Is3350 Unit 1

Unit 1

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 candidates and the curriculum time available. The first two columns summarise the specification references, whilst the Learning Outcomes indicate what most candidates 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. Higher Tier material is indicated by a bold HT only comment. The timings are only suggested*, as are the Possible Teaching and Learning activities,
which include references to experimental work and How Science Works opportunities. Resources are only given in brief and risk assessments should be carried out. To access classroom activities, practical ideas, progress checks / end of topic assessments and over 175 questions and mark schemes for Physics Unit 1, use Exampro Extra Online, our FREE resource for AQA teachers.

*The suggested timings relate to the learning outcomes rather than to the activities.

P1.1 The transfer of energy by heating processes and the factors that affect the rate at which that energy is transferred
Energy can be transferred from one place to another by work or by heating processes. We need to know how this energy is transferred and which heating processes are most important in a particular situation.

P1.2 Energy and efficiency
Appliances transfer energy but they rarely transfer all of the energy to the place we want. We need to know the efficiency of appliances, so that we can choose between them, including how cost effective they are, and try to improve them.

|Spec Reference |
| | | | | | | |
|a |The use of kinetic theory to |Draw simple diagrams to model the |1 |Activity: Individual use/class demonstration of |Access to computers; interactive kinetic |Be able to describe the |
| |explain the different states |difference between solids, liquids and | |interactive kinetic theory modelling computer |theory modelling programme. |arrangement and movement |
| |of matter. |gases. | |programme. | |of particles in solids, |
| | | | | | |liquids and gases. |
| |The particles of solids, |Describe the states of matter in terms of| |Homework: Designing a poster to illustrate the |Useful information can be found at | |
|b |liquids and gases have |the energy of their particles. | |arrangement, movement and energy of the particles in |www.preparatorychemistry.com/Bishop_KMT_fra| |
| |different amounts of energy. | | |solids, liquids and gases. |mes.htm | |
| | | | | | | |
|P1.2.1 Energy transfers and efficiency |
| | | | | | | |
|a |Energy can be transferred |Describe the energy transfers and the |1 |Video: Watch a video clip or view images of energy |Video clip/images of energy transducers. |Know how to use the |
| |usefully, stored or |main energy wastages that occur in a | |transducers. | |equation and calculate the|
| |dissipated, but cannot be |range of situations or appliances. | | |Energy transfer experiments, eg battery |efficiency either as a |
| |created or destroyed. | | |Activity: Circus of energy transfer devices. |operated electric bell, wind-up toy etc. |decimal or as a |
| | |Interpret and draw a Sankey diagram. | | | |percentage. |
| |When energy is transferred | | |Task: Drawing of Sankey diagrams, having identified |Useful information on ‘Heat transfer and | |
| |only part of it may be |Understand the concept of efficiency and | |major sources of wasted energy.
|efficiency’ can be found on the BBC website|Understand why a device or|
|b |usefully transferred, the |why efficiency can never be greater than | | |at |process can never be |
| |rest is ‘wasted’. |100%. | |Activity: Choosing the best lighting. |www.bbc.co.uk/schools/gcsebitesize/science/|greater than 100% |
| | | | | |aqa/energy |efficient. |
| |Wasted energy is eventually |Use the equation to calculate efficiency | |Candidates ‘design’ a series of ramps, wheels etc to | | |
| |transferred to the |as a decimal or percentage. | |give a sequence of energy changes. If possible they | |
|
| |surroundings, which become | | |are allowed to build it, eg heat water to allow steam | | |
|c |warmer.
