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					St Neots CC                    Physics AS


              AQA Physics A

              Scheme of Work

                 AS Level

St Neots CC                                                                 Physics AS
This is a working document and activities are not “set in stone”. Please feel free to alter
things to your requirements. It may be necessary to carry material over from one lesson to a
later lesson.

The scheme of work is structured in a table with the following headings:

       Lesson – Each lesson is given a code corresponding to the section title, which is
        shown on the outer top corner of each page in the Student Book. It is also given a
        number, e.g. HFS 5.
       Objective – Each lesson has objectives set which correspond to the achievements for
        each section. Other objectives are also set which reflect on the purpose of the lesson.
       Main Activity – These are the activities to support the learning objectives. While
        these are generally the activities from the book and the support folder, I have added in
        supplementary activities where I felt they would benefit the students.
       Learning Outcomes – These are differentiated to:
            o ALL MUST: Outcomes that are of Low Demand that must be achieved by all
                students including the weakest. They tend to focus on lower level skills like
                recall. Students who achieve only these outcomes are likely to achieve only
                the lowest grades, for example a Grade E.
            o MOST SHOULD: Outcomes that are of Middle Demand that should be
                achieved by most students in order to be sure of achieving a Grade C.
            o SOME COULD: Outcomes that are of High Demand. These require higher
                order thinking skills and the highest achieving students could attempt to boost
                their confidence. Students who regularly tackle these tasks are most likely to
                achieve a Grade A or Grade A*.
       Resources – These are lists of book references, activity sheets, computer materials
        that will complement the learning.
       Assessment & Homework – Student progress will be monitored using the exercises
        suggested. These can be done in class or at home. The routine expectation is that all
        students will spend at least the same time doing homework as taken by the classwork.
       Health & Safety – All activities are intended to comply with departmental policies on
        Health and Safety. Students are expected to comply with normal laboratory rules.
        Where there are specific concerns, these are written in bold type.

This SoW is based on Johnson Physics for You. References are made to this book. They will
also be provided with a Physics Guide.

Homework assignments are suggested. Many of these are from the book, but past questions
on particular topics can also be used.

The PHYA3 coursework consists of two elements:
    Practical Skills Assessments. Practical work that lends itself particularly easily to this
      is indicated in the scheme of work.
    Investigative Skills Assignment. In this scheme of work there is allocated time for a
      mock ISA in the electricity section. The ISA is set by the Board, and I would suggest
      that the real thing should be done soon after the first unit examination.

St Neots CC                                                                           Physics AS

                                                                                                                                        Assessment &             Health &
Lesson        Objectives                    Main Activity                 Learning Outcomes                  Resources & ICT
                                                                                                                                         Homework                 Safety
IND 1      To understand the         Welcome students to the           ALL MUST: Be aware of the           Physics guide              Read through the          None
            nature of the A level     course.                           nature of the course and            Induction sheet            Physics Guide.
            course.                   Ask what their hopes and          understand that it is much more                                Get a calculator!
           To review the course      aspirations are.                  demanding than GCSE
            guide.                    Issue the Physics guide and get
           To consider symbols       students to read it.
            and units.                Discuss any questions that
                                      Start on the induction sheet.
IND 2      To revise standard        Review standard form.             ALL MUST: Recall how to use         Induction sheet            Complete the formulae     None
            form and to use a         Discuss common mistakes in        standard form and enter it on                                  transposition
            calculator.               calculator use.                   their calculator
           To learn how to           Do and discuss questions on
            transpose formulae        the worksheet.

IND 3      To learn how to           Work through the presentation     ALL MUST: Present data in           Induction sheet.           Student responses.        None
            present data in tabular   of data in a table. (Not done     tables and plot them as a graph.                               Take in marks for the
            and graphical forms.      much at GCSE).                    MOST SHOULD: Extrapolate,                                      induction sheet.
                                      Then review the presentation      interpolate, find the gradient.
                                      of data in graphs.                Recognise that straight lines
                                      Discuss interpolation,            follow the form y = mx + c.
                                      extrapolation, finding the        SOME COULD: Consider non
                                      gradient, finding the area,       linear functions, e.g. sine waves
                                      proportionality, parabolas,
                                      hyperbolas, anomalous results.
                                      Try some examples.
IND 4      To learn Physics          Do bouncing spring                ALL MUST: Attempt the               Induction experiment       Student response to the   None
            practical skills          experiment. Focus on:             experiment and harvest data.        Slotted masses, springs,   experiment.
                                      Accurate measurement;             Present in a neat table.            clamp stands,
                                      Reducing errors;                  MOST SHOULD: Plot the data          stopwatches.
                                      Writing down results;             on a graph.
                                      Identifying patterns;             SOME COULD: Consider the
                                      Answering questions.              uncertainties.

St Neots CC                                                                     Physics AS

                                                                                                                               Assessment &       Health &
Lesson        Objectives                  Main Activity               Learning Outcomes            Resources & ICT
                                                                                                                                Homework           Safety
IND 5      To learn about          Discuss what is meant by a      ALL MUST: Recall the basics   Salters Horner’s            Student response    None
            spreadsheet modelling   model.                          of Excel spreadsheets.        Spreadsheet exercise.
                                    Conclude that a model is a      MOST SHOULD: Produce a        Computers in S10 or
                                    way of explaining a physics     spreadsheet and a graph.      laptops.
                                    relationship.                   SOME COULD: Try out a
                                    Discuss spreadsheets as a       different formula to model.
                                    powerful tool in modelling
                                    physics formulae.
                                    Start the spreadsheet
                                    modelling exercise.
IND 6      To complete the         Continue with the spreadsheet   ALL MUST: Recall the basics   Salters Horner’s            Student response.   None
            spreadsheet             modelling.                      of Excel spreadsheets.        Spreadsheet exercise.       Revise for test.
            modelling.                                              MOST SHOULD: Produce a        Computers in S10 or
                                                                    spreadsheet and a graph.      laptops.
                                                                    SOME COULD: Try out a
                                                                    different formula to model.
IND 7      To assess student       Test on Induction.                                            Test on Physics Induction   Student response.   None
            understanding of        Run through the test with
            material covered so     students to pick up areas of
            far.                    difficulty.
           To identify areas of
           To identify students
            who may benefit from
            extra support.

