AQA Level 1/2 Certificate in Physics
Scheme of Work
This scheme of work suggests possible teaching and learning activities for each section of the specification. There are far more
activities suggested than it would be possible to teach. It is intended that teachers should select activities appropriate to their
students and the curriculum time available. The first two columns summarise the specification references, whilst the Learning
Outcomes indicate what most students should be able to achieve after the work is completed. The Resources column indicates
resources commonly available to schools, and other references that may be helpful. The timings are only suggested, as are the
Possible Teaching and Learning Activities, which include references to experimental work. Resources are only given in brief and risk
assessments should be carried out.
Changes to previous published versions are marked with a side bar.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
1
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Activity: Sort quantities into ‘scalars’
and ‘vectors’.
Cards showing the names of
quantities to sort into ‘scalars’
and ‘vectors’.
Know some
examples of both
scalars and
vectors.
Be able to
construct
distance-time
graphs for an
object moving in a
straight line.
1 Forces and their effects
1.1 Motion
a
Scalars are
quantities that have
magnitude only.
Vectors are
quantities that have
magnitude and an
associated
direction.
Understand the difference
between scalar and vector
quantities and give examples
of both.
Students should be aware
that distance, speed and
time are examples of scalars
and displacement; velocity,
acceleration, force and
momentum are examples of
vectors.
2
b
If an object moves
in a straight line,
how far it is from a
certain point can be
represented by a
distance-time
graph.
Be able to construct and
interpret distance-time
graphs for an object moving
in a straight line when the
body is stationary or moving
with constant speed.
Activity: Datalogging equipment to
graph distance and time.
Datalogging equipment, graph
paper.
c
The speed of an
object can be
determined from
the gradient of a
distance-time
graph. If an object
is accelerating its
Know how to calculate the
speed of an object from the
gradient of a distance-time
graph.
Activity: Drawing and interpreting
distance-time graphs and using them
to determine speed.
Interactive motion graph can
be found at
http://www.nuffieldfoundation.o
rg/practical-physics/simplemotion-experimentsdatalogger
Activity: Use of train timetables to
build distance-time graphs to compare
fast and slow trains.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Be able to
determine the
gradient of a
graph.
Be able to draw a
tangent to a
graph and
determine its
2
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
speed at any
particular time can
be determined by
finding the gradient
of the tangent of
the distance-time
graph at that time.
d
The velocity of an
object is its speed
in a given direction.
Understand the difference
between speed and velocity.
e
The velocity of an
object is given by
the equation
𝑠
𝑣=
𝑡
Know how to calculate the
speed of an object from the
equation.
f
The acceleration of
an object is given
by the equation
Know how to calculate the
acceleration of an object
from the equation.
𝑎=
𝑣−𝑢
𝑡
Resource
Examination
‘hints and tips’
Students should:
Train timetables
gradient.
Activity: Carry out calculations using
𝑠
𝑣=
𝑡
Homework: Students sketch a
distance-time graph of their journey to
school.
1
Activity: Carry out calculations using
𝑎=
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
𝑣−𝑢
𝑡
3
h
Learning Outcomes
What most students should
be able to do
The acceleration of
an object can be
determined from
the gradient of a
velocity-time graph.
Be able to construct and
interpret velocity-time graphs
for an object moving in a
straight line when the body is
moving with a constant
speed, accelerating or
decelerating.
The distance
travelled by an
object can be
determined from
the area under a
velocity-time graph.
Suggested
timing (lessons)
Spec Reference
g
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Activity: View interactive software to
show velocity-time graphs.
Interactive software to show
velocity-time graphs can be
found at
http://phet.colorado.edu/en/si
mulation/moving-man
Be able to
determine the
area under a
graph.
Activity: Drawing and interpreting
graphs and calculating acceleration
and distance.
Homework: BBC GCSE Bitesize
‘Representing motion”.
Know how to calculate the
acceleration of an object
from the gradient of a
velocity-time graph.
Graph paper
Information on representing
motion can be found on the
BBC GCSE Bitesize website
at
www.bbc.co.uk/schools/gcsebi
tesize/science/add_aqa/forces
Know how to calculate the
distance travelled by an
object from the area under a
velocity-time graph.
Take care to
check whether
you are dealing
with a distancetime graph or a
velocity-time
graph in
examination
questions.
1.2 Resultant forces
a
Whenever two
objects interact, the
forces they exert on
each other are
equal and opposite.
Understand that forces occur
in pairs, acting on different
objects.
1.5
Activity: ‘Tug of war’ type experiments
using forcemeters.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Forcemeters, ramps and toy
cars.
Know what is
meant by a
resultant force
and the effect that
a resultant force
has on the motion
of an object.
4
c
d
e
Learning Outcomes
What most students should
be able to do
A number of forces
acting at a point
may be replaced by
a single force that
has the same effect
on the motion as
the original forces
all acting together.
This single force is
called the resultant
force.
Understand the term
‘resultant force’ and be able
to determine the resultant of
opposite or parallel forces
acting in a straight line.
A resultant force
acting on an object
may cause a
change in its state
of rest or motion.
Understand that a resultant
force acting on an object
may affect its motion.
Suggested
timing (lessons)
Spec Reference
b
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Activity: Toy cars rolling down ramps
of different surfaces and heights to
demonstrate the effects of resultant
forces.
Homework: Questions on drawing
forces acting on objects and
calculating the resultant force.
Understand that if the
resultant force acting on a
stationary object is:
 zero – the object will
remain stationary
 not zero – the object will
accelerate in the
direction of the resultant
force.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
5
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Demo: Demonstration of datalogging
equipment to measure force and
acceleration of a trolley on a frictioncompensated runway.
Datalogging equipment,
trolleys and runways.
Information on force, mass
and acceleration can be found
on the BBC GCSE Bitesize
website at
www.bbc.co.uk/schools/gcsebi
tesize/science/add_aqa/forces
Know the terms in
the equation and
their units.
Understand that if the
resultant force acting on a
moving object is:
 zero – the object will
continue to move at the
same speed and in the
same direction.
 not zero – the object will
accelerate in the
direction of the resultant
force.
f
The relationship
between force
mass and
acceleration is
𝐹 =𝑚x𝑎
Be able to use the equation
relating force, mass and
acceleration.
1.5
Activity: Investigating acceleration.
Activity: Carry out calculations
involving 𝐹 = 𝑚 x 𝑎
Homework: BBC GCSE Bitesize
’Force, mass and acceleration.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
6
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
The relationship
between
momentum mass
and velocity is
𝑝 =𝑚x𝑣
Know how to calculate the
momentum of a moving
object.
3
In a closed system
the total
momentum before
an event is equal to
the total
momentum after
the event. This is
called the
conservation of
momentum.
Understand that momentum
is conserved in collisions and
explosions.
Complete calculations
involving two objects
colliding or exploding.
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Activity: Make measurements to
determine the momentum of moving
objects.
Colliding trolleys equipment;
method of measuring
velocities, eg datalogging, light
gates and timers etc.
Know the terms in
the equation and
their units.
Be able to
perform
calculations for
collision and
explosions.
Remember that
momentum has a
direction.
1.3 Momentum
a
b
Activity: Carry out calculations using
𝑝 =𝑚x𝑣
Use the relationship to
explain safety features such
as air bags, seat belts,
gymnasium crash mats,
cushioned surfaces for
playgrounds and cycle
helmets.
Demo: Demonstration of simple
colliding system, eg moving trolley
colliding with and adhering to a
stationary trolley; measuring masses
and velocities to calculate momentum
before and after the collision.
Demo: Demonstration of simple
exploding system, eg two stationary
trolleys joined by a compressed
spring, and then released; measuring
masses and velocities to calculate
momentum after the collision, having
started at rest.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Information on momentum can
be found on the BBC GCSE
Bitesize website at www.
bbc.co.uk/schools/
gcsebitesize/science/
add_aqa/forces
Know the terms in
the equation and
their units.
7
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
c
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Stopwatches and rulers.
Know the
difference
between thinking
distance, braking
distance and
stopping distance.
Activity: Carry out calculations using
The relationship
between force,
change in
momentum and
time is
∆𝑝
𝐹=
𝑡
𝐹=
∆𝑝
𝑡
Discuss: Discussion of use of jet
packs for moving in space, and rocket
travel. Work done by external force
changing momentum of a body, eg
work done by force changing shape of
car in crumple zones. Importance of
time during which work is done
reducing the force involved.
Homework: Visit BBC GCSE Bitesize
for information on momentum.
1.4 Forces and braking
a
b
When a vehicle
travels at a steady
speed the resistive
forces balance the
driving force.
The greater the
speed of a vehicle
the greater the
Understand that for a given
braking force the greater the
speed, the greater the
stopping distance.
Understand the concept of
reaction time.
Understand the distinction
2
Activity: Measurement of reaction
times using stopwatches or falling
rulers.
Invite an outside speaker from police
or road safety organisation.
Discuss: Small group discussion
about factors affecting stopping
distance.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Video clips about speed and
stopping distance can be
found at http://www.seattleduiattorney.com/media/duivideos.php
8
Learning Outcomes
What most students should
be able to do
braking force
needed to stop it in
a certain distance.
The stopping
distance of a
vehicle is the sum
of the distance the
vehicle travels
during the driver’s
reaction time
(thinking distance)
and the distance it
travels under the
braking force
(braking distance).
d
A driver’s reaction
time can be
affected by
tiredness, drugs
and alcohol.
e
When the brakes of
a vehicle are
applied, work done
by the friction force
Possible teaching and Learning
Activities
Homework
Resource
between thinking distance,
braking distance and
stopping distance.
Video: Watch video clips on speed
and stopping distance, and
distractions and driving.
Video clips about distractions
and driving can be found at
http://think.direct.gov.uk/index.
html
Appreciate that distractions
may affect a driver’s ability to
react and know the factors
which could affect a driver’s
reaction time.
Homework: Research stopping
distances at different speeds; design a
poster about factors affecting thinking
distance.