The wasted energy it| | |to turn wheel to trigger movement etc. | | |
| |becomes increasingly spread | | | | | |
| |out and so becomes less | | |Homework: (1) Research into James Joule’s experiments | | |
| |useful. | | |(2) Use retail catalogues to see how manufacturers are| | |
| | | | |aware of the need for efficiency, and how it may | |
|
| | | | |influence the choice of appliance by consumers. | | |
| |To calculate the efficiency | | | | | |
| |of a device using: | | | | | |
| | | | | | | |
| |Efficiency = | | | | | |
| | | | | | | |
| |useful energy out | | | | | |
| |total energy in | | | | | |
| | | | | | | |
|d | | | | | | |
| |Efficiency = | | | | | |
| | | | | | | |
| |useful power out | | | | | |
| |total power in | | | | | |
|P1.1.3 Energy transfer by heating |
| | | | | | | |
|a |The transfer of energy by |Understand in simple terms |2 |Demo: Demonstrations of conduction, eg heating a metal|Conduction demonstrations: Containers of |Know that air is an |
| |conduction and convection |how the arrangement and | |bar with tacks stuck on with wax; rods of different |hot water wrapped in different materials. |excellent insulator and |
| |involves particles, and how |movement of particles determine whether a| |materials held in a flame etc; heating rods on heat | |examples of insulation |
| |this transfer takes place. |material is a conductor or an insulator. | |sensitive paper. | |materials using trapped |
| | | | | | |air. |
| | |Understand the role of free electrons in | |Activity: Class experiment measuring the temperature |Convection demonstrations. | |
| | |conduction through a metal. | |of hot water in a container with different materials | | |
| | | | |wrapped round it. | | |
| | |Use the idea of particles moving apart to| | | | |
| | |make a fluid less dense and to explain | |Demo: Demonstrations of convection, eg paper coil held| | |
| | |simple applications of convection. | |above heat source, tracing convection currents in | | |
| | | | |water etc. Use of jumbo black bag lifted by convection| | |
| | | | |to sky (product of Hawkin’s Bazaar, Science museum | | |
| | | | |shop). |A video clip on heat transfer can be found | |
| | | | |Use of school Food Technology facilities to make Baked|on the BBC website at | |
| | | | |Alaska. |www.bbc.co.uk/learningzone/clips by | |
| | | | | |searching for clip ‘8762’. | |
| | | | |Homework: Make a survey, or collection, of material | | |
| | | | |used in the take away food industry, explaining why it| | |
| | | | |has been chosen. | | |
| | | | | | | |
|a |The transfer of energy by |Explain evaporation and the cooling |1 |Discuss: Small group discussions to explain |Access to computers; interactive kinetic |Be able to explain why |
| |evaporation and condensation |effect this causes using the kinetic | |evaporation and condensation. |theory modelling programme. |evaporation causes the |
| |involves particles, and how |theory. | | | |surroundings to cool. |
| |this transfer takes place. | | |Activity: Individual use/class demonstration of | | |
| | | | |interactive kinetic theory modelling computer | | |
| | | | |programme to explain evaporation and condensation. | | |
| | | | | | | |
| |The factors that affect the | | |Demo: Demonstration of evaporation causing cooling, eg| | |
| |rate of evaporation and | | |thermometer bulb wrapped in wet tissue. |Evaporation demonstrations. | |
| |condensation. | | | | | |
| | | | |Applications of evaporation and condensing, eg | | |
|b | | | |sweating, fridges, scalds etc. | | |
| | | | | | | |
| | | | |Homework: Research into how animals in cold and hot | | |
| | | | |climates are adapted to their environments | | |
| | | | |(preparation for next lesson). | | |
| | | | | | | |
|c |The rate at which an object |Know that the rate at which an object |2 |Discuss: Summary of the factors affecting the rate at |Parts of old machinery showing cooling fins|Know the factors affecting|
| |transfers energy by heating |transfers energy by heating depends on: | |which an object transfers energy by heating. |increasing surface area, eg motorbike |the rate at which an |
| |depends on a number of | | | |engines, fridge cooling fins. |object transfers energy by|
| |factors. |surface area and volume | |Task: In small groups, candidates prepare a | |heating and applications |
| | |the material from which the object is | |presentation on a topic to present to the class, eg | |of this. |
| |The bigger the temperature |made | |animal adaptations in terms of energy transfer, how | | |
|d |difference between an object |the nature of the surface with which the | |each of the factors affects the rate at which an | | |
| |and its surroundings, the |object is in contact. | |object transfers energy by heating and an application | | |
| |faster the rate at which |the temperature difference between the | |of this etc. | | |
| |energy is transferred by |object and its surroundings. | | | | |
| |heating. | | |Activity: Transfer of energy by heating processes, eg | | |
| | |Be able to explain the design of devices | |Tarsia puzzle. | | |
| | |in terms of energy transfer, eg cooling | | | | |
| | |fins. | |Homework: The presentations could be transferred to | | |
| | | | |the school Virtual Learning Environment (VLE) or | | |
| | |Be able to explain animal adaptations in | |summarised on paper as a revision guide for the class.| | |
| | |terms of energy transfer, eg relative ear| | | | |
| | |size of animals in cold and warm | | | | |
| | |climates. | |Candidates create an imaginary animal which has | | |
| | | | |evolved to deal with certain climatic conditions. | | |
|P1.1.1 Infrared radiation |
| | | | | | | |
