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
- P1.2
  - Lesson 01 - How do we draw circuits? Lesson Plan Lesson Title
    - Circuit diagrams use standard symbols (draw and intrepret)
      - Suggested Activity:
        Draw circuit diagrams for different scenarios for parallel and series
        circuits.
        practical:
        Measure current and voltage in given circuits.
        GF:Why should a home have a parallel circuit installed for lighting and not series?
        Equipment Required:
        Electricity trolley:
        Ammeter
        Voltmeter
        bulbs 2.5
        leads
        Batteries
    - For electrical charge to flow through a closed circuit the circuit must
      include a source of potential difference.
    - Electric current is a flow of electrical charge.
    - The size of the electric current is the rate of flow of electrical charge.
  - Lesson 02 - How can circuits be turned into circuit diagrams? Lesson Plan Lesson Title
    - Students should be able to draw an appropriate circuit diagram using correct circuit symbols.
      - Suggested Activity:
        Practice questions involving rearranging for a
        Extension:Draw Parallel circuits.
    - Charge flow, current and time are linked by the equation:
      charge flow = current ? time
      - Suggested Activity:
        Practice questions involving rearranging for a stretch.
    - A current has the same value at any point in a single closed loop.
      - Suggested Activity:
        Practical: Create series and parallel circuits and test how voltage and current changes at different points of the circuit.
        Equipment Required:
        Electricity trolley:
        Ammeter
        Voltmeter
        Power packs
        leads
        12v bulbs
        Resistors 100 Ohms
  - Lesson 03 - What factors affect resistance? Lesson Plan Lesson Title
    - Current, potential difference or resistance can be calculated using the
      equation:
      potential difference = current ? resistance
      V = I R
      - Suggested Activity:
        Diffrentiated questions using the equation
        V= I R
        Equipment Required:
        x
    - The current (I) through a component depends on both the resistance (R)
      of the component and the potential difference (V) across the component.
      - Suggested Activity:
        Draw a current (amps) against potential difference (volts) graph.
    - Students should be able to explain that, for some resistors, the value of R remains constant but that in others it can change as the current changes.
  - Lesson 04 - Required Practical - Resistance along a wire Lesson Plan Lesson Title
    - Required practical 3 - factors affecting resistance
      - Suggested Activity:
        Required practical 3: factors affecting resistance
        EW: What is the best type of wire for a light bulb?
        Equipment Required:
        Power packs
        ammeters
        voltmeters
        croc/clips
        resistance wire on banjo boards
        plug/plug leads
        10 Ohm resistors
  - Lesson 05 - Required Practical - Resistance of components Lesson Plan Lesson Title
    - The greater the resistance of the component the smaller the current for a
      given potential difference (pd) across the component.
    - Students should be able to use graphs to explore whether circuit
      elements are linear or non-linear and relate the curves produced to their function and properties.
      - Suggested Activity:
        Drawing graphs that identify linear and non linear relationships.
    - Required practical 4 - resistors
      - Suggested Activity:
        SEE AQA Required practical method and use booklets.
        GF:What would be the best type of resistor for an incubator?
        Equipment Required:
        ammeters or multimeter
        voltmeters
        12 V lamps or desk lamps?
        variable resistor
        diodes
        resistor 10 Ω
        Connecting leads
        LDRs
        power packs
  - Lesson 06 - What are the applications of different types of resistor? Lesson Plan Lesson Title
    - The resistance of a filament lamp increases as the temperature of the filament increases. (Required practical activity 4)
    - The applications of thermistors in circuits eg a thermostat is required.
    - Students should be able to explain the design and use of a circuit to measure the resistance of a component by measuring the current through, and potential difference across, the component
    - The diode has a very high resistance in the reverse direction.
    - Students should be able to explain the design and use of a circuit to measure the resistance of a component by measuring the current through, and potential difference across, the component
    - The current through an ohmic conductor (at a constant temperature) is directly proportional to the potential difference across the resistor. This means that the resistance remains constant as the current changes. (Required practical activity 4)
    - Students should be able to explain the design and use of a circuit to measure the resistance of a component by measuring the current through, and potential difference across, the component
      - Suggested Activity:
        Draw and compare circuits that measure resistance. Highlighting the importance of placing the voltmeter in parallel and ammeter in series.
        EW: Justify what type of resistor should be used in a street lamp.
    - The resistance of components such as lamps, diodes, thermistors and LDRs is not constant; it changes with the current through the component. (Required practical activity 4)
      - Suggested Activity:
        Draw and compare circuits that measure resistance. Highlighting the importance of placing the voltmeter in parallel and ammeter in series.
        EW: Justify what type of resistor should be used in
        Circuit of lamp, diode, thermistor or LDR
        Equipment Required:
        Switches
        Power supplies
        Resistors
        Ammeters
        Wires
        Voltmeters
        LDRs
        Thermistors
        Diodes
        Lamps
    - The current through a diode flows in one direction only.
      - Suggested Activity:
        Draw graphs of current against voltage for LDR, Diode, thermistor and filament lamp.
        Equipment Required:
        graph paper
    - The applications of thermistors in circuits eg a thermostat is required.
      - Suggested Activity:
        Investigate the effect of temperature and light intensity on thermisters and LDRs
        Equipment Required:
        battery circuit kits
        thermisters
        kettles (filled and heated)
        thermometers
        ice
        LDRs
        lamps
        data loggers (LUX meters)
        Ammeters
        Voltmeters
        Large beakers (500mL)
    - The resistance of an LDR decreases as light intensity increases. (Investigation)
      - Suggested Activity:
        LDR light intensity practical
        Equipment Required:
        multimeters
        lamps 12v
        LDRs
        power packs
        leads
        voltmeters
        ammeters
        diodes
        10 Ohm resistors
        variable resistors
    - The application of LDRs in circuits eg switching lights on when it gets
      dark is required.
    - Students should be able to explain the design and use of a circuit to measure the resistance of a component by measuring the current through, and potential difference across, the component
    - The resistance of a thermistor decreases as the temperature increases. (Investigation)
    - [The resistance of a semicondutor decreases as energy increases as more charge carriers become freed]
- P1.3
  - Lesson 01 - What is static charge? (SEPARATES ONLY) Lesson Plan Lesson Title
    - The further away from the charged object, the weaker the field
    - When certain insulating materials are rubbed against each other they become electrically charged.
      - Suggested Activity:
        What is static electricity?
        https://www.youtube.com/watch?v=fT_LmwnmVNM
        
