One hour lessons Learning Outcomes Specification Content Skills Covered Student Book Section Required Practicals CHAPTER 1 – Measuring the Universe (8 hours) 1 The scale of the Universe Students work with orders of magnitude and standard form to get a sense of the size of various objects in the Universe. Develop confidence with powers of 10 and standard form Appreciate the scale of various objects in our Universe Practise using prefixes 3.1.1 Fundamental (base) units Knowledge and use of the SI prefixes, values and standard form Students should be able to use the prefixes: T, G, M, k, c, m, µ, n, p, f 3.1.3 Orders of magnitude Estimation of approximate values of physical quantities MS 0.1 Recognise and make use of appropriate units in calculations MS 0.2 Recognise and use expressions in decimal and standard form MS 1.4 Estimate approximate values of physical quantities to the nearest order of magnitude 1.2 2 Making measurements Students make a range of measurements with a range of measuring devices. Take measurements using stopwatches, balances, micrometers, rulers and vernier callipers Understand the meanings of random error, systematic error, precision and accuracy, and be able to identify examples of where each is relevant Learn which are SI base or derived units 3.1.1 Use of mass, length, time, quantity of matter, temperature, electric current and their associated SI units SI units derived Knowledge and use of the SI prefixes, values and standard form Students should be able to convert between different units of the same quantity, e.g. J and eV, J and kW h 3.1.2 Random and systematic errors Precision, repeatability, reproducibility, resolution and accuracy PS 2.3 Identify random and systematic errors and suggest ways to reduce or remove them ATd Use stopwatch or light gates for timing ATe Use callipers and micrometers for small distances, using digital or vernier scales 1.2, 1.3
7 Planning for a density investigation Students bring together what they have learnt about errors to plan an accurate experiment. Understand the difference between random and systematic errors Understand and use the terms ‘precision’, ‘repeatability’, ‘reproducibility’, ‘resolution’ and ‘accuracy’ Design an investigation that incorporates these considerations 3.1.2 Random and systematic errors Precision, repeatability, reproducibility, resolution and accuracy PS 1.2 Apply scientific knowledge to practical contexts PS 3.3 Consider margins of error, accuracy and precision of data 1.2 8 Carrying out a density investigation and analysing the results Students practise more independently the theory they have learnt about analysing graphs and calculating uncertainties. Carry out an investigation they have planned Apply what they have learnt about graphs and uncertainties to their own results 3.1.2 Random and systematic errors Precision, repeatability, reproducibility, resolution and accuracy Combination of absolute and percentage uncertainties Represent uncertainty in a data point on a graph using error bars Determine the uncertainties in the gradient and intercept of a straight-line graph Individual points on the graph may or may not have error bars MS 1.5 Identify uncertainties in measurements and use simple techniques to determine uncertainty when data are added, subtracted, multiplied, divided or raised to powers PS 3.1 Plot and interpret graphs PS 3.3 Consider margins of error, accuracy and precision of data 1.2, 1.4, 1.5 One hour lessons Learning Outcomes Specification Content Skills Covered Student Book Section Required Practicals CHAPTER 2 – Inside the atom (8 hours) 1 The discovery of the electron Students observe a demonstration of an electron tube, such as a Maltese cross tube. Describe Thomson’s plum pudding model of the atom Know the properties of the electron 3.2.1.1 Simple model of the atom, including the proton, neutron and electron PS 1.2 Apply scientific knowledge of the properties of electrons to the practical context of the Maltese cross tube 2.1
2 Interference of light Students learn about double-slit interference of laser light and microwaves. Observe and explain interference using a laser as a source of monochromatic light Observe and explain the interference pattern using white light Investigate two-source interference with microwave radiation Understand and use the equation for fringe spacing, Appreciate that knowledge and understanding of the nature of electromagnetic radiation has changed over time 3.3.2.1 Interference using a laser as a source of monochromatic light Fringe spacing, Students will be expected to describe and explain interference produced with electromagnetic waves Production of interference pattern using white light MS 2.2, 2.3 Change the subject of an equation, and substitute numerical values using appropriate units PS 3.2 Process and analyse data using appropriate mathematical skills PS 4.1 Know and understand how to use a wide