assessed through examination through teaching and delivery 1 Section 1: Forces and motion a) Units b) Movement and position Students will be assessed on their ability to: 1.1 use the following units: kilogram (kg), metre (m), metre/second (m/s), (m/s2), newton (N), second (s), newton per kilogram (N/kg) 1.2P use the following units: newton metre (Nm), kilogram metre/second (kg m/s). 1.3 plot and interpret distance–time graphs 1.4 know and use the relationship between average speed, distance moved and time: average speed = distance moved/time taken 1.5 embedded practical: investigate the motion of everyday objects such as toy cars or tennis balls. Activities: Rearrange formulae and convert different units, e.g. m/s to km/h, and carry out calculations. Plot and interpret graphs. Explain how to find the distance of a thunderstorm and why the method works. Explain how police speed cameras measure instantaneous and average speed. Research speed records for sports, escape speed for rockets, speed of sound in different gases. Class practicals: Determine average of cars/bicycles on the road. Determine average speed of a ball bearing or toy car across the floor/table. Investigate how the of a ramp affects the average speed of a ball bearing travelling down the ramp. Edexcel International GCSE Physics Student Book: 1–3, 10 and 57 Distance–time graphs: ActiveBook Page 3, animation Questions in Edexcel International GCSE Physics Revision Guide: Pages 14 to 17 and Pages 92 to 95 General links for materials for all physics topics: Executive function Adaptability Critical thinking Problem solving Analysis Reasoning Executive function
4 Section 1: Forces and motion c) Forces, movement, shape and momentum Students will be assessed on their ability to: Activity: Use the Highway Code to investigate stopping distances. Class practicals: Investigate terminal velocity, using cake cups or parachutes made from bin liners. Investigate the terminal velocity of a ball bearing falling through oil or glycerol. Edexcel International GCSE Physics Student Book: 32 and 57 Hammer and feather dropping on the Moon: ActiveBook: Page 28 Video clips: Stopping distance: Page 26, animation Terminal velocity: Page 30, animation Questions in Edexcel International GCSE Physics Revision Guide: Analysis Executive function Adaptability Critical thinking Problem solving Analysis Reasoning Executive function
5 Section 1: Forces and motion c) Forces, movement, shape and momentum Students will be assessed on ability to: 1.25P know and use the relationship between momentum, mass and velocity: momentum = mass × velocity p = m × v 1.26P use the idea of momentum to explain safety features 1.27P use the conservation of momentum to calculate the mass, velocity or momentum of objects Activities: Research and compare the typical momentum of different objects, e.g. colliding rugby players and bullets. Investigate collisions and how crumple zones can be used to reduce the forces in collisions. Demonstration: Use air track to show conservation of momentum during collisions. Edexcel International GCSE Physics Student Book: 41 and 57 Crash testing: ActiveBook Page 38, video clip Carriage crash challenge: Page 37, animation Questions in Edexcel International GCSE Physics Revision Guide: Pages 14 to 17 and Pages 92 to 95 clip: (a) Analysis Adaptive learning Adaptability Problem solving Analysis Reasoning Decision making Adaptive learning
6 Section 1: Forces and motion Consolidation and assessment Revision exercises Progress test Edexcel International GCSE Physics Student Book end of chapter checklists Edexcel International GCSE Physics Revision 7 Section 1: Forces and motion c) Forces, movement, shape and momentum Students will be assessed on their ability to: 1.28P use the relationship between force, change in momentum and time taken: = change in momentum/time taken F = (mv-mu)/t 1.29P demonstrate an understanding of Newton’s third law. Activity: Introduce examples and calculations involving F =p /t Demonstrations: Show how the use of a crumple zone increases the collision time and thus reduces the collision force (use plastic cups as crumple zone for trolley down a ramp). Student and teacher hold either end of a ruler. Teacher is able to pull and push student. Edexcel International GCSE Physics Student Book: Pages 41 and 57 Questions in Edexcel International GCSE Physics Revision Guide: Pages 14 to 17 and Pages 92 to 95 Video clips: (a) (b) (c) Analysis Adaptability Critical thinking Problem solving Analysis Reasoning 8 Section 1: Forces and motion c) Forces, movement, shape and momentum Students will be assessed on ability to: 1.30P know and use the relationship between the moment Activities: Complete examples using moments formula. Discuss the moment exerted by steering wheels, Edexcel International GCSE Physics Student Book: Pages 48 and 57 Executive function Adaptability Problem solving Analysis Reasoning Executive function