        Phet - Creating static
        https://phet.colorado.edu/sims/html/john-travoltage/latest/john-travoltage_en.html
    - A second charged object placed in the field experiences a force.
    - Negatively charged electrons are rubbed off one material and on to the other.
      - Suggested Activity:
        Extended writing:
        Describe and explain how rubbing materials against each other can get them to become charged, in terms of particle movement.
    - Two objects that carry the same type of charge repel.
    - The electric field is strongest close to the charged object.
    - The force gets stronger as the distance between the objects decreases.
    - Two objects that carry different types of charge attract.
      - Suggested Activity:
        Investigate the effect charged objects have on other objects placed near it – both charged and uncharged?
        
        Phet - Interacting charges
        https://phet.colorado.edu/sims/html/balloons-and-static-electricity/latest/balloons-and-static-electricity_en.html
    - Students should be able to draw the electric field pattern for an isolated charged sphere
      - Suggested Activity:
        Diagrams of electric fields
        http://www.cyberphysics.co.uk/topics/electricity/higher_electricity/electric_field.htm
    - The material that gains electrons becomes negatively charged. The material that loses electrons is left with an equal positive charge.
    - Attraction and repulsion between two charged objects are examples of non-contact force.
    - Students should be able to explain the concept of an electric field
    - Students should be able to describe the production of static electricity, and sparking, by rubbing surfaces
      - Suggested Activity:
        Dangers of static
        https://www.youtube.com/watch?v=FzsTamPPnHc
    - Students should be able to explain how the concept of an electric field helps to explain the non- contact force between charged objects as well as other electrostatic phenomena such as sparking.
    - Students should be able to describe evidence that charged objects exert forces of attraction or repulsion on one another when not in contact
    - Students should be able to explain how the transfer of electrons between objects can explain the phenomena of static electricity.
  - Lesson 02 - How do series and parallel circuits differ? Lesson Plan Lesson Title
    - There are two ways of joining electrical components, in series and in
      parallel. Some circuits include both series and parallel parts.
    - Students should be able to explain the design and use of dc series circuits for measurement and testing purposes
      - Suggested Activity:
        use students to demonstrate the difference between series and parallel circuits (ensure students hold hands/wrists with skin contact to make it work. first show a circle for series and then add in students to create a parallel - listen to the change in the sound then add a second ball in.
        Equipment Required:
        conductivity balls
    - A charged object creates an electric field around itself.
      - Suggested Activity:
        Demonstrate static electricity using the Van de Graaf generator.
        Equipment Required:
        Van de Graaf generator.
    - For components connected in series:
      ? there is the same current through each component
      ? the total potential difference of the power supply is shared between the components
      ? the total resistance of two components is the sum of the resistance of each component. Rtotal = R1 R2
      - Suggested Activity:
        Investigate PD, current and resistance through series and parallel circuits.
        1. Make a simple circuit containing a switch, power supply and a lamp
        2. Add more lamps – both in series and then in parallel
        3. Note the effect on the brightness of the lamps.
        