|a |All objects emit infrared |Understand what infrared radiation is. |2 |Video: Watch a video clip or view images of |Video clip/images of thermographs can be |Know how the nature of a |
| |radiation. | | |thermographs. |found at www.youtube.com by searching for |surface affects the amount|
| | |know the factors which affect the rate at| | |‘Infrared: More Than Your Eyes Can See’. |of infrared emitted. |
|b |The hotter an object is the |which an object radiates infrared | |Task: In groups, candidates discuss what factors might| | |
| |more infrared radiation it |radiation | |affect the amount of infrared radiation emitted and | | |
| |radiates in a given time. | | |present it back to the class. | | |
| | | | | |Leslie’s cube and infrared detector or | |
| |Dark, matt surfaces are good | | |Demo: Demonstration of Leslie’s cube or similar |similar apparatus. | |
| |emitters of infrared | | |apparatus. | | |
|c |radiation. | | | |Cans with light shiny and dark matt outer | |
| | | | |Task: Class experiment measuring the temperature of |surfaces, thermometers. | |
| |Light, shiny surfaces are | | |hot water cooling in shiny and dark cans. Discussion | | |
| |poor emitters of infrared | | |of independent, dependent and control variables. | | |
| |radiation. | | | | | |
|d | | | |Homework: Explain why marathon runners are wrapped in | | |
| | | | |foil blankets following a race and why kettles are | | |
| | | | |light coloured. | | |
| | | | | | | |
| | | | |Research into thermographic imaging to detect tumours,| | |
| | | | |or locate bodies following natural disasters. | | |
| | | | | | | |
|a |All objects absorb infrared |Understand the difference between |1 |Demo: Demonstrations of dark/shiny objects absorbing |Datalogging temperature sensors, radiant |Understand the difference |
| |radiation. |radiation and absorption of infrared | |heat, eg use of datalogging temperature of water in |heater, shiny and black cans. |between an object emitting|
| | |radiation. | |two cans near a radiant heater. | |infrared radiation and |
|c |Dark, matt surfaces are good | | | | |absorbing infrared |
| |absorbers of infrared |Know the factors which affect the rate at| | | |radiation. |
| |radiation. |which an object absorbs infrared | | | | |
| | |radiation. | | | | |
| |Light, shiny surfaces are | | |Discuss: Discussion of independent, dependent and | | |
|d |poor absorbers of infrared | | |control variables. | | |
| |radiation. | | | | | |
| | | | |Homework: Explain why houses and cars in hot countries| | |
| |Light, shiny surfaces are | | |tend to be light in colour. | | |
| |good reflectors of infrared | | | | | |
|e |radiation. | | | | | |
|P1.1.4 Heating and insulating buildings |
| | | | | | | |
|d |The specific heat capacity of|Understand the meaning of specific heat |2 |Activity: Class experiment using small immersion |Specific heat capacity apparatus, eg |Know the units of each of |
| |a substance is the amount of |capacity. | |heaters to heat blocks of metal/containers of water. |immersion heaters and metal blocks. |the quantities in the |
| |energy required to change the| | | | |equation; know how to |
| |temperature of one kilogram |Evaluate different materials according to| |Discuss: Discussion as to whether the filling in hot | |convert grams to kilograms|
| |of the substance by one |their specific heat capacities, eg water,| |pies is hotter than the pastry when removed from the | |and joules to kilojoules. |
| |degree Celsius. |which has a very high specific heat | |oven, or similar example. Why do some foods with a | | |
| | |capacity, oil filled radiators and | |filling of differing specific heat capacity sometimes | | |
| |E = m × c × ө |electric storage heaters containing | |warn about the filling being hot? | | |
| | |concrete. | | | | |
| | | | |Task: Candidates devise calculations involving | | |
| | | | |specific heat capacity for their peers to attempt. | | |
| | | | | | | |
| | | | |Homework: Attempt calculations set by other | | |
| | | | |candidates. | | |
| | | | | | | |
|a |U-values measure how |Know what a U-value is and what it tells |1 |Research: Candidates research U-values of common |Model solar panel water heater. |Understand the term |
| |effective a material is as an|us about the material as an insulator. | |insulating materials. | |‘pay-back’ time in |
| |insulator. | | | | |relation to heating and |
| | |Be able to evaluate the effectiveness of | | | |insulating buildings. |
| |The lower the U-value, the |different types of material used for | |Demo: Demonstration of model solar panel water heater.| | |
|b |better the material is as an |insulation, including U-values and | | | | |
| |insulator. |economic factors including payback time. | |Visit of local solar panel engineer. | | |
| | | | | | | |
| |Solar panels may contain |Be able to evaluate the efficiency and | |Homework: Revision of sections P1.1 and P1.2. | | |
| |water that is heated by |cost effectiveness of methods used to | | | | |
|c |radiation from the Sun. This |reduce ‘energy consumption’. | | | | |
| |water may then be used to | | | | | |
| |heat buildings or provide | | | | | |
| |domestic hot water. | | | | | |
| | | | | | | |
| |Summary of sections P1.1 and | |1 |Questions from previous exam papers. |Past exam questions; use Exampro for | |
| |P1.2 | | | |questions from PHY1. | |
| | | | |Test on contents of sections P1.1 and P1.2 | | |

P1.3 The usefulness of electrical appliances
We often use electrical appliances because they transfer energy at the flick of a switch. We can calculate how much energy is transferred by an appliance and how much the appliance costs to run.