range of experimental and practical instruments, equipment and techniques ATi Generate and measure waves 6.1 3 Young’s slits Students carry out and analyse the results of Young’s double-slit experiment. This is part of a Required Practical. Demonstrate mastery of the following practical competencies: Follows written procedures Applies investigative approaches and methods when using instruments and equipment Safely uses a range of practical equipment and materials Makes and records observations 3.3.2.1 Young’s double-slit experiment: the use of two coherent sources or the use of a single source with double slits to produce an interference pattern Students are expected to show awareness of safety issues associated with using lasers Students will not be required to describe how a laser works MS 0.6, 4.5 Use sin and tan in physical problems, and use calculators to handle sin x and tan x PS 2.3 Evaluate results and draw conclusions with reference to measurement uncertainties and errors ATa Use appropriate analogue apparatus ATc Use methods to increase accuracy ATe Use callipers to measure small distances, using vernier scales ATj Use a laser to investigate characteristics of light, including interference 6.1, 6.2 Required Practical 2 (Part 1): Investigation of interference effects to include the Young’s slit experiment
1 Problems with light as a wave The photoelectric effect is demonstrated and the UV catastrophe is described, as evidence for the need of a new model of light. Understand why the photoelectric effect demonstrates that light does not always behave as a wave Explain the terms ‘threshold frequency’ and ‘work function’ Appreciate that line spectra are also evidence for a particle model of light 3.2.2.1 Threshold frequency; photon explanation of threshold frequency Work function ϕ ATj Use a light source to investigate the diffraction of light 8.1, 8.3, 8.4 2 Determining the Planck constant Students carry out an experiment to determine the Planck constant using the voltage that just turns on an LED. Convert between eV and J Carry out an investigation and work out the uncertainties in measurements Decide on the most sensible graph to plot 3.2.2.2 The electronvolt Students will be expected to be able to convert eV into J and vice versa. MS 0.1, 2.3 Substitute numerical values into calculations using appropriate units MS 0.2 Recognise and use expressions in decimal and standard form PS 3.2 Process and analyse data using appropriate mathematical skills ATf Correctly construct circuits where polarity is important 8.3 3 The photoelectric equation Students use the photoelectric equation and consider how the kinetic energy of the photoelectrons can be found. Understand the photoelectric equation, Understand what is meant by a stopping potential in a photoelectric experiment and the usefulness of it Observe a photoelectric experiment using a photocell 3.2.2.1 Photoelectric equation: Ek (max) is the maximum kinetic energy of the photoelectrons Stopping potential MS 2.2 Change the subject of an equation MS 3.1 Translate information between graphical, numerical and algebraic forms MS 3.4 Determine the slope and intercept of a linear graph PS 1.2 Apply scientific knowledge to practical contexts PS 3.1, 3.2 Plot and interpret graphs using appropriate mathematical skills 8.4 4 Another way to find the Planck constant Students determine the Planck constant using stopping potential data, which may be onbtained
from a demonstration using a photocell. 5 Bohr’s hydrogen atom Students consider excitation, ionisation and de-excitation of hydrogen, assuming discrete energy levels. Understand the concepts of ionisation and excitation, by both electrons and photons Understand the Bohr model of discrete energy levels and how this relates to the photon model of light Be able to use the equation Be comfortable with energy values E being quoted in eV or J 3.2.2.2 Ionisation and excitation 3.2.2.3 In questions, energy levels may be quoted in J or eV MS 0.1 Recognise and make use of appropriate units in calculations 8.2 6 Absorption and emission of photons by hydrogen Students observe hydrogen spectra, and consider the effect of photons on the electron in a hydrogen atom and the consequences for the incident light. Understand how ionisation and excitation lead to absorption spectra Understand what emission spectra are 3.2.2.3 Line spectra (e.g. of atomic hydrogen) as evidence for transitions between discrete energy levels in atoms PS 1.2 Apply scientific knowledge to practical contexts ATj Observe line spectra using a diffraction grating ATk Use computer modelling to collect data 8.1, 8.2, 8.3 7 De-excitation of other elements Line spectra of various elements are analysed, and the function of a fluorescent tube is studied. Understand how ionisation and excitation occur in elements other than hydrogen Understand the application of ionisation and excitation in the action of a