Understand that adverse
road conditions (including
wet or icy conditions) and
poor condition of the car
(brakes or tyres) affect
braking distance.
Suggested
timing (lessons)
Spec Reference
c
Summary of the
Specification
Content
Examination
‘hints and tips’
Students should:
Research: Research which markings
on roads are used to try to make
drivers think about stopping distances
and those which are to try and make
drivers reduce their speed.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
9
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Demo: Demonstrate streamlined and
non-streamlined shapes falling through
water/washing-up liquid.
Long glass tubes containing
water or washing-up liquid,
plasticine shapes, stopwatch,
electric balances, forcemeters, sheets of paper,
cotton, masses, stopwatches.
Paper cake cases, available in
various sizes, are very
effective.
Video clips of skydiving can be
found at
Understand why
the use of a
parachute
reduces the
parachutist’s
terminal velocity.
Know the terms in
the equation and
their units.
between the brakes
and the wheel
reduces the kinetic
energy of the
vehicle and the
temperature of the
brakes increases.
f
A vehicle’s braking
distance can be
affected by adverse
road and weather
conditions and poor
condition of the
vehicle.
1.5 Forces and terminal velocity
a
b
The faster an
object moves
through a fluid the
greater the
frictional force that
acts on it.
An object falling
through a fluid will
initially accelerate
due to the force of
gravity. Eventually
Know which forces act on an
object moving through a
fluid.
Be able to describe and
explain how the velocity of
an object falling through a
fluid changes as it falls.
Understand why the use of a
parachute reduces the
2
Video: Watch videos on skydiving.
Activity: Investigating the relationship
between mass and weight, eg
weighing objects on an electric
balance and a force-meter.
Activity: Investigate the effect of area
of a paper parachute on a falling
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
10
Learning Outcomes
What most students should
be able to do
the resultant force
will be zero and the
object will move at
its terminal velocity
(steady speed).
parachutist’s terminal
velocity.
The relationship
between weight,
mass and
gravitational field
strength is
W = m × g.
Be able to calculate the
weight of an object, given its
mass.
Suggested
timing (lessons)
Spec Reference
c
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
mass.
http://science.discovery.com/vi
deos/head-rush-terminalvelocity.html
Discuss: The difference between
‘mass’ and ‘weight’.
Examination
‘hints and tips’
Students should:
Activity: Carry out calculations using
W = m × g.
Homework: Research the shape of
performance vehicles in reducing air
resistance.
1.6 Forces and elasticity
a
b
A force acting on
an object may
cause a change in
the shape of the
object.
An object behaves
elastically if it
returns to its
original shape
when the force is
removed.
2
Understand that when an
elastic object is stretched it
stores elastic potential
energy.
Activity: Investigate the effect of
forces on the extension of a spring.
Springs, rulers, hanging
masses and elastic bands.
Activity: Investigate the effect of
stretching elastic band catapults by
different amounts on the distance a
fired paper pellet travels.
Inexpensive toys can act as a
good stimulus.
Be able to convert
from cm to m.
Activity: Investigating forces and the
elasticity of springs.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
11
d
A force applied to
an elastic object
will result in the
object stretching
and storing elastic
potential energy.
For an object
behaving
elastically, the
extension is directly
proportional to the
force applied,
provided that the
limit of
proportionality is
not exceeded. The
relationship
between the force
and the extension
is
F=k×e
Learning Outcomes
What most students should
be able to do
Understand the relationship
between force and extension
of an elastic object and be
able to use the equation.
Suggested
timing (lessons)
Spec Reference
c
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Activity: Carry out calculations using
F=k×e
Homework: Students draw graphs to
show their investigation results.
Or
Students research toys they have had
that have worked using stored
potential energy, e.g. pull back ‘motor’
cars.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Resource
Examination
‘hints and tips’
Students should:
Understand what
is meant by
‘directly
proportional’.
Know the terms in
the equation and
their units.
12
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Activity: Calculating Students’ work
done and power output in different
situations, eg running up stairs, lifting
sandbags onto a table etc.
Bathroom scales, rulers,
stopwatches, falling object,
light gate and timer.
Know the terms in
the equations and
their units.
1.7 Forces and energy
a
Work is done when
a force causes an
object to move
through a distance.
b
The relationship
between work
done, force and
distance moved in
the direction of the
force is W=F×d
c
Energy is
transferred when
work is done.
d
Work done against
frictional forces
causes energy
transfer by heating.
2
Know how to calculate the
work done on an object and
the power developed.
Demo: Motor lifting a mass, and
calculation of work and power.
Be able to convert
from g to kg.
Activity: Carry out calculations using
W=F×d
𝑃=
𝑊
𝑡
Activity: Measurement of initial
gravitational potential energy (GPE)
and final kinetic energy (KE) of a
falling object, eg using a light gate and
timer.
Activity: Carry out calculations using
Ep =m×g×h
Ek = 1⁄2 ×m×v2
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
13
Learning Outcomes
What most students should
be able to do
The relationship
between power,
work done or
energy transferred
and time
is
Understand that when an
object is raised vertically,
work is done against
gravitational force and the
object gains gravitational
potential energy.
𝑃=
f
g
𝑊
𝑡
The relationship
between
gravitational
potential energy,
mass, gravitational
field strength
(acceleration of
free fall) and height
is
Ep =m×g×h
Suggested
timing (lessons)
Spec Reference
e
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Homework: Calculations using the
different equations.
Know how to calculate the
change in gravitational
potential energy of an object.
Understand the transfer of
kinetic energy in particular
situations, such as space
shuttle re-entry or meteorites
burning up in the
atmosphere.
Know how to calculate the
kinetic energy of a moving
object.
The relationship
between kinetic
energy, mass and
speed is
Ek = 1⁄2 ×m×v2
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
14
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
2
Activity: Investigations to find the
centre of mass of both regular and
irregular pieces of flat card.
Card shapes, plumb lines and
pins in corks to suspend card.
Be able to
suggest an
appropriate
position for the
centre of mass of
different objects.
Activity: Investigations to measure
the time period of a simple pendulum
and determine the factors that affect
the time period.
Simple pendulums, rulers and
stopwatches.
Know why in a
timing experiment
you should
measure the time
for, say, 10
oscillations and
divide by 10 to
determine T.
1.8 Centre of mass
a
The centre of mass
of an object is the
point at which the
mass of the object
may be thought to
be concentrated.
Describe how to find the
centre of mass of a thin,
irregular sheet of a material.
b
If freely suspended,
an object will come
to rest with its
centre of mass
directly below the
point of
suspension.
Suggest an appropriate
position for the centre of
mass of different objects.
c
Know some applications of
the pendulum, such as
simple fairground and
playground rides.
The centre of mass
of a symmetrical
object is along the
axis of symmetry.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
15
Learning Outcomes
What most students should
be able to do
The relationship
between time
period and
frequency is
Use the equation.
𝑇=
e
Suggested
timing (lessons)
Spec Reference
d
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Homework: Carry out calculations
using the equation.
Examination
‘hints and tips’
Students should:
Know the terms in
the equation and
their units.
1
𝑓
The time period of
a pendulum
depends on its
length.
1.9 Moments
a
The turning effect
of a force is called
the moment.
b
The relationship
between the
moment, turning
force and
perpendicular
distance from the
force to the pivot is
M=F×d
3
Understand the concept of a
turning moment and use the
equation.
Perform calculations
involving moments and
balanced objects.
Demo: Situations where force and
distance combine to produce a
moment, eg opening a door, using a
spanner etc.
Suitable demonstration
objects.
Activity: Suspended rulers and
hanging weights to verify the law of
moments.
Activity: Class experiment to find the
weight of an object using the law of
moments.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Suspended rulers, hanging
weights.
Know how to
calculate the
moment of a
force.
Know how to use
the law of
moments to
calculate a force
or distance
needed for
balance.
16
c
If an object is not
turning, the total
clockwise moment
must be exactly
balanced by the
total anticlockwise
moment about any
pivot.
d
Simple levers can
be used as force
multipliers.
e
If the line of action
of the weight of an
object lies outside
the base of the
object there will be
a resultant moment
and the body will
topple.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Homework: Carry out moments
calculations.
Understand how a lever can
be used as a force multiplier.
Analyse the stability of
objects by evaluating their
tendency to topple.
Video: Watch video clips or view
images of levers.
Understand that objects with
a wide base and low centre
of mass are more stable than
those with a narrow base
and a high centre of mass.
Demo: Stable objects, eg Bunsen
burner and unstable objects, eg tall
thin vase.
Homework: Design a poster showing
how different levers work.
Homework: Research the design of
objects for stability, eg racing cars etc.
A video clip of levers can be
found on www.youtube.com by
searching for ‘The Lever, a
Simple Machine’.
Be able to
analyse the
stability of objects
by evaluating
their tendency to
topple.
Use the idea of a resultant
moment leading to toppling
as applied to vehicles and
simple balancing toys.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
17
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Understand why an object in
circular motion accelerates
towards the centre of the
circle, and what is meant by
centripetal force.
2
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Demo: Object in circular motion flying
off tangentially when force is removed.
Rubber bungs, string and
force-meters.
Activity: Class experiment measuring
centripetal force on rubber bung tied to
string moving in circular motion –
effect of different speeds and different
radii.
Useful information and videos
can be found at
http://scicast.org.uk/films/2011
/06/centripetal-force.html
Be able to identify
which force(s)
provide(s) the
centripetal force
in a given
situation.
1.10 Circular motion
a
When an object
moves in a circle it
continuously
accelerates
towards the centre
of the circle. This
acceleration
changes the
direction of motion
of the body, not its
speed.
b
The resultant force
causing this
acceleration is
called the
centripetal force
and is always
directed towards
the centre of the
circle.
c
The centripetal
force needed to
make an object
perform circular
Understand that a centripetal
force does not exist in its
own right but is always
provided by other forces
such as gravitational force,
friction or tension.
Be able to identify which
force(s) provide(s) the
centripetal force in a given
situation.