P1.4 Methods we use to generate electricity
Various energy sources can be used to generate the electricity we need. We must carefully consider the advantages and disadvantages of using each energy source before deciding which energy source(s) it would be best to use in any particular situation. Electricity is distributed via the National Grid.

|Spec Reference |
| | | | | | | |
|a |Examples of energy transfers |Understand the energy transfers that |2 |Video: Watch a video clip or view images of electrical|Video clip/images of electrical appliances.|Know the units of each |
| |that everyday electrical |occur in electrical appliances. | |appliances. | |term in the equation. |
| |appliances are designed to | | | | | |
| |bring about. |Use the equation to calculate the energy | | |Electrical appliances and datalogging |Know how to convert power |
| | |transferred from the mains to an | |Activity: Measurement of energy transferred by |device. |from watts to kilowatts |
| |The amount of energy an |electrical appliance, either in joules or| |electrical items using a datalogging device. | |and vice versa. |
| |appliance transfers depends |kilowatt-hours. | | | | |
|b |on how long the appliance is | | |Calculations of energy transferred and cost using | |Know how to convert time |
| |switched on and its power. |Calculate the cost of using individual | |typical power values of common household appliances. | |from hours to minutes and |
| | |appliances and also to interpret | | | |seconds and vice versa, |
| |To calculate the amount of |electricity meter readings to calculate | | | |and be careful to make |
| |energy transferred from the |total cost over a period of time. | |Homework: Find out the power of several electrical | |these conversions in an |
| |mains using the equation: | | |appliances in the home; estimate the cost of using | |exam if necessary. |
| | | | |these appliances in a typical week. | | |
| |E = P × t | | | | | |
|c | | | |Or | | |
| |To calculate the cost of | | | | | |
| |mains electricity given the | | |Keep a diary of the numbers on your electricity meter | | |
| |cost per kilowatt-hour (kWh).| | |for a week. Why are there two sets of numbers? What | | |
| | | | |does your electricity provider charge per kWh? | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
|d | | | | | | |
|P1.4.1 Generating electricity |
| | | | | | | |
|a |In some power stations an |Understand the purpose of the main parts |2 |Activity: Interactive computer programme on power |Power station programme; access to |Be able to draw and label |
| |energy source is used to heat|of a power station. | |stations. |computers. |a block diagram of a power|
| |water. The steam produced | | | | |station showing the main |
| |drives a turbine that is |know that different energy sources which | |Video: Watch video clips of electricity generation. |Video clips of power stations at |parts. |
| |coupled to an electrical |heat the water include: | | |www.brainpop.com by searching for ‘gas and | |
| |generator. | | |Activity: Generating electricity webquest. |oil’ and ‘nuclear energy’. | |
| | |the fossil fuels (coal, oil and gas) | | | | |
| | |which are burned to heat water or air | |Research: Individual/group research into power |A video on how a nuclear reactor works can | |
| | |uranium and plutonium, when energy from | |stations. |be found on www.youtube.com by searching | |
| | |nuclear fission is used to heat water | | |for ‘Nuclear reactor produces heat from | |
| | |biofuels that can be burned to heat | |Homework: Start to produce a booklet or presentation |nuclear fission’. | |
| | |water. | |on generating electricity. | | |
| | | | | | | |
| | |Know that, of the fossil fuel power | | | | |
| | |stations, gas-fired have the shortest | | | | |
| | |start-up time. | | | | |
| | | | | | | |
| | |Be aware of the advantages of pumped | | | | |
| | |storage systems in order to meet peak | | | | |
| | |demand, and as a means of storing energy | | | | |
| | |for later use. | | | | |
| | | | | | | |
|b |Water and wind can be used to|Know the basic principles by which wind |2 |Demo: Demonstration of model water/wind turbine linked|Model water/wind turbine. |Be able to distinguish the|
| |drive turbines directly. |turbines operate. | |to a generator. | |difference between waves |
| | | | | |Video clips of renewable energy sources can|and tides. |
