a model of what is going on. (film it!!) Homework suggestions Start Mind map. Cross-curriculum links SEN Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson Assessment / AFL Self and peer assessment in starters and plenaries. Listening and responding to ideas during discussions Extension ideas / Gifted & Talented Extension mind map extension problems and by further reading Potential misconceptions Notes G485.5.60-61 to do Differentiation … all students Student book links Specification links Link to GCSE specification Time allowed: 1 Hour Learning Outcomes 2.2.1–2 5.2.1 (a)–(g) GCSE Energy, electricity and radiations: energy, electric circuits, potential difference, series and parallel circuits Most students Some students Be able to define capacitance and the farad; Be able to select and use the equation Q=VC for various situations. AS 2.1.1 Electric current 2.2.2 E.m.f. and p.d. 2.3.1 Series and parallel circuits Learning Objectives Students should be able to: (a) define capacitance and the farad; (b) select and use the equation Q = VC; Key words Capacitance Series circuit How science works Farad Parallel circuit Potential difference Charge Capacitor Kirchhoff’s first law Kirchhoff’s second law Work done Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) Kinaesthetic Main Interpersonal Main ICT activities Auditory Suggested starter activity Visual Starter, Plenary Use www.science-spark.co.uk Absorb Physics on laptops Equipment Teacher notes Equipment Teacher notes Silent reading (student notes) PowerPoint What is a capacitor? http://www.tutorvista.com/content/physics/physics-iv/electrostatic-potentialcapacitance/capacitors-animation.php Suggested main activities Questions (and answers) Practise of using the equation Suggested plenary activities Equipment Teacher notes Butt Head Model of a capacitor Butt head game Get students to make a circle. 2 students are the capacitor plates, 1 can be battery, 1 a resistor etc. Ask them to come up with a model of what is going on. (film it!!) Homework suggestions Start Mind map. Cross-curriculum links SEN Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson Assessment / AFL Self and peer assessment in starters and plenaries. Listening and responding to ideas during discussions Extension ideas / Gifted & Talented Extension mind map extension problems and by further reading Potential misconceptions Notes