        Current through, and potential difference across, each lamp can be measured to get numerical values and see the effect of adding more lamps.
        Equipment Required:
        Power packs
        Voltmeters
        Ammeters
        Leads
        12 volt lamps
        Switch
        Variable resistors
    - Students should be able to calculate the currents, potential differences and resistances in dc series circuits
      - Suggested Activity:
        Investigate how the current in each loop of a parallel circuit compares to the current in the main branch of the circuit
    - For components connected in parallel:
      ? the potential difference across each component is the same
      ? the total current through the whole circuit is the sum of the currents through the separate components
      ? the total resistance of two resistors is less than the resistance of the smallest individual resistor.
    - When two electrically charged objects are brought close together they exert a force on each other.
    - Students should be able to use circuit diagrams to construct and check series and parallel circuits that include a variety of common circuit components
      - Suggested Activity:
        Why are decorative lights for Christmas trees connected in parallel and not series?
    - Students should be able to describe the difference between series and parallel circuits
    - Students should be able to solve problems for circuits which include resistors in series using the concept of equivalent resistance.
    - Students should be able to explain qualitatively why adding resistors in series increases the total resistance whilst adding resistors in parallel decreases the total resistance
      
      Students are not required to calculate the total resistance of two
      resistors joined in parallel.
  - Lesson 03 - How can we calculate the power of an appliance? Lesson Plan Lesson Title
    - Students should be able to explain how the power transfer in any circuit device is related to the potential difference across it and the current through it, and to the energy changes over time:
      power = potential difference ? current
      P = V I
      
      power = current2 ? resistance
      P = I2 R
      
      where:
      power, P, in watts, W
      potential difference, V, in volts, V
      current, I, in amperes, A (amp is acceptable for ampere)
      resistance, R, in ohms, ?
      - Suggested Activity:
        Demo the equations for calculating power.
        
        Students to apply.
    - Everyday electrical appliances are designed to bring about energy transfers.
      - Suggested Activity:
        Investigate a number of electrical appliances, either around the lab or well-known devices, eg a TV, to look at the energy transfers that occur.
        Equipment Required:
        Circus of electrical appliances
        Energy meters
    - The amount of energy an appliance transfers depends on how long the appliance is switched on for and the power of the appliance.
    - Students should be able to describe how different domestic appliances
      transfer energy from batteries or ac mains to the kinetic energy of electric motors or the energy of heating devices.
    - Students should be able to explain how the power of a circuit device is
      related to the potential difference across it and the current through it
  - Lesson 04 - How do we calculate the energy transferred by an appliance? Lesson Plan Lesson Title
    - Work is done when charge flows in a circuit.
    - The amount of energy transferred by electrical work can be calculated using the equation:
      energy transferred = power ? time
      - Suggested Activity:
        Demo the equation for calculating work done in a circuit
        