of a force and its distance from the pivot: moment = force × perpendicular distance from the pivot 1.31P know that the weight of a body acts through its centre of gravity 1.32P use the principle of moments for a simple system of parallel forces acting in one plane 1.33P understand how the upward forces on a light beam, supported at its ends, vary with the position of a heavy object placed on the beam. handlebars, crowbars, screwdrivers to remove the lid from a tin of and nutcrackers. Class practicals: Simple experiment with pivoted half-metre rule and small known masses to establish principle of moments. Create a seesaw weighing device. Demonstrations: Show how difficult it is to open a door as the force applied moves closer to the hinges. Balancing objects on fingertips. Stability and toppling: ActiveBook Page 46, animation Questions in Edexcel International GCSE Physics Revision Guide: Pages 14 to 17 and Pages 92 to 95 9 Section 1: Forces and motion c) Forces, movement, and momentum Students will be assessed on their ability to: 1.22 practical: investigate how extension varies with applied force for helical springs, metal wires and rubber bands Activity: Complete examples including calculations. Class practical: Determination of the graphs for a metal, a helical spring and a Edexcel International GCSE Physics Student Book: 21 and 57 Questions Edexcel International GCSE Physics Revision Guide: Pages 14 to 17 and Pages 92 to 95 Executive function Adaptability Critical thinking Problem solving Analysis Reasoning Executive function
1.23 know that the initial linear region of a force-extension graph is associated with Hooke’s law 1.24 describe elastic behaviour as the ability of a material to recover its original shape after the forces causing deformation have been removed. rubber band by suspension of masses. Demonstrations: Stretch helical spring to show elastic deformation. Stretch warm strip of toffee to show plastic deformation. Load copper wire to breaking, showing plastic deformation, and noting when copper starts to ‘neck’. 10 Section 1: Forces and motion Consolidation and assessment Revision exercises End of section test Edexcel International GCSE Physics Student Book end of chapter checklists Edexcel International GCSE Physics Revision Guide 11 & 12 Section 2: Electricity a) Units b) electricity Students will be assessed on their ability to: 2.1 use the following units: ampere (A), coulomb (C), joule (J), ohm (Ω), second (s), volt (V), watt (W). 2.2 understand how the use of insulation, double insulation, earthing, fuses and circuit breakers in a range of domestic appliances Activity: Complete examples including calculations involving electrical power and energy. Class practicals: Vary the voltage across a light bulb. Calculate the power of the bulb at different voltages. Edexcel International GCSE Physics Student Book: Pages 65 and 89 Electrical energy: ActiveBook Page 64, animation Questions in Edexcel International GCSE Physics Revision Guide: Pages 30 to 32 and Pages 96 to 97 Critical Thinking Decision making Executive function Adaptability Personal and social responsibility Critical thinking Problem solving Analysis Reasoning Decision making Executive function Personal and social responsibility
2.3 understand why a current in a resistor results in the electrical transfer of energy and an increase in temperature, and how this can be used in a variety of domestic contexts 2.4 know and use the relationship: power = current × voltage P = I × V and apply the relationship to the selection of appropriate fuses 2.5 use the relationship between energy transferred, current, voltage and time: energy transferred = current × voltage × time E = I × V × t 2.6 know the difference between mains electricity being alternating current (a.c.) and direct current (d.c.) being supplied by a cell or battery. Investigate the power consumption of low-voltage electrical items. Demonstrations: Look at barrel fuses and circuit breakers. Use wire wool as part of a circuit containing light bulbs to model a fuse. Look at the trace from a signal generator (a.c.) and a battery (d.c.), using a CRO. Video clips: (a) (b) (c) 13 Section 2: Electricity c) Energy and voltage in circuits Students will be assessed on ability to: 2.7 explain why a series or parallel circuit is more appropriate for Activity: Complete examples including calculations. Class practicals: Edexcel International GCSE Physics Student Book: Pages and 82–87, 80, 88 and 89 Using a LDR: ActiveBook: Page 84, animation Analysis Adaptive learning Executive function Adaptability Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning
particular applications, including domestic lighting 2.8 understand how the current in a series circuit depends on the applied voltage and the number and nature of other components 2.9 describe how current varies with voltage in wires, resistors, metal filament lamps and diodes, and how this can be investigated experimentally 2.10 describe the qualitative effect of changing resistance on the current in a circuit 2.11 describe the qualitative variation of resistance of light-dependent resistors (LDRs) with illumination and of thermistors with temperature 2.12 know that lamps and LEDs can be used to indicate the presence of a current in a circuit. Determine the resistance of different arrangements of resistors of known resistance. Investigate how the resistance of a LDR varies with intensity. Investigate how the resistance of a thermistor varies with temperature. Investigate how the resistance of a pressure sensor varies with pressure. Connect a green LED and a red LED in opposite senses as a current direction indicator. Use LEDs to show the passage of current through a circuit. Demonstration: Use a diode to show rectification from an a.c. supply on an oscilloscope. Using a thermistor: Page 84, animation Edexcel International GCSE Physics Revision Guide: Pages 30 to 32 and Pages 96 to 97 Video clip: (a) Executive function 14 Section 2: Electricity c) Energy and voltage in circuits Students will be assessed on their ability to: Activity: Complete examples including calculations involving V = I × R and Q = I × t. Edexcel International GCSE Physics Student Book: Pages and 82–87, 80, 88 and 89 Problem solving Interpretation Executive function Problem solving Analysis Reasoning Interpretation Executive function wave
2.20 understand that: voltage is the energy transferred per unit charge passed the volt is a per coulomb 2.21 know and use the relationship between energy transferred, charge and voltage: Energy transferred = charge x voltage. E = Q x V. 15 & 16 Section 2: Electricity d) Electric charge Students will be assessed on their ability to: 2.22P identify common materials are electrical conductors or insulators, including metals and plastics 2.23P practical: investigate how insulating materials can be charged by friction 2.24P explain that positive and negative electrostatic charges are produced on materials by the loss and gain of electrons 2.25P know that there are forces of attraction between unlike charges Activities: Research into dangers of electrostatic charges, e.g. when refuelling aircraft and tankers. Research uses of electrostatic charges. Discuss design of cables and use of insulation for safety. Class practicals: Use plastic rulers and pens charged by rubbing on a jersey to pick up tiny pieces of paper. Rub polythene and acetate rods to charge them and then see the effect on a stream of from a tap. Edexcel International GCSE Physics Student Book: Pages 73 and 89 Paint spraying: ActiveBook: Page 70. Photocopiers: Page 71 Edexcel International GCSE Physics Revision Guide: Pages 30 to 32 and Pages 96 to 97 clips: (a) (b) (c) Analysis Interpretation Executive function Adaptability Critical thinking Problem solving Interpretation Executive function Personal and social responsibility
and forces of repulsion between like charges 2.26P explain electrostatic phenomena in of the movement of electrons 2.27P explain the potential dangers of electrostatic charges, e.g. when fuelling aircraft and tankers 2.28P explain some uses of electrostatic charges, e.g. in photocopiers and inkjet printers. Investigate forces between charges. Demonstration: Use a Wimshurst machine and a Van de Graaf generator to generate sparks and make hair stand on end. Bring charged rod close to/touching the pan of a gold leaf electroscope. 17 Section 2: Electricity Consolidation and assessment Revision exercises End of section test Edexcel International GCSE Physics Student Book end of chapter checklists Edexcel International GCSE Physics Revision 18 Section 3: Waves a) b) Properties of Students will be assessed on ability to: 3.1 use the following degree (o), hertz (Hz), metre (m), metre/second (m/s), second (s). 3.2 explain the difference between longitudinal and transverse waves Activities: Complete examples including calculations. Pupils a diagram of a wave and use a ruler to measure amplitude and wavelength. Complete examples including calculations Edexcel International GCSE Physics Student Book: 98 and 126 Questions in Edexcel International GCSE Physics Revision Pages 45 to 48 and Pages 97 to 99 Adaptive learning Adaptability Problem solving Adaptive learning
