PLANNING SUPPORT BOOKLET J249, J250 For first teaching in 2016 This support material booklet is designed to accompany the OCR GCSE (9–1) specification in Physics A and Combined Science A(Gateway Science). Introduction This support material is designed to accompany the OCR GCSE (9-1) specification in Physics A (Gateway) for teaching from September 2016. The Planning Guidance table on the following pages sets out suggested teaching times for the topics within the specification. Note that we always recommend that individual centres plan their schemes of work according to their individual needs. Actual teaching times for topics will depend on the amount of practical work done within each topic and the emphasis placed on development of practical skills in various areas, as well as use of contexts, case studies and other work to support depth of understanding and application of knowledge and understanding. It will also depend on the level of prior knowledge and understanding that learners bring to the course. The table follows the order of the topics in the specification. It is not implied that centres teach the specification topics in the order shown, centres are free to teach the specification in the order that suites them. Delivery guides The column ‘Delivery guides’ refers to individual teacher guides available from the GCSE Physics A qualification page. These Delivery guides provide further guidance and suggestions for teaching of individual topics, including links to a range of activities that may be used and guidance on resolving common misconceptions. Practical Work Specification topic p9 (Practical skills) is not included explicitly in the Planning Guidance table. The expectation is that the practical skills are developed throughout the course and in support of conceptual understanding. Suggestions for where the PAG techniques can be are included throughout the table. This is by no means and exhaustive list of potential practical activities. Topic Teaching hours separate / combined Delivery Guides PAG opportunities Topic 1: Matter 1.1 The particle model 3 / 3 hours Matter – delivery guide PAG1: Determine the densities of a variety of objects both solid and liquid
4 (1hr for separate and P2.1h apply formulae relating distance, time and speed, for uniform motion, and for motion with uniform acceleration (M1a, M1c, M2b, M3c) PM2.1ii recall and apply: acceleration (m/s2) = change in velocity (m/s) / time (s) P2.1g calculate average speed for motion (M1a, M1c, M2b, M3c) PM2.1iii apply: (final velocity (m/s))2 - (initial velocity (m/s))2 = 2 x acceleration (m/s2) x distance (m) Starter: Video measuring acceleration with ticker tape Main options: Practical, measuring non-uniform acceleration with ticker tape Pupils should be given plenty of opportunity to practice applying and rearranging the equations. Go through examples with pupils first. Plenary options : SAM question J249-03 Question 24 Calculations Practice Link to delivery guide Force and motion Link to transition guide Forces Link to SAM 5 (1hr for separate and P2.1h apply formulae relating distance, time and speed, for uniform motion, and for motion with uniform acceleration (M1a, M1c, M2b, M3c) PM2.1ii recall and apply: acceleration (m/s2) = change in velocity (m/s) / time (s) PM2.1iii apply: (final velocity (m/s))2 - (initial velocity (m/s))2 = 2 × acceleration (m/s2) × distance (m) Starter: Demo PAG activity to class Main: PAG 3: Investigating acceleration Plenary: Give pupils the candidate progress sheet, from the reference materials section of the webpage. Pupils to tick of skills covered. Link to PAG activity: PAG P3 – Investigation acceleration of a trolley down a ramp can be found in the lesson elements section Link to Candidate progress sheet: GCSE Physics A and B – Candidate progress sheet can be found in the reference materials section of the subject page. Outline Scheme of Work: P2 – Forces Total suggested teaching time – 25 hours
Overview of P2.2 Newton’s laws Lesson Statements Teaching activities Notes 1 (1hr for separate and P2.2a recall examples of ways in which objects interact P2.2b describe how such examples involve interactions between pairs of objects which produce a force on each object Starter: The forces song Main Options: Give pupils images or do a circus activity when pupils go around the room observing an object moving, stationary, falling etc. Pupils identify the forces acting on the objects and draw a diagram. Free body forces worksheet Plenary options: Interaction pairs This could be used as a self-assessment tool or plenary quiz to check understanding of interaction pairs. Forces dance mat This could be used as a plenary activity to summarise resultant forces and a good revitaliser during a lesson which could be quite calculation heavy. Link to delivery guide Force and motion Link to transition guide Forces
3 (1hr for separate and P2.3f calculate the work done in stretching PM2.3ii apply: energy transferred in stretching (J) = 0.5 × spring constant (N/m) x (extension (m))2 Starter: elastic of plastic – show pupils objects and graphs and get them to say whether it shows or would undergo plastic or elastic deformation Main: Stretching rubber Here is a selection of practical’s that can be used to explain Hooke’s law, and PM2.3i, PM2.3ii. Introduce the required equations to the pupils, pupils should work through example calculations with the teacher first before being given the opportunity to practice using these. Make sure pupils are comfortable rearranging equations and converting between units. Plenary: SAM question J249-01 question 20 Link to delivery guide Force and motion Link to transition guide Forces Link to SAM 4 (1hr for separate and P2.3g describe that all matter has a gravitational field that causes attraction, and the field strength is much greater for massive objects P2.3h define weight, describe how it is measured and describe the relationship between the weight of an object and the gravitational field strength (g) (and) has a value of 10N/kg at the Earth’s surface PM2.3iii recall and apply: gravity force (N) = mass (kg) × gravitational field strength, g (N/kg) Starter: weight vs. mass song Main: Practical- Use Newton meters to get pupils to see the relationship between mass and weight. Pupils can plot graphs and calculate the gravitational field strength from the gradient. Introduce the required equations to the pupils, pupils should work through example calculations with the teacher first before being given the opportunity to practice using these. Make sure pupils are comfortable rearranging equations and converting between units. Plenary: Get pupils to calculate their own weight on different planets Link to delivery guide Force and motion Link to transition guide Forces