fluorescent tube 3.2.2.2 Understanding of ionisation and excitation in the fluorescent tube PS 1.2 Apply scientific knowledge to practical contexts 8.3 8 Wave–particle duality Electron diffraction is witnessed and the de Broglie wavelength used. Know that electron diffraction suggests that particles possess wave properties and that the photoelectric effect suggests that electromagnetic waves have a particulate nature 3.2.2.4 Students should know that electron diffraction suggests that particles possess wave properties and the photoelectric effect suggests that electromagnetic waves have a particulate nature MS 0.4 Estimate the effect of changing experimental parameters on measurable values MS 1.1 Use an appropriate number of significant figures MS 2.3 Substitute numerical values into algebraic equations 8.5
Know that the de Broglie wavelength is given by Explain how and why the amount of diffraction changes when the momentum mv of the particle is changed Be confident in the use of prefixes when expressing wavelength values Details of particular methods of particle diffraction are not expected de Broglie wavelength where mv is the momentum Students should be able to explain how and why the amount of diffraction changes when the momentum of the particle is changed using appropriate units for wavelengths PS 2.1 Evaluate scientific methods PS 3.3 Consider accuracy and precision of data 9 The story of quantum physics Students research the development of ideas in quantum physics, and the applications of the understanding of line spectra. Know some applications of quantum physics Appreciate that knowledge and understanding of the nature of matter develop over time Appreciate that new knowledge needs to be evaluated and validated by the scientific community 3.2.2.4 Appreciation of how knowledge and understanding of the nature of matter changes over time Appreciation that such changes need to be evaluated through peer review and validated by the scientific community Practical competency 5: Researches, references and reports 8.4 10 Presenting research Students present a short lesson to peers based on their research. Use knowledge, understanding, theories, models and ideas to develop and present scientific explanations clearly Listen well to peers One hour lessons Learning Outcomes Specification Content Skills Covered Student Book Section Required Practicals CHAPTER 9 – The equations of motion (12 hours)
1 Vectors and scalars The nature of vectors and scalars and the way they can be represented is covered. Understand the difference between vectors and scalars Give examples of vector and scalar quantities Know how vectors are represented Define average speed and average velocity 3.4.1.1 Nature of scalars and vectors Examples should include: velocity/speed, mass, force/weight, acceleration, displacement/distance 3.4.1.3 Displacement, speed, velocity MS 2.1 Understand and use the symbol Δ 9.1 2 Vector arithmetic Addition of vectors and resolving vectors into two components is covered. Add vectors at any angle by scale drawing Add vectors at angles of 90° by calculation Resolve a vector into two perpendicular components 3.4.1.1 Addition of vectors by calculation or scale drawing Calculations will be limited to two vectors at right angles. Scale drawings may involve vectors at angles other than 90° Resolution of vectors into two components at right angles to each other MS 4.1 Use angles in 2D triangles to resolve vectors MS 4.5 Use sin, cos and tan in physical problems 9.2 3 Motion graphs 1 A set of motion data is presented and it is analysed in terms of its distance–time graph. Understand how motion is represented by various distance–time, speed–time, displacement–time and velocity–time graphs Use the gradient of motion graphs to work out other quantities Know the difference between instantaneous and average speeds and velocities 3.4.1.3 Displacement, speed, velocity, acceleration Calculations may include average and instantaneous speeds and velocities Representation by graphical methods of uniform and acceleration Significance of areas of and acceleration–time graphs and gradients of displacement–time and graphs for uniform and MS 3.1 Translate information between graphical, numerical and algebraic forms MS 3.5 Calculate rate of change from a graph showing a linear relationship MS 3.6 Draw and use the slope of a tangent to a curve as a measure of rate of change MS 3.7 Distinguish between instantaneous rate of change and average rate of change 9.3, 9.4 4 Motion graphs 2 The properties of displacement–time, velocity–time and acceleration–time graphs, Sketch the shape of a motion graph from a description of the motion
