4.2 The electromagnetic spectrum 5 hours Waves – delivery guide 4.3 Radioactivity 7 hours Radioactivity – delivery guide Total for topic 4 = 16 hours Topic 5 Energy 5.1 Work done 5 hours Energy – delivery guide 5.2 Power and efficiency 6 hours Energy – delivery guide Total for topic 5 = 11 hours Topic 6 Global Challenges 6.1 Physics on the move 4 hours Global challenges – delivery guide 6.2 Powering Earth 5 hours Global challenges – delivery guide Total for topic 6 = 9 hours Total teaching hours = 82 hours Statements shown in bold type will only be tested in the Higher Tier papers. All other statements will be assessed in both Foundation and Higher Tier papers
Outline Scheme of Work: P2 – Forces Total suggested teaching time – 20 hours P2.1 Motion (5 hours) Links to KS3 Subject content Speed and the quantitative relationship between average speed, distance and time (speed = distance ÷ time) The representation of a journey on a distance-time graph Relative motion: trains and cars passing one another. Links to Mathematical Skills M1a M1c M2b M3c M4a M4b M4c M4d M4f Links to Practical Activity Groups (PAGs) PAG 3: Investigation of acceleration of a trolley down a ramp
2 (1hr) P2.2f describe examples of the forces acting on an isolated solid object or system P2.2g describe, using free body diagrams, examples where two or more forces lead to a resultant force on an object P2.2h describe, using free body diagrams, examples of the special case where forces balance to produce a resultant force of zero (qualitative only) Starter: Free body force diagrams Main options: Free body diagrams This is a useful self study or group activity for learners, both as an introduction to and to practice drawing free body diagrams. Worksheet Plenary options: Pupils to write down instructions for others on how to draw free-body force diagrams. The below website may help Self test Link to delivery guide Force and motion Link to transition guide Forces 3 (1hr) P2.2c represent such forces as vectors P2.2e use vector diagrams to illustrate resolution of forces, a net force (resultant force), and equilibrium situations (M4a, M5a, M5b) Starter: Give pupils the scenario of two forces acting on an object where the forces are not in a straight line. How would you work out the resultant force here? Illicit ideas from pupils, the brighter may think about Pythagoras. Main: Pupils should be shown how to draw vector diagrams to illustrate resolution of forces and given plenty of opportunity to practice drawing them. The following video may help. Plenary options: Vector diagram worksheet (some are above the required level) Bitesize questions Link to delivery guide Force and motion Link to transition guide Forces
6 (1hr) P2.2j explain that inertia is a measure of how difficult it is to change the velocity of an object and that the mass is defined as the ratio of force over acceleration Starter: What is inertia? Main options: Practical activity 1 “What effect does mass have on the inertia of an object?” Problem: You are given a piece of card, a beaker, and three objects that have different masses (low, medium, high). You will place the card on top of the beaker and the object on top of the card. Try to remove the card and get the object to fall into the beaker. Will the mass of the object have an effect if it will land in the beaker? Practical activity 2 Plenary: Get pupils to add to their Newton’s laws fact sheet. What have they learnt today? What is inertia? Pupils to write relevant information and start their fact sheet. Quick quiz Link to delivery guide Force and motion Link to transition guide Forces 7 (1hr) P2.2k define momentum and describe examples of momentum in collisions to include an idea of the law of conservation of momentum in elastic collisions PM2.2ii recall and apply: momentum (kg*m/s) = mass (kg) x velocity (m/s) Starter: give pupils equation then do some flash card questions Main options: Collision lab This simulation is particularly useful if an air track is not available to demonstrate elastic and inelastic collisions. Practical about Momentum inelastic collisions Practical about Momentum elastic collisions Plenary options: SAM J249-03 Question 22 Get pupils to add to their Newton’s laws fact sheet. What have they learnt today? What is momentum? Pupils to write relevant information and start their fact sheet. Link to delivery guide Force and motion Link to transition guide Forces Link to SAM
Overview of P2.3 Forces in action Lesson Statements (bold = Higher tier) Teaching activities Notes 1 (1hr) P2.3a explain that to stretch, bend or compress an object, more than one force has to be applied P2.3b describe the difference between elastic and plastic deformation (distortions) caused by stretching forces Starter: the difference between elastic and plastic deformation Main: stretching copper wire practical Plenary: Revision A good starting point for Hooke’s law and calculations of work done, spring constant. Includes a quiz at the end. Link to delivery guide Force and motion Link to transition guide Forces 2 (1hr) P2.3c describe the relationship between force and extension for a spring and other simple systems P2.3d describe the difference between linear and non-linear relationships between force and extension P2.3e calculate a spring constant in linear cases PM2.3i recall and apply: force exerted by a spring (N) = extension (m) × spring constant (N/m) Starter: Demo PAG activity to class Main: PAG 2: Investigating the effect of forces on the extension of a spring Plenary: Give pupils the candidate progress sheet, from the reference materials section of the webpage. Pupils to tick of skills covered. Link to delivery guide Force and motion Link to transition guide Forces Link to PAG activity: PAG P2 – Investigating the effect of forces on the extension of a spring can be found in the lesson elements section