Homework: Prepare a group
presentation on circular motion.
Second lesson – students give their
presentations.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Be able to identify
the factors which
will increase the
centripetal force
in a given
situation.
18
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Liquids are virtually
incompressible,
and the pressure in
a liquid is
transmitted equally
in all directions.
Understand that a force
exerted at one point on a
liquid will be transmitted to
other points in the liquid.
1
The relationship
between pressure,
force and crosssectional area is
𝐹
𝑃=
𝐴
Use the equation to calculate
pressure.
The use of different
cross-sectional
areas on the effort
and load side of a
Understand the action of a
hydraulic machine.
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Demo: Demonstration of water
pressure, eg water coming out of holes
at different depths in a tall container.
Water pressure demonstration
apparatus, model hydraulic
machine.
Know the terms in
the equation and
their units.
motion increases
as: the mass of the
object increases,
the speed of the
object increases
and the radius of
the circle
decreases.
1.11 Hydraulics
a
b
c
Activity: Class experiment showing
the basic idea of a hydraulic machine,
eg two different diameter syringes
containing water connected together
by plastic tubing.
Demo: Demonstration of hydraulic
machine.
Homework: Carry out calculations
using the equation.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
19
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
hydraulic system
enables the system
to be used as a
force multiplier.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
20
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Demo: Demonstration of transverse
and longitudinal waves using slinky
springs or other equipment.
Slinky springs, wave machine
equipment and computer
access.
Video: Watch a video on wave
properties.
A useful interactive video clip
can be found on BBC GCSE
Bitesize ‘An Introduction to
waves’ at
http://www.bbc.co.uk/schools/
gcsebitesize/science/aqa/wav
es/
Be able to explain
the difference
between
transverse and
longitudinal
waves.
2 Waves
2.1 General properties of waves
a
Waves transfer
energy and
information without
transferring matter.
b, c
Waves may be
either transverse or
longitudinal.
d
Electromagnetic
waves are
transverse, sound
waves are
longitudinal and
mechanical waves
may be either
transverse or
longitudinal.
Understand the terms
‘compression’ and
‘rarefaction”.
Waves can be
reflected, refracted
and diffracted.
Be able to complete
wavefront diagrams for
reflection, refraction and
diffraction. Appreciate that
for appreciable diffraction to
e
Understand that in a
transverse wave the
oscillations are perpendicular
to the direction of energy
transfer.
Understand that in a
longitudinal wave the
oscillations are parallel to the
direction of energy transfer.
Understand the
circumstances where a wave
is reflected, refracted or
diffracted.
3
Homework: Produce a poster to show
transverse and longitudinal waves.
Demo: Demonstration of reflection,
refraction and diffraction of waves
using a ripple tank.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Ripple tank and accessories.
21
f
When identical sets
of waves overlap
they interfere with
each other.
take place the wavelength of
the wave must be of the
same order of magnitude as
the size of the obstacle or
gap.
g
Waves may be
described in terms
of their frequency,
wavelength, time
period and
amplitude.
Be able to complete
diagrams to illustrate
interference.
The relationship
between wave
speed, frequency
and wavelength is
v=f×λ
Understand the terms
‘frequency’, ‘wavelength’ and
‘amplitude’ and be able to
annotate a diagram to show
these terms.
h
Suggested
timing (lessons)
Learning Outcomes
What most students should
be able to do
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Activity: Carry out calculations using
the equation
v=f×λ.
Resource
Examination
‘hints and tips’
Students should:
Know the terms in
the equation and
their units.
Homework: Produce a poster to show
what is meant by ‘frequency’,
‘wavelength’ and ‘amplitude’.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
22
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
2.2 The electromagnetic spectrum
a
b
Electromagnetic
waves form a
continuous
spectrum and all
types of
electromagnetic
wave travel at the
same speed
through a vacuum
(space).
Radio waves,
microwaves,
infrared and visible
light can be used
for communication.
Know the order of
electromagnetic waves within
the spectrum, in terms of
energy, frequency and
wavelength.
Appreciate that the
wavelengths of the
electromagnetic spectrum
range from 10-15 to 104 and
beyond.
Know situations in which
waves are typically used for
communication.
c
Electromagnetic
waves have many
uses.
Give examples of the uses of
each part of the
electromagnetic spectrum.
d
Exposure to
electromagnetic
waves can be
hazardous.
Give examples of the
hazards associated with
each part of the
electromagnetic spectrum.
3
Research: Group research into
properties and uses of electromagnetic
waves.
Know the order of
the
electromagnetic
waves within the
spectrum in terms
of energy,
frequency and
wavelength.
Research: Group research into
hazards of electromagnetic waves and
appropriate precautions.
Homework: Make a display poster
showing the properties and uses of
electromagnetic waves.
Or
Make up an illustrated mnemonic
showing the order of the waves in the
electromagnetic spectrum.
Discuss: The concerns surrounding
possible risks related to mobile phone
use.
‘Sending Information’ can be
found on BBC GCSE Bitesize
at
http://www.bbc.co.uk/schools/
gcsebitesize/science/aqa/wav
es/
Computer access, microwave
transmitter and detector
apparatus.
Computer or reference book
access.
Demo: Demonstration of microwave
properties using microwave transmitter
and detector.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
23
X-rays are part of
the electromagnetic
spectrum. They
have a very short
wavelength, high
energy and cause
ionisation.
f
Properties of Xrays.
g
X-rays can be used
to diagnose and
treat some medical
conditions.
h
The use of high
energy ionising
radiation can be
dangerous
e
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Know that X-rays affect a
photographic film in the
same way as light, are
absorbed by metal and bone
but are transmitted by soft
tissue.
Activity: view images of X-rays.
Know the uses
and dangers of
medical X-rays.
Understand that X-rays can
be used for diagnosis of
bone fractures and dental
problems, in computerised
tomography (CT) scans, and
in treatment by killing cancer
cells.
Know that the use of CCDs
allows images to be formed
electronically.
Homework: Research into discovery
of X-rays.
An interesting article on X-ray
images, ‘Artist’s X-ray images
seek beauty underneath’, can
be found at
http://www.msnbc.msn.com/id/
24792453
At the bottom of this article is a
video about Nick Veasey’s
work.
Suggested
timing (lessons)
Learning Outcomes
What most students should
be able to do
Spec Reference
Summary of the
Specification
Content
Research: Group research into uses
and dangers of X-rays.
Activity: Visit to X-ray department at a
local hospital.
A video clip on the medical
uses of X-rays can be found
on the BBC website at
http://www.bbc.co.uk/learningz
one/clips/medical-uses-of-xrays-the-electromagneticspectrum/1455.html
Give examples of the
precautions that need to be
taken to monitor and
minimise the levels of
radiation that people who
work with it are exposed to.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
24
Learning Outcomes
What most students should
be able to do
Sound waves are
longitudinal waves
and cause
vibrations in a
medium, which are
detected as sound.
Know how sound waves are
produced.
The range of
human hearing.
Know that the range is about
20 Hz to 20 000 Hz.
The pitch of a
sound is
determined by its
frequency and
loudness by its
amplitude.
Understand the relationship
between the pitch of a sound
and the frequency of the
sound wave.
Sound waves can
be reflected
(echoes) and
diffracted.
Understand how echoes are
formed.
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
3
Demo: Properties of sound using
signal generator, loudspeaker and
cathode ray oscilloscope (CRO).
Signal generator, loudspeaker,
CRO,
Demo: ‘Electric bell in bell jar’ type
apparatus to show the need for a
medium.
Bell in bell jar apparatus,
Know the
relationships
between pitch
and frequency,
loudness and
amplitude.
Demo: Demonstration of echoes from
an outside wall.
A useful video clip on echoes
and their use in sonar can be
found on the BBC website at
http://www.bbc.co.uk/learningz
one/clips/echoes-and-theiruse-in-sonar/14.html
2.3 Sound and ultrasound
a
b
c
d
Homework: Research what happens
to the range of audible sounds as a
person ages.
Demo: Demonstration of limit of
human hearing using signal generator
and loudspeaker.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Signal generator and
loudspeaker.
25
Learning Outcomes
What most students should
be able to do
Ultrasound is
acoustic (sound)
energy, in the form
of waves with a
frequency above
the human hearing
range.
Know that sound waves of
higher frequencies than
20 000 Hz are referred to as
ultrasound.
f
Electronic systems
can be used to
produce ultrasound
waves, which have
a frequency higher
than the upper limit
of hearing for
humans.
g
Ultrasound waves
are partially
reflected when they
meet a boundary
between two
different media.
The time taken for
the reflections to
reach a detector
can be used to
Understand the principle of
ultrasound echoes.
Suggested
timing (lessons)
Spec Reference
e
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Video: Watch video clips or view
images of medical ultrasound scans.
A video clip and news article
on 3D ultrasounds can be
found on the Northwest Cable
News website at
http://www.nwcn.com/news/he
alth/Ultrasound-shows-babiesin-3D-100278289.html
Know the
definition of
‘ultrasound’.
Activity: Calculations involving
distance between interfaces using
s=v×t.
Homework: Research into the
medical uses of ultrasound.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Know some
examples of the
medical uses of
ultrasound.
Remember that in
calculations
involving
ultrasound
echoes the
ultrasound has
travelled from the
transducer to the
reflecting surface
and back.
26
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
determine how far
away such a
boundary is.
h
The distance
between interfaces
in various media
can be calculated
using s=v×t.
i
Ultrasound waves
can be used in
medicine.
Use the equation to calculate
distances between interfaces
and use data from diagrams
of oscilloscope traces.
Evaluate the medical use of
ultrasound and X-rays,
including an understanding
that some of the differences
in use are because
ultrasound waves are nonionising and X-rays are
ionising.
Compare the advantages
and disadvantages of using
ultrasound, X-rays or CT
scans in terms of safety
issues and the quality of
image formed.
Know examples of the use of
ultrasound in medicine for
diagnosis e.g. pre-natal
scanning and treatment e.g.
the removal of kidney stones.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
27
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Activity: Investigate into the reflection
of light at different angles from a plane
mirror.
