Module Title:
Module Length:
Science Unit 3 Physics 2014-2015 KS4 Medium term overview
BTEC First Award in Principles of Applied Science
30 guided learning hours
Syllabus References:
Edexcel exam board
Overall aims of the scheme:
Learning aim A: Physics
Understanding ionising radiation, it’s uses and sources
Learning aim B: Physics
Know how electrical energy produced from different sources can be transferred through the National Grid and homes and industry
Learning aim C: Physics
Know the components of the solar system, the way the universe is changing and methods we use to explore space
Inclusion: gifted and talented, SEN, EAL
 SEN:
1. key word definitions;
2. Differentiated work sheets
3. Support through verbal interaction
4. Working towards level 2 but can evidence level 1 work
 G&T :
1. Differentiated skill sheets
2. Work towards merit/distinction grades
3. Take the lead in practical activities
Core activities:
2A.P1
Teachers demonstrate modelling atomic structures using this website: http://www.kscience.co.uk/animations/atom.htm
2A.P2
Teachers use mini whiteboards to check learner understanding of proton and nucleon number.
2A.M1
1. Learner’s research α / β / γ radiation using ICT, creating an informative leaflet based on their research, including diagrammatical representations of their structure.
2.Teachers use examples of radioactive decay graphs simulated and discussed using this simulation: http://spice.duit.uwa.edu.au/samples/ast0025/
3.
Teachers can carry out a demonstration – α / β / γ radiation.
Measuring count rate through paper, aluminium foil and lead, measured with a GM tube
5.
Teachers can model half life using coins to model decay of protactinium (guidance website: tap.iop.org/atoms/radioactivity/515/file_47144.doc).
6.
Learners can declare how many coins are removed after each iteration, and these results can be pooled on the whiteboard
2A.D1
1. Results used to draw a half-life graph.
2. Learners can use the graph in the M1 task to work out the half life
3.
ICT Links: a) Developing skills in Independent research b) Developing skills in specific research criteria c) Understanding what plagiarism is
Developing skills in referencing research resources- web sites correctly
Literacy and Learning:
Learning through talk:
Video: Links shown in core activities
Discussion in groups: on the environmental impact of nuclear reactors and disasters
Discussion on revision of the atomic structure from
Unit 1
Discuss research findings on the changing of the universe and the model theories suggested by scientists
Discussion on the

 EAL:
1. Use of visual aids- PP slides, images, practical work
2. Emphasis on key words use and meanings
3. Availability of a dictionary
4. Use of Google translate
 PP:
1. Regular assessment of student progress
2. Encouragement in class activities
 LAC:
1. Use of Collins differentiated work tasks available
 Boys underachievement:
1. Encourage full interaction in activities
2. Identify roles in group work
3. Peer supporting activities
Assessment for Learning Opportunities:
1. Students have targets which they know and understand
2. Students know regularly at what level they are working in relation to these targets
3. Students know how they can improve their working at level so as to achieve their targets
4. The students have access to level/grade descriptors, e.g. in their books or on classroom walls, and they understand them, and there is reference to them within lessons
http://online.hillbrook.qld.edu.au/learningfederation/los/L45/lo_0
2.swf
4. Use of ICT for this simulation, record results and make conclusions.
Show animation to class to compare how magnetic fields influence α / β / γ radiation
2A.P3
On a human body outline, learners annotate showing the effects of α / β / γ and x-ray radiation on cells when inside and outside the body.
2A.M2
Learners research different example of α / β / γ or x-ray radiation and produce a presentation to discuss the uses, cost and disadvantages of their isotope
Learners research one of the following isotopes and uses:
Strontium-90 – thickness gauges.
Americium-241 – smoke alarms.
Cobalt-60 – radiotherapy and food irradiation.
2A.D2
Learners obtain results of these itotopes from the following simulation in their research: http://online.hillbrook.qld.edu.au/learningfederation/los/L45/lo_0
2.swf
2A.P4
1.
http://www.kscience.co.uk/animations/fission_final.htm
2.
http://phet.colorado.edu/en/simulation/nuclear-fission
Learners use simulation, focusing on how control rods alter fission reactions within a nuclear reactor. They then write a brief
Discussion on concepts of radioactive isotopes
Discuss and collaborate on producing ideas about the ways that scientists have interpreted data following space exploration
Small/large group activities – practical investigations- developing team work
Use of roles within groups
Learning from text:
Use research and put information into own words
Use of text books for research- students to gather appropriate information they required
Use of library books
Use of Principles Of science text books
Learning through writing:
Presenting work as: reports, leaflets, newspaper articles, posters
Numeracy Links:
Calculate radioactive decay and half-life.
Constructing graphs to explain radioactive decay and half-life
Calculating isotopes
Describe electrical power in terms of voltage and current.
Use V = IR to predict values in electric circuit investigations.

