Physics at Bullers Wood…
Relevant...
...challenging...
...and fun!
Induction Day
28th June 2013
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Contents
Why Choose Physics? ........................................................................................ 3
Induction day .................................................................................................... 3
Your task: Snapping Shoelaces .......................................................................... 4
The AS Physics Course ....................................................................................... 7
Course Structure............................................................................................. 7
Physics Skills ................................................................................................... 7
General and Mathematical Requirements ..................................................... 8
Developing Problem Solving Skills .................................................................. 9
Equipment List ................................................................................................ 9
Summer Preparation ....................................................................................... 10
Annex 1: Maths Skills Self-Assessment Checklist............................................. 11
Annex 2: Who is in Team Physics? .................................................................. 12
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Advice from previous Physics students
Learn the GCSE
topics really well.
Take Physics if you
like it; don't be
forced into it.
Do your own work + questions at
home as well as learning
everything as you go along.
Get revision guides right at the
beginning so you are constantly
revising, it will pay of when the
exams come round.
Try to understand the work, not just
learn it by rote - it helps your
knowledge and understanding of
Physics if you apply it to the outside
world.
Look at the course
before you start. The
specification is on
the Edexcel website.
2
Why Choose Physics?
Physics is demanding. It is one of the most challenging A-levels that you could
choose...but it is also one of the most rewarding subjects that you could
study and one of the most respected!
People who study Physics develop skills that are transferrable to other
subjects and used in many different
careers. Physicists are fantastic thinkers.
They are logical and rational.
They are able to synthesise information
from different sources.
They have a good understanding of the
importance of uncertainty, in order to
make good sense of data.
Whatever career path you take, the skills
that you learn now will be valuable throughout your life. You might even
enjoy it, too!
Induction day
The induction day is set up for you to enjoy yourselves, have some fun, and to
carry out some practical Physics! You will see how Physics is applied to the
‘real world’, whilst getting a taste for the skills that you will be developing
when you start the course.
You are going to complete a task in pairs. How you approach and think
through the task is as important as the final outcome!
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Your task: Snapping Shoelaces
Skills tested:




Recall
Data manipulation
Common sense
Designing a practical
Physics:



Hooke’s Law
Materials
Elasticity
Brief:
A sweet manufacturer has to be certain that its popular ‘Strawberry
Shoelaces’ will snap if put under enough tension. This is to avoid any accidents
should the product becoming wrapped around small children’s necks.
How would you calculate the breaking stress for the product to test this
requirement? Plan an experiment to find this value.
Extra information:
1. The stress, σ, applied to a material can be calculated by:
Stress (σ) = force applied (F) ÷ cross sectional area (A)
Where stress is measured in N/ m2, force in N and area in m2.
2. The breaking stress of a material is the stress under which the material
will yield (break).
3. Weight (N) = mass (kg) x gravitational field strength (N/kg).
Take gravitational field strength as 10 N/kg.
4. Diameter of the laces = 2.44mm = 0.00244m
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Plan
What equipment will you use? What is your method?
Breaking stress of the Strawberry Shoelaces: ..........................................N/m 2
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EXTENSION TASK:
Plot a graph of viscosity (y-axis) against temperature (x-axis). Hence determine
the relationship between flow rate and temperature. Show all your results on
the graph paper provided.
Temperature (°C)
38
40
42
44
46
48
50
Viscosity (Pa.s)
200
100
70
60
56
53
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Data from: Radosavljevic, S. and A. Schlunk, 2000. Melting chocolate. CRC for Polymers,
University of Sydney.
Extra information:
1. Use at least half of the graph paper when plotting the graph. Label the
axes.
2. Viscosity describes the internal friction of a fluid. A high viscosity fluid
has a relatively high resistance to flow.
3. Describe the relationship between flow rate and temperature, using
scientific words.
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The AS Physics Course
Course Structure
Each week you will have five 50 min Physics lessons; two doubles and one
single. Later in the year you may also be required to attend a weekly ‘seminarstyle’ Problem Solving Class, where you will have the chance to work through
exam questions and resolve any problems from the lessons.
