5th Sep '25

Schemes of Work

P2
- P2.4
  - Lesson 01 - What is a wave? Lesson Plan Lesson Title
    - Waves may be either transverse or longitudinal.
      - Suggested Activity:
        Review the difference between the types of waves using a slinky to demonstrate or phet animation https://phet.colorado.edu/en/simulation/fourier
        
        or
        
        https://phet.colorado.edu/en/simulation/legacy/wave-interference
        Equipment Required:
        Large slinky
    - The ripples on a water surface are an example of a transverse wave
      - Suggested Activity:
        Show images of ripples in water r show using tuning fork in water ask students to suggest if they are transverse or longitudinal waves.
        Equipment Required:
        tuning fork
        large glass bowl filled with water
    - Longitudinal waves show areas of compression and rarefaction.
    - Sound waves travelling through air are longitudinal.
      - Suggested Activity:
        Use the oscilloscope to show the types of waves and how the sound wave can be changed. Make the polystyrene pieces or cornflour mixture dance using the vibrations from the speaker.
        Equipment Required:
        oscilloscope
        signal generator
        speaker with cling flim on top
        polystyrene pieces or cornflour mixture
    - Students should be able to describe the difference between longitudinal and transverse waves.
      - Suggested Activity:
        EW: Compare and contrast the difference between longitudinal and transverse waves
    - Students should be able to describe evidence that, for both ripples on a water surface and sound waves in air, it is the wave and not the water or air itself that travels.
    - Students should be able to describe wave motion in terms of their amplitude.
      - Suggested Activity:
        Students draw and label a transverse wave (last taught in year 8)
    - Students should be able to describe wave motion in terms of their wavelength.
    - Students should be able to describe wave motion in terms of their frequency.
    - Students should be able to describe wave motion in terms of their period.
    - The amplitude of a wave is the maximum displacement of a point on a wave away from its undisturbed position.
    - The wavelength of a wave is the distance from a point on one wave to the equivalent point on the adjacent wave.
      - Suggested Activity:
        Use slinky's and/or lengths of string to model the effects of changing wavelength, frequency and wave speed.
        Equipment Required:
        slinkies
        1M lengths of string (class set)
    - The frequency of a wave is the number of waves passing a point each second.
    - Period = 1 / freqency T = 1 / f
      - Suggested Activity:
        **combined classes teach the equation and recall wave labels in an additional lesson**
        
        Practice using the wave equation to rearrange and calculate with changing units
    - The wave speed is the speed at which the energy is transferred (or the wave moves) through the medium.
    - All waves obey the wave equation: wave speed = frequency x wavelength v = f x λ
    - Students should be able to identify amplitude and wavelength from given diagrams
    - Students should be able to describe a method to measure the speed of sound waves in air.
  - Lesson 02 - Required Practical - Waves Lesson Plan Lesson Title
    - Required practical 8 - waves on a string (AT skills 4)
      - Suggested Activity:
        https://phet.colorado.edu/en/simulation/wave-on-a-string
        Equipment Required:
        vibration generator
        signal generator
        100g masses and hanger
        10g masses and hanger
        wooden bridge
        pulley on a clamp
    - Students should be able to describe a method to measure the speed of ripples on a water surface. (Req Prac)
    - (Physics only) Students should be able to show how changes in velocity, frequency and wavelength, in transmission of sound waves from one medium to another, are inter-related.
      - Suggested Activity:
        Have the Reubens tube on with music playing as the students enter the room or as a starter
        Equipment Required:
        Reubens tube demo
    - Required practical 8 - waves ripple tank (AT skills 4)
      - Suggested Activity:
        Ripple tank
        Equipment Required:
        ripple tank set up under visuliser
        meter ruler
  - Lesson 03 - How are waves used as evidence for the structure of the Earth? Lesson Plan Lesson Title
    - Ultrasound waves have a frequency higher than the upper limit of hearing for humans.
    - Students should be aware that the study of seismic waves provided new evidence that led to discoveries about parts of the Earth which are not directly observable.
    - Seismic waves are produced by earthquakes.
      - Suggested Activity:
        EW: Describe and explain how P-waves and S-waves travel through the Earth’s interior, and how this allows us to build up a picture of the Earth’s interior.
    - P-waves are longitudinal, seismic waves.
      - Suggested Activity:
        Sketch a diagram of the structure of the Earth, show students a seismometer. Ask students to think > pair > share why they think it is difficult to predict when earthquakes are going to occur. Ask them to label their diagram to show where S and P wave would travel through.
    - S-waves are transverse, seismic waves.
      - Suggested Activity:
        Build a simple seismometer
        Equipment Required:
        clamp stand
        clamp
        spring
        string
        weight or ball of plasticine
    - S-waves cannot travel through a liquid.
    - P-waves and S-waves provide evidence for the structure and size of the Earth?s core.
  - Lesson 04 - How do we hear sounds? Lesson Plan Lesson Title
    - Echo sounding, using high frequency sound waves is used to detect objects in deep water and measure water depth.
      - Suggested Activity:
        show a video of a dolphin using echo location. Ask students to draw a diagram to show how it is used.
        https://www.youtube.com/watch?v=7Xr9BYhlceA
    - Sound waves can travel through solids causing vibrations in the solid.
      - Suggested Activity:
        Use phet animations to show sound waves, ask students if they are longitudinal or traverse and justify why. https://phet.colorado.edu/en/simulation/legacy/sound
    - Within the ear, sound waves cause the ear drum and other parts to vibrate which causes the sensation of sound.
      - Suggested Activity:
        Video on how the ear works:
        https://www.youtube.com/watch?v=EEvwwGui2Ac
        