St Neots CC                                                                           Physics AS

                                      Unit 1 Particles, Quantum Phenomena, and Electricity
                                                              Part 1 Particles and Radiation
                                                                                                                                       Assessment &      Health &
Lesson          Objectives                  Main Activity                Learning Outcomes                   Resources & ICT
                                                                                                                                        Homework          Safety
PAR 1      To learn about the        Discuss the structure of the     ALL MUST: Recall the                 Johnson pp 330 – 331.     Student response   None
            constituents of the       nuclear atom.                    structure of atoms and ions.         Student notes.
            atom.                     Compare the properties of the    Recall that charge of atoms is
           To understand terms       proton, electron, and neutron.   normally neutral.
            like neutron, proton,     Discuss positive and negative    MOST SHOULD: Explain that
            electron, ion.            ions.                            the element is determined by the
           To present nuclides in    Present nuclides in terms of     proton number.
                     A                proton and mass number. Use      SOME COULD: Realise that
              form   Z   X                     A                       more neutrons are needed in
                                      the form Z X where A is the
                                                                       large atoms to ensure that they
                                      nucleon number and Z is the      are stable.
                                      proton number.
                                      Do NOT go into the atomic
                                      mass unit
PAR 2      To review radioactive     Review alpha, beta, and          ALL MUST: Recall that an             Johnson pp 334 – 335      Student response   Radioactivity
            decay.                    gamma radiations from GCSE.      alpha particle is a helium           Radioactivity kit                            sources to be
           To learn the properties   Discuss what is meant by         nucleus, a beta particle is a high   Detection and Uses of                        handled with
            of ionising radiations    ionising radiation.              speed electron and gamma rays        radiation from Phyzzing                      care.
                                      Go through rules for handling    are very short length                Physics (Folder 2)
                                      ionising sources.                electromagnetic waves.
                                      Demonstrate the penetration of   MOST SHOULD: Explain that
                                      each kind of radiation..         alpha particles are very ionising
                                      Show how the radiations are      while beta is less so.
                                      deflected by magnetic fields.    SOME COULD: Link ionising
                                      How could you get a pure         power with biological damage
                                      gamma source?
                                      Students draw up a table on
                                      the properties of ionising

St Neots CC                                                                            Physics AS

                                                                                                                                         Assessment &             Health &
Lesson        Objectives                    Main Activity                  Learning Outcomes                   Resources & ICT
                                                                                                                                          Homework                 Safety
PAR 3      To learn about the       Discuss why the nucleus does        ALL MUST: recall that the            Johnson pp 338 – 339.     Questions on alpha,       None
            stability of nuclei.     not fly apart. It’s held together   range of the strong nuclear force    Student notes             beta, and gamma
           To understand the        by the strong nuclear force.        is very small, about 3 fm.           Alpha, Beta, and Gamma    radiations.
            strong nuclear force.    Describe the characteristics of     MOST SHOULD: Explain the             Radiation from Phyzzing
           To recognise the         the strong nuclear force.           mechanisms for alpha, beta, and      Physics (Folder 2)
            equations for alpha      Discuss what happens in alpha       gamma production.
            and beta minus decay     decay. Write the equation in        SOME COULD: Consider the
                                                       A 4
                                     the form Z X  Z  2Y  2 He        energies involved.
                                                A                 4

                                     Discuss what happens in beta
                                     decay. Write the equation in
                                     the form
                                     Z   X  Z AY  1 e 0 e

                                     Discuss gamma radiation.
                                     Bring in the idea of nuclear
                                     energies in eV
PAR 4      To learn about matter    Develop the idea that energies      ALL MUST: Recall that every          Johnson pp 358 – 359      Student response.         None
            and antimatter.          at the particle level are           particle has an antiparticle, e.g.   Student notes             Produce a table to show
           To recall that every     measured in electron volts.         electron-positron.                   Phyzzing Physics slides   the properties of
            particle has an          At this level mass and energy       MOST SHOULD: Explain that                                      particles and
            antiparticle.            are interchangeable.                mass and energy are considered                                 antiparticles.
           To explain the concept   Each particle has its own           to be the same, so we can talk of
            of annihilation          mirror-image, and antiparticle.     rest energies.
                                     Discuss annihilation between        SOME COULD: Link the mass
                                     electron and positron to            and the energy with E = mc2.
                                     produce gamma rays. Also
                                     pair production.
                                     Consider how it’s possible to
                                     make anti-atoms.

St Neots CC                                                                         Physics AS

                                                                                                                                      Assessment &          Health &
Lesson          Objectives                 Main Activity                 Learning Outcomes                 Resources & ICT
                                                                                                                                       Homework              Safety
PAR 5      To understand the        Discuss the wave model of         ALL MUST: Recognise and use        Johnson pp 164 – 167.      Student response.      Do not stare
            photon model of          light.                            the photon energy equation.        Electroscope, zinc,        Questions on E = hf.   at UV source
            electromagnetic          Discuss the evidence of light     MOST SHOULD: be able to            polythene rod, cloth, UV                          or laser
            radiation.               as a particle.                    explain light as a particle and    source, Laser source.
           To recognise the         Watch video from S103 (disc       wave.
            equation                 2 Uncertain Principles)           SOME COULD: Explore the
                         hc          Demonstrate the Photoelectric     significance of light as a
              E  hf                effect.                           particle.
                                    Introduce the equation
           To introduce students    Worked examples on the
            to Quantum theory.       equation
PAR 6      To understand that       What is the smallest thing that   ALL MUST: recall that particles    Johnson pp 170 – 171       Questions on simple    None
            particles have wave      you can resolve? Rayliegh’s       have wave-like properties.         S103 video Hidden          quantum theory
            properties.              Criterion.                        MOST SHOULD: explain how           Visions.
           To learn how             Watch S103 video.                 the wavelength is related to the   Phyzzing Physics Folder
            physicists have probed   Discuss de Broglie’s notion       particle momentum.                 1 Dual nature of Matter.
            the heart of matter.     that waves can be particles,      SOME COULD: research into
           To recognise the         it’s entirely reasonable for      how these ideas have led to the
                              h      particles to have wave            development of the electron
              equation             properties.                       microscope.
                              mv     Discuss de Broglie’s equation
                                     and do worked examples.
                                     To resolve small objects like
                                     atoms, you can use X-rays, or
                                     Electrons can resolve to the
                                     level of atoms.

St Neots CC                                                                         Physics AS

                                                                                                                                  Assessment &          Health &
Lesson        Objectives                   Main Activity                Learning Outcomes                 Resources & ICT
                                                                                                                                   Homework              Safety
PAR 7      To understand the        Discuss how quarks were          ALL MUST: Recall that the          Johnson pp 362 – 363.   Question and answer.   None
            ultra-structure of the   discovered by deep inelastic     nucleons are made up of quarks.    Computers in S10
            nucleus.                 scattering                       State what they are.
           To learn about           Discuss how protons are made     MOST SHOULD: Identify
            nucleons being made      up of uud and neutrons are       strange particles and explain
            up of quarks.            ddu.                             what is meant by strangeness.
                                     Discuss the family of quarks     SOME COULD: Look at further
                                     Tabulate the properties of       particles beyond the proton and
                                     quarks.                          the neutron.
                                     Consider antiquarks and their
                                     part in the antiproton and the
                                     Go through the mechanism for
                                     beta minus decay.
                                     The beta plus decay.
                                     Do the particle adventure.
PAR 8      To learn how particles   Go through the family of         ALL MUST: Recall the               Johnson pp 361 – 363.   Johnson p 369          None
            are classified.          leptons. Stress they are         difference between lepton and
           To recognise classes     fundamental. Subject to weak     hadrons. Recall that hadrons are
            of leptons and hadrons   force.                           classified as mesons and
                                     Define a hadron as a particle    baryons.
                                     made up of quarks or             MOST SHOULD: Apply the
                                     antiquarks. Subject to strong    conservation rules to assess
                                     force.                           whether interactions can
                                     Define mesons and baryons.       proceed.
                                     Discuss quantum numbers and      SOME COULD: Consider
                                     need for conservation of         strange particles.
                                     charge, baryon number, and
                                     lepton number for an
                                     interaction to take place.
                                     Proton is the only stable
                                     baryon; neutron on its own
                                     decays after 10 minutes.

