4th Sep '25

Schemes of Work

P1
- P1.1
  - Lesson 01 - How is energy stored and transferred? Lesson Plan Lesson Title
    - A system is an object or group of objects.
      - Suggested Activity:
        Starter:
        Recall the different types/forms of energy from KS3
        
        Introduce the idea of systems and stores.
        Ask students to group/classify them as systems and stores.
    - Energy can be transferred usefully, stored or dissipated, but cannot be created or destroyed.
      - Suggested Activity:
        Recall the law of conservation of energy.
        
        GF: Discuss the reasons why in a chemical reaction the energy and atoms are conserved.
    - There are changes in the way energy is stored when a system changes.
      - Suggested Activity:
        Class Practical - Energy Circus
        Equipment Required:
        DEMO:
        Hairdryer
        1kg mass
        Lamp
        Model fruit (or real!)
        Candle and matches
        Kettle
        Speaker
        Iron
        
        OR
        
        Energy circus
    - Students should be able to describe with examples where there are energy transfers in a closed system, that there is no net change to the total energy.
      - Suggested Activity:
        DEMO:
        Energy Transfer Candle Model (http://www.neilatkin.com/2016/06/09/teaching-energy-new-approach/)
        
        GF: Evaluate the model used to represent energy stores and pathways. Include the difference between energy transformation and transfers in your response.
        Equipment Required:
        DEMO:
        1 litre beaker of coloured water (red)
        Two different width tubing measuring approx. 1 metre
        1 large Gratnell tray
        (see image here for model - http://neilatkin.com/wp-content/uploads/2016/06/thermal-transfer-168x300.jpg)
  - Lesson 02 - How are changes in energy calculated? Lesson Plan Lesson Title
    - Students should be able to describe all the changes involved in the way energy is stored when a system changes, for common situations. For example: an object projected upwards
    - The amount of elastic potential energy stored in a stretched spring can be calculated using the equation:
      elastic potential energy = 0.5 x spring constant x extension 2
      - Suggested Activity:
        Create a Physics equation flashcard
    - Students should be able to calculate the amount of energy associated with a moving object, a stretched spring and an object raised above ground level.
      - Suggested Activity:
        Circus of mini practicals (2 or 3 sets for a big class of each)
        PiXL Physics equation practice: GPE
        Equipment Required:
        2 or 3 sets of each of the following (depending on size of class):
        1. Brick on a table (GPE)
        2. Car on a ramp, stop clock, balance, meter ruler. (kinetic energy)
        3. Picking up a wooden block string around the table from the table, meter ruler, balance, Newton meter. (work done)
        4. Pulling a box across a table (balance, meter ruler, Newton meter)
        5. (HT only) GF task or could be used later after teaching work done and charge.
        Series circuit with powerpack ammeter and voltmeter. Calculate charge first then energy as work done using energy = charge x potential difference
    - The kinetic energy of a moving object can be calculated using the equation:
      kinetic energy = 0.5 ? mass ? speed2
      - Suggested Activity:
        PiXL Physics equation practice: KE
    - The amount of gravitational potential energy gained by an object raised above ground level can be calculated using the equation:
      g.p.e. = mass x gravitational field strength x height
      - Suggested Activity:
        Create a Physics equation flashcard
    - Students should be able to describe, with examples, how in all system changes energy is dissipated, so that it is stored in less useful ways.
      This energy is often described as being "wasted".
      - Suggested Activity:
        Recall the definition for 'conservation of energy'.
  - Lesson 03 - How do we reduce unwanted energy transfers? Lesson Plan Lesson Title
    - The energy efficiency for any energy transfer can be calculated using the
      equation:
      efficiency = useful output energy transfer / total input energy transfer
      - Suggested Activity:
        GCSEpod: Energy Efficiency
        
        Practice calculations for efficiency:
        http://moodle.bishopston.swansea.sch.uk/pluginfile.php/9398/mod_resource/content/0/Core_Physics/Electrical_Energy/Efficiency_Worksheet.doc
    - Students should be able to explain ways of reducing unwanted energy transfers, for example through lubrication and the use of thermal insulation.
      - Suggested Activity:
        Marketplace activity: How to reduce unwanted energy transfers
    - (HT only) Students should be able to describe ways to increase the efficiency of an intended energy transfer.
      - Suggested Activity:
        Present the efficiency equation and ask students "Thinking quantitatively, how could efficiency be increased?"
  - Lesson 04 - Required Practical - Thermal Insulation (Separates only) Lesson Plan Lesson Title
    - Required Practical Activity 2: Thermal Insulation
  - Lesson 05 - What is specific heat capacity? Lesson Plan Lesson Title
    - The amount of energy stored in or released from a system as its temperature changes can be calculated using the equation:
      change in thermal energy = mass ? specific heat capacity
      ? temperature change
      - Suggested Activity:
        Create Physics equation flashcard
        PiXL Physics equation practice
        Practise calculations for specific heat capacity
    - Use calculations to show on a common scale how the overall energy in a system is redistributed when the system is changed.
      - Suggested Activity:
        Determine the SHC o
        Equipment Required:
        Power packs
        beakers
        immersion heaters
        thermometers
        Ammeters
        plug/plug/leads
        Stopclocks
        250ml cylinders
    - The specific heat capacity of a substance is the amount of energy required to raise the temperature of one kilogram of the substance by one degree Celsius.
    - Power is defined as the rate at which energy is transferred or the rate at which work is done.
    - Students should be able to describe how the rate of cooling of a building is affected by the thickness and thermal conductivity of its walls.
    - Students should be able to give examples that illustrate the definition of power eg comparing two electric motors that both lift the same weight through the same height but one does it faster than the other.
    - The higher the thermal conductivity of a material the higher the rate of energy transfer by conduction across the material.
  - Lesson 06 - Required Practical - Specific Heat Capacity Lesson Plan Lesson Title
    - Required Practical Activity 1: Specific Heat Capacity
      Investigation to determine the specific heat capacity of one or more
      materials. The investigation will involve linking the decrease of one energy store (or work done) to the
      increase in temperature and subsequent increase in thermal energy stored.
  - Lesson 07 - How can energy production be sustainable? Lesson Plan Lesson Title
    - Students should be able to show that science has the ability to identify environmental issues arising from the use of energy resources but not always the power to
      deal with the issues because of political, social, ethical or economic
      considerations. (extended writing opp)
    - The main energy resources available for use on Earth include: fossil fuels (coal, oil and gas), nuclear fuel, biofuel, wind, hydro-electricity, geothermal, the tides, the Sun and water waves.
      - Suggested Activity:
        GF: Suggest why scientists have not been able to mass produce energy from nuclear fission yet
        Equipment Required:
        Hydrogen powered car
    - Students should be able to compare ways that different energy resources are used, the uses to include transport, electricity generation and heating
    - Students should be able to understand why some energy resources are more reliable than others
    - Students should be able to consider the environmental issues that may arise from the use of different energy resources
    - A renewable energy resource is one that is being (or can be) replenished as it is used.
    - Students should be able to explain patterns and trends in the use of energy resources.
    - Students should be able to distinguish between energy resources that are renewable and energy resources that are non-renewable
    - The uses of energy resources include: transport, electricity generation and heating.
      
      Descriptions of how energy resources are used to generate electricity are not required.
    - Students should be able to describe the main energy sources available
    - Students should be able to describe the environmental impact arising from the use of different energy resources