        EW: Describe and explain why ear defenders are a required piece of equipment when pneumatic drills
    - The conversion of sound waves to vibrations of solids works over a limited frequency range. This restricts the limits of human hearing.
      - Suggested Activity:
        Complete a hearing test. Students stand and then sit down when they can no longer hear the sound. https://www.youtube.com/watch?v=VxcbppCX6Rk&feature=youtu.be
    - Students should be able to describe, with examples, processes which convert wave disturbances between sound waves and vibrations in solids. Examples may include the effect of sound waves on the ear drum
      - Suggested Activity:
        GF: Why can you hear the sea in a shell?
    - Students should be able to explain why such processes only work over a limited frequency range and the relevance of this to human hearing.
    - Students should know that the range of normal human hearing is from 20 Hz to 20 kHz.
  - Lesson 05 - What is the electromagnetic spectrum? Lesson Plan Lesson Title
    - Each colour within the visible light spectrum has its own narrow band of wavelength and frequency.
    - Electromagnetic waves are transverse waves that transfer energy from the source of the waves to an absorber.
      - Suggested Activity:
        Show that the microwaves that heat a bar of chocolate are transverse.
        Review learning using the Phet animation: https://phet.colorado.edu/en/simulation/legacy/microwaves
        Ask students to prepare a commentary for the animation in pairs.
        Equipment Required:
        microwave
        large bar of chocolate
    - Electromagnetic waves form a continuous spectrum.
      - Suggested Activity:
        Tell students all EM waves have the same properties, ask them to recall what they know about the properties of light from KS3 using images to prompt them (reflection, refraction, diffraction)
    - All types of electromagnetic wave travel at the same velocity through a vacuum (space) or air.
      - Suggested Activity:
        Show the bell ringing in the bell jar. Link visible light as EM wave travelling through air and vacuum at same speed (still see the bell) but show sound cannot
        Equipment Required:
        Bell jar
        vacuum pump
    - The waves that form the electromagnetic spectrum are grouped in terms of their wavelength and their frequency.
      - Suggested Activity:
        Student sketch their own diagram of the EM spectrum and annotate to show the changing wavelength and frequency.
    - Going from long to short wavelength (or from low to high frequency) the groups are: radio, microwave, infrared, visible light (red to violet), ultraviolet,
      X-rays and gamma rays.
      - Suggested Activity:
        **combined classes teach this in lesson 6**
        Introduce the EM waves using the EM song.
        https://www.youtube.com/watch?v=uviPeK_d5yc
        
        Check they know it using the karaoke version: https://www.youtube.com/watch?v=-H8HjxGtoXw
    - Our eyes only detect visible light and so detect a limited range of electromagnetic waves.
    - Electromagnetic waves have many practical applications. For example:
      - radio waves - television and radio
      - microwaves - satellite communications, cooking food
      - infrared - electrical heaters, cooking food, infrared cameras
      - visible light - fibre optic communications
      - ultraviolet - energy efficient lamps, sun tanning
      - X-rays and gamma rays - medical imaging and treatments.
      - Suggested Activity:
        **combined classes teach this in lesson 6**
        