effect that changing mass has on terminal speed. Obtain data to determine how the terminal speed varies with mass PS 2.2 Present data in appropriate ways PS 2.3 Evaluate results and draw conclusions with reference to measurement uncertainties and errors 9 Measuring g Students complete a Required Practical to determine g by a free fall method. Demonstrate mastery of the following practical competencies: Follows written procedures Applies investigative approaches and methods when using instruments and equipment Safely uses a range of practical equipment and materials Makes and records observations 3.4.1.3 Acceleration due to gravity, g Ata, b Use appropriate analogue and digital apparatus to record a range of measurements ATc Use methods to increase accuracy of measurements ATd Use stopwatch or light gates for timing ATk Use ICT such as a data logger to collect data 9.6 Required Practical 3: Determination of g by a free fall method 10 Analysis of the results of measuring g Students analyse their results to work out g. MS 1.1 Use an appropriate number of significant figures MS 1.2 Find arithmetic means MS 3.9 Determine g from a graph PS 2.1 Comment on ways to remove or reduce random and systematic errors PS 2.3 Evaluate results and draw conclusions with reference to the errors in the experiment 11 Maximising the range of a projectile Students learn how to solve constant acceleration problems in two dimensions. Understand the independent effect of motion in horizontal and vertical directions of a uniform gravitational field Use the equations for uniform acceleration to work out the 3.4.1.4 Independent effect of motion in horizontal and vertical directions of a uniform gravitational field. Problems will be solvable using the equations of uniform acceleration MS 3.1 Translate information between graphical, numerical and algebraic forms 9.7
plane, and produce a scale drawing. in cases where an object is in equilibrium Relate experimental values of force to scale drawings of vectors context of an object at rest or moving with constant velocity MS 4.1 Use angles in regular 2D and 3D structures PS 1.2 Apply scientific knowledge to practical contexts PS 2.3 Evaluate results and draw conclusions with reference to uncertainties and errors 4 Resolving forces Students practise resolving forces by calculation in the case where they are acting to produce equilibrium. Resolve vectors into their components Equate horizontal and vertical components for objects in equilibrium to find an unknown quantity 3.4.1.1 Addition of vectors by calculation or scale drawing Resolution of vectors into two components at right angles to each other Problems may be solved either by the use of resolved forces or the use of a closed triangle MS 0.6 Use calculators to handle sin x, cos x, tan x MS 4.1 Interpret force diagrams to solve problems MS 4.4 Use Pythagoras’ theorem MS 4.5 Use sin, cos and tan in physical problems 10.3 5 Determining the coefficient of friction Students carry out an experiment that considers the limits to equilibrium on a slope. Resolve vectors into their components Consider problems relating to the inclined plane 3.4.1.1 Resolution of vectors into two components at right angles to each other Examples should include components of forces along and perpendicular to an inclined plane MS 0.6 Use calculators to handle sin x, cos x, tan x MS 1.2 Find arithmetic means PS 1.1 Solve problems set in practical contexts PS 2.1 Comment on experimental design and evaluate scientific methods 10.3 6 Modelling slope problems Students use mathematics software (e.g. GeoGebra) to analyse slope problems. Resolve vectors into their components Consider problems relating to the inclined plane Use ICT to model situations ATk Use computer modelling software to process data 10.3 7 Turning effect of a force Students are introduced to the principle of moments Know the definitions for a moment and a couple 3.4.1.2 Moment of a force about a point MS 0.1 Recognise and make use of appropriate units in calculations 10.4
and to couples, and apply these to problems. Understand the principle of moments Moment defined as force × perpendicular distance from the point to the line of action of the force Couple as a pair of equal and opposite coplanar forces Moment of couple defined as force × perpendicular distance between the lines of action of the forces Principle of moments MS 1.1 Use an appropriate number of significant figures 8 Determining the centre of mass of an object Students carry out an experiment to determine the position of the centre of mass of an object. Understand what is meant by the centre of mass Know how to find the centre of mass of an object Understand why this is a useful concept 3.4.1.2 Centre of mass Knowledge that the position of the centre of mass of uniform regular solid is at its centre PS 1.1 Solve problems set in practical contexts PS 3.2 Process data using appropriate mathematical skills 10.1, 10.4 9 Equilibrium Students bring together all they know about both forces and moments in equilibrium to solve problems. Use the principle of moments and their knowledge of forces to solve problems about objects in equilibrium 3.4.1.2 Principle of moments 10.5 10 Balancing moments to find the density of a fluid Students carry out an experiment using moments to find the density of a fluid. Use the principle of moments in a practical context to determine density MS 0.1, 1.1, 1.5 Use appropriate units and appropriate significant figures in calculations based on measurements, and determine the uncertainty in measurements PS 1.1, 2.3, 3.2, 3.3 Apply the physics of moments to determine density, and analyse and evaluate the results 10.5