        Students to apply.
    - Energy transferred can also be calculated by: energy transferred = charge flow ? potential difference
      - Suggested Activity:
        Investigate how the amount of energy transferred to an electrical appliance depends on the amount of time that it is on for by connecting the appliance to a joulemeter.
    - Students should be able to explain how the power of a circuit device is
      related to the energy transferred over a given time.
    - Students should be able to describe, with examples, the relationship
      between the power ratings for domestic electrical appliances and the
      changes in stored energy when they are in use.
  - Lesson 05 - Why do UK plugs have 3-pins? Lesson Plan Lesson Title
    - Mains electricity is an ac supply.
    - In the United Kingdom the domestic electricity supply has a frequency of 50 Hz.
    - [In the United Kingdom the domestic electricity supply] is about 230 V.
      - Suggested Activity:
        Demonstrate alternating current and direct current with pupil electrons
        or a long loop of string
        Equipment Required:
        Several meters of string joined in a loop.
    - Students should be able to explain the difference between direct and alternating potential difference.
      - Suggested Activity:
        Research the use of direct and alternating potential difference. Find out why the USA used direct potential difference, then changed to an alternating potential difference..
    - Most electrical appliances are connected to the mains using three-core cable.
      - Suggested Activity:
        Demo to take apart a plug and sketch how it is wired. Then research the role of each part of the plug
        - Plastic casing
        - Insulated cable
        - Fuse
        - Live wire
        - Neutral wire
        - Earth wire
        Equipment Required:
        DEMO using visualiser
        Plug
        Screwdriver
        Wire stripper
    - The insulation covering each wire is colour coded for easy identification:
      live wire ? brown
      neutral wire ? blue
      earth wire ? green and yellow stripes.
    - The live wire carries the alternating potential difference from the supply.
    - The neutral wire completes the circuit.
    - The potential difference between the live wire and earth (0 V) is about 230 V.
    - The neutral wire is at, or close to, earth potential (0 V).
      - Suggested Activity:
        What safety measures are used with mains electricity?
    - The earth wire is at 0 V, it only carries a current if there is a fault.
    - Students should be able to explain that a live wire may be dangerous even when a switch in the mains circuit is open
    - Students should be able to explain the dangers of providing any connection between the live wire and earth.
    - The earth wire is a safety wire to stop the appliance becoming live.
  - Lesson 06 - How is a plug supplied with electricity? Lesson Plan Lesson Title
    - The National Grid is a system of cables and transformers linking power
      stations to consumers.
      - Suggested Activity:
        Model the National Grid to show how electricity is sent from power stations to consumers.
        Equipment Required:
        National grid demo
    - Electrical power is transferred from power stations to consumers using the National Orid.
    - Step-up transformers are used to increase the potential difference from the power station to the transmission cables
      - Suggested Activity:
        Demo: How transformers affect potential difference
        http://www.bbc.co.uk/schools/gcsebitesize/science/add_ocr_pre_2011/electric_circuits/mainsproducedrev5.shtml
    - Step-down
      transformers are used to decrease, to a much lower value, the potential
      difference for domestic use.
    - Students should be able to explain why the National Grid system is an
      efficient way to transfer energy.
      - Suggested Activity:
        Extended writing
        In the UK, electricity is delivered to consumers by the National Grid.
        Explain the main features of the National Grid.
- P1.4
  - Lesson 01 - How does density change with changes of state? Lesson Plan Lesson Title
    - The density of a material is defined by the equation:
      density = mass / volume
    - Required practical 5 - density (AT skills 1)
  - Lesson 02 - What can change the internal energy of a substance? Lesson Plan Lesson Title
    - Energy is stored inside a system by the particles (atoms and molecules) that make up the system. This is called internal energy.
      - Suggested Activity:
        internal energy circus of practicals (or done as a demo)
        Equipment Required:
        1. ball hoop
        2. Ice in pack, strip of metal (lead) hammer
        3. Bike pump
        4. Kettle beaker thermometer ice spoon
        5. Rubber strip
        6. Metal pole (from conduction practical)
    - If the temperature of the system increases, the increase in temperature depends on the mass of the substance heated, the type of material and the energy input to the system.
    - Internal energy is the total kinetic energy and potential energy of all the particles (atoms and molecules) that make up a system.
    - Heating changes the energy stored within the system by increasing the energy of the particles that make up the system. This either raises the temperature of the system or produces a change of state.
  - Lesson 04 - What is latent heat? Lesson Plan Lesson Title
    - Students should be able to recognise/draw simple diagrams to model the difference between solids, liquids and gases.
    - The particle model can be used to explain
      ? the different states of matter
      ? differences in density.
      - Suggested Activity:
        density bottle containing salt water, isopropyl and beads of different density. set up as:
        bottom layer - salt water
        beads in centre
        isopropyl on top.
        
        explain reasoning / ask students to explain.
        
        shake bottle and then ask students to suggest what has happened and why.
        Equipment Required:
        500ml plastic bottle containing salt water, isopropyl and beads of different density. set up as:
        bottom layer - salt water
        beads in centre
        isopropyl on top
    - Students should be able to explain the differences in density between the different states of matter in terms of the arrangement of atoms or molecules.
    - If a change of state happens the energy needed for a substance to change state is called latent heat.
    - When a change of state occurs, the energy supplied changes the energy stored (internal energy) but not the temperature.
    - Students should be able to describe how, when substances change state (melt, freeze, boil, evaporate, condense or sublimate), mass is conserved.
    - The specific latent heat of a substance is the amount of energy required to change the state of one kilogram of the substance with no change in temperature.
      - Suggested Activity:
        investigate the cooling curve of stearic acid. Record temperature and plot on graph.
        Equipment Required:
        stearic acid in test tubes
        thermometers
        Kettles
        stop watches
        Beakers
    - Changes of state are physical changes which differ from chemical changes because the material recovers its original properties if the change is reversed.
  - Lesson 05 - How can the energy be calculated in the changes of state? Lesson Plan Lesson Title
    - (MS) energy for a change of state = mass ? specific latent heat
      E = m L
      energy, E, in joules, J
      mass, m, in kilograms, kg
      specific latent heat, L, in joules per kilogram, J/kg
    - Specific latent heat of fusion is the change of state from solid to liquid
    - Students should be able to distinguish between specific heat capacity and specific latent heat.
    - Specific latent heat of vaporisation is the change of state from liquid to vapour
    - Students are to gather data to draw part of a heating graph.
      - Suggested Activity:
        Using a water bath (set up using a beaker of water over a Bunsen burner), students are to slowly melt the Salol or stearic acid in the boiling tube and record the temperature at small time intervals.
        Students record their results in a table and draw a graph of temperature against time to show the Salol temperature remains constant during the melting change of state.
        Equipment Required:
        Per pair:
        Boiling tube with solid Salol / stearic acid with a thermometer stuck in it (melted previously and allowed to harden with thermometer in it).
        Stopclocks.
        250ml glass beakers
    - Students should be able to interpret heating and cooling graphs that include changes of state.
  - Lesson 07 - What affects gas pressure? Lesson Plan Lesson Title
    - The molecules of a gas are in constant random motion.
    - Changing the temperature of a gas, held at constant volume, changes the pressure exerted by the gas.
      - Suggested Activity:
        Use a conical flask with cling film covering the opening (flat) and place it in hot water. The cling film will dome showing gas volume has increased as particles spread out. If kept at a constant volume, this would result in increased pressure.
        