| |In some volcanic areas hot |Know that water can be used to drive | |Video: Watch video clips of the generation of |be found at www.brainpop.com by searching | |
|d |water and steam rise to the |turbines in a variety of ways, which | |electricity using renewable sources of energy. |for ‘biofuels’. | |
| |surface. The steam can be |include, but are not limited to, waves, | | | | |
| |tapped and used to drive |tides and the falling of water in | |Research: Individual/group research into renewable | | |
| |turbines. This is known as |hydroelectric schemes. | |energy sources. | | |
| |geothermal energy. | | | | | |
| | |Know the basic principles of how | |Homework: Continue to produce a booklet or | | |
| | |geothermal energy is used. | |presentation on generating electricity. | | |
| | | | | | | |
| | | | |Draw a map of you local area/county/region and mark on| | |
| | | | |it the power stations showing what energy source they | | |
| | | | |use. | | |
| | | | | | | |
|c |Electricity can be produced |Know that solar cells can be used to |1 |Demo: Demonstration of solar cells linked to |Solar cells connected to electrical |Be able to describe the |
| |directly from the Sun’s |generate electricity. | |electrical devices. |devices. |advantages and |
| |radiation. | | | | |dosed-vantages of solar |
| | |Be able to describe the advantages and | |Activity: Class experiment to investigate the factors |Solar cells, voltmeters, light sources and |cells. |
| |Small-scale production of |disadvantages of the use of solar cells | |affecting the output of a solar cell. |colour filters. | |
|e |electricity may be useful in |in generating electricity. | | | | |
| |some areas and for some uses,| | |Homework: BBC GCSE Bitesize revision ‘Generating |BBC GCSE Bitesize revision material can be | |
| |eg hydroelectricity in remote| | |Electricity’. |found at | |
| |areas and solar cells for | | | |www.bbc.co.uk/schools/gcsebitesize/science/| |
| |roadside signs. | | | |aqa/energy | |
| | | | | | | |
|f |Using different energy |Understand effects on the environment |2 |Video: Watch video clips of environmental effects of |Video clips of advantages and disadvantages|Understand that to prevent|
| |resources has different |such as: | |different methods of generating electricity. |of different methods of generating |carbon dioxide building up|
| |effects on the environment. | | | |electricity. |in the atmosphere we can |
| | |the release of substances into the | |Activity: Group research and presentation of | |catch it and store it. |
| | |atmosphere | |advantages and disadvantages of different methods of | |Some of the best natural |
| | |the production of waste materials | |generating electricity, including start-up time. | |containers are old oil and|
| | |noise and visual pollution | | | |gas fields. |
| | |the destruction of wildlife habitats. | |Activity: Carbon capture and storage. | | |
| | | | | | | |
| | |Understand that carbon capture and | |Homework: ’Enercities’ interactive game, or similar. |An interactive game called ‘Enercities’, | |
| | |storage is a rapidly evolving technology.| | |can be found at www.enercities.eu | |
| | | | |Or | | |
| | |Understand that to prevent carbon dioxide| | | | |
| | |building up in the atmosphere we can | |Find out what power sources are used by their domestic| | |
| | |catch and store it; some of the best | |energy providers. | | |
| | |natural containers are old oil and gas | | | | |
| | |fields, such as those under the North | | | | |
| | |Sea. | | | | |
| | | | | | | |
| | |Evaluate different methods of generating | | | | |
| | |electricity given data including start-up| | | | |
| | |times, costs of electricity generation | | | | |
| | |and the total cost of generating | | | | |
| | |electricity when factors such as building| | | | |
| | |and decommissioning are taken into | | | | |
| | |account. The reliability of different | | | | |
| | |methods should also be understood. | | | | |
|P1.4.2 The National Grid |
| | | | | | | |
|a |Electricity is distributed |Identify and label the |2 |Video: Watch video clips of the National Grid. |Video clips of the National Grid can be |Be able to identify and |
| |from power stations to |essential parts of the National | | |found on www.youtube.com by searching for |label a diagram of the |
| |consumers along the National |Grid. | |Demo: Demonstration model of main components of the |‘How the National Grid responds to demand’.|main parts of the National|