Plane mirrors, rayboxes and
protractors.
Be able to
construct a ray
diagram to show
the image formed
in a plane mirror.
Video: Watch video clip on wave
reflection.
A video clip on wave reflection
can be found on the BBC
website at
http://www.bbc.co.uk/learningz
one/clips/wavereflection/4554.html
2.4 Reflection
a
When waves are
reflected the angle
of incidence is
equal to the angle
of reflection.
b
The normal is a
construction line
perpendicular to
the reflecting
surface at the point
of incidence.
Draw diagrams showing rays
of light being reflected from a
plane mirror, labeling
incident and reflected rays,
angles of incidence and
reflection, and the ‘normal’.
The image
produced in a plane
mirror is virtual.
Understand how an image is
formed by a plane mirror,
and why it is virtual.
c
2
Homework: Practice drawing ray
diagrams to show the image formed in
a plane mirror.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
28
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Activity: Class experiment to measure
angles ‘i’ and ‘r’ for light passing
through a rectangular glass block.
Rectangular glass blocks,
rayboxes and protractors.
Demo: Interactive demonstration of
refraction.
An interactive demonstration
of refraction can be found at
http://www.upscale.utoronto.ca
/PVB/Harrison/Flash/Optics/R
efraction/Refraction.html
Know the
direction in which
light is refracted
in different
situations.
2.5 Refraction and total internal reflection
a
b
c
d
Light waves
undergo a change
of direction when
they pass from one
medium to another
at an interface. This
is called refraction.
Refraction by a
prism can lead to
dispersion.
Refractive index
can be defined in
terms of wave
speed.
The relationship
between refractive
index, angle of
incidence and
angle of refraction
is n = sin i
sin r
Understand that
 when light enters a more
dense medium it is
refracted towards the
normal
 when light enters a less
dense medium it is
refracted away from the
normal Waves are not
refracted if travelling along
the normal
 Waves are refracted due
to a change of speed.
Know that the refractive
index of a medium, n, is
defined as
speed of light in vacuum
speed of light in the medium
and
n = sin i
sin r
2
Demo: Demonstration of dispersion by
a prism.
Activity: Carry out calculations using
the equation n = sin i
sin r
Activity: Investigation using semicircular blocks to observe total internal
reflection and to measure the critical
angle.
Demo: Observation of light passing
through optical fibres.
Demo: Demonstration of total internal
reflection by laser focused on jet of
water coming from a pierced
carbonated drinks bottle.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Semi-circular glass blocks,
protractors, rayboxes, optical
fibres.
A computer simulation of total
internal reflection can be found
at
http://www.upscale.utoronto.ca
/PVB/Harrison/Flash/Optics/R
efraction/Refraction.html
29
Learning Outcomes
What most students should
be able to do
The relationship
between refractive
index and critical
angle is
Understand the concept of
critical angle.
Suggested
timing (lessons)
Spec Reference
e
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
𝑛=
and
Total internal
reflection.
g
Visible light can be
transmitted through
optical fibres by
total internal
reflection.
𝑛=
Understand that total internal
reflection is a special case of
refraction, which occurs if the
angle of incidence within the
more dense medium is
greater than the critical
angle.
Examination
‘hints and tips’
Students should:
Activity: Carry out calculations using
the equations
1
𝑛=
sin 𝑐
f
Resource
1
sin 𝑐
𝑣1
𝑣2
Homework: Research what a laser is
and what its medical uses are.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Remember that
total internal
reflection only
occurs when the
light is passing
from a more
dense to a less
dense medium
and the angle of
incidence is
greater than the
critical angle.
30
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Activity: Observing images of objects
at different distances from converging
and diverging lenses of different focal
lengths.
Converging and diverging
lenses of different focal
lengths, ray boxes.
Draw ray
diagrams neatly
using a ruler.
Know the
meaning of the
terms ‘convex’,
‘converging’,
‘concave’,
‘diverging’,
‘principal focus’
and ‘focal length’.
2.6 Lenses and the eye
a
A lens forms an
image by refracting
light.
Understand how a lens
refracts light.
b
In a convex lens,
parallel rays of light
are brought to a
focus at the
principal focus.
Understand the terms
associated with lenses,
which include ‘convex’,
‘converging’ and ‘concave’,
‘diverging’, ‘principal focus’
and ‘focal length’.
Understand the terms
associated with images,
which include ‘upright’ and
‘inverted’, ‘real’ and ‘virtual’,
‘enlarged’ and ‘diminished’.
c
d
The distance from
the lens to the
principal focus is
called the focal
length.
The focal length of
a lens is
determined by the
refractive index of
the material from
which the lens is
made, and the
curvature of the two
surfaces of the
lens.
Know the nature of the
images formed by a
converging lens when the
object is at different
distances from the lens, and
the images formed by a
diverging lens.
4
Activity: Observe passing parallel
rays of light through converging and
diverging lenses of different focal
lengths.
Activity: Measurement of the focal
length of a converging lens by
focusing a distant object on a screen.
Homework: Research uses of lenses.
Activity: Draw ray diagrams to show
image formation by converging and
diverging lenses.
Use the diagrams to work out
magnification.
Pre-drawn outlines on graph
paper showing the object and
the lens, for students to
complete.
Homework: Drawing ray diagrams.
Lenses (of different focal
lengths) and holders, metre
rules, ray boxes, screens with
cross-wires.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Make sure you
recognise the
symbols that
represent
converging and
diverging lenses.
31
f
g
Learning Outcomes
What most students should
be able to do
The nature of an
image is defined by
its size relative to
the object, whether
it is upright or
inverted relative to
the object and
whether it is real or
virtual.
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Activity: Practical investigation of the
For a given focal
length, the greater
the refractive index,
the flatter the lens.
In a concave lens,
parallel rays of light
diverge as if
coming from the
principal focus.
Suggested
timing (lessons)
Spec Reference
e
Summary of the
Specification
Content
relationship
Draw diagrams to show the
nature of the images formed
by a converging lens when
the object is at different
distances from the lens, and
the images formed by a
diverging lens.
Use the focal length
equation.
Use the magnification
equation.
Use the power of a lens
equation.
1 1 1
+ =
𝑢 𝑣 𝑓
Activity: Carry out calculations using
the equation
1 1 1
+ =
𝑢 𝑣 𝑓
Homework: Carry out calculations
using the equations
Magnification = image height
object height
and
h
Ray diagrams may
be constructed to
show the formation
of images by
converging and
diverging lenses.
Know that the power of a
converging lens is positive
and the power of a diverging
lens is negative.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
P=1
f
32
j
k
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
i
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
The relationship
between object
distance, image
distance and focal
length is
1 1 1
+ =
𝑢 𝑣 𝑓
The magnification
produced by a lens
may be calculated
using the equation
Magnification
= image height
object height
The relationship
between the power
of a lens and focal
length is
P=1
f
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
33
m
n
o
p
Learning Outcomes
What most students should
be able to do
The structure of the
eye.
Know the function of parts of
the eye: retina, lens, cornea,
pupil/iris, ciliary muscle and
suspensory ligaments.
The near point and
the far point of the
human eye. The
range of vision.
Lenses can be
used to correct
defects of vision.
Lasers are a
concentrated
source of light and
can be used for
cutting, cauterising
and burning.
Comparison
between the
structure of the eye
and the camera.
Understand how the action of
the ciliary muscle causes
changes in the shape of the
lens, which allows the light to
be focused at varying
distances.
Know that the near point is
approximately 25cm and the
far point is infinity.
Understand that the distance
between these two points is
the range of vision.
Be aware of uses of lasers
such as in eye surgery.
Be aware that the film in a
camera or the Chargecoupled devices (CCDs) in a
digital camera is the
equivalent of the retina in the
eye.
Suggested
timing (lessons)
Spec Reference
l
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Biological model eye
Know the function
of the parts of the
eye.
Model of eye with defects,
lenses to correct.
Demo: Demonstration of model eye,
eg biological model in sections.
Research: What causes short sight
and long sight and how they are
corrected.
Demo: Demonstration of model eye
with short and long sight and the use
of lenses to correct these defects.
Homework: Design a poster showing
how the eye works and how defects
are corrected.
Activity: The eye and the camera.
Discuss: The similarities and
differences between a camera and the
eye.
Homework: Produce a chart showing
the similarities and differences
between a camera and the eye.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Be able to give
examples of
similarities and
differences
between a
camera and the
eye.
34
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Learning Outcomes
What most students should
be able to do
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
3
Demo: Demonstration of Doppler
effect using sound.
Apparatus to demonstrate
Doppler effect, eg length of
tubing swung in a circle.
Be able to explain
the Doppler
effect.
Know that when the source
moves away from the
observer, the observed
wavelength increases and
the frequency decreases;
when the source moves
towards the observer, the
observed wavelength
decreases and the frequency
increases.
Research: Group research into the
origins of the universe.
Be able to explain the term
‘red-shift’.
Video: Watch video clips of ‘red-shift’,
‘Big Bang’ theory, and CMBR.
Video clips of ‘red- shift’, the
‘Big Bang’ theory, and CMBR
can be found at
http://www.pbs.org/wgbh/nova/
space/origins-seriesoverview.html
Be able to explain
the term ‘redshift’ and the ‘Big
Bang’ theory.
Know that the further away
the galaxies are, the faster
they are moving, and the
bigger the observed increase
in wavelength.
Homework: Research into the
discovery of CMBR.
2.7 Red-shift
a
b
If a wave source is
moving relative to
an observer there
will be a change in
the observed
wavelength and
frequency. This is
known as the
Doppler effect.
There is an
observed increase
in the wavelength
of light from most
distant galaxies.
The further away
the galaxies, the
faster they are
moving and the
bigger the
observed increase
in wavelength. This
effect is called ‘redshift’.
Be able to explain the
Doppler effect.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
35
d
e
Learning Outcomes
What most students should
be able to do
The observed redshift provides
evidence that the
universe is
expanding and
supports the ‘Big
Bang’ theory (that
the universe began
from a very small
initial point).