        Use ice water to show the opposite effect of temperature. The cling film should curve downwards.
        Equipment Required:
        Conical flask, cling film, kettles, ice water.
    - The temperature of the gas is related to the average kinetic energy of the molecules.
    - Students should be able to explain how the motion of the molecules in a gas is related to both its temperature and its pressure
    - Students should be able to explain qualitatively the relation between the temperature of a gas and its pressure at constant volume.
  - Lesson 09 - How can you calculate fluid pressures? Lesson Plan Lesson Title
    - (Physics only) A fluid can be either a liquid or a gas.
      - Suggested Activity:
        class practical - experience pressure in fluids
        Equipment Required:
        syringes with liquids and gases in (singular ones or duel syringes)
    - (Physics only) The pressure in fluids causes a force normal (at right angles) to any surface.
      - Suggested Activity:
        Show the piddle tube and students explain why this happens
        Equipment Required:
        piddle tube
    - (Physics only) The pressure at the surface of a fluid can be calculated using the equation: pressure = force normal to a surface
      area of that surface
      p = F / A
      pressure, p, in pascals, Pa force, F, in newtons, N
      area, A, in metres squared, m2
    - (Physics only) The pressure due to a column of liquid can be calculated using the
      equation:
      pressure = height of the column ? density of the liquid
      ? gravitational field strength
      [ p = h ? g ]
      pressure, p, in pascals, Pa
      height of the column, h, in metres, m
      density, ?, in kilograms per metre cubed, kg/m3
      gravitational field strength, g, in newtons per kilogram, N/kg (In any
      calculation the value of the gravitational field strength (g) will be given
    - (Physics only) Students should be able to explain why, in a liquid, pressure at a point
      increases with the height of the column of liquid above that point and with
      the density of the liquid.
      - Suggested Activity:
        demo - Cartesian diver
        Equipment Required:
        Cartesian diver model already made up ready to show
    - (Physics only) Students should be able to calculate the differences in pressure at different
      depths in a liquid. (MS)
    - (Physics only) A partially (or totally) submerged object experiences a greater pressure on
      the bottom surface than on the top surface. This creates a resultant force
      upwards. This force is called the upthrust.
    - (Physics only) Students should be able to describe the factors which influence floating and
      sinking.
    - (Physics only) The atmosphere is a thin layer (relative to the size of the Earth) of air round the Earth.
    - (Physics only) The atmosphere gets less dense with increasing altitude
    - (Physics only) Air molecules colliding with a surface create atmospheric pressure.
    - (Physics only) The number of air molecules (and so the weight of air) above a surface decreases as the height of the surface above ground level increases.
    - (Physics only) So as height increases there is always less air above a surface than there is at a lower height. So atmospheric pressure decreases with an increase in height
    - (Physics only) Students should be able to describe a simple model of the Earth?s atmosphere and of atmospheric pressure
    - (Physics only) Students should be able to explain why atmospheric pressure varies with height above a surface
  - Lesson 10 - How does doing work Lesson Plan Lesson Title
    - (Physics only) A gas can be compressed or expanded by pressure changes.
      - Suggested Activity:
        Demo - collapsing can to show changes in air pressure
        Equipment Required:
        2/3 drinks cans
        clamp
        large glass bowl of water
    - (Physics only) The pressure produces a net force at right angles to the wall of the gas container (or any surface).
      - Suggested Activity:
        Class practical - investigate what happens to a gas with temperature change (cover conical flask and submerge in hot water observe what happens to gas pressure)
        Equipment Required:
        kettles
        conical flasks
        cling film
        large beakers
    - (Physics only) Students should be able to use the particle model to explain how increasing the volume in which a gas is contained, at constant temperature, can lead to a decrease in pressure.
    - (MS)(Physics only) For a fixed mass of gas held at a constant temperature:
      pressure ? volume = constant
      p V = constant
      pressure, p, in pascals, Pa
      volume, V, in metres cubed, m3
    - (Physics only) (MS) Students should be able to calculate the change in the pressure of a gas or the volume of a gas (a fixed mass held at constant temperature) when either the pressure or volume is increased or decreased.
    - (Physics only) Work is the transfer of energy by a force.
    - (Physics only) Doing work on a gas increases the internal energy of the gas and can cause an increase in the temperature of the gas.
    - (Physics only) Students should be able to explain how, in a given situation eg a bicycle pump, doing work on an enclosed gas leads to an increase in the temperature of the gas.
      - Suggested Activity:
        demo - bike pump to show effects of work done
        Equipment Required:
        bike pump
    - (Physics only) In [Nuclear fusion] some of the mass may be converted into the energy of radiation.
- P1.5
  - Lesson 01 - How has the model of the atom changed over time? Lesson Plan Lesson Title
    - New experimental evidence may lead to a scientific model being changed or replaced.
    - Before the discovery of the electron, atoms were thought to be tiny spheres that could not be divided.
      - Suggested Activity:
        Produce a timeline to show how our ideas about atoms have changed since ancient Greek times.
        