St Neots CC                                                                           Physics AS

                                                                                                                                    Assessment &          Health &
Lesson          Objectives                   Main Activity                 Learning Outcomes                Resources & ICT
                                                                                                                                     Homework              Safety
PAR 9      To consider the role of    Consider the forces that we       ALL MUST: Recall the four         Johnson p 364.          Student response       None
            exchange particles.        know.                             fundamental forces and that                               Johnson p 369 Q7
           To recall that there are   Classify these as fundamental     these are mediated by exchange
            just four fundamental      forces.                           particles.
            forces.                    Discuss the fundamental           MOST SHOULD: Explain how
                                       forces in terms of exchange       exchange particle work
                                       particles.                        SOME COULD: Explain forces
                                       Discuss how exchange              like friction in terms of
                                       particles are involved in         fundamental forces. Assess the
                                       simple interactions.              evidence that led to these
                                       Go through the various            conclusions.
                                       scenarios of beta – and beta+
                                       Demonstrate these in the form
                                       of Feynman Diagrams
PAR 10     To consolidate             Answer past questions in                                            Johnson p 373           Answer to questions.   None
            learning about Particle    Johnson p 373, 25, 26, 27, 29.                                                              Individual review.
            Physics.                   Run through these and mark
                                       with students.
                                       Discuss any areas of
PAR 11     To review the              Review the photoelectric          ALL MUST: Recall that photons     Johnson pp 166 – 168.   Johnson p 173 3 – 5    None
            photoelectric effect.      effect.                           have energy dependent on the
           To recognise the           Discuss how bright light can      frequency. One photon releases
            formula                    be explained in numbers of        one photoelectron.
              hf    E k             photons per second.               MOST SHOULD: explain how
                                       Energy of the light is governed   the kinetic energy in the
                                       by the frequency.                 equation is the maximum
                                       Discuss what happens when a       possible and that a certain
                                       photon releases a                 amount of energy is required to
                                       photoelectron. Students           release the photoelectron.
                                       should realise that there is a    SOME COULD: Find out how
                                       range of photon energies.         the maximum kinetic energy is
                                       Introduce the equation and do     measured.
                                       worked examples

St Neots CC                                                                           Physics AS

                                                                                                                                         Assessment &              Health &
Lesson        Objectives                    Main Activity                 Learning Outcomes                  Resources & ICT
                                                                                                                                          Homework                  Safety
PAR 12     To understand the         Review the notion that joules     ALL MUST: Recall why                Johnson p 165               Johnson p 173 2 – 3.       To not touch
            concept of the electron   are far too big a measurement     energies are measured in eV.                                                               EHT source.
            volt.                     at the atomic level.              Do calculations to convert one to   EHT supply, Perrin tube,                               Wear
           To learn about            Review energy = charge ×          the other.                          safety screen                                          goggles in
            acceleration of           voltage.                          MOST SHOULD: work out                                                                      case Perrin
            charged particles         Bring in the electron volt.       speed using the kinetic energy.                                                            tube
            through potential         Demonstrate acceleration of       SOME COULD: assess whether                                                                 implodes.
            differences.              electrons using the electron      ions would follow the same
                                      beam tube.                        model as electrons.
                                      Do some worked examples to
                                      find out the energies of
                                      electrons in joules and eV.
                                      Link these with kinetic energy,
                                      hence the speed.
                                      Do the same for other charged
                                      particles, e.g. alpha.
PAR 13     To understand about       Demonstrate the idea of           ALL MUST: Recall that there         Johnson pp 180 – 181.       Johnson p 186 q 3, 4, 6,   No not stare
            energy levels in          fluorescence under UV light.      are discrete energy levels and                                  8.                         at UV light.
            atoms.                    Show that it does not happen      that transitions between the        Fluorescent materials, UV                              Do not look
           To understand the         with laser light.                 levels releases a photon.           light, laser.               Read pp 184 – 185.         into the
            concept of ground         Explain that it’s to do with      MOST SHOULD: Calculate the                                                                 laser.
            state and ionisation      electrons being raised to         energy, the frequency, and the
           To learn about            higher energy levels.             wavelength of the photons
            transitions between       Introduce the idea of the         emitted.
            energy levels.            quantum ladder.                   SOME COULD: Explain how
           To link these with        Discuss the highest state as      absorption spectra occur.
            ionisation and            ionisation and the lowest state
            excitation of atoms       as the ground state.
                                      Discuss transitions between
                                      energy levels.
                                      Introduce and use the equation
                                      hf  E1  E 2
                                      Link the photon emission to
                                      line spectrum.

St Neots CC                                                                            Physics AS

                                                                                                                                      Assessment &           Health &
Lesson        Objectives                  Main Activity                    Learning Outcomes                  Resources & ICT
                                                                                                                                       Homework               Safety
PAR 14     To review the wave      Review the idea that light has       ALL MUST: Recall that light         Johnson pp 170 – 171.   Read around the topic   None
            and particle duality.   particle properties.                 has particle properties, and that                           for quantum physics.
           To calculate the de     Assess the evidence for both.        particles have wave properties.
            Broglie wavelengths                                  h       MOST SHOULD: Work out the
            of various particles.   Review the equation                de Broglie wavelength for a
                                                                 mv      range of particles.
                                    Compare wavelengths of               SOME COULD: Link the
                                    different particles and consider     electron standing wave ideas to
                                    what resolutions they can go         the shapes of orbitals in
                                    down to.                             chemical elements
                                    Discuss how it is possible to
                                    view very tiny objects.
                                    Discuss the idea of electron
                                    waves (extension only)
PAR 15     To review the whole     Johnson pp 188 questions3 –                                              Johnson pp 188 – 189.   Revise for test on      None
            topic Quantum           5, 9 and 12.                                                                                     whole topic.
            Physics                 Run through these with model
                                    answers and get students to
                                    mark them.
PAR 16     To assess student       Test on Particle Physics                                                 Test paper                                      None
            understanding of
            Particle Physics and
            Quantum Physics
PAR 17     To review progress in   Run through test.                                                        Model answers.                                  None
            the first topic         Students assess themselves on
                                    their progress.
                                    Students ask questions about
                                    areas they are still not clear on.
                                    Spend time addressing these

St Neots CC                                                                             Physics AS