3.9 explain that all waves can be reflected and refracted. Buzzer on a string performing circular motion to show Doppler effect. Microwave kit to show reflection of microwaves. 20 Section 3: Waves c) The electromagnetic spectrum Students will be assessed on their ability to: 3.10 know that is part of a continuous electromagnetic spectrum which includes radio, microwave, infrared, visible, ultraviolet, X-ray and gamma ray radiations and that all these waves travel at the same speed in free space 3.11 know the order of the electromagnetic spectrum in terms of decreasing wavelength and increasing frequency, including the colours of the visible spectrum 3.12 explain some of the uses of electromagnetic radiations, including: radio waves: broadcasting and communications microwaves: cooking and satellite transmissions infrared: heaters and night vision equipment Activities: Complete examples. Investigate the areas beyond the visible spectrum, such as the work of Herschel and Ritter in discovering IR and UV respectively. Complete a poster of the electromagnetic spectrum or a poster dealing with one particular region of the spectrum. Investigate the absorption of by translucent materials in order to simulate X-ray absorption. Edexcel International GCSE Physics Student Book: 106 and 126 Questions in Edexcel International GCSE Physics Revision Guide: Pages 45 to 48 and Pages 97 to 99 NASA and the EM Spectrum Video clip: (a) Edexcel International GCSE Physics Student Book: Pages 101–103, 106 and 126 Questions in Edexcel International GCSE Physics Revision Pages 45 to 48 and Pages 97 to 99 Video clips: (a) (b) Adaptability Personal and social responsibility Problem solving Decision making Creativity Personal and social responsibility
Edexcel International GCSE Physics Revision Guide 23 Section 3: Waves d) Light and sound Students will be assessed on their ability to: 3.17 practical: investigate the refraction of light, using rectangular blocks, semicircular blocks and triangular prisms 3.18 know and use the relationship between refractive index, angle of incidence and angle of refraction: n = sin i / sin r 3.19 practical: investigate the refractive index of glass, using a glass block. Activity: Complete examples including calculations involving n = sin i/sin r. practicals: Use rectangular glass or Perspex blocks to determine the angle of incidence and corresponding angle of refraction for a number of light rays. Plot a graph of sin (angle of incidence) against sin (angle of refraction) to obtain value of gradient (refractive index). Investigate models to show refraction, such as toy cars travelling into a region of sand. Investigate the behaviour of converging lenses, including real and virtual images. Demonstrations: Use an applet to show refraction. Demonstrate apparent depth of an ink spot seen through a measuring Edexcel International GCSE Physics Student Book: Pages 109–115, 116 and 126 Refraction of ActiveBook: Page 109, animation internal reflection and optical fibres: refraction: Page 113, animation Questions in Edexcel International GCSE Physics Revision Guide: Pages 45 to 48 and Pages 97 to 99 from Internet, e.g. Video clip: (a) Executive function Adaptability Problem solving Analysis Reasoning Decision making executive function
cylinder of water, apparent bending of a pencil in beaker of water. Show refraction through different prisms and water containing fluorescence. Immersion of Pyrex into suitable oil/glycerol to show apparent ‘disappearance’ due to equal refractive indices. 24 Section 3: Waves d) Light and sound Students will be assessed on their ability to: 3.20 describe the role of total internal reflection in transmitting information along optical fibres and in prisms 3.21 explain the meaning of critical c 3.22 know and use the relationship between critical angle and refractive index: sin c = 1 / n Activities: Complete examples including calculations involving sin c = 1/n. Investigate the critical angle for Perspex/air or glass/air or water/air boundary. Research/investigate jewellery cuts. practical: Use semicircular blocks to determine critical angle and refractive index. Demonstrations: Use an applet to show total internal reflection. Edexcel International GCSE Physics: Pages 112–115, 116 and 126 Questions in Edexcel International GCSE Physics Revision Guide: Pages 45 to 48 and Pages 97 to 99 Video clips: (a) (b) Executive function Adaptability Critical thinking Problem solving Analysis Reasoning Interpretation Executive function Creativity