        Find out about the origins of the words protons, neutrons and electrons.
    - The discovery of the electron led to the plum pudding model of the atom.
    - The plum pudding model suggested that the atom is a ball of positive charge with negative electrons embedded in it.
    - The results from the alpha particle scattering experiment led to the conclusion that the mass of an atom was concentrated at the centre (nucleus) and that the nucleus was charged. This nuclear model replaced the plum pudding model.
      - Suggested Activity:
        Model the alpha scattering experiment using marbles and an upturned tray lifted just off the table with a hidden small mass in the centre.
        Roll the marbles (alpha particles) under the tray and note down how many go straight through, how many deflected slightly and how many deflected straight back.
        Use these observations to come up with a model of what is under the box (model of the atom). Mimicking Rutherford.
        
        ---OR---
        
        by flicking a 1p coin through stack of 2p coins. The 1p coin represents the alpha particle and the stack of 2p coins the gold foil. How must the stacks be arranged in order that 90% of the coins go straight through without scattering? What conclusion can be drawn about the arrangement of atomic nuclei in a material and the amount of free space between nuclei?
        Equipment Required:
        Rutherford alpha particle scattering demo (upturned tray with hidden small box and marbles).
        
        ---OR---
        
        1p pieces and 2p pieces.
    - Niels Bohr adapted the nuclear model by suggesting that electrons orbit the nucleus at specific distances. The theoretical calculations of Bohr agreed with experimental observations.
      
      Details of experimental work supporting the Bohr model are not required.
    - Later experiments led to the idea that the positive charge of any nucleus could be subdivided into a whole number of smaller particles, each particle having the same amount of positive charge. The name proton was given to these particles.
    - The experimental work of James Chadwick provided the evidence to show the existence of neutrons within the nucleus. This was about 20 years after the nucleus became an accepted scientific idea.
      
      Details of Chadwick?s experimental work are not required.
    - Students should be able to describe why the new evidence from the scattering experiment led to a change
      in the atomic model.
    - Students should be able to describe the difference between the plum pudding model of the atom and the nuclear model of the atom.
  - Lesson 02 - How do atoms interact with electromagnetic radiation? Lesson Plan Lesson Title
    - Atoms are very small, having a radius of about 1 x 10^-10 metres.
    - The basic structure of an atom is a positively charged nucleus composed of both protons and neutrons surrounded by negatively charged electrons.
      - Suggested Activity:
        Model an atom using plasticine. On the model show where most of the mass in concentrated and that most of the atom is empty space.
        
        Describe the composition of an atom and draw a fully labelled diagram of an atom showing protons and neutrons in the nucleus with electrons outside the nucleus.
        Equipment Required:
        plasticine
    - The radius of a nucleus is less than 1/10,000 of the radius of an atom.
    - Most of the mass of an atom is concentrated in the nucleus.
    - The electrons are arranged at different distances from the nucleus (different energy levels).
    - The electron arrangements may change with the absorption of electromagnetic radiation (move further from the nucleus; a higher energy level) or by the emission of electromagnetic radiation (move closer to the nucleus; a lower energy level)
      - Suggested Activity:
        Use equipment to see how different coloured filters absorb different wavelengths of light
        