                                                                       Part 2 Current Electricity
                                                                                                                                             Assessment &         Health &
Lesson        Objectives                     Main Activity                  Learning Outcomes                   Resources & ICT
                                                                                                                                              Homework             Safety
ELE 1      To review the terms        Define the basic electrical        ALL MUST: Recall current as a        Johnson pp 190 – 193         Johnson p 204 2 – 6   Voltage not
            associated with basic      quantities such as current,        flow of charge, p.d. as joules per                                Practical report.     to exceed 6
            electricity.               charge, voltage, and               coulomb, and resistance as ratio     PowerPoint Phyzzing                                V.
           To learn technical         resistance.                        of the p.d. to the current.          Physics ELECTRICITY          Assessed practical
            skills in measuring        Formal definitions of p.d. as      MOST SHOULD: Explain what
            electrical quantities           W                             the terms mean and how they are      Multimeters, voltmeters,
                                       V       and current as            used.                                fixed value resistors,
                                             Q                            SOME COULD: Devise models            power supplies.
                                            Q                            to explain these difficult           Potentiometers.
                                       I                                 concepts.
                                       Resistance R 
                                       Measure resistance of a
                                       resistor, ensuring that the
                                       circuit is set up correctly.
ELE 2      To review Ohm’s Law        Review the voltage current         ALL MUST: recall Ohm’s law.          Johnson p 198.               Read pp 202 – 203.    None
           To understand voltage      characteristic of a resistor.      Recall the shapes of the graphs.     PowerPoint Basic
            current characteristics.   Discuss Ohm’s Law as being         MOST SHOULD: Explain the             Electricity for Physics      Assessed Practical
           To distinguish             valid provided the temperature     voltage current characteristics of
            between ohmic and          remains the same.                  a lamp in terms of collisions        Multimeters, voltmeters,
            non-ohmic                  Discuss what happens if the        between electrons and ions.          fixed value resistors, Ray
            conductors.                temperature does not remain        SOME COULD: Explain the              lamps.
                                       the same.                          action of diodes in terms of
                                       Find the voltage current           electrons and holes. And use the     Diodes, battery backs.
                                       characteristic of a lamp.          conduction band theory.
                                       Do the voltage current
                                       characteristic of a diode.

St Neots CC                                                                         Physics AS

                                                                                                                                    Assessment &         Health &
Lesson         Objectives                   Main Activity                Learning Outcomes                Resources & ICT
                                                                                                                                     Homework             Safety
ELE 3      To understand the         Discuss the factors that         ALL MUST: recall the              Johnson p 197             Practical report.     Wire will get
            concept of resistivity.   determine the resistance of a    definition of resistivity. Do                               Assessed Practical.   hot.
           To use the formula        wire.                            calculations using the formula.
                   l                 Sum these up in the formula      MOST SHOULD: Explain how
              R                            l                         the equation applies.
                   A                  R                               SOME COULD: Consider the
                                            A                          uncertainties in carrying out a
                                      Do worked examples.              resistivity experiment. Apply
                                      Do experiment to determine       equations like
                                      the resistivity of constantan
                                      wire. Compare with databook
                                                                       R  R0 (1   )
                                      Discuss applications like
                                      Mention qualitatively positive
                                      temperature coefficient and
                                      negative temperature
                                      coefficient. Draw graphs.
ELE 4      To practise the           Introduce what the practical                                       Specimen paper.           Assignment            None
            Practical and             skills and investigative                                           Boxes with hidden
            Investigative Skills in   components are.                                                    components – diode in
            Physics                   Give out the assignment sheet.                                     series with a resistor.
                                      Do the assignment under                                            Power supplies,
                                      examination conditions                                             voltmeters, multimeters

ELE 5      To practise the           Do the written paper. (Under                                       Specimen PHYA3 paper      Student response to   None
            Practical and             examination conditions,                                                                      examination
            Investigative Skills in   please).                                                                                     component.
ELE 6      To review student         Go through the paper with                                          Model answers             Individual review     None
            performance in the        students.
            ISA paper.                Give out model answers.

St Neots CC                                                                             Physics AS

                                                                                                                                            Assessment &            Health &
Lesson            Objectives                      Main Activity                Learning Outcomes                 Resources & ICT
                                                                                                                                             Homework                Safety
ELE 7      To understand energy and          Discuss what is meant by        ALL MUST: Recognise and            Johnson p 200.            Johnson p 205 q 9 – 13   None
            power in electrical circuits.     energy.                         use the equations. Describe
           To recognise and use              Review what electrical          power as the rate of using
            P  IV , E  VIt ,                circuits are about,             energy.
                                      2       transferring energy about the   MOST SHOULD: Derive the
             P  I R , and P 
                    2                         place.                          equations and apply them to a
                                    R         Principle that charge is        variety of different situations.
                                              conserved (i.e. electrons       SOME COULD: Plan an
                                              don’t leak out of wires).       experiment to measure power.
                                              Discuss the powers of
                                              Go through the power
                                              Derive the other versions of
                                              the equation.
                                              Discuss energy as charge ×
ELE 8      To understand series and          Review student                  ALL MUST: recall the               Johnson pp 206 – 209.     Johnson p216 4 – 8       None
            parallel circuits.                understanding of circuits       behaviour of currents and
           To recognise and use the          from GCSE.                      voltages in series and parallel    Multimeters, resistors,
            equation for series circuits      Discuss how in a series         circuits. Use the equations.       voltmeters, power
             Rtot  R1  R2  R3  ... circuit the current is the same        MOST SHOULD: derive the            supplies.
                                              and the voltages add up.        equations from first principles.
           To recognise and use the          Link this to conservation of    SOME COULD: Make up
            equation for parallel             energy.                         combinations of series and
            circuits:                         Discuss that in a parallel      parallel resistors to find the
              1       1       1     1         circuit the currents add up     single resistor equivalent.
                                      ... while the voltage is the same
             Rtot R1 R2 R3
                                              across each branch.
                                              Link this to conservation of
           To derive these equations.        charge.
                                              Derive the equations.
                                              Do worked examples.
                                              Practical on series and
                                              parallel circuits.

St Neots CC                                                                            Physics AS

                                                                                                                                          Assessment &            Health &
Lesson            Objectives                    Main Activity                 Learning Outcomes                Resources & ICT
                                                                                                                                           Homework                Safety
ELE 9      To understand that the         Discuss the potential divider     ALL MUST: describe the            Johnson pp 210 – 211.     Johnson p 217 16 – 18.   None
            potential divider is a very    circuit in terms of a series      potential divider as a voltage
            useful circuit.                circuit.                          balance. Use the equation.        Variable resistors
           To compare the potential       Introduce the equation.           MOST SHOULD: Be able to           (potentiometers), small
            divider with a variable        Do a worked example.              apply the potential divider       motors, multimeters.
            resistor.                      Show how the resistors can        equation using resistive
           To use the potential divider   be fixed value, variable          transducers. State when a
            equation                       resistors, or even a single       potentiometer should be used
                                           component.                        in preference to a variable
                          R2 
                         R R 
              Vout  Vin       
                                           Compare the action of a           resistor.
                          1  2 
                                           variable resistor.                SOME COULD: derive the
                                           Discuss the use of a potential    equation from first principles.
                                           divider circuit as a voltage
                                           balance in electronic circuits.
ELE 10     To learn about resistive       Discuss the thermistor and        ALL MUST: recall that the         Johnson p 109             Response to practical    None
            transducers.                   the LDR.                          resistance of resistive                                     (Skills assessment)
                                           Practical to measure the          transducers changes with          Thermistor practical.
                                           behaviour of the LDR under        conditions.                       LDR practical
                                           different light conditions.       MOST SHOULD: be able to           PowerPoint
                                           And the thermistor at             describe the behaviour of the
                                           different temperatures            resistive transducers.
                                                                             SOME COULD: explain how
                                                                             these components work.