5. There are exemplars of good work available of different types which we can show to students and which, in particular, illustrate level/grade requirements
6. Schemes of work/lesson plans all make specific reference to AFL
7. Learning objectives are differentiated and levelled/graded
8. Lesson observations show that each teacher is in “AFL mode”, i.e. always discussing their work with students and helping them see how they can improve in terms of level/grade descriptors and achieving targets.
9. There is evidence that teachers have the skill of asking the students the type of questions, both individually and to the whole class, that enables them to understand how they can progress, and where relevant lead them to see how they can move on to achieve higher levels/grades.
10. There is evidence that both peer and self assessment relating to the learning objectives are occurring in lessons as appropriate
11. There is the evidence of AFL comments in the marking of students’ work.
12. AFL is also being used to adjust schemes of work, lesson plans and overall teaching in the light of analysis of the ascertained responses of students report, with diagrams, describing how control rods work.
2A.M3
Learners read articles about the Chernobyl disaster and highlight key information about the environmental impact this caused. Learners then make a poster highlighting these, and other possible effects of radiation on the environment.
2A.D3
Learners research different isotopes released during Fukushima and research how long contamination will last, taking half life into account.
1.Learners build series and parallel circuits; they may also practise using ammeters in the circuit: http://www.nuffieldfoundation.org/practical-physics/usingammeters
2.Experiment: students measure voltage and current for a number of unlabelled resistors and calculate the resistance
2B.P5
1. Learners given a series of stimulus cards with pictures of electricity-generation methods. They name each method and categorise them based on cost, or amount of energy produced.
2. Learners research different types of batteries and how they work.
3.Teachers to demo zinc-copper battery http://outreach.chem.indiana.edu/demos/19-9%20Zinc.doc
4. Learners use photovoltaic cells to make a simple circuit.
2B.M4
1.
Learners make a simple A.C.. Motor. They can then connect this to a micro-ammeter to show current generated when coil is spun. Compare the current output to photovoltaic cells and batteries
Assess, in qualitative terms, ways to minimise energy losses when transmitting electricity. power equations, relating to V = IR, to derive
P = I 2 R.
Cross-Curricular Links:
Geography :
The Chernobyl disaster and highlight key information about the environmental impact this caused
Art/Design
Making a model of the atom
Designing a model of the planets and their position from the sun
Drama role play e.g. modelling the current in a series and parallel circuit
History local environmental effects of radiation from past disasters

.2.Learners make factsheets, using ICT, of three different electricity generation methods, including efficiency and environmental impact of each method
2B.P7
1. Demonstration: http://www.nuffieldfoundation.org/practicalphysics/ac-power-line-high-voltage Learners make poster/model of national grid.
2B.M5
1. Demonstrate how bulb becomes dimmer when voltage isn't stepped up.
2.
Teachers to guide learners through power equations, relating this to V = IR, to derive P = I 2 R.
2B.D4
Learners tackle range of practise questions to use these equations successfully.
2C.P9
1. http://science.hq.nasa.gov/skyspy/telescopes.swf
– examples of different types of telescope; learners make poster based on this animation.
2. http://spaceplace.nasa.gov/review/cosmiccolors/preloader.swf?path=/review/cosmic-colors/cosmic_colors
– views of objects with different telescopes. Discuss which telescopes are effective for different objects.
2C.P8
1. http://scaleofuniverse.com/ - animation showing scale of the
Universe, to discuss unit measurements.
2. Learners role-play light emitted from nearby galaxies, acting as photons moving from different locations in the Universe to the Earth, and showing how light has a finite speed
3. Groups of learners can produce an artistic representation of the different types of galaxies. They can be assembled into a model of a segment of the Universe.