        Research how absorption and emission spectra are formed.
        Equipment Required:
        ray boxes
        data loggers with temperature probes
        power packs
        cables
        coloured filters to slot into ray box
  - Lesson 03 - How do subatomic particles relate to each other? Lesson Plan Lesson Title
    - In an atom the number of electrons is equal to the number of protons in the nucleus.
    - Atoms have no overall electrical charge.
    - All atoms of a particular element have the same number of protons. The number of protons in an atom of an element is called its atomic number.
    - The total number of protons and neutrons in an atom is called its mass number.
      - Suggested Activity:
        Calculate the mass number for a particular element given the number of protons and neutrons in the atom. Rearrange the equation to find number of protons or number of neutrons and the mass number.
    - Atoms can be represented as shown in this example:
      (Mass number) (Atomic number) 23 11 Na
      - Suggested Activity:
        Produce a table showing the mass number, atomic number and number of neutrons for an element given in the form (_11^23) Na .
    - Atoms of the same element can have different numbers of neutrons; these atoms are called isotopes of that element.
      - Suggested Activity:
        Use simple modelling techniques to show that the number of protons in an isotope of an element remains constant but the number of neutrons changes.
        Equipment Required:
        Plasticine
        fluffy balls
    - Atoms turn into positive ions if they lose one or more outer electron(s).
      - Suggested Activity:
        Use students to model losing electrons.
    - Students should be able to relate differences between isotopes to differences in conventional representations of their identities, charges and masses.
  - Lesson 04 - What is nuclear radiation? Lesson Plan Lesson Title
    - Some atomic nuclei are unstable.
    - The nucleus gives out radiation as it changes to become more stable. This is a random process called radioactive decay.
    - Activity is the rate at which a source of unstable nuclei decays.
    - Activity is measured in becquerel (Bq)
    - Count-rate is the number of decays recorded each second by a detector (eg Geiger-Muller tube).
    - An alpha particle (α) is this consists of two neutrons and two protons, it is the same as a helium nucleus
      - Suggested Activity:
        Model alpha, beta, gamma and neutron decay using plasticine and/or stop frame animation. Models should show the atom before and after decay as well as the radiation emitted.
        Equipment Required:
        Plasticine
        Cameras
    - A beta particle (β) is a high speed electron ejected from the nucleus as a neutron turns into a proton
    - A gamma ray (γ) is electromagnetic radiation from the nucleus
    - The nuclear radiation emitted may be also be a neutron (n).
    - Alpha is stopped by a few centimeters of air or a sheet of paper.
      - Suggested Activity:
        Demonstrate the penetration of alpha, beta and gamma radiation. Link the penetration of each type of radiation to the nature of the radiation and the uses of the radioactive sources.
        Equipment Required:
        Radioactive sources
        Geiger muller tube
        counter.
    - Beta is stopped by a few millimeters of aluminium
      - Suggested Activity:
        Plan an experiment to determine the type of radiation emitted by an unknown radioactive source. Produce a risk assessment for this experiment.
    - Gamma rays are stopped by a few centimeters of lead or a few meters of concrete.
    - Gamma rays are the least ioninsing, because they are not charged.
    - Alpha particles are the most ioninsing as they have a charge of plus 2.
    - Students should be able to apply their knowledge to the uses of radiation and evaluate the best sources of radiation to use in a given situation.
  - Lesson 05 - How does nuclear radiation change an atom? Lesson Plan Lesson Title
    - Nuclear equations are used to represent radioactive decay. (diagram)
    - In a nuclear equation an alpha particle may be represented by the symbol:The symbol of an alpha particle.
    - The symbol of a beta particle.
    - The emission of the different types of nuclear radiation may cause a change in the mass and /or the charge of the nucleus.
    - alpha decay causes both the mass and charge of the nucleus to decrease.
    - Beta decay does not cause the mass of the nucleus to change but does cause the charge of the nucleus to increase.
    - Students should be able to use the names and symbols of common nuclei and particles to write balanced equations that show single alpha (α) and beta (β) decay. This is limited to balancing the atomic numbers and mass numbers. The identification of daughter elements from such decays is not required.
    - The emission of a gamma ray does not cause the mass or the charge of the nucleus to change.
  - Lesson 06 - What is half life? Lesson Plan Lesson Title
    - Radioactive decay is random.
      - Suggested Activity:
        Model the radioactive decay of alpha and beta sources. Use the model to construct decay equations for alpha and beta decay. Critically analyse the limitations of the models produced by the class.
        
        Demonstrate the randomness of the decay of a radioactive substance by throwing six dice and getting a prediction of the number of dice that will land on a six. Alternatively, drop 20 coins and get students to predict the number that will land on a head.
        Equipment Required:
        Dice
    - The half-life of a radioactive isotope is the time it takes for the number of nuclei of the isotope in a sample to halve, or the time it takes for the count rate (or activity) from a sample containing the isotope to fall to half its initial level.
    - Students should be able to explain the concept of half-life and how it is related to the random nature of radioactive decay
      - Suggested Activity:
        Investigate half-life by throwing a large number of Tillich bricks. Any that land on the side with the odd colour get removed and the number remaining is recorded. Plot a graph of the number of throws against number of cubes remaining. Determine the half-life of the cubes (the number of throws needed to get the number of cubes to reduce by half).
        This experiment can also be carried out using coins. Is it possible to predict which cubes or coins will land on a certain side?
    - Students should be able to determine the half-life of a radioactive isotope from given information.
    - (HT only) Students should be able to calculate the net decline, expressed as a ratio, in a radioactive emission after a given number of half-lives.
  - Lesson 07 - What is radioactive contamination? Lesson Plan Lesson Title
    - Radioactive contamination is the unwanted presence of materials
      containing radioactive atoms on other materials.
      - Suggested Activity:
        Describe how radioactive contamination can occur.
        