St Neots CC                                                                            Physics AS

                                                                                                                                             Assessment &             Health &
Lesson             Objectives                   Main Activity                 Learning Outcomes                 Resources & ICT
                                                                                                                                              Homework                 Safety
ELE 11     To understand the concept      Show the concept of internal      ALL MUST: recall that real         Johnson p 212 – 213.        Johnson p 217 10 – 15.    None
            of internal resistance.        resistance by putting a low       supplies have an internal
           To recognise the equation      resistor in parallel with a ray   resistance.                        Computers in S10.
                   E                       lamp. Link this to car            MOST SHOULD: be able to
                   and   I ( R  r )   headlights going dim as you       solve problems using the
                   Q                       operate the starter.              internal resistance equation or
                                           Introduce the concept of          modelling it as a perfect
                                           internal resistance.              battery in series with an
                                           Define EMF as total energy        internal resistor.
                                           per unit charge.                  SOME COULD: Research into
                                           Then apply the Law of             Thevinin’s Theorem that states
                                           conservation of energy to the     that all supplies, however
                                           outside circuit.                  complicated can be resolved as
                                           Model it in terms of a perfect    a perfect battery in series with
                                           battery in series with an         an internal resistor. Also look
                                           internal resistor.                at load matching.
                                           Use spreadsheet modelling to
                                           show the behaviour of a
                                           battery of a given internal
ELE 12     To reinforce learning about    Students are to carry out an      ALL MUST: have followed            Lab packs, large variable   Unit 3 practical skills   Resistance
            internal resistance.           experiment to find out the        procedures and worked safely.      resistors, voltmeters,      assessment                wires get
                                           internal resistance of a power    MOST SHOULD: Have                  ammeters.                                             hot. Switch
                                           supply.                           worked safely without                                                                    off the
                                                                             guidance or reminders. Have                                                              power
                                                                             gained a figure for the internal                                                         supply
                                                                             resistance of the power supply.                                                          between
                                                                             SOME COULD: extend the                                                                   readings.
                                                                             investigation to see if the                                                              Be careful
                                                                             internal resistance is different                                                         especially at
                                                                             at different voltage settings                                                            low
                                                                             and account for these.                                                                   resistance

St Neots CC                                                                            Physics AS

                                                                                                                                      Assessment &             Health &
Lesson             Objectives                    Main Activity               Learning Outcomes               Resources & ICT
                                                                                                                                       Homework                 Safety
ELE 13     To recall that an alternating   Review what students know       ALL MUST: Recall terms           Johnson pp 242 – 243    Student response.        Ensure that
            current changes direction all   about mains electricity.        associated with alternating      Bicycle dynamo                                   there is a
            the time.                       Discuss what is meant by an     current. Recall that the peak    Centre zero voltmeter                            reverse biased
           To understand the terms         alternating current.            voltage is √2 × rms voltage.     and ammeter                                      diode across
            sinusoidal waveform, peak       Demonstrate that the dc         MOST SHOULD: Be able to          DC Motor.                                        the terminals
            to peak, peak, and root         motor goes forward and          derive the relationships from    AC Motor                                         of the dc
            mean square.                    backwards (not very useful).    the average power.                                                                power supply
           To use the relationships        Demonstrate the ac motor.       SOME COULD: Explain why                                                           when
                                            Show the alternating            the universal motor works                                                         demonstrating
              I rms         and            positive and negative           quite well on low voltage DC,                                                     the universal
                         2                  voltages from the dynamo.       but not so well on low voltage                                                    motor on dc.
                        V0                  Show a sinusoidal waveform      AC (Inductance)
              Vrms                         and introduce terms like
                         2                  peak and peak to peak.
                                            Discuss rms as the dc
                                            Then derive it from the
                                            average power.
                                            Use the equations.
ELE 14     To learn that the CRO can       Review learning from            ALL MUST: Recall that the        Johnson pp 244 – 245    Johnson p 249 Q 3 – 5,   None
            be used as a dc or ac           previous lesson.                CRO can be used as a             CRO, AC supply.         7, and 8.
            voltmeter.                      Demonstrate the rms voltage     voltmeter and ammeter.           Computers in S10.
           To learn how to use its         as the dc equivalent voltage.   Recall that the time base        Tutorial website.
            controls                        Demonstrate the CRO using       measures the time period, and
                                            various voltages and            the y-gain measures the
                                            frequencies. Stress the         voltage.
                                            importance of the time          MOST SHOULD: Measure
                                            period, and the voltage per     the period and calculate the
                                            cm.                             frequency of a wave. Interpret
                                            Show how it can be used as      CRO screens.
                                            an ammeter as well as a         SOME COULD: Interpret
                                            voltmeter.                      screens of complex
                                            Follow through the tutorial     waveforms.
                                            on the Tomlinscote School

St Neots CC                                                                     Physics AS

                                                                                                                        Assessment &            Health &
Lesson           Objectives                    Main Activity               Learning Outcomes   Resources & ICT
                                                                                                                         Homework                Safety
ELE 15     To review learning of         Attempt the questions on                             Johnson pp 274 - 276.   Revise for test         None
            electricity                   pages 274 – 276 2, 3, 6, 7,
                                          10, 11
ELE 16     To assess student             Test on Current Electricity                          Test paper              Student answers         None
            understanding of Current
            Electricity and Alternating
ELE 17     To review progress in the     Run through test.                                    Model Answers           Individual review and   None
            second topic                  Students assess themselves                                                   target setting.
                                          on their progress.
                                          Students ask questions about
                                          areas they are still not clear
                                          Spend time addressing these

St Neots CC                                                                          Physics AS

                                               Unit 2 Mechanics, Materials, and Waves
                                                                         Part 1 Mechanics
                                                                                                                                        Assessment &             Health &
Lesson           Objectives                    Main Activity               Learning Outcomes                Resources & ICT
                                                                                                                                         Homework                 Safety
MEC 1      To understand the             Review student                  ALL MUST: Recall that a           Johnson pp 10 – 14.        Johnson p 15 q 5 – 8.    None
            difference between a scalar   understanding of vectors and    vector is a quantity with a
            and a vector.                 scalars with examples and       value and direction. Recall
           To resolve vectors by         units.                          what quantities are scalars and
            accurate drawing.             Demonstrate how a vector        what quantities are vectors.
           To resolve vectors by         can be resolved into            MOST SHOULD: resolve
            trigonometry.                 horizontal and vertical         vectors using both accurate
                                          components.                     drawing techniques and
                                          Show how vectors can be         trigonometrical functions.
                                          resolved using accurate         SOME COULD: Write their
                                          drawing.                        own examples.
                                          Then do the same using
                                          Discuss the advantages of
                                          using trigonometrical
                                          Consider vehicles on
                                          inclined planes
MEC 2      To understand the concept     Discuss what equilibrium is.    ALL MUST: Recall that             Johnson pp 22 – 23         Johnson p 104 q 6, 11,   Keep weights
            of equilibrium.               Emphasise that the sum of       balanced forces result in zero    Clamp stands, slotted      12.                      from
           To understand the polygon     forces is zero.                 overall force.                    masses, pulleys, string.                            dropping on
            of forces rule for coplanar   Describe the importance of      MOST SHOULD: Explain                                                                  feet.
            forces.                       statics in structures.          how three coplanar forces in
                                          Equilibrium also applies        equilibrium can be resolved.
                                          when objects are moving at      SOME COULD: investigate
                                          constant speed.                 more complex situations.
                                          Do some worked examples
                                          of coplanar forces.
                                          Students investigate
                                          practically the equilibrium
                                          of three coplanar forces

St Neots CC                                                                        Physics AS