Student Leadership Opportunities:
.
Group work roles- manager/ leader during practical activities
Organising a small group for a presentation to the class on
Extension/Enrichment Opportunities:
Working at the higher distinction grades, to evaluate, synthesise learning
2C.M6
Learners create a flow chart with diagrams showing how the
Universe, and Solar System, was formed.
2C.P10
1. Learners use cameras to make a stop frame animation showing how our sun, the planets, asteroids, comets and meteors interact.
2C.M7 http://www.freezeray.com/flashFiles/DopplerEffect.htm
–
Doppler effect animation, to use as analogy for red shift.
2C.D5 http://www.wwnorton.com/college/astronomy/studyspace/_anim ations/hubbles_law.swf
– animation outlining further evidence for the Big Bang theory.
WrL / Enterprise:
SMSC
Responsible industry: Man-made disasters and effects on use of nuclear reactors for energy and the ethical use of radiation linked to this;
Newspaper article on how scientists gather information about space and ethical impacts of the financial outlay involved in space exploration when e.g. in India where some people are living in poverty

Week
1
Learning Objectives
2A.P1, 2A.P2
Describe the different types of ionising radiation.
2A.M1
Use graphs to explain radioactive decay and half-life.
2A.M2
Compare the benefits and drawbacks of using radioactive isotopes in the home or
2A.D1
Calculate half-life of radioactive
Tasks
Research the structure of nuclei and define the terms ‘atomic
(proton) number’ and ‘mass (nucleon) number’
Identify the structure of the nuclei using the symbols in the format
7
3
Li
Write two sentences to explain the terms ionising and nonionising radiation recognising ionising radiations cause atoms to gain or lose electrons to form ions
Present a poster on the properties α, β, γ radiation and state an application of each
Investigate half-life of radioactive isotopes in relation to reduction of activity, (refer to nuclei’ in the description of the half-life)
Describe, in a few sentences the α, β, γ radiations that occur randomly in relation to unstable nuclei
Identify the penetrating abilities of each of the three radiations, by creating an informative leaflet based on the research.
Include diagrams of their structures penetrating abilities.
Describe the applications and dangers and uses of ionising radiations α, β, γ and X-rays; present this in a table format
Explain why radiation decay is a random process
Draw a graph to explain radioactive decay and half-life and showing the shape of the radioactive decay curve.
Research a different example of α / β / γ or x-ray radiation and produce a leaflet discussing the uses, costs advantages
And disadvantages of a chosen isotope in the home or workplace.
Complete calculations showing working out and the correct
Differentiation
A1.1
Show the structure of the atomic nuclei can be pictorially using numbers and symbols
A1.2
Required to identify types of ionising radiation; this could be done in the form of a list or table
M1.D1
Apply learning to evaluate and Justify the selection of radioactive isotope for a given use within the home or workplace.