Cosmic microwave
background
radiation (CMBR) is
a form of
electromagnetic
radiation filling the
universe. It comes
from radiation that
was present shortly
after the beginning
of the universe.
The Big Bang
theory is currently
the only theory that
can explain the
existence of
CMBR.
Be able to explain how ‘redshift’ provides evidence that
the universe is expanding.
Know that the ‘Big Bang’
theory indicates that the
universe began from a very
small initial point.
Suggested
timing (lessons)
Spec Reference
c
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Know that CMBR comes
from radiation that was
present shortly after the
beginning of the universe.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
36
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Activity: Individual/class
demonstration of interactive kinetic
theory modelling computer
programme.
Access to computers;
interactive kinetic theory
modelling programme.
Useful information can be
found at
http://www.preparatorychemist
ry.com/Bishop_KMT_frames.h
tm
Be able to
describe the
arrangement and
movement of
particles in solids,
liquids and gases.
3 Heating processes
3.1 Kinetic theory
a
Kinetic theory can
be used to explain
the different states
of matter.
Draw simple diagrams to
model the difference
between solids, liquids and
gases.
b
The particles of
solids, liquids and
gases have
different amounts
of energy.
Describe the states of matter
in terms of the energy of their
particles.
c
The specific heat
capacity of a
substance is the
amount of energy
required to change
the temperature of
one kilogram of the
substance by one
degree Celsius.
Understand the meaning of
specific heat capacity.
Evaluate different materials
according to their specific
heat capacities, eg hot water,
which has a very high
specific heat capacity, oilfilled radiators and electric
storage heaters containing
concrete.
3
Homework: Designing a poster to
illustrate the arrangement, movement
and energy of the particles in solids,
liquids and gases.
Activity: Class experiment using small
immersion heaters to heat blocks of
metal/containers of water.
Discuss: Discussion as to whether the
filling in hot pies is hotter than the
pastry when removed from the oven,
or similar example. Why do some
foods with a filling of differing specific
heat capacity sometimes warn about
the filling being hot?
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
37
Learning Outcomes
What most students should
be able to do
d
The relationship
between energy,
mass, specific heat
capacity and
temperature
change is
E=m×c×θ
e
The specific latent
heat of vaporisation
of a substance is
the amount of
energy required to
change the state of
one kilogram of the
substance from a
liquid to a vapour
with no change in
temperature.
Understand the meaning of
specific latent heat of
vaporisation.
The relationship
between energy,
mass and specific
latent heat of
vaporisation is
E = m × Lv
Understand the meaning of
specific latent heat of fusion.
f
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Homework: Carry out calculations
using the equation
E=m×c×θ
Demo: Experiment to determine the
latent heat of vaporization of water.
Activity: Carry out calculations using
the equation
E = m × Lv
Activity: Class experiment to
determine the latent heat of fusion of
ice.
Activity: Carry out calculations using
the equation
E = m × Lf
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Specific heat capacity
apparatus, eg immersion
heater, voltmeter, ammeter,
stopwatch, metal blocks, top
pan balance, thermometer.
Specific latent heat apparatus,
eg immersion heater,
voltmeter, ammeter, hot water,
ice, stopwatch, top pan
balance
Examination
‘hints and tips’
Students should:
Know the units of
each of the
quantities in the
specific heat
capacity equation;
know how to
convert grams to
kilograms and
joules to
kilojoules.
Understand that
while a substance
is changing state
there is no
change in
temperature.
38
g
The specific latent
heat of fusion of a
substance is the
amount of energy
required to change
the state of one
kilogram of the
substance from a
solid to a liquid with
no change in
temperature.
h
The relationship
between energy,
mass and specific
latent heat of fusion
is
E = m × Lf
i
The melting point of
a solid and the
boiling point of a
liquid are affected
by impurities.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Homework: Research the effect of
impurities on the melting point of a
solid and the boiling point of a liquid.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
39
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Demo: Demonstrations of conduction,
eg heating a metal bar with tacks stuck
on with wax; rods of different materials
held in a flame etc; heating rods on
heat sensitive paper.
Conduction demonstrations
kits
Activity: Class investigation
measuring the temperature of hot
water in a container with different
materials wrapped round it.
Containers of hot water
wrapped in different materials.
Know that air is
an excellent
insulator and
examples of
insulation
materials using
trapped air.
Demo: Demonstrations of convection,
eg paper coil held above heat source,
tracing convection currents in water
etc.
Use of jumbo black bag lifted by
convection to sky
Homework: Make a survey or
collection of material used in the take
away food industry, explaining why it
has been chosen.
Activity: Individual use/class
demonstration of interactive kinetic
theory modelling computer programme
to explain evaporation and
condensation.
Convection demonstration kits
3.2 Energy transfer by heating
a
b
Energy may be
transferred by
conduction and
convection.
Energy may be
transferred by
evaporation and
condensation.
Understand in simple terms
how the arrangement and
movement of particles
determine whether a material
is a conductor or an
insulator.
Understand the role of free
electrons in conduction
through a metal.
Use the idea of particles
moving apart to make a fluid
less dense and to explain
simple applications of
convection.
Explain evaporation and the
cooling effect this causes
using the kinetic theory.
4
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Product of Hawkin’s Bazaar,
Science museum shop.
A video clip on heat transfer
can be found on the BBC
website at
http://www.bbc.co.uk/learningz
one/clips/frying-an-egg-with-apaper-pan/8762.html
Access to computers,
interactive kinetic theory
modelling programme.
Be able to explain
why evaporation
causes the
surroundings to
40
c
The rate at which
an object transfers
energy by heating
depends on a
number of factors.
d
The bigger the
temperature
difference between
an object and its
surroundings, the
faster the rate at
which energy is
transferred by
heating.
Know that the rate at which
an object transfers energy by
heating depends on:
■surface area and volume
■the material from which the
object is made
■the nature of the surface
with which the object is in
contact
■the temperature difference
between the object and its
surroundings.
e
Most substances
expand when
heated.
Be able to explain the design
of devices in terms of energy
transfer, eg cooling fins.
Be able to explain animal
adaptations in terms of
energy transfer, eg relative
ear size of animals in cold
and warm climates.
Understand that the
expansion of substances on
heating may be a hazard or
useful.
Suggested
timing (lessons)
Learning Outcomes
What most students should
be able to do
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
cool.
Discuss: Summary of the factors
affecting the rate at which an object
transfers energy by heating.
Be able to apply
knowledge of the
factors that affect
the rate of energy
transfer to
different practical
situations.
Activity: In small groups, students
prepare a presentation on a topic to
present to the class, eg animal
adaptations in terms of energy
transfer, how each of the factors
affects the rate at which an object
transfers energy by heating and an
application of this etc.
Homework: Students create an
imaginary animal which has evolved to
deal with certain climatic conditions.
Demo: Demonstration of expanding
on heating e.g. ball and hoop, bimetallic strip.
Homework: Research examples
where the expansion of substances on
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Ball and hoop, bi-metallic strip,
Bunsen burner.
41
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Video clip/images of
thermographs can be found at
www.youtube.com by
searching for ‘Infrared: More
Than Your Eyes Can See’.
Understand the
difference
between an
object emitting
infrared radiation
and absorbing
infrared radiation.
heating is a hazard (e.g. roofs and
bridges) and where it is useful (e.g. the
bi-metallic strip.
3.3 Infrared radiation
a
All objects emit and
absorb infrared
radiation.
b
The hotter an
object is the more
infrared radiation it
radiates in a given
time.
Understand what infrared
radiation is.
2
Video: Watch a video clip or view
images of thermographs.
Research into thermographic imaging
to detect tumours, or locate bodies
following natural disasters
Demo: Demonstration of Leslie’s cube
or similar apparatus.
c
Dark, matt surfaces
are good absorbers
and good emitters
of infrared
radiation.
Understand the difference
between emission and
absorption of infrared
radiation.
d
Light, shiny
surfaces are poor
absorbers and poor
emitters of infrared
radiation.
Know the factors that affect
the rate at which an object
emits infrared radiation.
Know the factors that affect
the rate at which an object
absorbs infrared radiation.
Activity: Class experiment to measure
the cooling of hot water in shiny and
dark cans. Discussion of independent,
dependent and control variables.
Demos: Demonstrations of dark/shiny
objects absorbing heat, eg use of
datalogging temperature of water in
two cans near a radiant heater.
Leslie’s cube and infrared
detector or similar apparatus.
Cans with light shiny and dark
matt outer surfaces,
thermometers.
Datalogging temperature
sensors, radiant heater and
shiny/black cans.
Know how the
nature of a
surface affects
the amount of
infrared emitted
and absorbed.
Homework: Explain why marathon
runners are wrapped in foil blankets
following a race and why kettles are
light coloured.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
42
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
e
Summary of the
Specification
Content
Light, shiny
surfaces are good
reflectors of
infrared radiation.
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Energy transfer devices,
eg battery operated electric
bell, wind-up toy etc.
Know how to use
the efficiency
equations to
calculate the
efficiency either
as a decimal or
as a percentage.
Homework: Explain why houses and
cars in hot countries tend to be light in
colour.
3.4 Energy transfers and efficiency
a
Energy can be
transferred usefully,
stored or
dissipated, but
cannot be created
or destroyed.
b
When energy is
transferred only
part of it may be
usefully transferred;
the rest is ‘wasted’.
c
Wasted energy is
eventually
transferred to the
surroundings,
which become
warmer. This
energy becomes
increasingly spread
out and so
2
Activity: Circus of energy transfer
devices.
Homework: Research into James
Joule’s experiments.
Describe the energy
transfers and the main
energy wastages that occur
in a range of situations or
appliances.