| |Grid. | | |National Grid. | |Grid. |
| | |Know why transformers are an essential | | |A useful video on the generation of | |
| |For a given power, increasing|part of the National Grid. | | |electricity can be found on the BBC website| |
|b |the voltage reduces the | | |Discuss: Discussion of the advantages and |at www.bbc.co.uk/learningzone/clips by | |
| |current required and this | | |disadvantages of overhead and underground power lines.|searching for clip ‘4559’. | |
| |reduces the energy losses in | | | | | |
| |the cables. | | |Homework: BBC GCSE Bitesize revision. |BBC GCSE Bitesize revision material can be | |
| | | | | |found at | |
| |The uses of step-up and | | | |www.bbc.co.uk/schools/gcsebitesize/science/| |
| |step-down transformers in the| | | |aqa/energy | |
| |National Grid. | | | | | |
|c | | | | | | |
| | | | | | | |
| |Summary of sections P1.3 and | |2 |Past exam questions. |Past exam questions. | |
| |P1.4 | | | | | |
| | | | |Test |Test | |
| | | | | | | |
| | | | | |Use past PHY1 questions from Exampro. | |

P1.5 The use of waves for communication and to provide evidence that the universe is expanding.

Electromagnetic radiations travel as waves and move energy from one place to another. They can all travel through a vacuum and do so at the same speed. The waves cover a continuous range of wavelengths called the electromagnetic spectrum. Sound waves and some mechanical waves are longitudinal, and cannot travel through a vacuum.

Current evidence suggests that the universe is expanding and that matter and space expanded violently and rapidly from a very small initial ‘point’, ie the universe began with a ‘Big Bang’.

|Spec Reference |
| | | | | | | |
|a |The ‘normal’ is a |Draw diagrams showing rays of light |2 |Activity: Class experiment reflecting light at |Plane mirrors, rayboxes and protractors. |Be able to construct a |
| |construction line |being reflected from a plane mirror, | |different angles off a plane mirror. | |ray diagram to show the |
| |perpendicular to the |labelling incident and reflected rays, | | |A video clip on wave reflection can be |image formed by a plane |
| |reflecting surface at the |angles of incidence and reflection, and| |Activity: Class experiment observing images in two |found on the BBC website at |mirror. |
| |point of incidence. |the normal. | |plane mirrors at different angles. |www.bbc.co.uk/learningzone/clips by | |
| | | | | |searching for clip ‘4554’. | |
| | |Understand how an image is formed by a | |Video: Watch video clip on wave reflection. | | |
| |The angle of incidence is |plane mirror, and why it is virtual. | | | | |
|b |equal to the angle of | | |Homework: Questions on uses of plane mirrors. | | |
| |reflection. | | | | | |
| | | | | | | |
| |The image produced in a | | | | | |
| |plane mirror is virtual, | | | | | |
|c |upright and laterally | | | | | |
| |inverted. | | | | | |
|P1.5.1 General properties of waves |
| | | | | | | |
|a |Waves transfer energy. |Understand that in a transverse wave |2 |Demo: Demonstration of transverse and longitudinal |Slinky springs; wave machine equipment; |Know the order of the |
| | |the oscillations are perpendicular to | |waves using slinky springs or other equipment. |computer access. |electromagnetic waves |
| |Waves may be either |the direction of energy transfer. | | | |within the spectrum in |
|b |transverse or longitudinal.| | |Research: Group research into properties and uses of| |terms of energy, |
| | |Understand that in a longitudinal wave | |electromagnetic waves. | |frequency and wavelength.|
| |Electromagnetic waves are |the oscillations are parallel to the | | | | |
| |transverse, sound waves are|direction of energy transfer. | |Video: Watch a video on wave properties. | | |
|c |longitudinal and mechanical| | | | | |
| |waves may be either |Understand the terms ‘compression’ and | |Homework: Make a display poster showing the | | |
| |transverse or longitudinal.|‘rarefaction’ and how they are formed. | |properties and uses of electromagnetic waves. | | |
| | | | | | | |
| | |Understand the terms ‘frequency’, | |Or | | |
| |All types of |‘wavelength’ and ‘amplitude’ and be | | | | |
| |electromagnetic waves |able to annotate a diagram to show | |Make up your own illustrated mnemonic or acronym to | | |
| |travel at the same speed |these terms. | |help you remember the order of the electromagnetic | | |