You will study three units during the year:
Unit
Title
Unit 1 Physics on the go
Unit 2 Physics at work
Unit 3 Exploring physics
Assessment method
Exam
Exam
Practical
Percentage of overall
grade
40%
40%
20%
In addition to this, you will do a ‘Language of Physics’ unit that will run during
the Autumn term. The purpose of these lessons will be to develop skills
relevant across all Physics units, improve your existing experimental skills and
techniques and provide a good foundation for the preparation for the
practical coursework in Unit 3.
The Physics course requires a lot of independent learning. In order to be
successful, the time spent working on your Physics independently should be
at least equal to the time spent in the classroom. The earlier you get into this
habit, the better!
Physics Skills
It is our aim, through a range of activities and experiments, to develop your
skill levels in the areas of:
•
•
•
•
•
Thinking
Problem solving
Applying
Analysing and evaluating
Practical aptitude
Oh, and we’ll teach you some Physics along the way too!!
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General and Mathematical Requirements
During the course, you will develop these General and Mathematical skills.
Spreadsheet
Physical
quantities
and their units
Significant
figures
Order of
magnitude
Rate of change
Vectors and
scalars
Planning an
experiment
A familiarity with the layout of a spreadsheet the
symbols and format.
Understanding of the distinction between base and
derived physical quantities and their units in SI.
Use of an appropriate number of significant figures.
Appreciate the order of magnitude of common physical
quantities.
Make order-of-magnitude calculations.
Use and interpret expressions such as:
average υ = Δx/Δt; average a = Δυ/Δt
Recognise a physical quantity as a vector or a scalar.
Resolve a vector into two components at right angles
to each other.
Combine two perpendicular vectors by calculation.
Combine any number of coplanar vectors at any angle
to each other by drawing.
Use the terms accuracy, precision and sensitivity
appropriately.
Estimate the uncertainty (random error) in a single
measurement, express it as an absolute value and as a
percentage.
Estimate the uncertainty (random error) in a quantity
derived by processing a set of experimental data, and
express it as an absolute value and as a percentage.
In addition to the above, you will also need some prior knowledge of a
number of mathematical concepts. Over the summer holiday, you need to
complete the Self-Assessment Checklist that you will find in Annex 1 at the
back of this booklet.
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Developing Problem Solving Skills
Students taking Physics to advanced level (AS and A2) must develop problem
solving skills to enable them to explore a problem and identify different ways
of tackling it including investigation and mathematical manipulation.
You will need to:
• Identify, analyse and accurately describe the problem.
• Show that you know and understand what must be done to successfully
solve the problem.
• Select appropriate methods to solve the problem, then explain - giving
reasons - the choice of method(s) used.
• Show that you have considered the main risks involved.
Equipment List
In order to be successful in Physics, you will need to be organised and
prepared for each lesson. You need to come to each lesson with the following
equipment (as a minimum!):
•
•
•
•
•
•
•
Pen, pencil & rubber
Lined paper
Scientific calculator (that you know how to use!!)
30cm ruler
Protractor
Compass
Set square
To keep your notes tidy, get yourself a few folders with dividers and some
index cards for making revision cards.
You will be provided with a text book to accompany the course, which should
be brought to every lesson. The VLE will also be used as a source of
information (uploaded notes / past papers / discussion board).
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Summer Preparation
To prepare you for AS Physics, we have a number of tasks that you must
complete over the summer:
Task
Done
Go through revision book (you need to purchase this from us)*
ISBN 9781847621153
Head Start to AS Physics, CPG
Learn SI units and quantities (beginning of the book).
Learn unit prefixes (beginning of the book).
Learn Sections One and Two for the first Physics unit.
Sections Three and Four will help you with the 2nd year 12 unit, so read
through these topics (these topics will not be in your test in the first week).
Maths Skills Self-Assessment checklist (Annex 1). If you are unsure of a
concept, use GCSE revision websites and your own KS4 notes to recap it.
*You will be tested on this in the first week back, as we believe that this preparation is
essential! You will also be tested at the beginning of October to make sure that you are
making the necessary progress on the course.
A bit of extra work before you start will really help
you get going with the course, so invest some
time in building a really good foundation for
yourself.
Enjoy your summer, and we look forward to
welcoming you to Team Physics in September.