        Compare precautions taken by a teacher handling radioactive sources with those used by, say, in a nuclear power station.
    - The hazard from
      contamination is due to the decay of the contaminating atoms. The type of radiation emitted affects the level of hazard.
    - Irradiation is the process of exposing an object to nuclear radiation. The
      irradiated object does not become radioactive.
    - Students should be able to compare the hazards associated with
      contamination and irradiation.
      - Suggested Activity:
        Evaluate the use of irradiating fruit in terms of cost of goods and potential risk due to the exposure of workers and consumers of the irradiation process.
    - Suitable precautions must be taken to protect against any hazard that
      the radioactive source used in the process of irradiation may present.
      - Suggested Activity:
        EW : Justify the use of radioactive sources in school in terms of risk-benefit analysis to the students in the class.
  - Lesson 08 - When does background radiation occur? Lesson Plan Lesson Title
    - Background radiation is around us all of the time.
      - Suggested Activity:
        Pose question: Are people in some areas exposed to more background radiation than others? If so why?
    - Background radiation comes from:
      ? natural sources such as rocks and cosmic rays from space
      ? man-made sources such as the fallout from nuclear weapons testing and nuclear accidents.
      - Suggested Activity:
        Pose question: Are we at risk from background radiation?
        Is this greater or less than other parts of the country and why?
    - The level of background radiation and radiation dose may be affected by occupation and/or location.
    - Radiation dose is measured in sieverts (Sv)
    - 1000 millisieverts (mSv) = 1 sievert (Sv)
    - Students will not need to recall the unit of radiation dose.
    - Nuclear radiations are used in medicine for the:
      ? exploration of internal organs
      ? control or destruction of unwanted tissue.
      - Suggested Activity:
        Research some radioactive sources used in medicine and the properties of these tracers (half-life, type of radiation emitted and state).
        Find out how nuclear radiation can be used in the diagnosis and treatment of cancer.
    - Nuclear radiations are used in medicine for the:
      ? exploration of internal organs
      ? control or destruction of unwanted tissue.
    - Students should be able to describe and evaluate the uses of nuclear radiations for exploration of internal organs, and for control or destruction of unwanted tissue
    - Students should be able to evaluate the perceived risks of using nuclear radiations in relation to given data and consequences.
    - Radioactive isotopes have a very wide range of half-life values
    - Students should be able to explain why the hazards associated with radioactive material differ according to the half-life involved
      - Suggested Activity:
        Pose question: Why can’t radioactive waste be thrown in landfill sites?
  - Lesson 09 - What is the difference between fission and fusion? Lesson Plan Lesson Title
    - Nuclear fission is the splitting of a large and unstable nucleus (eg uranium or plutonium).
    - Spontaneous fission is rare. Usually, for fission to occur the unstable nucleus must first absorb a neutron.
    - The nucleus undergoing fission splits into two smaller nuclei, roughly equal in size, and emits two or three neutrons plus gamma rays. Energy is released by the fission reaction.
      - Suggested Activity:
        Model nuclear fission of a uranium nucleus. Use students.
    - All of the fission products have kinetic energy.
      - Suggested Activity:
        Watch - https://www.youtube.com/watch?v=1U6Nzcv9Vws
        
        Use ideas from Energy topic (4.2) to answer question: Explain how the kinetic energy of the products is transferred to boil water.
    - The neutrons may go on to start a chain reaction.
      - Suggested Activity:
        Model chain reactions using dominos or matches.
    - The chain reaction is controlled in a nuclear reactor to control the energy released.
    - The explosion caused by a nuclear weapon is caused by an uncontrolled chain reaction.
      - Suggested Activity:
        GF : Investigate the causes of the Chernobyl and Fukushima nuclear disasters. Have the lessons of these events been learnt? How can nuclear power be made safer than it is currently?
    - Students should be able to draw/interpret diagrams representing nuclear fission and how a chain reaction may occur.
    - Nuclear fusion is the joining of two light nuclei to form a heavier nucleus.
      - Suggested Activity:
        Write simple word or symbol equations for the fusion of two hydrogen atoms or other light elements.