        Watch the video on how UV waves are used to produce images of unborn babies. Create a thinking map to help you answer.
        EW: How are EM waves used in medical imaging?
        
        https://www.youtube.com/watch?v=GvbXHoiQHbI
  - Lesson 06 - What are the uses and dangers of the electromagnetic spectrum? Lesson Plan Lesson Title
    - (HT only) Radio waves can be produced by oscillations in electrical circuits.
    - Changes in atoms and the nuclei of atoms can result in electromagnetic waves being generated or absorbed over a wide frequency range.
    - Ultraviolet waves, X-rays and gamma rays can have hazardous effects on human body tissue.
    - Gamma rays originate from changes in the nucleus of an atom.
    - Ultraviolet waves can cause skin to age prematurely and increase the risk of skin cancer.
      - Suggested Activity:
        EW: Why is it important to wear sun cream that has a high UV rating?
    - Going from long to short wavelength (or from low to high frequency) the groups are: radio, microwave, infrared, visible light (red to violet), ultraviolet,
      X-rays and gamma rays.
      - Suggested Activity:
        *Duplicated from lesson 5* combined tier to teach in lesson 6. Higher tier covered in lesson 5
    - Students should be able to give examples that illustrate the transfer of energy by electromagnetic waves.
      - Suggested Activity:
        For each part of the EM wave consider the applications of each one and then identify the energy transformations that are occurring
    - The effects depend on the type of radiation and the size of the dose.
    - Students should be able to draw conclusions from given data about the risks and consequences of exposure to radiation.
    - X-rays and gamma rays are ionising radiation that can cause the mutation of genes and cancer.
      - Suggested Activity:
        GF: Describe the changes to DNA that exposure to radiation can occur. What effects can this have on the cell and the rest of the body?
    - Electromagnetic waves have many practical applications. For example:
      - radio waves - television and radio
      - microwaves - satellite communications, cooking food
      - infrared - electrical heaters, cooking food, infrared cameras
      - visible light - fibre optic communications
      - ultraviolet - energy efficient lamps, sun tanning
      - X-rays and gamma rays - medical imaging and treatments.
      - Suggested Activity:
        *Duplicated for combined only in this lesson* Higher tier groups to teach this in lesson 5.
        
        Watch the video on how UV waves are used to produce images of unborn babies. Create a thinking map to help you answer.
        EW: How are EM waves used in medical imaging?
        
        https://www.youtube.com/watch?v=GvbXHoiQHbI
    - (HT only) When radio waves are absorbed they may create an alternating current with the same frequency as the radio wave itself, so radio waves can themselves induce oscillations in an electrical circuit.
      - Suggested Activity:
        Use the phet animation to show the electromagnetic fields from radio waves.
        https://phet.colorado.edu/en/simulation/legacy/radio-waves
    - Different substances may absorb, transmit, refract or reflect electromagnetic waves in ways that vary with wavelength.
    - Radiation dose (in sieverts) is a measure of the risk of harm resulting from an exposure of the body to the radiation.
    - 1000 millisieverts (mSv) = 1 sievert (Sv) Students will not be required to recall the unit of radiation dose.
    - (HT only) Students should be able to give brief explanations why each type of electromagnetic wave is suitable for the practical application.
      - Suggested Activity:
        Use an image of the EM waves to compare the frequency and wavelength.
        
        Demonstrate an optical fibre showing total internal reflection.
        
        Demonstrate a use of UV by shining a UV light onto a bank note, through tonic water or writing a message using a security marker and then holding a UV light over the message.
  - Lesson 07 - What factors affect radaition and emission? Lesson Plan Lesson Title
    - Students should be able to explain that all bodies (objects) emit radiation.
    - (HT only) A body at constant temperature is absorbing radiation at the same rate as it is emitting radiation.
    - All bodies (objects), no matter what temperature, emit and absorb infrared radiation.
    - The hotter the body, the more infrared radiation it radiates in a given time.
      - Suggested Activity:
        Write a conclusion for the results of the leslie cube demo
    - Students should be able to explain that the intensity and wavelength distribution of any emission depends on the temperature of the body.
    - Since a good absorber is also a good emitter, a perfect black body would be the best possible emitter.
      - Suggested Activity:
        Use the results of the leslie cube demo to apply to a range of different coloured objects.
        