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Annex 1: Maths Skills Self-Assessment Checklist
  
Graphs
Plot a graph using two variables from experimental or other data,
using appropriate scales for graph plotting.
Understand that y = mx + c represents a linear relationship and
rearrange relationships into this form where appropriate.
Determine the gradient and intercept of a linear graph by drawing
and calculation.
Determine the gradient of a tangent to a non-linear graph by
drawing.
Finding the gradient and intercept.
Find the area under a curve or line.
Arithmetic and computation
Recognise and use expressions in decimal and standard form
(scientific) notation.
Use ratios, fractions and percentages.
Recognise and use SI prefixes for 10-12, 10-9, 10-6, 10-3, 103, 106 & 109.
Use a calculator for:
 addition, subtraction, multiplication and division
 finding arithmetic means
 manipulating degrees
 finding and using xn, 1/x and √x.
Algebra
Change the subject of an equation by manipulation of the terms,
including positive, negative, integer & fractional indices, & square
roots.
Solve algebraic equations including those involving inverse and
inverse square relationships.
Substitute numerical values into algebraic equations using
appropriate units for physical quantities.
Understand and use the symbols =, <, >, << , >> , ≈, ∝, ~, Σx and Δx.
Geometry and trigonometry
Calculate the areas of triangles, the circumferences and areas of
circles, & the surface areas & volumes of rectangular blocks, cylinders
& spheres.
Use Pythagoras’ theorem, similarity of triangles and the angle sum of
a triangle.
Use sine, cosine and tangent in physical problems.
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Annex 2: Who is in Team Physics?
Miss B Evans (Head of Physics)
• MEng Chemical and Process Engineering with French, University of Sheffield
• MSc Renewable Energy Technology, EUREC
Physics is exciting! We are still looking for answers at both ends of the size spectrum –
what are things made of, and what is our place in the Universe? The A2 course is
fantastic, as it explores particles and the cosmos; I also enjoy the maths of projectiles
and the beauty of waves at AS.
I have worked as a Sustainable Energy consultant at an Engineering Consultancy and
in a not-for-profit organisation, as well as in British Steel’s R&D team.
I love the problem-solving element of Physics – working out what the problem is and
then identifying the tools you need to solve it. The skills that you develop during the
course will be transferrable to whatever you go on to do in the future!
Mr A Feakes
• BSc Physics, Imperial College, London
• MSc Bioinformatics, Birkbeck College, London
I’ve always been a science junkie, following the latest developments even when I was
working in business, and now being able to pass on that passion through teaching is a
wonderful privilege. Though I find all science interesting, Physics fascinates me most –
the fundamentals, the foundations and the origins... ultimately, it tells the other
sciences what they can and can’t do!
Studying Physics will help you to understand everything in our world, from how
matter interacts to the thermodynamics underpinning our changing climate.
I have been teaching the more mathematical side of the course – mechanics,
electronics and quantum physics – and help develop students’ problem solving skills.
Miss C O'Sullivan
• BSc Oceanography, National Oceanography Centre, University of Southampton
• MSc Wildlife Management and Conservation, University of Reading and British Antarctic Survey
Due to my academic background I teach fluid dynamics, materials and waves on the
course. I have completed research on the fluid dynamics of animals moving through
water and on modelling the movements of animals. I have worked for British Antarctic
Survey and for turtle conservation projects in Mexico and Costa Rica.
My favourite part of Physics is how it makes science beautiful, and how we can use it
to help us explain how things work.
Fact: There are an infinite number of mes writing this, and an infinite number of
yous reading it! Check out dimension science.
Mrs L Sansom
• BSc Biology (with Physics), Queen Mary, University of London
• Winner of the Institute of Physics Teacher of the Year Award
Physics is my passion. It feeds my natural curiosity; the eternal wanting to know ‘why’
and ‘how’. As an Assistant Head Teacher in the school, I am continuously transforming
myself into different roles to fulfil my responsibilities. Physics, however, always draws
me ‘home’.
I am looking forward to teaching you the areas of Physics that still inspire and excite
me - energy, electricity, fields, astrophysics and particle physics.
Are you ready for the most exciting ride of your life? Then come on board and the
Physics team will take you to intellectual places you never thought possible.
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