Compare frequency of vibration with range of human hearing using a signal generator and a loudspeaker. 26 Section 3: Waves d) Light and sound Students will be assessed on their ability to: 3.26P understand how an oscilloscope and microphone can be used to display a wave 3.27P practical: investigate the frequency of a sound wave using an oscilloscope 3.28P understand how the of a sound relates to the frequency of vibration of the source 3.29P understand how the loudness of a relates to the amplitude of vibration of the source. Activity: Complete examples comparing different wave forms (loudest, quietest, highest pitch, etc.). Demonstrations: Display signal generator traces on a CRO. Have a loudspeaker attached to link frequency with time period and loudness with amplitude of waves. Use musical instruments to demonstrate the loudness, quality and of the sound produced. Measure the speed of sound in air indoors using a CRO. Edexcel International GCSE Physics: Pages 121–124, 125 and 126 Questions in Edexcel International GCSE Physics Revision Guide: Pages 45 to 48 and Pages 97 to 99 Video clip: (a) Executive function Adaptability Critical thinking Problem solving Analysis Reasoning Executive function 27 Section 3: Waves Consolidation and assessment Revision exercises End of section test Edexcel International GCSE Physics Student Book end of chapter checklists Edexcel International GCSE Physics Revision Guide
28 Section 4: Energy resources and energy transfers a) Units b) Energy transfers Students will be assessed on their ability to: 4.1 use the following units: kilogram (kg), joule (J), metre (m), metre/second (m/s), metre/second2 (m/s2), newton (N), second (s), watt (W). 4.2 describe energy transfers involving energy stores: energy stores: chemical, kinetic, gravitational, elastic, thermal, magnetic, electrostatic, nuclear energy transfers: mechanically, electrically, by heating, by radiation and sound) 4.3 use the principle of conservation of energy 4.4 know and use the relationship: efficiency = (useful energy output/total energy input) x 100% 4.5 describe a variety of everyday and scientific devices and situations, explaining transfer of the input energy in terms of the above Activities: Discuss the energy conversions taking place with the use of various household devices, e.g. iron, television, microwave oven. Research the efficiency of different electric devices including light bulbs. Carry out an energy audit of the school. Draw Sankey diagrams for various household devices. Demonstration: Use an energy circus, showing different forms of energy being used by different devices (clockwork toys, candle, electric circuits driving bulb and motor, signal generator and speaker, microphone and CRO, bicycle dynamo, solar powered device, mass on spring, balloon to be blown up and released, etc.). Edexcel International GCSE Physics: Pages 127–131, 132 and 160 Thorpe Park rollercoaster: ActiveBook: Page 129, video clip Thorpe Park log Page 129, video clip Roller coaster: Page 129, animation Efficiency and energy transfers: pendulum: Page 129, animation Questions in Edexcel International GCSE Physics Revision Guide: Pages 59 to 61 and Pages 99 to 100 Video clips: (a) (b) Problem solving Adaptive learning Adaptability Critical thinking Problem solving Reasoning Interpretation Adaptive learning Executive function
relationship, including their representation by Sankey diagrams. 29 & 30 Section 4: Energy resources and energy transfers b) Energy transfers Students will be assessed on their ability to: 4.6 describe how energy transfer may take place by conduction, convection and radiation 4.7 explain the role of convection in everyday phenomena 4.8 explain how emission and absorption of radiation are related to surface and temperature 4.9 practical: investigate thermal energy transfer by conduction, convection and radiation 4.10 explain ways of reducing energy transfer, such as insulation. Activities: Complete examples. Design a beaker to keep a hot drink hot or cold drink cold, reducing heat transfer by all three methods. Students to research the reduction of energy loss from homes, to include roof insulation, cavity wall insulation, double glazing, draught excluders and carpets. Discuss El Niño and La Niña. Investigate how the nature of a surface affects the amount of energy radiated or absorbed. Discuss reduction of heat loss in animals, e.g. fur/feathers. Class practicals: Compare heat loss from dull matt and silver surfaces, e.g. plotting a cooling curve for each, using a data logger. Edexcel International GCSE Physics: Pages 133–140, 141 and 160 Land and sea breezes, ActiveBook: Page 135, animation The Hockerton Housing Project, ActiveBook Page 137, clip Reducing heat transfer in the Hockerton houses, ActiveBook Page 137, animation Questions in Edexcel International GCSE Physics Revision Pages 59 to 61 and Pages 99 to 100 Video clips: (a) (b) (c) (d) (e) (f) Executive function Adaptability Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Executive function