        Investigate how the colour of a surface affects how quickly an object will cool by the emission of infrared radiation. Use a Leslie cube or a ‘home-made’ version.
        Equipment Required:
        homemade Leslie cubes using tin cans
        tin cans
        different coloured card
        foil
        insulating materials
    - A perfect black body is an object that absorbs all of the radiation incident on it. A black body does not reflect or transmit any radiation.
      - Suggested Activity:
        Use results from practicals to answer the PLC questions on the relationship between bodies and radiation/emission on the website
    - (HT only) The temperature of a body increases when the body absorbs radiation faster than it emits radiation.
    - (HT only) The temperature of the Earth depends on many factors including: the rates of absorption and emission of radiation, reflection of radiation into space.
      - Suggested Activity:
        Use the phet animation to made links between radiation and the green house effect https://phet.colorado.edu/en/simulation/legacy/greenhouse
        
        EW: Apply the ideas of radiation and emission to describe what factors can affect the temperature of the Earth
    - (HT only) Students should be able to explain how the temperature of a body is related to the balance between incoming radiation absorbed and radiation emitted, using everyday examples to illustrate this balance, and the example of the factors which determine the temperature of the Earth.
    - (HT only) Students should be able to use information, or draw/ interpret diagrams to show how radiation affects the temperature of the Earth's surface and atmosphere.
      - Suggested Activity:
        GF: Explain how the particles in the atmosphere relate to emission and radiation, in your answer you should include the composition of the atmosphere, their structure, bonding and internal energy.
  - Lesson 08 - Required Practical - Infrared radiation Lesson Plan Lesson Title
    - Waves can be absorbed or transmitted at the boundary between two different materials.
      - Suggested Activity:
        Use the practical equipment to observe what happens when light reaches a boundary
        Equipment Required:
        glass blocks
        Ray boxes
        Powerpacks
        Wires
        Protractors
    - Required practical: infrared radiation absorbed or radiated by a surface depends on the nature of that surface.(AT skills 1,4)
      - Suggested Activity:
        Leslie cube demonstration to show how the different surfaces emit different amounts of IR radiation using the data logger
        Equipment Required:
        CLASS SET:
        Leslie cube
        kettle
        Infrared detector
        Heatproof mat
  - Lesson 09 - How is diffused reflection different spectacular reflection? Lesson Plan Lesson Title
    - Reflection from a smooth surface in a single direction is called specular reflection.
      - Suggested Activity:
        Observe the different reflection angles for smooth and rough surfaces
    - Reflection from a rough surface causes scattering: this is called diffuse reflection.
      - Suggested Activity:
        Create a matrix map to compare the different properties of spectacular and diffused reflection.
    - Waves can be reflected at the boundary between two different materials.
      - Suggested Activity:
        Use ray boxes to remind students of the properties that all EM waves have but that we can observe using visible light.
        Equipment Required:
        Ray boxes
        Powerpacks
        Wires
        Mirrors
        Protractors
    - The time taken for the reflections to reach a detector can be used to determine how far away such a boundary is. This allows ultrasound waves to be used for both medical and industrial imaging.
      - Suggested Activity:
        Consider the applications of waves in medicine to suggest how their reflective properties can be taken advantage of
    - Students should be able to construct ray diagrams to illustrate the reflection of a wave at a surface.
      - Suggested Activity:
        Draw accurate ray diagrams for the observations made.
    - Ultrasound waves are partially reflected when they meet a boundary between two different media.
      - Suggested Activity:
        EW: Compare and contrast the properties of visible light and UV waves
  - Lesson 10 - What is refraction? Lesson Plan Lesson Title
    - Students should be able to explain in qualitative terms, how the differences in velocity, absorption and reflection between different types of wave in solids and liquids can be used both for detection and exploration of structures which are hidden from direct observation.
      - Suggested Activity:
        GF: Describe how the Sun's light and infrared radiation is transmitted to heat the Earth.
    - Students should be able to construct ray diagrams to illustrate the refraction of a wave at the boundary between two different media.
      - Suggested Activity:
        Observe what happens when light travels through mediums of different densities. Measure the angles.
        Equipment Required:
        Power supply
        Ray boxes
        Slits
        Rectangular perspex blocks
        Protractors
    - Some effects, for example refraction, are due to the difference in velocity of the waves in different substances.
      - Suggested Activity:
        Use the phet animation to show what happens during refraction. https://phet.colorado.edu/en/simulation/bending-light
    - Students should be able to use wave front diagrams to explain refraction in terms of the change of speed that happens when a wave travels from one medium to a different medium.
      - Suggested Activity:
        EW: What is refraction and when does it occur?
        Equipment Required:
        rayboxes slits
        glass cubes
        power packs
  - Lesson 11 - Required Practical - Reflection and refraction of waves Lesson Plan Lesson Title
    - Students should be able to describe the effects of reflection, transmission and absorption of waves at material interfaces.
    - Required practical 9 - reflection/refraction of waves (physics only) (AT skills 4,8)
  - Lesson 12 - How are lenses used to help us see? Lesson Plan Lesson Title
    - The distance from the lens to the principal focus is called the focal length.
      - Suggested Activity:
        Recall / describe the key features of a ray diagram where light passes through a lens. Students should be able to identify the:
        • Principal axis
        • Principal focus
        • Focal length.
    - The magnification produced by a lens can be calculated using the equation: magnification = image height / object height
      - Suggested Activity:
        Recall and use the magnification equation.
    - Magnification is a ratio and so has no units.
    - Image height and object height should both be measured in either mm or cm.
    - Ray diagrams are used to show the formation of images by convex and concave lenses.
      - Suggested Activity:
        Investigate the images produced using convex and concave lenses using the window and a whiteboard to project the image onto. Stand with back to the window and hold the lens in front of your face.
        Equipment Required:
        Convex lenses
        Concave lenses
    - Students should be able to construct ray diagrams to illustrate the similarities and differences between convex and concave lenses.
      - Suggested Activity:
        Construct ray diagrams to show how light travels through concave and convex lenses.
    - In ray diagrams a convex lens will be represented by: <-->
      - Suggested Activity:
        Construct ray diagrams for a camera, a projector and a magnifying glass using a convex lens.
    - [In ray diagrams] a concave lens will be represented by: >--<
      - Suggested Activity:
        EW: Use the correct terminology when describing the image produced by a lens, eg real, magnified and inverted for a projector. (start with a flow map)
    - The image produced by a convex lens can be either real or virtual.
    - The image produced by a concave lens is always virtual.
      - Suggested Activity:
        EW: Explain the difference between real and virtual images.
        