Homework: Use retail catalogues e.g.
for washing machines and fridges, to
see how manufacturers are aware of
the need for efficiency, and how it may
influence the choice of appliance by
consumers.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Useful information on ‘Heat
transfer and efficiency’ can be
found on the BBC website at
http://www.bbc.co.uk/schools/
gcsebitesize/science/aqa/ener
gyefficiency/
43
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
becomes less
useful.
d
The efficiency of a
device can be
calculated using
Efficiency =
useful energy out
total energy in
and
Understand the concept of
efficiency and why an
efficiency can never be
greater than 100%.
Activity: Carry out calculations using
the efficiency equations.
Understand why a
device or process
can never be
greater than
100% efficient.
Activity: Draw Sankey diagrams,
having identified major sources of
wasted energy.
Be able to draw
and interpret
Sankey diagrams.
Use the equations to
calculate efficiency as a
decimal or percentage.
Efficiency =
useful power out
total power in
e
The energy flow in
a system can be
represented using
Sankey diagrams.
Interpret and draw a Sankey
diagram.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
44
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Demo: Demonstration of model solar
panel water heater.
Model solar panel water
heater.
Understand the
term ‘pay-back’
time in relation to
heating
and insulation of
buildings.
3.5 Heating and insulating buildings
a
Solar panels may
contain water that
is heated by
radiation from the
Sun.
Understand that the water
from solar panels may be
used to heat buildings or
provide domestic hot water.
1
b
There are a range
of methods used to
reduce energy loss
and consumption.
c
U-values measure
how effective a
material is as an
insulator.
Be able to evaluate the
effectiveness of different
types of material used for
insulation, including U-values
and economic factors
including payback time.
Research: Students research Uvalues of common insulating materials.
d
The lower the Uvalue, the better
the material is as
an insulator.
Be able to evaluate the
efficiency and cost
effectiveness of methods
used to reduce ‘energy
consumption’.
Homework: Given data calculate the
payback time for different methods of
insulation.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
45
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Video: Watch video clips or computer
simulations of current as a flow of
charge.
Video clips or computer
simulations of current as a
flow of charge can be found at
http://phet.colorado.edu/en/si
mulation/circuit-constructionkit-dc
Be able to
recognise and
draw the electrical
circuit symbols.
4 Electricity
4.1 Electrical circuits
a
Electrical charges
can move easily
through some
substances, for
example metals.
b
Electric current is a
flow of electric
charge.
Understand that a flow of
electrical charge constitutes
a current.
c
The relationship
between current,
charge and time is
𝑄
𝐼 =
𝑡
Use the equation relating
current, charge and time.
d
The relationship
between potential
difference, energy
transferred and
Use the equation relating
potential difference, charge
and time
charge is V =
e
2
Equipment for setting up
simple circuits, eg battery
packs, small value resistors,
ammeters, low voltage light
bulbs, variable resistors etc.
Activity: Carry out calculations using
the equations
𝐼 =
𝐸
𝑄
Circuit diagrams
use standard
symbols.
Activity: Set up simple circuits and
using an ammeter to measure current
and a voltmeter to measure p.d.
and
V=
𝑄
𝑡
𝐸
𝑄
Small white boards for
showing circuits.
Know the standard circuit
symbols as shown in the
specification.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
46
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Draw and interpret circuit
diagrams.
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
There are a huge number of
downloadable experiments
from the Practical Physics
website, which can be found at
http://www.nuffieldfoundation.o
rg/practical-physics/watercircuit-modelling-current-andpotential-difference
Know the shapes
of the current –
potential different
graphs for
different
components and
be able to explain
them
Activity: Translating real circuits into
circuit diagrams. Teacher ‘dictates’
circuits which students draw.
Homework: Learn circuit symbols.
f
Current–potential
difference graphs
are used to show
how the current
through a
component varies
with the potential
difference across it.
Know and explain the
features of current-potential
difference graphs for a
resistor, a filament bulb and
a diode.
g
The resistance of a
component can be
found by measuring
the current through
and potential
difference across,
the component.
Understand that the greater
the resistance the smaller
the current for a given
potential difference across a
component.
Explain resistance in terms
of ions and electrons.
h
The current through
a component
depends on its
resistance.
3
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Electric circuits apparatus, eg
battery packs, low value
resistors, ammeters,
voltmeters, filament light
bulbs, diodes, LEDs etc.
47
i
The relationship
between potential
difference, current
and resistance is
V=I×R
Use the equation relating
current, potential difference
and resistance.
j
The current through
a resistor (at a
constant
temperature) is
directly proportional
to the potential
difference across
the resistor.
Activity: Class investigation
measuring current through and
potential difference across a fixed
resistor, as the current is varied.
k
The resistance of a
filament bulb
increases as the
temperature of the
filament increases.
Activity: Class investigation
measuring current through and
potential difference across, a filament
light bulb, as the current is varied.
Suggested
timing (lessons)
Learning Outcomes
What most students should
be able to do
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Resource
Examination
‘hints and tips’
Students should:
48
m
n
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
l
Summary of the
Specification
Content
The current through
a diode flows in
one direction only.
The diode has a
very high
resistance in the
reverse direction.
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Electric circuits apparatus e.g.
battery packs, low value
resistors, ammeters,
voltmeters, filament bulbs.
Know the
properties of the
current and
potential
difference in
series and
parallel circuits.
Activity: Class investigation
measuring current through and
potential difference across a diode, as
the current is varied.
Activity: Carry out calculations using
the equation V=I×R
Homework: Draw graphs of
experimental results.
Homework: Practice calculations
using the equation V=I×R
The potential
difference provided
by cells connected
in series is the sum
of the potential
differences of each
cell.
Know how to work out the
potential difference provided
by a number of cells in
series, taking in to account
the direction in which they
are connected.
For components
connected in series
how the resistance,
current and
potential difference
are affected.
Know that for components in
series, the total resistance is
the sum of the resistance of
each component.
3
Activity: Measuring current at
different places in a series circuit.
Activity: Measuring potential
difference across each resistor and the
battery in a series circuit.
Activity: Measuring current at
different places in a parallel circuit.
Activity: Measuring potential
difference across each resistor and the
battery in a parallel circuit.
Homework: Interactive learning
activities/games related to electrical
circuits.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Useful information and
activities can be found at
www.hyperstaffs.info/work/phy
sics/child/main.html
And www.what2learn.com
49
Learning Outcomes
What most students should
be able to do
For components
connected in
parallel how the
current and
potential difference
are affected.
Know that for components in
series, there is the same
current through each
component.
Know that for components in
series, the total potential
difference of the supply is
shared between the
components.
Know that for components in
parallel, the potential
difference across each
component is the same.
Know that for components in
parallel, the total current
through the whole circuit is
the sum of the currents
through the separate
components.
Understand the use of
thermistors in circuits, e.g.
thermostats.
Understand the use of lightdependent resistors in
circuits e.g. for switching on
lights when it gets dark.
Suggested
timing (lessons)
Spec Reference
o
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Activity: Observe the effect of light
intensity on the resistance of a LDR
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
50
p
An LED emits light
when a current
flows through it in
the forward
direction
Know that there is an
increasing use of light
emitting diodes (LEDs) for
lighting, as they use a much
smaller current than other
forms of lighting.
Activity: Class investigation observing
the effect of current direction on the
output of an LED.
q
When an electrical
charge flows
through a resistor,
the resistor gets
hot.
Understand that a lot of
energy is wasted in filament
bulbs by heating. Less
energy is wasted in power
saving lamps such as
Compact Fluorescent Lamps
(CFLs).
Activity: Observe the effect of
temperature on the resistance of a
resistor.
Research: The use of thermistors in
circuits e.g. thermostats, and the use
of light-dependent resistors in circuits,
e.g. switching on lights when it gets
dark.
Suggested
timing (lessons)
Learning Outcomes
What most students should
be able to do
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Resource
Examination
‘hints and tips’
Students should:
51
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Demo: Demonstration of cathode ray
oscilloscope (CRO) traces of d.c. and
a.c. and effect of increasing the p.d.
and the frequency on the shape of the
trace; measurement of p.d. and
frequency from the trace.
CRO, variable voltage d.c.
supplies and variable
frequency a.c. supply, e.g.
signal generator, diodes threepin plugs, cable, wire cutters,
screwdrivers, fuse wire,
ammeter, RCCB.
Know how to
calculate the
potential
differences of d.c.
supplies and peak
potential
differences of a.c.
supplies from
oscilloscope
traces.
Know how to
calculate the
period and
frequency of a
supply from
oscilloscope
traces.
4.2 Household electricity
a
Cells and batteries
supply current that
always passes in
the same direction.
This is called direct
current (d.c.).
b
An alternating
current (a.c.) is one
that is constantly
changing direction.
Understand the difference
between direct current and
alternating current.
Compare and calculate
potential differences of d.c.
supplies and the peak
potential differences of a.c.
supplies from diagrams of
oscilloscope traces.
c
Mains electricity is
an a.c. supply. In
the UK it has a
frequency of 50
cycles per second
(50 hertz) and is
about 230 V.
Determine the period and
hence the frequency of a
supply from diagrams of
oscilloscope traces.
d
A diode may be
used for half wave
rectification of a.c.
Describe the oscilloscope
trace produced by half wave
rectified a.c.
3
Useful information on mains
electricity can be found on the
BBC GCSE Bitesize at
www.bbc.co.uk/schools/gcsebi
tesize/science/add_aqa/electri
city
Demo: Demonstration of CRO traces
of half wave rectified a.c.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
52
Possible teaching and Learning
Activities
Homework
Resource
e
Most electrical
appliances are
connected to the
mains using a
cable and a threepin plug.
Know what materials are
used in three-pin plugs and
understand why they are
used.
Know the colour coding of
the covering of the three
wires used in three-pin plugs.
Activity: Class experiment to wire a
three-pin plug.
three-pin plugs, cable, wire
cutters, screwdrivers, fuse
wire, ammeter, RCCB.
f
If an electrical fault
causes too great a
current to flow, the
circuit is
disconnected by a
fuse or a circuit
breaker in the live
wire.
Understand the purpose and
the action of the fuse and the
earth wire.