4.16 describe power as the rate of transfer of energy or the rate of doing work 4.17 use the relationship between work done (energy transferred) and time taken: power = work done / time taken P = W / t climbing a flight of stairs, timing the ascent of a known vertical height. Investigate power by lifting objects of different weights. Pages 59 to 61 and Pages 99 to 100 Video clip: (a) 34 Section 4: Energy resources and energy transfers d) Energy resources and electricity generation Students will be assessed on their ability to: 4.18P describe the energy transfers involved in generating electricity using: wind geothermal resources solar heating systems solar cells fossil fuels nuclear power 4.19P describe the advantages and disadvantages of methods of large-scale electricity production from various renewable and resources. Activities: Make a presentation to explain a type of electricity generation. Discuss the benefits/drawbacks of nuclear power. Create a questionnaire about nuclear power. Research and list advantages and disadvantages of different renewable and resources, in terms of cost, pollution, time to replace renewables and response time. Discuss pumped storage systems to meet sudden demand and use of off-peak electrical Edexcel International GCSE Physics: Pages 150–157, 159 and 160 Questions in Edexcel International GCSE Physics Revision Guide: Pages 59 to 61 and Pages 99 to 100 clips: (a) (b) Edexcel International GCSE Physics: Pages 157–158, 159 and 160 Power station: ActiveBook: Page 153, animation Renewable energy: Page 153, animation Interpretation Adaptability Personal and social responsibility Critical thinking Problem solving Problem solving Analysis Interpretation Decision making Personal and social responsibility
Class practicals: Make a water rocket. Find area of shoes using graph paper and weight to determine the pressure exerted on the floor by each student. Demonstrations: Calculate the pressure exerted by a brick while resting on different faces. Stab in a plastic carrier bag and fill with water, to show water leaving in all directions. Allow atmospheric pressure to crush an evacuated can. 38 Section 5: Solids, liquids and gases Consolidation and assessment Revision exercises Progress test Edexcel International GCSE Physics Student Book end of chapter checklists Edexcel International GCSE Physics Revision 39 Section 5: Solids, liquids and gases c) Change of state Students will be assessed on their ability to: 5.8P explain why heating a system will change the energy stored within the system and raise its Class practicals: Plot cooling curve for ethanamide or other safe substance, noting flat region of curve to determine melting temperature. Explain what will happen if the liquid is impure. Edexcel International GCSE Physics: Pages 169–171, 176 and 178 Questions in Edexcel International GCSE Physics Revision Guide: Executive function Adaptability Problem solving Analysis Reasoning Executive function
temperature or produce changes of state 5.9P describe the changes that when a solid melts to form a liquid, and when a liquid evaporates or boils to form a gas 5.10P describe the arrangement and motion of particles in solids, liquids and 5.11P practical: obtain a temperature-time graph to show the constant temperature during changes of state. Plot heating curve for ice using electrical heater. Demonstration: Show the melting of various solids and sublimation. Pages 69 to 72 and Pages 100 to 101 Video clips: (a) (b) (c) (d) (e) 40 Section 5: Solids, liquids and gases c) change of state Students will be assessed on their ability to: 5.12P know that specific heat capacity is the energy required to change the temperature of an object by one degree Celsius per kilogram of mass (J/kg °C) 5.13P use the equation: change in thermal energy = mass × specific heat capacity × change in temperature ΔQ = m × c × ΔT Activities: Complete examples including calculations. Discuss non-linear shape of temperature- time graph for class practical. Discuss use of as a coolant or in central heating systems. practical: Executive function Adaptability Critical thinking Problem solving Analysis Reasoning executive function