                                                                                                                                      Assessment &               Health &
Lesson             Objectives                Main Activity               Learning Outcomes               Resources & ICT
                                                                                                                                       Homework                   Safety
MEC 3      To understand about the     Discuss moments as turning      ALL MUST: recall that a          Johnson pp 28 – 30.         Johnson p 31 2, 3, 5, 6,   None
            turning effect of a force   effects of forces.              moment is the turning effect                                 7.
                                        Moment = force ×                of a force. It is measured in    Balancing beams, pivots,
                                        perpendicular distance.         Newton metres.                   slotted masses.
                                        Do examples for different       MOST SHOULD: be able to
                                        situations.                     apply the principle of
                                        Discuss the idea of a couple.   moments to balanced
                                        Principle of moments in         situations.
                                        simple balanced situations..    SOME COULD: Consider
                                        Worked examples of              why Nm for torque is not the
                                        moments.                        same as Nm (J) for work.
                                        Discuss how to find the
                                        centre of mass.
                                        Consider centre of mass of
                                        various regular objects (but
                                        do not calculate it from
MEC 4      To understand motion in a   Discuss the vector nature of    ALL MUST: recall the terms       Johnson pp 32 – 35          Johnson pp 42 – 43 q       None
            straight line.              velocity and acceleration.      used in linear motion. Use the   Trolleys, runways, ticker   2 – 8.
           To use the equations        Establish the importance of     equations.                       tape, ticker tape timers
                   s         v        signs.                          MOST SHOULD: Explain             (none of this namby-
              v      and a            Discuss distance and            what motion graphs are           pamby stuff with
                   t         t        displacement.                   showing for constant speed       computers) .
           To represent motion         Discuss displacement time       and constant acceleration.
            graphically.                graphs for constant velocity.   SOME COULD: Draw motion
                                        Then for velocity that          graphs for objects not
                                        changes.                        accelerating in a linear way,
                                        Then link these to velocity     e.g. a rocket using up fuel.
                                        time graphs.
                                        Discuss the features of
                                        motion graphs.
                                        Plot motion graphs using
                                        ticker tape.

St Neots CC                                                                            Physics AS

                                                                                                                                        Assessment &               Health &
Lesson           Objectives                    Main Activity                 Learning Outcomes                Resources & ICT
                                                                                                                                         Homework                   Safety
MEC 5      To use the equations of       Introduce the four equations.     ALL MUST: Recognise and           Student notes            Motion equation            None.
            motion.                       Describe the terms.               use the equations.                Johnson pp 36 – 37.      questions
           To link them to speed-time    Do worked examples on             MOST SHOULD: be able to
            graphs.                       how to use them.                  link the equations to the speed   Motion PowerPoint from
                                          Link the equations of motion      time graph.                       Phyzzing physics 1
                                          to distance time graphs (but      SOME COULD: make up
                                          don’t labour it too much).        own questions using more
                                          Students can make up their        complex examples.
                                          own examples.
MEC 6      To consider objects falling   Review the acceleration due       ALL MUST: recall that g =         Johnson pp 38 – 39       Student practical report   None
            in gravity fields.            to gravity.                       9.81 m/s2. Outline an             Electronic stop clock,
           To understand the concept     Link g to equations of            experiment to measure it.         electromagnet, 2-way
            of terminal speed.            motion.                           MOST SHOULD: Substitute           switch, trap door.
                                          Do experiment to determine        g into equations and use it.
                                          the acceleration due to           SOME COULD: Link g as
                                          gravity.                          acceleration to g as force per
                                          Plot the graph of distance        unit mass.
                                          against time2. g is the
                                          Discuss the motion of a free-
                                          fall parachutist
MEC 7      To consider the               Demonstrate that an object        ALL MUST: Recall that             Johnson pp 40 – 41.      Johnson p 43 9 – 12        None
            independence of vertical      thrown forwards hits the          horizontal motion and vertical
            and horizontal motion of      ground at the same time has       motion are independent.
            projectiles                   one that has dropped              MOST SHOULD: Resolve the
                                          vertically from the same          velocity vectors for a
                                          height.                           projectile fired at an angle.
                                          Emphasis that horizontal          SOME COULD: Assess the
                                          motion remains constant.          effect of air resistance.
                                          Analyse the change in
                                          vertical velocity for different
                                          Combine the velocities to
                                          make a resultant.

St Neots CC                                                                      Physics AS

                                                                                                                                  Assessment &             Health &
Lesson             Objectives               Main Activity               Learning Outcomes             Resources & ICT
                                                                                                                                   Homework                 Safety
MEC 8      To understand and apply    Discuss what is meant by        ALL MUST: Recall the three     Johnson pp 44 – 49.        Student responses from   None
            Newton’s Laws of Motion.   inertia.                        laws of motion.                                           the experiment.
                                       Discuss Newton I                MOST SHOULD: get results       PowerPoints on Newton
                                       Discuss Newton II in terms      from their experiment that     I, II, and III (phyzzing
                                       of F = ma (don’t go into        show that if the force is      physics 2)
                                       momentum as that is done in     doubled, the acceleration is
                                       Unit 4).                        doubled.
                                       Discuss weight as a force       SOME COULD: Explain why
                                       resulting from mass and         it’s a bad experiment.
                                       Carry out experiment to
                                       verify Newton II.
                                       Consider the limitation of
                                       the experiment (the
                                       acceleration is proportional
                                       only when the force is low.
                                       I got caught out by that
                                       Discuss Newton II in terms
                                       of forces acting in pairs.
MEC 9      To understand work,        Discuss what energy is and      ALL MUST: Describe energy      Johnson pp 60 – 61         Johnson p 67 2 – 5.      None
            energy, and power.         how it’s related to work.       and work, and use the          Animation on work.
           To use W  Fs cos ,       Discuss that work is a scalar   equations.                     PowerPoint from
                                       despite its being the product   MOST SHOULD: Explain           Phyzzing physics 2
              P       , P  Fv        of two scalars.                 why work is a scalar. Derive
                    t                 Show the animation.             P = Fv.
                                       Discuss power as the rate of    SOME COULD: make up
                                       doing work.                     their own questions.
                                       Derive P = Fv.
                                       Do some worked examples.

St Neots CC                                                                       Physics AS

                                                                                                                                   Assessment &            Health &
Lesson           Objectives                   Main Activity             Learning Outcomes                 Resources & ICT
                                                                                                                                    Homework                Safety
MEC 10     To understand that energy    Discuss the rule of           ALL MUST: recall that              Johnson pp 62 – 64      Student response to     None
            is conserved.                conservation of energy.       energy is conserved.               Trebuchet video clip.   experiment
           To use the equations         Apply that to a bouncing      MOST SHOULD recognise              Bouncing balls
             E p  mg h and            ball.                         that the fraction of energy lost   experiment.
                                         Carry out an experiment to    in a bouncing ball is constant.
                     1 2                 find out the fraction of      SOME COULD: link the
              Ep      mv                energy lost in a bounce. Is   constant fraction to a
                                         the energy loss a constant    logarithmic decay.
                                         Answer Johnson p 67 q 7.
MEC 11     To review material covered   Answer Johnson pp 106 –                                          Johnson pp 106 – 108.   Answers to questions.   None
            in this section              108 23, 25, 28, 42 and 41                                        Model answers           Revise for test.
MEC 12     To assess student            Test on Mechanics                                                Test Paper              Student answers         None
MEC 13     To review and set targets    Mark test with students and                                      Model answers           Individual review.      None
                                         run through any areas that
                                         caused difficulty.
                                         Students assess themselves
                                         and set themselves targets.