Demo: Demonstration of the
measurement of an increasing current
through a length of fuse wire.
Homework: Identifying and
correcting wiring faults in a number of
diagrams of a three-pin plug.
Homework: Identify some domestic
appliances that may not require an
earth wire.
g
When the current in
a fuse wire
exceeds the rating
of the fuse it will
melt, breaking the
circuit.
Understand the link between
cable thickness and fuse
value.
Know that some appliances
are double insulated, and
therefore have no earth wire
connection.
Suggested
timing (lessons)
Learning Outcomes
What most students should
be able to do
Spec Reference
Summary of the
Specification
Content
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Examination
‘hints and tips’
Students should:
Know the
advantages of an
RCCB compared
to a fuse.
53
h
Some circuits are
protected by
Residual Current
Circuit Breakers
(RCCBs), which
operate much
faster than a fuse.
Know that RCCBs operate
by detecting a difference in
the current between the live
and neutral wires.
Know that an RCCB
operates much faster than a
fuse.
i
Appliances with
metal cases are
usually earthed.
j
The earth wire and
fuse together
protect the wiring of
a circuit.
Suggested
timing (lessons)
Learning Outcomes
What most students should
be able to do
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Activity: Class experiment to measure
the power of a low voltage light bulb
and the energy transferred by
measuring current, potential difference
and time.
Electric circuits apparatus, eg
battery packs, low value
resistors, ammeters,
voltmeters, filament light bulbs
etc.
Know the terms in
the equation and
their units; be
able to convert
from hours and
minutes into
seconds.
4.3 Transferring electrical energy
a
The rate at which
energy is
transferred by an
appliance is called
the power.
Use the equation connecting
power with energy
transferred and time.
2
Low voltage motor set up to lift
a load
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
54
Learning Outcomes
What most students should
be able to do
The relationship
between power,
energy transferred
Use the equation connecting
power with current and
potential difference.
Demo: Demonstration of measuring
the energy transferred to a low voltage
motor as it lifts a load (and compare to
the gravitational potential energy
gained by the load).
Use the equation connecting
energy with potential
difference and charge.
Activity: Carry out calculations using
the equations
and time is 𝑃 =
c
d
e
𝐸
𝑡
The relationship
between power,
current and
potential difference
is P=I×V
The relationship
between energy
transferred,
potential difference
and charge is
E=V×Q
Everyday electrical
appliances are
designed to bring
about energy
transfers.
Calculate the current through
an appliance from its power
and the p.d. of the supply
and from this determine the
size of fuse needed.
Suggested
timing (lessons)
Spec Reference
b
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
𝑃 =
and
Resource
Examination
‘hints and tips’
Students should:
𝐸
𝑡
E=V×Q
Activity: Calculate the current through
an appliance from its power and the
p.d. of the supply and from this
determine the size of fuse needed.
Give examples of electrical
appliances and the energy
transfers they are designed
to bring about.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
55
g
Learning Outcomes
What most students should
be able to do
The amount of
energy an
appliance transfers
depends on how
long the appliance
is switched on for
and its power.
Calculate the cost of mains
electricity given the cost per
kilowatt-hour.
Suggested
timing (lessons)
Spec Reference
f
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Video clips of the National
Grid can be found on
www.youtube.com by
searching for ‘How the
National Grid responds to
demand’.
Be able to identify
and label a
diagram of the
main parts of the
National Grid.
Homework: Calculate the cost of
using electrical appliances given the
cost per kilowatt-hour. Interpret
electricity meter readings to calculate
total cost of mains electricity over a
period of time.
Interpret electricity meter
readings to calculate total
cost over a period of time.
The relationship
between energy
transferred from the
mains, power and
time is E=P×t
4.4 The National Grid
a
b
Electricity is
distributed from
power stations to
consumers along
the National Grid.
For a given power,
increasing the
voltage reduces the
current required.
This reduces the
energy losses in
the cables.
Identify and label the
essential parts of the
National Grid.
1
Video: Watch video clips of the
National Grid.
Demo: Demonstration model of main
components of the National Grid.
Discuss: Discussion of the
advantages and disadvantages of
overhead and underground power
lines.
Homework: Produce poster to
illustrate the National Grid.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
56
Learning Outcomes
What most students should
be able to do
Step-up and stepdown transformers
are used to change
voltages in the
National Grid.
Know why transformers are
an essential part of the
National Grid.
Suggested
timing (lessons)
Spec Reference
c
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Resource
Examination
‘hints and tips’
Students should:
A useful video on the
generation of electricity can be
found on the BBC website at
http://www.bbc.co.uk/learningz
one/clips/electricitygeneration-andtransmission/4559.html
57
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Activity: Investigate magnetic field
patterns produced by one and two bar
magnets.
Bar magnets and iron filings in
sealed bag or magna probe.
Be able to use
Fleming’s Lefthand Rule to
identify the
direction of the
force on a current
carrying
conductor.
5 Motors generators and transformers
5.1 The motor effect
a
Magnets attract
and repel other
magnets.
Recognise magnetic field
patterns using one or two bar
magnets.
b
When a current
flows through a
wire a magnetic
field is produced
around the wire.
Know how to produce a
uniform magnetic field using
two bar magnets.
When a wire
carrying a current is
placed in a
magnetic field it
experiences a
force. This is called
the motor effect.
Understand that a current in
a conductor produces a
magnetic field and that this is
the basis for electromagnets,
applications of which include
their use on cranes for lifting
iron or steel.
c
Understand the principle of
the motor effect and know
how to use Fleming’s Lefthand Rule to identify the
direction of the force
produced.
3
Demo: Demonstration of magnetic
field around a wire carrying a current
and inside a solenoid coil.
Homework: Research some uses of
electromagnets e.g. cranes for lifting
iron or steel.
Homework: Research the structure of
a simple loudspeaker.
Demo: Demonstration of the motor
effect.
Activity: Students make simple
motors from kits.
Demonstration equipment for
magnetic field around a wire
and solenoid; demonstration
equipment for the motor effect
and motor kits.
Useful information on an
electric motor can be found at
www.schoolscience.co.uk by
searching for ‘electric motors’.
An interactive motor
demonstration can be found at
http://www.walterfendt.de/ph14e/electricmotor.h
tm
Research: Students research the
structure and action of a motor.
Homework: Applying Fleming’s lefthand rule to different situations.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
58
d
The size of the
force can be
increased by:
increasing the
strength of the
magnetic field or
increasing the size
of the current.
Know how the size and
direction of the force
produced can be altered.
e
The direction of the
force is reversed if
either the direction
of the current or the
direction of the
magnetic field is
reversed.
Suggested
timing (lessons)
Learning Outcomes
What most students should
be able to do
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Demo: Demonstration of
electromagnetic induction.
Discuss: Discussion of the differences
between the motor effect and
electromagnetic induction.
Homework: Poster describing
electromagnetic induction.
Magnets, sensitive voltmeters,
insulated wire,
Know how an
electric current
can be generated
in a wire.
5.2 The generator effect
a
If an electrical
conductor ‘cuts’
through a magnetic
field a potential
difference is
induced across the
ends of the
conductor.
Understand the principle of
electromagnetic induction.
2
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
59
b
If a magnet is
moved into a coil of
wire a potential
difference is
induced across the
ends of the coil.
This is called the
generator effect.
c
The generator
effect also occurs if
the magnetic field
is stationary and
the coil is moved.
d
If the coil of wire is
part of a complete
circuit, a current is
induced in the wire.
e
If the direction of
motion, or the
polarity of the
magnet, is
reversed, the
direction of the
induced potential
Learning Outcomes
What most students should
be able to do
Explain the action of a simple
a.c. generator and a simple
d.c. generator, including
graphs of potential difference
generated across the coil
against time.
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Demo: Demonstration of a simple a.c.
generator.
Demo: Demonstration of a simple d.c.
generator.
Homework: Research a wind –up
radio or torch.
Generator kits
Be able to sketch
graphs of
potential
difference against
time for an a.c.
generator and a
d.c. generator.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
60
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
difference and any
induced current is
reversed.
f
The size of the
induced potential
difference
increases when:
the speed of the
movement
increases, the
strength of the
magnetic field
increases, the
number of turns on
the coil increases
or the area of the
coil increases.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
61
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Activity: Class experiments making a
simple transformer using C-cores and
insulated wire – observing the effect of
d.c. and a.c. inputs, observing the
effect of different coil ratios.
Iron C-cores, insulated wire,
demonstration transformer.
Know the
components of a
transformer and
be able to
describe how it
works.
Demo: Demonstration transformer –
measuring voltages.
An experiment that shows the
basic principle of any
transformer can be found at
http://www.nuffieldfoundation.o
rg/practical-physics/modeltransformer
5.3 Transformers
a
b
A basic transformer
consists of a
primary coil and a
secondary coil
wound on a soft
iron core.
An alternating
current in the
primary coil of a
transformer
produces a
changing magnetic
field in the iron core
and hence in the
secondary coil.
This induces an
alternating potential
difference across
the ends of the
secondary coil.
Understand the basic
structure of the transformer.
Explain how a transformer
works.
3
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
62
c
In a step-up
transformer the
potential difference
across the
secondary coil is
greater than the
potential difference
across the primary
coil.
Understand the difference
between a step-up
transformer and a step-down
transformer.
Use the transformer
equations.
d
In a step-down
transformer the
potential difference
across the
secondary coil is
less than the
potential difference
across the primary
coil.
Suggested
timing (lessons)
Learning Outcomes
What most students should
be able to do
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Resource
Examination
‘hints and tips’
Students should:
63
The potential
differences across
the primary and
secondary coils of
a transformer are
related to the
number of turns on
the coils by
𝑣𝑝
𝑛𝑝
=
𝑣𝑠
𝑛𝑠
f
If transformers are
assumed to be
100% efficient, the
electrical power
output would equal
the electrical power
input.
Vp ×lp =Vs×ls
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
e
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Activity: Carry out calculations using
equations
𝑣𝑝
𝑛𝑝
=
𝑣𝑠
𝑛𝑠
Vp ×lp =Vs×ls
Activity: Computer simulations of
transformer action.