45 Section 6: Magnetism and electromagnetism c) Electromagnetism Students will be assessed on their ability to: 6.8 know that an electric current in a conductor produces a magnetic around it 6.9P describe the construction of electromagnets 6.10P draw magnetic field patterns for a straight wire, a flat circular coil and a solenoid when each is carrying a current Activities: Read the text on pages 182–185 describing the shape of magnetic fields around conductors and answer the questions on pages 186 and 197. Discuss the benefits of electromagnets over permanent magnets. Class practicals: Use iron filings or plotting compasses and a straight wire, a flat circular coil and a solenoid to determine the magnetic field shape when each is carrying a current. Make electromagnets and compare their strength (how many paper clips are picked up) when the number of turns or current is changed. Demonstration: Show the use of very strong electromagnets. Edexcel International GCSE Physics: 182–185, 186 and 197 Questions in Edexcel International GCSE Physics Revision Guide: Pages 80 to 81 and Pages 102 Video clip: (a) Executive function Adaptability Problem solving Executive function 46 Section 6: Magnetism and electromagnetism Students will be assessed on their ability to: Activity: Complete examples showing the direction of Edexcel International GCSE Physics: Pages 187–189, 195 and 197 Critical thinking Executive function Adaptability Critical thinking Problem solving Interpretation Executive function
7.1 use the following becquerel (Bq), centimetre (cm), hour (h), minute (min), second (s). 7.2 describe the structure of an atom in terms of protons, neutrons and electrons and use symbols such as to describe particular nuclei 7.3 know the terms atomic (proton) number, mass (nucleon) number and isotope 7.4 know that alpha () particles, beta (-) particles and gamma () rays are ionising radiations emitted from unstable nuclei in a random process 7.5 describe the nature of () particles, beta (-) particles and gamma () rays and recall that they may be distinguished in terms of penetrating power and ability to ionise 7.6 practical: investigate the penetration powers of different types of radiation using either radioactive sources or simulations. electrons, protons and neutrons in various atoms. Demonstration: applet of alpha and beta decay. Protons and neutrons: ActiveBook Page 201, animation Questions in Edexcel International GCSE Physics Revision Guide: Pages 89 to 91 and Pages 103 to104 clips: (a) (b) (c)
7.12 know the term ‘half-life’ and understand that it is different for different radioactive isotopes 7.13 use the concept of the half-life to carry out simple calculations on activity, including graphical methods. Play radioactive dating game using simulation. Demonstration: Half life of protactinium. Pages 89 to 91 and Pages 103 to 104 Video clip: (a) 53 Section 7: Radioactivity and particles b) Radioactivity Students will be assessed on ability to: 7.14 describe the uses of radioactivity in industry and medicine 7.15 describe the difference between contamination and irradiation 7.16 describe the dangers of ionising radiations including that radiation can cause mutations in living organisms that radiation can damage cells and tissue the problems arising in the disposal of radioactive waste Activities: Complete examples involving the use of radioactive dating. Research the Shroud of Turin, medical and tracers, in radiotherapy, and in the radioactive dating of archaeological specimens and rocks. Edexcel International GCSE Physics: Pages 216–223, 224 and 232 Gamma camera: ActiveBook Page 216, animation Questions in Edexcel International GCSE Physics Revision Guide; Pages 89 to 91 and Pages 103 to 104 Video clip: (a) Adaptability Personal and social responsibility Critical thinking Problem solving Interpretation Personal and social responsibility
and how the associated risks can be reduced. 54 Section 7: Radioactivity and particles c) Fission and fusion Students will be assessed on their ability to: 7.17 know that nuclear reactions, including fission, fusion and radioactive decay, can be a source of energy 7.18 understand how a nucleus of can be split (the process of fission) by collision with a neutron, and that this process releases energy in the form of kinetic energy of the fission products 7.19 know that the fission of U-235 produces two daughter nuclei and a small number of neutrons 7.20 describe how a chain reaction can be set up if the neutrons produced by one fission strike other U-235 nuclei Activity: Balance fission and fusion equations. Demonstrations: Watch applet showing nuclear fission. Watch video about progress towards nuclear fusion reactor e.g. JET, ITER and other international projects Mousetrap model of a chain reaction. Edexcel International GCSE Physics: 228–230, 231 and 232 Fission and fusion: ActiveBook Page 229, animation Questions in Edexcel International GCSE Physics Revision Pages 89 to 91 and Pages 103 to 104 Video clip: Adaptability Ethics Problem solving Ethics Personal and social responsibility