ATa, b, d Use appropriate analogue and digital apparatus and instruments, including light gates 3 Conservation of momentum Students define momentum and look at examples of colliding objects coalescing or both continuing in the same direction. Understand the concept of momentum Appreciate that F = ma is a special case of Understand how the conservation of momentum arises from Newton’s third law Apply the conservation of momentum to problems, including collisions 3.4.1.6 Momentum = mass × velocity Conservation of linear momentum Principle applied quantitatively to problems in one dimension Force as the rate of change of momentum, MS 2.2, 2.3, 2.4 Change the subject of an equation, substitute numerical values into equations using appropriate units, and solve algebraic equations 11.1, 11.2 4 Analysing collisions Students analyse experimental data from trolley collisions and consider inelastic and elastic collisions. Understand the difference between elastic and inelastic collisions, and appreciate that conservation of momentum applies to both Apply the conservation of momentum and conservation of energy to problems other than straightforward collisions, e.g. emission of alpha particles and rockets 3.4.1.6 Conservation of linear momentum Principle applied quantitatively to problems in one dimension Elastic and inelastic collisions; explosions PS 1.1 Solve problems set in practical contexts PS 1.2 Apply scientific knowledge to practical contexts PS 2.4 Identify variables, including those that must be controlled PS 3.2 Process and analyse data using appropriate mathematical skills 11.2, 11.4 5 Impulse Students define impulse and analyse data from impacts to see the usefulness of graphs. Be able to define impulse Apply the concept of impulse quantitatively to practical situations 3.4.1.6 Impulse = change in momentum , where F is constant Significance of the area under a force–time graph Quantitative questions may be set on forces that vary with time. Impact forces are related to contact times (e.g. kicking a MS 3.1 Translate information between graphical, numerical and algebraic forms MS 3.8 Understand the physical significance of the area between a curve and the x-axis and calculate it or estimate it by graphical methods as appropriate 11.3 6 Crumple zone challenge Understand that in a car crash the impulse is determined by the mass of the vehicle and its original speed, so the force on
football, crumple zones, packaging) Appreciation of momentum conservation issues in the context of ethical transport design PS 1.1, 1.2 Use ideas about momentum and impulse to solve a practical problem Students apply what they have learnt to a design challenge. the car and passengers can only be reduced by extending the time of the collision Apply this idea to explain how safety features (airbags, seat belts, crumple zones) help to reduce injury in collisions 7 Work and energy Students practise analysing situations where energy is transferred. Be able to define work and calculate the work done in situations where the force and displacement are not parallel Apply the principle of conservation of energy to simple situations such as a bicycle freewheeling down a hill: loss of Ep = gain in Ek + work done against resistive forces 3.4.1.7 Energy transferred 3.4.1.8 Principle of conservation of energy and Quantitative and qualitative application of energy conservation to examples involving gravitational potential energy, kinetic energy, and work done against resistive forces MS 2.2, 2.3, 2.4 Change the subject of an equation, substitute numerical values into equations using appropriate units, and solve algebraic equations 11.4, 11.5 8 Power Students consider mechanical power and apply it to situations where the force may vary. Be able to derive the formula from the definition of work Calculate the instantaneous power in simple situations Calculate the work done from a graph of force versus distance and so calculate the average power in a case where force varies 3.4.1.7 Rate of doing work = rate of energy transfer, Quantitative questions may be set on variable forces. Significance of the area under a force–displacement graph 3.4.1.4 Qualitative understanding of the effect of air resistance on the factors that affect the maximum speed of a vehicle MS 3.1 Translate information between graphical, numerical and algebraic forms MS 3.8 Understand the physical significance of the area between a curve and the x-axis and calculate it or estimate it by graphical methods as appropriate 11.5 9 Efficiency Students analyse the work done and efficiency in pulley systems. Define efficiency in terms of work or power Calculate the efficiency of energy transfer in problems 3.4.1.7 Efficiency can be expressed as a percentage MS 0.3 Use ratios, fractions and percentages ATc Use methods to increase accuracy of measurements 11.6