2
3
isotopes.
2A.P3
Describe the problems associated with the use of radioactive isotopes.
Describe the problems associated with the use of radioactive isotopes
2A.M2
Compare the benefits and drawbacks of using radioactive isotopes in the home or
Workplace
2A.D2
Justify the selection of a radioactive isotope for a given use within the home or workplace.
2A.P4
Describe how controllable nuclear fission and fusion reactions are.
2A.M3
Describe the environmental units, involving half-life a. State the problems of using isotopes by annotating a human body outline, showing the effects of α / β / γ and x-ray radiation on cells when inside and outside the body b. In a short paragraph describe the benefits of using isotopes
Nuclear fission is large nuclei breaking down to form small nuclei draw a comic strip to show how it works
A1.3
Could discuss the uses of radioactive isotopes with the teacher and identify at least two problems with these uses (could evidence using a discussion sheet) or presented in a table format
Research a different example of α / β / γ or x-ray radiation and produce a leaflet discussing the uses, costs and given disadvantages of the chosen isotope in the home or workplace.
Include a table to compare the benefits and drawbacks of the
2A. M2 2A.D2.
applications of the following isotopes and their uses:
Strontium-90
Americium-
Cobalt-60
– thickness gauges.
241smokealarms.
– radiotherapy and food irradiation apply learning to evaluate and Justify the selection of radioactive isotope for a given use within the home or workplace
Draw and label a diagram of a nuclear reactor
Describe how to control nuclear fission reactions by writing a brief report, with diagrams, describing how the parts of a nuclear reactor work together to control the reaction rate
(include how control rods alter fission reactions within a nuclear reactor)
Describe fusion within the Sun, and in laboratories referring to storage, safety and ability to 'turn up' or 'turn down' the energy produced- add this information to your written report
Identify how Alpha, beta and gamma radiations compare in terms of their abilities to penetrate and ionise by
A1.4
Can use simple atomic nuclei structure diagrams to describe nuclear fission and fusion

4 impact of radioactive material from nuclear fission reactors released into the environment
2A.D3
Evaluate the environmental impacts of a nuclear fission reactor accident, in terms of halflife.
2B.P6
Use V = IR to predict values in electric circuit investigations.
2B.P5
Describe methods of producing
A.C. and D.C. electricity.
Comparing magnetic fields in fluences on α / β / γ radiation).
Add to your report, begun in task 2, to explain the environmental impact of radioactive material from nuclear fission reactors if it is released into the environment
Use the following isotope results simulation:
(http://online.hillbrook.qld.edu.au/learningfederation/los/L45/lo_
02.swf
) to justify the given chosen isotope above related to its use within the home or workplace
To evaluate the environmental impacts of a nuclear fission reactor accident, in terms of half-life, research different isotopes released during Fukushima and research how long contamination will last, taking half-life into account. Present this information as a newspaper report
Research generators and state how voltage changes with time
Investigate and measure voltage and current using resistors complete a laboratory report, relate the results to Ohm’s law.
Show resistance using V = IR to predict values in electric circuits explain how you could predict electrical quantities using
Ohms law. Present this data with identified units, and complete calculations using results recorded within a table
Research and discuss the advantages and disadvantages of rechargeable and non-rechargeable batteries, and then write your ideas into a table
Recall unit 1 learning on methods of storing and producing electricity
Build series and parallel circuits; also use ammeters in the circuits, and include two known resistors of equal value in each case. Draw the circuits using electrical symbols included in your laboratory report
Describe electrical power in terms of voltage and current using an investigation to work out power using voltage and current
Write a ‘help the consumer’ leaflet to describe how A.C and
D.C electricity produced is calculated include examples of electrical power calculations
2A. M23 2A.D3.
Environmental impact of radioactive material from nuclear fission reactors released into the environment comparison task synthesise learning to demonstrate an understanding of the problems of the environmental impact of radioactive material from nuclear fission reactors released into the environment in the future apply learning to evaluate the environmental impacts of a nuclear fission reactor accident in terms of half-life*
1B.6
1. Observed carrying our practical investigations correctly. Completing observation sheets and witness statements
2. evidence of use of equation V =IR
1B.5
Identify four different methods of producing electricity. After discussions and research