St Neots CC                                                                           Physics AS

                                                                           Part 2 Materials
                                                                                                                                       Assessment &              Health &
Lesson             Objectives                    Main Activity              Learning Outcomes              Resources & ICT
                                                                                                                                        Homework                  Safety
MAT 1      To understand the concept       Discuss the concept of         ALL MUST: Obtain                Johnson p 288.             Student responses to      None
            of density.                     density – mass per unit        measurements for regular                                   practical
           To use the equation             volume.                        objects.                        Blacks of different
                   m                        Do some worked examples.       MOST SHOULD: Get density        materials (regular and
                                          Stress the SI units of kg/m3   values for irregular objects.   irregular), Top pan
                   V                        not g/cm3. Discuss the need    SOME COULD: Assess the          balance. Displacement
           To measure the density of       to convert.                    worked example on p 288 as      cans. Measuring
            regular and irregular objects   Discuss densities in solids,   to whether the value is         cylinders.
                                            liquids and gases. Link to     accurate.
                                            particle models.
                                            Consider the density of an
                                            Consider density of
                                            Measure the densities of
                                            regular shapes and irregular
MAT 2      To use Hooke’s La w             Review Hooke’s Law, i.e.       ALL MUST: recall Hooke’s        Johnson pp 282 – 283       Student response to the   None
           To use F  kL                  double the force, double the   Law and use the equation.                                  practical
           To derive and use               stretch.                       MOST SHOULD: use the            Slotted masses, long
                                            Introduce the idea of the      gradient to find the spring     springs, pointers, metre
              Eel   FL and                spring constant.               constant and the area to find   rulers.
                   2                        Draw force-extension graph,    the energy.
                   1                        and show the idea of the       SOME COULD: Derive the
              Eel  k (L) 2                spring constant being the      energy from first principles.
                   2                        gradient.
                                            Then introduce the idea of
                                            energy as the area under the
                                            Students measure force and
                                            extension in a spring, and
                                            work out the energy of the

St Neots CC                                                                             Physics AS

                                                                                                                                          Assessment &       Health &
Lesson                Objectives                   Main Activity              Learning Outcomes                Resources & ICT
                                                                                                                                           Homework           Safety
MAT 3      To learn terms tensile            Look at force extension        ALL MUST: Recall the terms        Johnson pp 284 – 285.     Responses to the   Wire can
            stress, tensile strain, elastic   graphs for wires under load.   associated with stress and                                  practical          snap. Goggles
            region, plastic deformation,      Bring out the key features.    strain. Harvest data and plot     Thin copper and                              must be worn
            breaking stress.                  Students measure force and     them as a force extension         nichrome wires.                              and feet kept
           To look at behaviour of           extension for copper wire,     graph.                            Clamps, slotted masses,                      clear of loads.
            wires under load.                 nichrome, and rubber.          MOST SHOULD: Calculate            pointers, metre rulers.
           Use the relationships             Discuss stress and strain.     the spring constant and elastic
                      F              L       Do worked examples.            strain energy for each wire.
                      and                 Watch out for beartrap of      SOME COULD: explain the
                      A               L       area being in m2.              behaviour of rubber and the
                                              Plot the force extension       idea of hysteresis.
                                              Compare the behaviour of
                                              the two metal wires.
                                              Discuss whether it’s a fair
                                              Explain the behaviour of
MAT 4      To learn about the Young          Discuss how a valid            ALL MUST: recognise the           Johnson pp 285 – 286.     Responses to the   Wire can
            Modulus.                          comparison can be made         Young modulus equation and                                  practical          snap. Goggles
           To recognise and                  between different wires.       use it.                           Thin copper and                              must be worn
                           FL                 Introduce the Young            MOST SHOULD: explain              nichrome wires.                              and feet kept
              use E                          Modulus as the ratio           how the Young Modulus             Clamps, slotted masses,                      clear of loads.
                          eL                 between stress and strain.     ensures a fair test.              pointers, metre rulers,
           To measure E graphically.         Then do the equation and       SOME COULD: assess the            micrometers.
                                              worked examples.               limitations of the experiment,
                                              Demonstrate the micrometer     and explain the discrepancy
                                              Students measure the Young     using arguments to do with
                                              Modulus for copper and         crystal defects. Link the area
                                              nichrome.                      with strain energy per unit
                                              Compare the results with the   volume (not needed for the
                                              data book value. Try to        exam)
                                              account for any

St Neots CC                                                                     Physics AS

                                                                                                                       Assessment &           Health &
Lesson           Objectives                      Main Activity             Learning Outcomes   Resources & ICT
                                                                                                                        Homework               Safety
MAT 5      To review learning in this      Students to read pp 290 –                          Johnson pp 290 – 293   Complete these         None
            section.                        293 to familiarise
                                            themselves with meanings
                                            of words associated with
                                            Answer Question 2 – 9 on p
MAT 6      To assess student               Test on material properties.                       Test                   Response to the test   None
            understanding of material
MAT 7      To enable students to reflect   Students mark the test with                        Model answers          Individual review      None
            on their learning and set       model answers.
            targets.                        Students assess their
                                            performance and set
                                            themselves targets.

St Neots CC                                                                          Physics AS

                                                                            Part 3 Waves
                                                                                                                                    Assessment &           Health &
Lesson            Objectives                   Main Activity                Learning Outcomes              Resources & ICT
                                                                                                                                     Homework               Safety
WAV 1      To learn definitions of       Discuss waves as the             ALL MUST: be familiar with      Johnson pp 112 – 117    Johnson p 123 2 – 4.   None
            terms associated with         products of vibrations. Link     the features of a wave.
            waves.                        this to oscillations of          MOST SHOULD: explain            Ripple tank and
           To use the wave formula       particles.                       how a wave is formed from a     controller.
              c  f                      Discuss the features of the      vibrating source and how it     Videoclips.
                                          wave, amplitude,                 propagates as a progressive
                                          wavelength, frequency,           wave.
                                          speed, phase, path               SOME COULD: Show how
                                          difference.                      plane wave-fronts are the
                                          Demonstrate these with the       result of lots of wavelets
                                          ripple tank.
                                          Use the formula and do
                                          worked examples
WAV 2      To understand the             Discuss transverse waves as      ALL MUST: State the             Johnson pp 118 – 119.   Question and answer    None
            difference between            the classic wave. Give           difference between a            3 cm kit.
            transverse and longitudinal   examples.                        transverse and longitudinal     Slinky spring
            waves.                        Then discuss longitudinal        wave. Give examples.
           To show polarisation.         waves. They are mechanical       MOST SHOULD: Describe
                                          waves and need a material to     how polarisation occurs.
                                          travel in.                       SOME COULD: Explain why
                                          Illustrate the difference        water waves are not a good
                                          between them with a slinky       example of a transverse wave.
                                          Discuss that sound waves
                                          can be reflected and
                                          refracted, etc., just like any
                                          other wave.
                                          However only transverse
                                          waves can be polarised.
                                          Demonstrate these with the
                                          3 cm kit.