constant temperature (an ohmic conductor). Know Ohm’s law as a special case where I is proportional to V under constant conditions Understand what is meant by an ohmic conductor Questions can be set where either I or V is on the horizontal axis of the characteristic graph 6 I–V characteristics for these components. Describe and explain the behaviour of a metal wire, a filament bulb and a semiconductor diode 3.5.1.2 Current–voltage characteristics for a semiconductor diode and filament lamp Questions can be set where either I or V is on the horizontal axis of the characteristic graph 13.5 7 Producing I–V characteristics Students carry out their planned experiment, collect data and plot I–V graphs for a semiconductor diode and a filament lamp. Use ammeters and voltmeters (digital and analogue) to collect data to plot I–V characteristics 3.5.1.2 Current–voltage characteristic for a semiconductor diode PS 2.2 Present data in appropriate ways PS 3.1 Plot and interpret graphs ATf Correctly construct circuits 13.5 8 Combining resistors Students use multimeters (as resistance meters and/or voltmeters and ammeters) to measure the resistance of various combinations of resistors, and use the equations for combinations of resistors to solve circuit problems. Measure the total resistance of a combination of resistors that include series and parallel arrangements Calculate the total resistance of a combination of resistors that include series and parallel arrangements 3.5.1.4 Resistors: in series, in parallel, MS 2.2, 2.3 Change the subject of an equation and substitute numerical values using appropriate units PS 4.1 Know and understand how to use a wide range of experimental and practical instruments, equipment and techniques ATb Use appropriate digital instruments 13.6 9 Power and resistance Apply the power equations to the solution of circuit problems 3.5.1.4 Power equations: MS 0.1 Recognise and make use of appropriate units in calculations 13.7
Students derive the equations and apply these in solving circuit problems. MS 2.2 Change the subject of an equation, including non-linear equations MS 2.4 Solve algebraic equations 10 Resistivity Students learn about the property of resistivity, ρ, use the equation and plan an investigation to find the resistivity of a metal wire by measuring its change in resistance as its length changes Understand and apply the equation Design an appropriate circuit to measure the resistivity of a length of metal wire 3.5.1.3 Resistivity MS 0.1 Recognise and make use of appropriate units in calculations MS 2.2 Change the subject of an equation, including non-linear equations PS 2.4 Identify variables, including those that must be controlled ATg Design circuits 13.8 11 Finding the resistivity of a wire Students carry out a Required Practical to investigate the change in resistance with changing length of wire and use their results to determine the resistivity of the metal. Demonstrate mastery of the following practical competencies: Follows written procedures Applies investigative approaches and methods when using instruments and equipment Safely uses a range of practical equipment and materials Makes and records observations Researches, references and reports MS 1.2 Find arithmetic means MS 1.5 Identify uncertainties in measurements MS 4.3 Calculate area of PS 3.1, 3.2, 3.3 Plot and interpret graphs, process and analyse data, considering margins of error ATa,b,e Use appropriate analogue and digital equipment, including micrometers ATc Take multiple readings to increase accuracy Required Practical 5: Determination of resistivity of a wire using a micrometer, ammeter and voltmeter
an overall uncertainty for internal resistance and emf PS 4.1 Know and understand how to use a wide range of experimental and practical instruments, equipment and techniques ATg Design, construct and check circuits 4 Investigating the efficiency of electrical energy transfer Students carry out an experiment using a power supply of known internal resistance and emf, and/or model the experiment using a spreadsheet, and plot a graph of power transfer to the external circuit versus the value of the external resistance, R. Design a suitable circuit to carry out an experiment to measure power and resistance Use a spreadsheet to model a simple electrical circuit Discuss the accuracy of a theoretical model, compare it with real practical results and adjust the model accordingly MS 3.6 Draw and use the slope of a tangent to a curve as a