| |through a vacuum (space). | | |spectrum. | | |
| | |Know the order of electromagnetic waves| | | | |
| |Longitudinal waves show |within the spectrum, in terms of | | | | |
|d |areas of compression and |energy, frequency and wavelength. | | | | |
| |rarefaction. | | | | | |
| | | | | | | |
| |The terms ‘frequency’, | | | | | |
| |‘wavelength’ and | | | | | |
| |‘amplitude’. | | | | | |
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|g |Waves can be reflected, |Understand the circumstances where a |2 |Demo: Demonstration of properties of waves using a |Ripple tank and accessories; rectangular |Be able to complete |
| |refracted and diffracted. |wave is reflected, refracted or | |ripple tank. |glass blocks, protractors and rayboxes. |diagrams for wave fronts |
| | |diffracted. | |Video: Watch video clips of properties of waves. | |showing reflection, |
| |Waves undergo a change of | | | |A video clip on wave refraction can be |refraction and |
|h |direction when they are |Be able to complete wavefront diagrams | |Demo: Demonstration of bent pencil and/or |found on the BBC website at |diffraction. |
| |refracted at an interface. |for reflection, refraction and | |disappearing coin. |www.bbc.co.uk/learningzone/clips by | |
| | |diffraction. | | |searching for clip ‘4555’. | |
| | | | |Activity: Class experiment/demonstration to observe | | |
| | |Know that waves are not refracted if | |refraction of light through a glass block. | | |
| | |travelling along the normal. | | | | |
| | | | |Homework: Research examples/uses of reflection, | | |
| | | | |refraction and diffraction. | | |
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|i |The terms frequency, |Be able to use the equation, knowing |1 |Activity: Class experiment using transverse waves |Lengths of rope, rulers and stopwatches. |Learn the units of the |
| |wavelength and amplitude. |that v is speed in metres per second | |along a length of rope to investigate the | |terms in the equation and|
| | |(m/s) f is frequency in hertz (Hz) and | |relationship between frequency and wavelength. |A useful interactive video clip can be |know how to convert |
| |All waves obey the wave |λ is wavelength in metres (m). | | |found on BBC GCSE Bitesize ‘An |kilohertz to hertz. |
| |equation: | | |Activity: Visit the BBC GCSE Bitesize website and |introduction to waves’ at | |
|j | | | |participate in the activities on waves, radiation |www.bbc.co.uk/schools/gcsebitesize/scienc| |
| |v = f × λ | | |and space. |e/aqa/radiation | |
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| | | | |Candidates write questions based on the equation. | | |
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| | | | |Homework: Candidates answer each other’s questions. | | |
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| | | | |Or | | |
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| | | | |Research frequency of local and national radio | | |
| | | | |frequencies, for next lesson. | | |
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|k |Radio waves, microwaves, |Know situations in which waves are |2 |Activity: Candidates discuss their knowledge from |Computer access, microwave transmitter |Know how radio waves, |
| |infrared and visible light |typically used for communication, eg: | |homework of range of frequencies used for local and |and detector apparatus. |microwaves, infrared and |
| |can be used for | | |national radio networks and share their experience | |visible light can be used|
| |communication. |radio waves – TV and radio (including | |as to what happens to the radio signals as they | |in communications. |
| | |diffraction effects) | |travel in their cars. | | |
| | |microwaves – mobile phones and | | | | |
| | |satellite television | |Research: Group research into using waves for | | |
| | |infrared – remote controls | |communication, including the concerns surrounding | | |
| | |visible light – photography. | |possible risks related to mobile phones. |‘Sending Information’ can be found on BBC| |
| | | | | |GCSE Bitesize at | |
| | | | |Plenary could be in the form of a mini debate |www.bbc.co.uk/schools/gcsebitesize/scienc| |
| | | | |regarding the sitting of a mobile phone mast. |e/aqa/radiation | |
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| | | | |Demo: Demonstration of microwave properties using | | |