5
2B.P7
Describe how electricity is transmitted to the home or industry
2B.M4
Compare the efficiency and environmental impact of electricity generated by different sources.
2B.M5
Assess, in qualitative terms, ways to minimise energy losses when transmitting electricity.
2B.D4
Assess, in quantitative terms, ways to minimise energy losses either when transmitting electricity or when transforming electricity into other forms for consumer applications.
When electricity is produced at the power station it is transmitted through overhead or underground power cables, to a local substation then the consumer. Identify two ways in which energy can be lost
Describe how electricity is transmitted to home or industry. (including stating step-up transformers at power plants, and step-down transformers close to homes and factories) Draw and annotate a diagram of the national Grid
Investigate which light bulb is the most energy efficient, a filament, or energy-saving bulbs. Your work needs to be presented as a full laboratory report, include graphs
Draw a pie chart to show the percentages of electricity that are produced in the UK from fossil fuels and nuclear power. You then need to include electricity that is generated by alternative methods. This section of the pie chart can be labelled ‘other’.
Use this information to write a factsheet identifying three different electricity generation methods, with environmental impact (including building a power plant in the countryside) of each method
Investigate to demonstrate how a bulb becomes dimmer when voltage isn't stepped up.
Use power equations V = IR, to derive P = I 2 R to assess in qualitative terms, ways to minimise energy losses when transmitting or when transforming electricity into other forms for consumer applications.
Produce a report on nuclear power for an electrical company, include advantages and disadvantages of fossil fuels and nuclear power; present a balanced unbiased report. Referring directly to your pie chart you also need to state which is the most efficient and what the effects there are on the environment.
To Assess in quantitative terms ways to minimise energy losses when transmitting electricity or when transforming electricity into other forms for consumer applications, calculate a power station using potential energy in water from hill reservoirs an electricity company has designed. The average input is 800MW and the average output is 200MW. What is the efficiency?
1B.7
1. Observed carrying our practical investigations correctly. Completing observation sheets and witness statements
2. evidence of understanding A.C. and D.C currents and transmitting electricity (this can be linked together with 1A.6)
2B.M4, 2B.M5, 2B.D4
Develop skills in comparing by identifying the efficiency and environmental impact of electricity generated by different sources*
Developing mathematical skills in use of qualitative terms, use of energy bills, understanding them and interpret the data provided linked to forms for consumer applications* interpret data using creative thought, to provide evidence for testing ideas and losses when transmitting electricity or when transmitting electricity or when

7
6
2C.P9
Describe the suitability of different methods for observing the Universe
2C.P8
Describe the structure of the
Universe and our Solar System.
2C.M6
Describe how the Universe and the Solar System were formed.
2C.P10
Identify evidence that shows the dynamic nature of the Universe.
2C.M7
Explain how evidence shows that the Universe is changing.
2C.D5
Evaluate the evidence leading to
Investigate a range of optical instruments, radio, infrared, UV,
X-ray, and gamma telescopes b. Using research describe what makes this equipment suitable as methods of observing the universe, present this information in a leaflet
The tour begins with your research to define the terms solar system, Galaxy, milky way, universe
Construct a Solar System model or 3D display focusing on stars, planets, natural satellites, dwarf planets, comets, meteors and asteroids, provide a photograph as evidence and describe how you constructed the model
Using research optical, radio, infrared, UV, X-ray, and gamma telescopes above explain what makes this equipment suitable as methods of observing the universe, how they operate, and location (reflect on the ground-based and space- based telescopes), and give examples of use. Present this data in a table format
Using the research above describe the advantages of different methods for observing the Universe, present this in a short report
Research the use of space probes and robots to gather further evidence to describe the dynamic nature of the universe, add this information to your leaflet
Write bullet point notes on planetary motion, stars evolving and the universe expanding describe the Big Bang theory
Using a data table present the scale of the Solar System discuss unit measurements
Research and produce a representation of the different types of galaxies
State how light emitted from nearby galaxies, acts moving from different locations in the Universe to the Earth, and how light has finite speed
Write a list of the strengths and weaknesses of your evidence on different methods for observing the Universe.
1C.9
Identify three methods of observing the universe
1C.8
Show evidence to identify components of our solar system (diagram, model) including planets, stars, natural satellites, etc
2C.M6, 2C.M7
Develop independent skills in research.
Looking at global space exploration identify examples relate to the changing universe.
Making decisions on how valid and reliable such data gathering is
1C.10
Provide a simple description of the dynamic nature of the solar system and universe, such as stars evolving and the universe expanding
2C.D5
Interpret data using creative thought, to provide evidence for testing ideas and developing theories, to show how evidence shows that the universe is changing

the Big Bang theory of how the
Universe was formed.
Evaluate the strengths and weaknesses you have identified on the evidence leading to the Big Bang theory of how the
Universe was formed
Research and evaluate ideas (apart from the Big Bang theory) and evidence that indicates how the universe was formed