measure of rate of change MS 3.9 Apply the concepts underlying calculus PS 3.1 Plot and interpret graphs PS 3.2 Process and analyse data using appropriate mathematical skills ATk Use spreadsheet modelling of a graph of power against resistance to determine where the power is a maximum 14.1 5 Resistance and temperature Students investigate how the resistance of a metal wire varies with temperature, discuss their results and carry out research to provide a physical explanation for their results. Design and carry out an experiment to measure resistance at different temperatures Explain the cause of resistance in metals and explain how temperature makes a difference 3.5.1.3 Description of the qualitative effect of temperature on the resistance of metal conductors MS 1.4 Make order of magnitude calculations MS 3.5 Calculate rate of change from a graph PS 2.1 Comment on experimental design and evaluate scientific methods Practical competency 5: Researches, references and reports 14.2 6 Investigating the current surge through a light bulb Use data logging equipment to measure current ATg Design and construct circuits
Students use data logging equipment to record the current through a light bulb during the first few seconds after it is turned on. Decide on an appropriate rate of data capture and a sensible duration ATk Use a data logger with sensors to collect data 7 Semiconductors Students are introduced to semiconductors, in particular the thermistor and its behaviour and applications, then investigate the variation of resistance of a thermistor with temperature. Use a digital multimeter to measure the resistance of a thermistor Identify sources of error and suggest improvements to the experimental method Plot a suitable graph 3.5.1.3 Description of the qualitative effect of temperature on the resistance of thermistors Only negative temperature coefficient (ntc) thermistors will be considered Applications of thermistors to include temperature sensors and resistance–temperature graphs PS 1.2 Apply scientific knowledge to practical contexts PS 2.1 Comment on experimental design and evaluate scientific methods PS 2.3 Evaluate results and draw conclusions with reference to measurement uncertainties and errors PS 4.1 Know and understand how to use a wide range of experimental and practical instruments, equipment and techniques ATa, b, f, g Use appropriate analogue and digital equipment and correctly construct circuits 14.3 8 Superconductors Students learn about the physical phenomenon of superconductivity, its initial discovery and subsequent developments, do some further research, and then prepare a presentation on an aspect of superconductivity, such as room-temperature superconductivity or new applications. Appreciate that scientific knowledge and understanding develop over time Appreciate how science contributes to society through applications 3.5.1.3 Superconductivity as a property of certain materials which have zero resistivity at and below a critical temperature which depends on the material Applications of superconductors to include the production of strong magnetic fields and the reduction of energy loss in transmission of electric power Critical field will not be assessed Practical competency 5: Researches, references and reports 14.4
9 Presenting research Students complete the preparation of their presentations and then present to their peers. Use presentation software to deliver a presentation Present scientific information clearly and confidently 10 Potential dividers Students construct potential dividers from individual resistors, use digital multimeters to measure pds, and investigate how the measured pds change when a load resistor is placed across one half of the divider. Construct a potential divider Verify the equation Explain what happens when the potential divider supplies current Use the equation to solve problems involving potential dividers 3.5.1.5 The potential divider used to supply constant or variable potential difference from a power supply PS 4.1 Know and understand how to use a wide range of experimental and practical instruments, equipment and techniques ATa, b, f, g Use appropriate analogue and digital equipment and correctly construct circuits 14.5 11 Sensors in potential divider circuits Students design potential divider circuits that work as automatic switches triggered by changing light levels or changing temperatures. Know how the resistance of an LDR changes as incident light intensity changes Understand how LDRs and thermistors can be used in potential divider circuits Calculate the value of resistors needed for the potential divider to switch at a given light level or temperature 3.5.1.5 Potential divider: examples should include the use of variable resistors, thermistors, and light dependent resistors (LDR) in the potential divider ATb, g Design and construct circuits using appropriate digital instruments 14.3, 14.5