| | | | |microwave transmitter and detector. | | |
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| | | | |Homework: BBC Bitesize ‘Sending Information’. | | |
|P1.5.3 Sound |
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|a |Sound waves are |Know how sound waves are produced. |1 |Demo: Demonstration of properties of sound using |Signal generator, loudspeaker, CRO, bell |Know the relationship |
| |longitudinal waves and | | |signal generator, loudspeaker and Cathode Ray |in bell jar apparatus, apparatus for |between pitch and |
| |cause vibrations in a |Understand the relationship between the| |Oscilloscope (CRO). |demonstrating echoes, apparatus for |frequency. |
| |medium, which are detected |pitch of a sound and the frequency of | | |measuring speed of sound. | |
| |as sound. |the sound wave. | |Demo: Demonstration of ‘electric bell in bell jar’ | |Notes: Longitudinal waves|
| | | | |type apparatus to show the need for a medium. |A useful video clip on the echoes and |are created by pushing |
| | |Understand how echoes are formed. | | |their use in sonar can be found on the |and pulling, and include |
| |The pitch of a sound is | | |Demo: Demonstration of echoes from an outside wall. |BBC website at |sound (all the ‘u’s |
| |determined by its frequency| | | |www.bbc.co.uk/learningzone/clips by |together). |
|b |and loudness by its | | | |searching for clip ‘14’. | |
| |amplitude. | | |Demo: Demonstration of measurement of the speed of | | |
| | | | |sound in air. | | |
| |Echoes are reflections of | | | | | |
| |sounds. | | |Candidates bring in stringed instruments to observe | | |
| | | | |vibrating strings and relate to pitch. | | |
| | | | | | | |
|c | | | |Homework: Questions on sound. | | |
|P1.5.4 Red-shift |
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|a |If a wave source is moving |Be able to explain the Doppler effect. |2 |Demo: Demonstration of Doppler effect using sound. |Apparatus to demonstrate Doppler effect, |Be able to explain the |
| |relative to an observer | | | |eg length of tubing swung in a circle and|term ‘red-shift’ and the |
| |there will be a change in |Know that when the source moves away | |Research: Group research into the origins of the |video clips. |‘Big Bang’ theory. |
| |the observed wavelength and|from the observer, the observed | |universe. | | |
| |frequency. This is known as|wavelength increases and the frequency | | |Video clips of ‘red-shift’, the ‘Big | |
| |the Doppler effect. |decreases; when the source moves | | |Bang’ theory, and CMBR can be found at | |
| | |towards the observer, the observed | |Video: Watch video clips of ‘red-shift’, ‘Big Bang’ |www.pbs.org/wgbh/nova/programs/ht/qt/3114| |
| |There is an observed |wavelength decreases and the frequency | |theory, and CMBR. |_01.html | |
| |increase in the wavelength |increases. | | | | |
| |of light from most distant | | |Homework: research into the discovery of CMBR. | | |
|b |galaxies. This effect is |Be able to explain the term ‘red- | | | | |
| |called the ‘red-shift’. |shift’. | | | | |
| | | | | | | |
| |How the observed |Know that the further away the galaxies| | | | |
| |‘red-shift’ provides |are, the faster they are moving, and | | | | |
| |evidence that the universe |the bigger the observed increase in | | | | |
| |is expanding and supports |wavelength. | | | | |
| |the ‘Big Bang’ theory. | | | | | |
| | |Be able to explain how ‘red-shift’ | | | | |
|c |Cosmic microwave background|provides evidence that the universe is | | | | |
| |radiation (CMBR) is a form |expanding. | | | | |
| |of electromagnetic | | | | | |
| |radiation filling the |Know that the ‘Big Bang’ theory | | | | |
| |universe |indicates that the universe began from | | | | |
| | |a very small initial point. | | | | |
| |The ‘Big Bang’ theory is | | | | | |
| |currently the only theory |Know that CMBR comes from radiation | | | | |
|d |that can explain the |that was present shortly after the | | | | |
| |existence of CMBR. |beginning of the universe. | | | | |
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| | | | | | | |
| |Summary of section P1.5 | |1 |Revision of waves. | | |
| | | | | | | |
| | | | |Work through past exam questions. | | |
| |Summary of Unit 1 | | | | | |
| | | | |Test |Past exam questions or test from PHY1 and| |
| | | | | |PHY2 papers. | |

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GCSE Physics Scheme of Work