Computer access
Homework: Practice using
transformer equations.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
64
Learning Outcomes
What most students should
be able to do
Switch mode
transformers are
transformers that:
operate at a high
frequency, often
between 50 and
200 kHz. Switch
mode transformers
use very little
power when they
are switched on but
no load is applied.
Understand the difference
between a switch mode
transformer and a
conventional transformer.
Know the advantages and
uses of switch mode
transformers.
Suggested
timing (lessons)
Spec Reference
g
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Research: Students should research
the operation and advantages of
switch mode transformers.
Resource
Examination
‘hints and tips’
Students should:
Know the
advantages of a
switch mode
transformer.
Homework: Students should write a
summary of their research.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
65
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Activity: Make model atoms from
different coloured plasticene.
Coloured plasticene
Video clips of atomic structure
can be found on
www.youtube.com by
searching for ‘Nuclear Energy
Part 1’.
Information on Atoms and
Isotopes can be found on BBC
GCSE Bitesize at
http://www.bbc.co.uk/schools/
gcsebitesize/science/add_aqa/
atoms_radiation/
Learn the relative
masses and
charges of the
particles.
6 Nuclear physics
6.1 atomic structure
a
The basic structure
of an atom is a
small central
nucleus composed
of protons and
neutrons
surrounded by
electrons.
Describe the structure of an
atom.
b
The relative
masses and
relative electric
charges of protons,
neutrons and
electrons.
Explain how results from the
Rutherford and Marsden
scattering experiments led to
the ‘plum pudding’ model
being replaced by the
nuclear model.
c
In an atom the
number of
electrons is equal
to the number of
protons in the
nucleus. The atom
has no overall
electrical charge.
Understand that new
evidence can cause a theory
to be re-evaluated.
Understand the terms atomic
number and mass number.
Describe how an ion is
formed.
Know that, according to the
nuclear model, most of the
atom is empty space.
1
Video: Watch video clips of atomic
structure.
Know that an atom has no
overall charge.
Discuss: Discussion of how results
from the Rutherford and Marsden
scattering experiments led to the ‘plum
pudding’ model being replaced by the
nuclear model.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Know the
definition of
‘isotopes’.
66
d
Atoms may lose or
gain electrons to
form charged
particles called
ions.
e
The atoms of an
element always
have the same
number of protons,
but have a different
number of neutrons
for each isotope.
The total number
of protons in an
atom is called its
atomic number.
The total number of
protons and
neutrons in an
atom is called its
mass number.
Learning Outcomes
What most students should
be able to do
Understand how atoms are
represented in terms of their
mass number and atomic
number e.g.
(Mass number) 23
Na
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Homework: ‘Fill in the gaps’ exercise
relating to the number of protons,
neutrons and electrons, atomic
number and mass number of atoms of
different isotopes.
(Atomic number) 11
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
67
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Demo: Demonstration of radiation
emitted from various sources, eg
radioactive rocks, sealed sources, and
luminous watch.
Geiger-Müller (GM) tube and
counter or other radioactivity
meter, radioactive sources.
Know the natural
and man-made
sources of
background
radiation.
6.2 Atoms and radiation
a
b
c
Some substances
give out radiation
from the nuclei of
their atoms all the
time, whatever is
done to them,
These substances
are said to be
radioactive.
Be aware of the random
nature of radioactive decay.
The origins of
background
radiation.
Know and understand that
background radiation
originates from both natural
sources, such as rocks and
cosmic rays from space, and
man-made sources such as
the fallout from nuclear
weapons tests and nuclear
accidents.
An alpha particle
consists of two
neutrons and two
protons, the same
as a helium
Recall the nature of the three
types of nuclear radiation.
3
Video: Watch video clips of the
discovery of radioactivity.
Homework: Visit the BBC GCSE
Bitesize website – background
radiation.
Information on background
radiation can be found on the
BBC GCSE Bitesize website
at
http://www.bbc.co.uk/schools/
gcsebitesize/science/add_aqa/
atoms_radiation/
Homework: Find out about the work
of Marie Curie or similar.
Activity: Interactive activities on alpha
decay, beta decay and the scattering
of alpha particles.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
68
nucleus. A beta
particle is an
electron from the
nucleus. Gamma
radiation is
electromagnetic
radiation from the
nucleus.
d
e
f
Nuclear equations
may be used to
show single alpha
and beta decay.
Alpha and beta
radiations are
deflected by both
electric and
magnetic fields but
gamma radiation is
not.
Gamma radiation is
not deflected by
electric or magnetic
fields.
Learning Outcomes
What most students should
be able to do
Balance nuclear equations,
limited to the completion of
atomic number and mass
number.
Know that alpha particles are
deflected less than beta
particles and in an opposite
direction. Explain this in
terms of the relative mass
and charge of each particle.
Be able to describe the
dangers and some uses of
each type of radiation.
Understand how the
properties of each type of
radiation nuclear radiation
make it suitable for specific
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Homework: Questions on balancing
nuclear equations.
Demo: Demonstrations of the
properties of alpha, beta and gamma
radiation. Discussion of conclusions
(nature, size, speed).
Activity: Computer simulation of
radioactivity experiments.
Video: Watch video clips of the uses
of radioactive sources.
Homework: Questions on the uses
and dangers of each type of nuclear
radiation. Questions involving the
selection of an appropriate isotope for
a given situation.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Resource
Interactive websites showing
the nature of each type of
nuclear radiation can be found
at
http://phet.colorado.edu/en/si
mulation/alpha-decay
HT only Nuclear equations to
show single alpha and beta
decay.
http://phet.colorado.edu/en/si
mulation/beta-decay
Information on Electrostatic
model of alpha particle
scattering can be found on the
Practical Physics website at
http://www.nuffieldfoundation.o
rg/practicalphysics/electrostatic-modelalpha-particle-scattering
Examination
‘hints and tips’
Students should:
Be able to
balance
equations by
completing atomic
number and mass
number.
Information on radioactive
substances can be found on
BBC GCSE Bitesize website
http://www.bbc.co.uk/schools/
gcsebitesize/science/add_aqa/
atoms_radiation/
69
g
There are uses and
dangers associated
with each type of
nuclear radiation.
uses. Evaluate the possible
hazards associated with the
use of different types of
nuclear radiation.
Recall the definition of halflife.
h
The half-life of a
radioactive isotope
is: either the
average time it
takes for the
number of nuclei of
the isotope in a
sample to halve, or
the time it takes for
the count rate from
a sample
containing the
isotope to fall to
half its initial level.
Understand the shape of a
radioactive decay graph and
work out the half-life from it.
Evaluate the appropriateness
of radioactive sources for
particular uses, including as
tracers, in terms of the
type(s) of radiation emitted
and their half-lives.
Suggested
timing (lessons)
Learning Outcomes
What most students should
be able to do
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Activity: Class experiment to model
radioactive decay using dice, coins or
marked cubes.
Large number of dice or
similar.
Know the
definitions of halflife.
Be able to
calculate the halflife from a decay
curve.
Activity: Drawing graphs to show
radioactive decay and calculating the
half-life from the graph.
Activity: Researching uses of
radioactive sources with different halflives.
Homework: Calculations and graphs
involving half-life.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
70
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
1.5
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Video: Watch video clips of nuclear
fission and chain reactions.
Video clips of nuclear fission
and chain reactions can be
found at http://phet.
colorado.edu/en/
simulation/nuclear- fission
Be able to sketch
a labelled
diagram to
illustrate a chain
reaction.
6.3 Nuclear fission
a
Nuclear fission is
the splitting of an
atomic nucleus.
Understand the concepts of
nuclear fission and chain
reactions.
b
There are two
fissionable
substances in
common use in
nuclear reactors,
uranium-235 and
plutonium-239.
Sketch or complete a
labelled diagram to illustrate
how a chain reaction may
occur.
c
For fission to occur
the uranium-235 or
plutonium-239
nucleus must first
absorb a neutron.
d
The nucleus
undergoing fission
splits into two
smaller nuclei,
releasing two or
three neutrons and
energy.
Homework: Students prepare a
presentation or poster on nuclear
fission.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
71
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
e
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Video: Watch video clips describing
nuclear fusion.
Information on nuclear fission
and fusion can be found on
BBC GCSE Bitesize website
http://www.bbc.co.uk/schools/
gcsebitesize/science/add_aqa/
atoms_radiation/
Video clips showing the life
cycle of stars can be found on
www.brainpop.com by
searching for ‘lifecycle of
stars’.
Know the stages
in the life of large
and small stars.
These neutrons
may go on to start
a chain reaction.
6.4 Nuclear fusion
a
Nuclear fusion is
the joining of two
atomic nuclei to
form a larger one.
Understand the process of
nuclear fusion.
b
Nuclear fusion is
the process by
which energy is
released in stars.
Understand with the chart
shown in the specification
that shows the life cycles of
stars.
c
Stars form when
enough dust and
gas from space is
pulled together by
gravitational
attraction. Smaller
masses may also
form and be
attracted by a
larger mass to
become planets.
Explain how stars are able to
maintain their energy output
for millions of years.
1.5
Homework: Students prepare a
presentation or poster about the life
cycle of stars.
Know that elements up to
iron are formed during the
stable period of a star, and
elements heavier than iron
are formed in a supernova.
Explain why the early
Universe contained only
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
72
d
During the ‘main
sequence’ period of
its life cycle a star
is stable because
the forces within it
are balanced.
hydrogen but now contains a
large variety of different
elements.
e
A star goes through
a life cycle. This life
cycle is determined
by the size of the
star.
f
Fusion processes
in stars produce all
of the naturally
occurring elements.
These elements
may be distributed
throughout the
Universe by the
explosion of a
massive star
(supernova) at the
end of its life.
Suggested
timing (lessons)
Learning Outcomes
What most students should
be able to do
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Resource
Examination
‘hints and tips’
Students should:
73