        State situations where real images and virtual images are produced.
    - A lens forms an image by refracting light.
      - Suggested Activity:
        Optics bench:
        Investigate convex lenses. Using a single convex lens show how a camera can produce an image onto a photographic film. Show how when the object being looked at is further way than the focal length then the image is inverted.
        Equipment Required:
        Optics bench
    - In a convex lens, parallel rays of light are brought to a focus at the principal focus.
      - Suggested Activity:
        GF: Discuss how laser eye surgery is used to correct the vision of people who wear glasses
  - Lesson 13 - Why do we see colours? Lesson Plan Lesson Title
    - Colour filters work by absorbing certain wavelengths (and colour) and transmitting other wavelengths (and colour).
      - Suggested Activity:
        students to suggest how they think about why skiers/snowboarders wear yellow googles when light levels are low
        
        use the phet animation to review answers https://phet.colorado.edu/en/simulation/color-vision
    - The colour of an opaque object is determined by which wavelengths of light are more strongly reflected.
      - Suggested Activity:
        Observe the differences when light shines through opaque and translucent objects
        Equipment Required:
        ray boxes
        powerpacks
        range of opaque and translucent pieces of plastic with a range of different colours too
    - If all wavelengths are reflected equally the object appears white.
    - Objects that transmit light are either transparent or translucent.
    - Wavelengths that are not reflected are absorbed.
      - Suggested Activity:
        Use diagrams to show what happens to the light when different colored objects are observed
    - If all wavelengths are absorbed the objects appears black.
      - Suggested Activity:
        Ask students to consider why black and white are often described as shades rather than colours (in terms of light)
    - Students should be able to explain how the colour of an object is related to the differential absorption, transmission and reflection of different wavelengths of light by the object.
      - Suggested Activity:
        Students should make predictions and then explain why we observe a range of coloured and opaque/translucent objects
    - Students should be able to explain the effect of viewing objects through filters or the effect on light of passing through filters
      - Suggested Activity:
        GF: Suggest why some people are colour blind. You should refer to the cells that detect light in the eye.
    - Students should be able to explain why an opaque object has a particular colour.