56 Section 8: Astrophysics a) Units b) Motion in the universe Students will be assessed on their ability to: 8.2 know that: the universe is a large collection of billions of galaxies a galaxy is a large collection of billions of stars our solar system is in the Milky Way galaxy. 8.3 understand why gravitational field strength, g, and know that it is different on other planets and the Moon from that on the Earth 8.4 explain that gravitational force: causes moons to orbit planets causes the planets to orbit the Sun causes artificial satellites to orbit the Earth causes comets to orbit the Sun 8.5 describe the differences in the orbits of comets, and planets Activities: Complete examples including calculations. Research different comets. NASA solar system activities. Class practical: Use falling ball bearing to determine a value for g, dropping it from different heights. Demonstration: a large bung attached to string around head in a horizontal circle. Get a student to note how many rotations the bung completes in 10 s. Repeat for a variety of orbit diameters. Edexcel International GCSE Physics Student Book: Pages 56 and 58 How Hubble works: ActiveBook: Page 52, video clip Ellipses and orbits: Page 49, animation Questions in Edexcel International GCSE Physics Revision Guide: Pages 14 to 17 and Pages 92 to 95 (requires JAVA) Video clips: (a) (b) Reasoning Executive function Adaptability Critical thinking Problem solving
8.6 use the relationship between orbital speed, orbital radius and time period: orbital speed = (2 × π × orbital radius)/time period v = (2 × π × r)/T 57 Section 8: Astrophysics c) Stellar evolution Students will be assessed on their ability to: 8.7 understand how stars can be classified according to their colour 8.8 know that a star’s colour is related to its surface temperature 8.9 describe the evolution of of similar mass to the Sun through the following stages: Nebula Star (main sequence) Red White dwarf 8.10 describe the evolution of stars with a mass larger than the Sun 8.11P understand how the brightness of a star at a standard Activity: video about the life cycle of stars. Class practicals: Observe how colour of filament lamp changes with change in voltage supplied. Take measurements of voltage and current so that power can be calculated for each colour. Research artwork of star and supernova of 1054, along with accounts of SN1987A. Use light-meters to measure intensity of LEDs/torches as a function of distance. Demonstration: Videos Executive function Adaptability Critical thinking Problem solving Analysis Reasoning Interpretation Decision making
distance can be represented using absolute magnitude 8.12P draw the main components of the Hertzprung-Russell diagram (HR diagram). Compare brightness of two equally bright LED lamps at varying distances. 58 & 59 Section 8: Astrophysics d) Cosmology Students will be assessed on their ability to: 8.13P describe the past evolution of the universe and the main arguments in favour of the Big Bang 8.14P describe evidence that supports the Big Bang theory and cosmic microwave background (CMB) radiation 8.15P describe that if a wave source is moving relative to an observer there will be a change in the observed frequency and wavelength 8.16P use the equation relating change in wavelength, wavelength, velocity of a galaxy and the speed of light: Activities: Discuss standard candles and the Doppler effect and how that gives independent measurements of a galaxy’s distance and velocity. Plot graphs of supplied galactic velocity-distance data and discuss implications of directly proportional relationship. Complete examples including calculations. Compare Doppler shifts from spectra of different galaxies and of the right hand, left hand and centre of a galaxy. Class practical: Use strings of buttons/paper clips connected together with elastic bands or springs. When bands are Cambridge Outreach Hubble’s Law Activity clips: The Beginning of the Universe for Beginners Reasoning Executive function Adaptability Critical thinking Problem solving Analysis Reasoning Interpretation Decision making