St Neots CC                                                                              Physics AS

                                                                                                                                              Assessment &             Health &
Lesson             Objectives                    Main Activity                Learning Outcomes                   Resources & ICT
                                                                                                                                               Homework                 Safety
WAV 3      To learn about the refractive   Discuss how light is slowed      ALL MUST: Recall that light          Johnson pp 126 – 129.      Results from practical   None
            index.                          down when it passes from         travels faster in air than it does
           To learn Snell’s Law.           air into a material. Show        in a material. Know that the         Glass blocks, Perspex
           To recognise and use            what happens to plane wave-      refractive index is the ratio of     blocks, protractors, ray
              n1 sin 1  n2 sin  2        fronts.                          the speeds.                          boxes, slits, power
                                            Develop this into the idea of    MOST SHOULD: recognise               supplies.
                                            light rays bending in            and use the Snell’s Law
                                            towards the normal.              equation to solve problems.          Ripple tank and
                                            Define refractive index as       SOME COULD: Discuss                  controller
                                            ratio of speed of light in air   whether you can go faster than
                                            to speed of light in the         light in a material.
                                            Develop that into Snell’s
                                            Do a worked example.
                                            Students then do an
                                            experiment to work out
                                            refractive index of glass and
WAV 4      To consider critical angle      Discuss what happens when        ALL MUST: Recall that                Johnson p 130.             Johnson p 138 – 139 q    None
            and total internal reflection   light leaves a material to go    critical angle is where total                                   2 – 6.
           To derive and use               into air.                        internal reflection starts.          Semi-circular Perspex
                   1                        Discuss the critical angle as    MOST SHOULD: Derive the              blocks, protractors, ray
              n                            being when angle of              equation from Snell’s Law.           boxes, slits, power
                 sin  c                    refraction = 90o.                Explain that when sin   1          supplies.
                                            Derive the equation.             (impossible) then TIR occurs.
                                            Students then measure            SOME COULD: investigate
                                            critical angle of Perspex.       critical angle when you have
                                            Then discuss total internal      two materials that are
                                            reflection and its uses.         optically dense.

St Neots CC                                                                          Physics AS

                                                                                                                                        Assessment &            Health &
Lesson             Objectives                  Main Activity                Learning Outcomes              Resources & ICT
                                                                                                                                         Homework                Safety
WAV 5      To understand how TIR is      Review critical angle.           ALL MUST: describe the uses     Johnson p 131.              Johnson p 139 q 7       Wear goggles
            used in optical fibres.       Consider the critical angle at   of optical fibres.
           Derive and use                a boundary of two similar        MOST SHOULD: use Snell’s        Light tubes. Water          Research into optical
                          n2              materials.                       Law to calculate the critical   container with hole in it   fibres
              sin  c                    Do a worked example.             angle at the boundary of        and light in it.
                          n1              Do different demonstrations      stepped index fibres.
                                          of light tubes, e.g. flow of     SOME COULD: Describe the        Glass rods, bunsens.
                                          water from an illuminated        action of graded index fibres
                                          Make an optical fibre using
                                          the gob-drop method
WAV 6      To understand how waves       Discuss how progressive          ALL MUST: Describe the          Johnson pp 142 – 143.       Student response.       None
            superpose.                    waves superpose, describing      node and antinode patterns of
           To describe the formation     constructive and destructive     a standing wave.                Clamp, vibration            Johnson p 154 3 – 4
            of standing waves on          interference.                    MOST SHOULD: Describe           generator, string, bench
            strings.                      Discuss standing waves as        the phase relationship within   pulley, slotted mass,
           To use terms node, antinode   the result of two progressive    and between loops. Describe     stroboscope.
                                          waves of the same frequency      the whole number relationship
                                          travelling in opposite           of the harmonics and            3 cm kit.
                                          directions.                      frequencies.
                                          Describe the pattern at          SOME COULD: Look into           CRO, microphone,
                                          fundamental frequency, then      standing waves for sound.       signal generator,
                                          the second harmonic, third                                       speaker, board.
                                          harmonic. Link these to the
                                          Demonstrate the patterns
                                          using a vibration generator.
                                          Describe how standing
                                          waves are important in
                                          musical instruments.
                                          Set up standing waves in the
                                          3 cm kit.
                                          Mention that standing waves
                                          can be made for sound.

St Neots CC                                                                           Physics AS

                                                                                                                                      Assessment &             Health &
Lesson             Objectives                   Main Activity               Learning Outcomes                Resources & ICT
                                                                                                                                       Homework                 Safety
WAV 7      To understand how waves        Discuss the superposition of    ALL MUST: Describe                Johnson pp 148 – 149.   Johnson p 155 8 – 9      Do not stare
            interfere constructively and   waves.                          interference. State that path                                                      into the laser
            destructively depending on     Bring in the idea of            difference of odd number of       Ripple tank, twin
            path difference.               coherence of light waves.       half-wavelengths leads to         dippers, slits.
           To understand the concept      Show interference pattern in    destructive interference, and
            of coherence.                  the ripple tank, with two       even number leads to              Laser
           To recognise and use the       slits.                          constructive interference.        Slits
                              D           Show the laser as a source of   MOST SHOULD: understand
              equation   w                coherent light.                 the derivation of the equation.   3 cm kit
                              s            Derive the equation.            SOME COULD: Find out how
                                           Then do double slit             coherence of light can be
                                           experiment and link it to the   produced without a laser.
                                           Do a worked example.
                                           Demonstrate the two-slit
                                           experiment with the 3 cm
WAV 8      To understand the              Discuss previous learning       ALL MUST: Recall that             Johnson pp 150 – 151.   Johnson p 155 11 – 12.   Do not stare
            interference pattern of a      about diffraction.              diffraction occurs due to         Ripple tank                                      into the laser
            diffraction grating.           Review using the ripple tank    waves spreading out.              Diffraction gratings,
           To derive and use the          with a single slit.             Recognise and use the             Laser.
            equation n  d sin           Discuss the fact that           formula.
                                           diffraction does not happen     MOST SHOULD: Explain the
                                           when the slit width is less     diffraction pattern of a
                                           than the wavelength.            transmission grating.
                                           Show the pattern of spots       SOME COULD: Compare the
                                           from a transmission grating     transmission grating and the
                                           in laser light.                 reflection grating.
                                           Link this to the equation.
                                           Discuss orders as integers
                                           and that there is a limited
                                           number of orders.
                                           Use a CD as a reflection

St Neots CC                                                                    Physics AS

                                                                                                                      Assessment &              Health &
Lesson           Objectives                    Main Activity              Learning Outcomes   Resources & ICT
                                                                                                                       Homework                  Safety
WAV 9      To review material covered    Review any areas of                                 Johnson pp 160 – 162   Student response to the   None
            in the section                difficulty that students have                                              questions
                                          Johnson p 160 – 162
                                          Questions 2, 5, 6, 7, 8, 14,
                                          16, 17.
WAV 10     To assess student             Test on Waves                                       Waves Test             Student answers.          None
WAV 11     To run through test and set   Run through the test.                               Model answers          Individual review         None
            targets.                      Students mark each other’s
                                          scripts using the model
                                          Students review their
                                          progress and agree targets.


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